Module 3 Inclusive Learning Environments for Employability
MODULE TOPICS
Involvement of Volunteers
Social and Political Aspects
Involment of Family and Community
Pedagogical Aspects
Evaluation and Monitoring of Inclusion
Methods of working with selected target groups
Safe Learrning Environment
01
Social and Political Aspects
3.1 Social and Political Aspects
This presentation presents examples of good practice from the Czech Republic
Employment of people with disabilities
Foundation for the Employment of People with Disabilities
Supported Employment
+ INFO
The aim of the service offered is
3.1 Social and Political Aspects
Supported Employment
Supported Employment Goals for People with Disabilities
This video features a local veterinary clinic that carved out jobs for young adults with disabilities to meet both the needs of the clinic and the abilities of the workers.
TASK
3.1 Social and Political Aspects
Creating Employment for People With Disabilities
Reflection on the video
Questions:
• What is Supported Employment, and how does it differ from other employment models for individuals with disabilities? • What are the core principles and values that guide Supported Employment?
• Describe the phases of the Supported Employment process, from initial assessment to job retention. How are clients supported throughout these stages?
• What are the common barriers individuals with disabilities face when seeking employment, and how does Supported Employment address these barriers?
02
Pedagogical Aspects
3.2 Pedagogical Aspects
Pedagogical aspects of inclusive education for the employability of people with disabilities include the following points:
• Mental well-being of learners
• Adherence to the principles of inclusive education
• Support from the school counselling centre • Cooperation of counselling facilities
Compliance with the principles of inclusive education
Mental well-being of pupils
Early and appropriate intervention
Thoughts translate into behavior and actions
An introductory question for reflection What will help an educator believe that they can educate a learner with special needs in a way that supports their employability?
3.2 Pedagogical Aspects
Question for reflection: Am I open enough to the idea of inclusive education and do I know how to do it?
The following steps can help you:
Learning management
I have experience and knowledge!
I'm doing educational diagnostics!
I'm in learning management!
I have a plan!
Question for reflection: Can I work effectively with the needs of my students?
3.2 Pedagogical Aspects
"Children's Needs Cards"
School counselling support
Question for reflection: Which support network can I utilize, if I am unsure how to address the specific needs of my students?
3.2 Pedagogical Aspects
"One page profile"
Includes 3 areas
"One page profile„ - example
+ INFO
03
Methods of working with selected target groups
3.3 Methods of working with selected target groups
We focus on four methods:
Individual Placement and Support
Person Centred Planning
Train and Place vs Place and Train
Transit Programmes
04
Safe Learning Environment
3.4 Safe Learning Environment
Safety
The risks are growth
Safety in education
What helps safety in education
3.4 Safe Learning Environment
The ability to handle mistakes growth-wise and to use feedback developmentally
The result of learning is CHANGE
The starting point of this competence is:
• a belief that the assessee means well and is capable of development
• a belief that mistakes are part of life and are often the best opportunity for growth
• willingness to seek ways to develop with the assessee
Learning effectiveness is therefore evaluated by assessing the difference
Questions for you:
Think of a situation when someone else evaluated you and this evaluation helped you in your personal development. What was the evaluation? What did the evaluator do for it?
3.4 Safe Learning Environment
The evaluation provided
3.4 Safe Learning Environment
Risk management
Starting points
As we seek to develop and advance in key competences, we never avoid risks.
The absolute elimination of risks is both an illusion and will also stop the development we are striving for.
So it is not about eliminating risks, but about managing them in such a way that they serve development and do not cause too much harm.
The risk is a good servant but a bad master.
3.4 Safe Learning Environment
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There are five areas to look out for when mapping
Risk prevention - risk mapping
Map
• make it yourself as a leader
• discuss it as a team and with participants
• take action that makes sense
• save the outputs
• gradually compare the map with reality as the situation evolves and adjust interventions accordingly
• use the original outputs when evaluating the activity
• don't miss places where nothing seems to happen (transfers, breaks, eating etc)
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In each area, ask yourself these questions
Questions for you: Where would you place yourself on the scale?
