Resources Web Library
The resources web library will be designed extensively during the project period and verified by designated end users, thus ready for post project exploitation and dissemination.
The aim of the proposed resources web library is to build a database for the target participants of this project – students with disabilities – as well as the project working groups, to have maximum benefit from the project through comprehensive understanding of the statistical data and new solutions, so that in turn they will be able to disseminate/promote the results and act as multipliers.
Module 1: Self Determination
How Self-Determined Are You? A Toolbox of Resources to Help Build Self-Determination Skills
A SELF-DETERMINATION TOOLKIT FOR LIFE AFTER HIGH SCHOOL
Core Components of Self Determination
Teaching Self-Determination Skills to Students With Disabilities
COMPONENTS OF SELF-DETERMINATION
Essential Characteristics of Self Determined Behavior of Individuals With Mental Retardation
Essential Characteristics of Self-Determined Behavior of Individuals With Mental Retardation
Exploring Essential Characteristics of Self-Determination for Diverse Students Using Data From NLTS2
Fostering Self-Determination Among Children and Youth with Disabilities
Education and Training in Mental Retardation and Developmental Disabilities Vol. 34, No. 3 (September 1999), pp. 293-301 (9 pages)
Self-Determination Curriculums and Tools
Self-Determination Units with Lesson Plans
Testing theory in practice: the example of self-determination theory based intervention
Module 2: Self Advocacy
Self-Advocacy Services for People With Intellectual and Developmental Disabilities: A National Analysis
Personal Self-Advocacy for People with Developmental Disabilities
Self-Advocacy_Modules_Developed_for_the_Mystic_Grant.pdf
Self-Advocacy Curriculum
Self-Advocacy as a Means to Positive Identities for People with Intellectual Disability: 'We Just Help Them, Be Them Really'
Self-Advocacy and Self-Determination
Fostering Skills in Self-Advocacy: A Key to Access in School and Beyond
Self-advocacy for inclusion: A global Report
Self-Advocacy Skills and Self-Determination: Keys to Postsecondary Success
Technical Assistance Guide Self Advocacy
Self-Advocacy 102
POSITION STATEMENT Self-Advocacy
Module 3: Social Support
A grounded theory of social interaction in the context of the new family
On the Benefits of Giving Social Support: When, Why, and How Support Providers Gain by Caring for Others
RECEIVED AND PROVIDED SOCIAL SUPPORT: A REVIEW OF CURRENT EVIDENCE AND FUTURE DIRECTIONS
Type, Content, and Source of Social Support Perceived by Women during Pregnancy: Evidence from Matlab, Bangladesh
Module 4: Universal Design for Learning
TEAL Center Fact Sheet No. 2: Universal Design for Learning
Universal Design for Learning
Discover Universal Design for Learning (UDL) to respond to learner diversity
Universal Design for Learning: Enhancing Achievement of Students with Disabilities
Promoting Collaboration A New Function for Special Education
Universal Design of learning (UDL) is a means for Challenging the Exclusion
Universal Design for Learning: Recommendations for Teacher Preparation and Professional Development
Universal Design for Learning (UDL): Making learning accessible and engaging for all students