A self-management learning model to foster the independence of people with intellectual disabilities

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.

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.

The project has developed a new concept of self-management program, combining this learning tool with the metacognition approach to create the SELF-IN self-management programs. Self-management programs are spaces where People with intellectual disability (PwID) gather, discuss and state their needs and wishes to the society. It is the ultimate methodology in the disability field to improve the competences of PwID related to their independence. Self-in project captures all the work developed so far about this issue, considering self-management programs as much as a tool to improve the independence as an educational methodology to increase the competences of people with intellectual disabilities. To achieve this, SELF-IN has created a set of educational resources: PR1: handbook for educators; PR2. 43-hour course to improve the competences of PwID; and PR3. MOOC course for educators published on the learning platform of University of Padua. These results can be downloaded on the project website: https://www.ivass.gva.es/Erasmus_SELF-IN/Educative_resources.html In addition, SELF-IN has trained 13 educators (C1) in ITALY to help them to implement 13 self-management programs in which 116 PwID took part and increase their competetences.

TANGIBLE RESULTS PROJECT RESULTS PR1. Self-management learning programs (SLP), quality of life, metacognitive processes and motivational orientation for people with intellectual disabilities. 160-page handbook containing the 3 units stated in the application form: 1. Self-management, Quality of life model and independence of people with intellectual disabilities: a theoretical approach; 2. Implementation of self-management programs: a practical approach; 3. Metacognition and motivation for successful and sustainable self-management. This handbook explains the theoretical framework used by SELF-IN to develop self-management programs. It includes the SELF-INCA tool to assess the competences of PwID and two cases studies (one from IVASS; and the second of a Portuguese organization) PR2. Training course to improve the self-management competences of People with Intellectual Disabilities. This 43-hour course is formed by 2 sections (287 pages): • Section A: didactic guide to implement a course estimated at 43 hours. • Section B. 19 practical pedagogical exercises distributed in 6 didactic units based on the following theoretical frameworks: Metacognition: metacognitive competences, reflection, problem solving, decision making, orientational motivation.... This PR2 shows how to combine self-management programs and metacognition to improve the competences of PwID. PR4. MOOC course developed by the University of Padua with all the knowledge and experience gained for the SELF-IN. It is composed by 18 videos between 2 and 9 minutes, texts (35 pages approx.), quizzes and complementary documents. IVASS has also added Spanish subtitles to the videos which can be found on the project website. OTHER TANGIBLE RESULTS PR3. A proposal of a self-management educative model based on competences and evaluation tools and documentation for its implementation can be found on IVASS website (not considered project result). 1 academic report pending to be published on an international journal can be found in English on the project website and in the annexes. (not considered project result). Project plan (available on the project website. English language) Dissemination plan (available in the project website. English language) Stakeholders database: 174 stakeholders. Project Website Social media: SELF-IN Facebook and Instagram Posters. Brochure. INTANGIBLE RESULTS SELF-IN has also focused on assessing the satisfaction of educators, and the satisfaction and competences of people with intellectual disabilities taking part in the project. 2 training activities (minimum 20 hours per participant) and 13 self-management programs were carried out. The project created several tools to plan and monitor the participation, PwID and their educators answered satisfaction questionnaires and educators passed the SELF-INCA tool. 116 certificates with learning outcomes were given to participants. 13 self-management programs were developed (4 in Belgium; and 9 in Spain). 184 training sessions were implemented (training activity to implement PR2 + participation in 13 SELF-IN self-management programs); 116 people with intellectual disabilities finished the training + self-management programs and obtained the learning outcomes certificate. Total hours recorded on training for PwID: 4622,5 hours (average: 39 hour per participant). The self-inca tool (passed twice: 86 times), the satisfaction questionnaire and informal interviews showed a high satisfaction with the project results and high improvement in several competences. The statistical analysis carried out (pre-post passes of the self-inca tool) showed high improvement in the competences of: assertive communication, collaboration and growing mindset.