Where do you tend to be?
3.4 Safe Learning Environment
If an incident occurs
AFTER ACTION REVIEW
Create cultures of fault-sharing, not blame-seeking What will we do differently next time? Focus on root cause analysis - work on the errors
Mistakes are acceptable if we see them as opportunities
Example
What do we consider an incident?
Root cause analysis
Questions for you: Name for yourself: What is the biggest risk for you personally?
What do you usually feel the strongest personal responsibility for?
3.4 Safe Learning Environment
Conflict prevention
rules for the group
trust
communication
ways to resolve conflict constructively
Questions for you: Name yourself, what does conflict mean to you? Is it more of a threat or an opportunity?
3.4 Safe Learning Environment
Conflict resolution
Question for you: What works for you in conflict resolution?
3.4 Safe Learning Environment
Building trust - how to do it?
mistakes
transparent information
differences as opportunities
trustiness
sense of togetherness
respect
good relationships
shared experiences
what is common
Questions for you: Who do you personally trust? How did this person earn your trust?
05
Involvement of volunteers
3.5 Involvement of volunteers
3.5.1 The importance of volunteering in supporting young people at risk of school failure
Questions
Watch the videos and think about the questions
Video to inspire the activity
Video 3
Video 1
Video 2
Think about your answers to the questions below and write down your answers or discuss your answers in pairs or groups:
Questions
Is there a match?
3.5 Involvement of volunteers
3.5.2 Objectives and importance of cooperation
Question: How to set up an effective collaboration between a volunteer and a person at risk of school failure that will lead to the stated goals?
Objectives and importance of cooperation
For thought:
3.5 Involvement of volunteers
3.5.3 Risks of cooperation, setting rules
Inadequate boundaries in the volunteer-client relationship
Unsuitability of the volunteer for the project
Violation of the agreed rules of cooperation by one or the other party
Violence in the context of cooperation (physical and verbal)
Little or no motivation to cooperate on the part of the volunteer or client
Sudden obstacle to cooperation
Activity
3.5 Involvement of volunteers
3.5.4 Supporting volunteers in supervision
The aim of supervision is
The topic of supervision can be
3.5 Involvement of volunteers
... people react differently to our behaviour than we imagine
... we feel a conflict between our expectations and reality
... we don't know if we did the right thing
... i think to myself: why am I still not getting it right, why is there no change?
... we feel anger, disappointment, distress, guilt, shame (strong emotions)
... always something in my head, I bring negative thoughts home
Activity
3.5 Involvement of volunteers
3.5.5 Other cooperation (volunteer coordination)
Volunteer coordinator as a key figure in volunteer projects. What are his/her main tasks towards the volunteers:
Reaching
Selection
Training
Evaluation
It is also about providing ongoing support, appreciation, creating a safe environment and pleasant background, as well as offering further training and supervision and, last but not least, monitoring compliance with ethical standards and other established rules of volunteer activities.
06
Involvement of family and community
3.6 Involvement of family and community
What actors can I involve?
In the previous point we mentioned the concept of networking. But who will/can we actually network? Let's take a look at this for inspiration in a short video:
Cooperation with local communities and organisations
3.6 Involvement of family and community
Exercise - what actors can I involve?
• In the previous video you could see who all we can involve in supporting a learner with a disability or other disadvantage.
• The sources of support* will vary from country to country - they are based on local customs, have different traditions, different socio-political backgrounds, different legislation, etc.
The role of individual actors
Reflection
3.6 Involvement of family and community
The role of individual actors
Here is a link to a short video focusing on the roles of the different people involved:
3.6 Involvement of family and community
Possibilities of using different social work techniques
Examples of ecomaps:
+ INFO
+ INFO
Exercise
3.6 Involvement of family and community
• In a short video you can see how parents can be involved in the process and how to communicate with them:
Creating a support network for students and their families; connecting students and their families with those who have similar problems
3.6 Involvement of family and community
The importance of other sources of support in the process of engaging learnes/students with health problems, disabilities or other disadvantages in the labour market
other activities that are self-help in nature
self-help groups
TASK
TASK
- Alternatively, these are professional entities, but in addition to professional assistance (e.g. counselling) or caregiver education, they are able to connect parents of children with disabilities - e. g. in the Czech Republic, it is an Association of Parents and Friends of Disabled Children.
