The SELF-IN methodology is based on combination of 3 pedagogical existing models in the disability field: A) The QUALITY OF LIFE MODEL: framework and guide to disability organizations to develop their intervention programs and to evaluate the personal outcomes. B) METACOGNITION AND MOTIVATIONAL ORIENTATION: broad range of learning theories with the common goal of helping students to become better learners. C) SELF-MANAGEMENT LEARNING PROGRAMS (SLP): an overarching term involving all cognitions and actions of a person that deliberately influence their behaviour in order to realize self-selected outcomes. The combination of these 3 solid approaches has leaded to achieve the following project objectives: 1. Objective 1. To improve the key competences of PWID necessary to take part in self-management programs. 2. Objective 2. To improve the competences of disability educators to design, lead and evaluate SLP. 3. Objective 3. To build capacity of disability organizations to deploy SLP. 4. Objective 4. To provide to the disability field a new self-management educative model. 5. Objective 5. To disseminate the tangible and intangible SELF-IN results. 6. Objective 6. To contribute to achieve ERASMUS+ horizontal aspects.
SELF-IN project was born in November 2020 motivated by the concern of disability educators of GROEP UBUNTU and IVASS to find new pedagogical methodologies and resources to achieve greater levels of independence of persons with intellectual disabilities (PwID). These results have been confirmed by the needs assessment carried out by this proposal, which has helped SELF-IN project to find 3 key SELF-IN training needs and proposed a pedagogical methodology based on the Quality of Life model, the Self-management programs (SLP) and Metacognition strategies: 1. Lack of key competences of People with Intellectual Disabilities (PwID) to self-manage their own life. 2. Insufficient knowledge of disability educators about the conceptual framework surrounded the concept of independence: Quality of life model, self-determination, social inclusion, self-management programs (SLP) and metacognition and motivational orientation. 3. Insufficient skills of educators to design, implement and evaluate the programs proposed by the project to improve the independence of PwID: Self-management programs.