07
Evaluation and monitoring of inclusion
3.7 Evaluation and monitoring of inclusion
Principles of Inclusive Assessment
Regular evaluation of inclusive practice
Tip
+ INFO
3.7 Evaluation and monitoring of inclusion
Framework indicators for inclusive evaluation:
+ INFO
Below you can get acquainted with the basic indicators of inclusive education, defined in more detail here:
school legislation
multidisciplinary Assessment teams
assessment design
teachers
Learners
parents
school
3.7 Evaluation and monitoring of inclusion
Self-evaluation
• Self-evaluation is an integral part of the evaluation process - creating a system and supporting schools in self-evaluation.
• Here is a link to a video that discusses the Self-evaluation Tool for Improving Inclusion:
3.7 Evaluation and monitoring of inclusion
Feedback
Why is feedback important?
Feedback option
TASK
3.7 Evaluation and monitoring of inclusion
How can you yourself get feedback from learners/students and parents?
Tip for getting feedback
Feedback from learners/students
Feedback from parents
TASK
2023-1-FR01-KA220-VET-000156509
Congratulations, you've completed 3/5 modules!
Thank you!
Person Centred Planning
Possibilities of using planning:
- in social services (in integrating a person into society, in employment, in finding natural support in the community)
- in school (for the inclusion of children with disabilities or disadvantages)
- to improve the functioning of teams
Basic principles:
Instruments:
+ INFO
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Short videos on the topic:
Video 1
Video 2
Question for reflection: What about the topic interested/surprised you the most?
Why is feedback important?
• Feedback should in no way be seen as a criticism, but as a tool that can help us to take a fresh look at what we do in an often routine way.
• It can provide us with new suggestions and reflections that lead to our self-development, and thus improve our actions towards our learners/students.
• It can help us to improve or eliminate what is often negatively evaluated in feedback. But it can also reassure us that what is perceived positively we are doing well.
Regular evaluation of inclusive practice:
Regular evaluation of inclusive practice is an integral part of the process of inclusion in schools.• Within the framework of inclusive education, core indicators have been established to ensure the inclusiveness of assessment approaches, procedures and practices.
• Evaluation is a demanding process that cannot be fully covered in the scope of this presentation; we mention here the basic rules for regular evaluation and refer to relevant documents that deal with this topic.
Principles of Inclusive Assessment:
The European Agency for the Development of Special Needs Education states that: • Inclusive assessment clearly leads to avoiding segregation by excluding (as much as possible), labelling, and focusing on ways of learning and teaching that enhance inclusion and the mainstream educational environment. • Inclusive assessment can only be implemented in the right policy environment, with appropriate school organisation and the support of teachers with a positive attitude towards inclusion.
Early and appropriate intervention can make a major contribution to the successful development of learners
(www.blaznis-no-a.cz)
Question for reflection: How do I react when I realise something is wrong with a pupil?
Offer specific examples:
- The client contacts the volunteer more than necessary (by phone, email, social networks), enters the volunteer's environment beyond the scope of cooperation (favorite places, place of residence).
- The client has a greater need for confidentiality, the volunteer keeps his/her distance, the volunteer goes beyond the boundaries of the relationship - meets the client outside the agreed framework of cooperation, confides in him/her with topics of his/her personal life, intimate content, etc.
Reflection:
- Think about what sources of support you don't have that you saw in the video, and what you do have that were not mentioned in the video.
- Is there any source of support that was not mentioned in the video that does not exist in your country, yet you think it would be desirable to put it into practice?
Feedback option:
In practice, there are a number of ways to obtain feedback:
• from colleagues who are present at our work,
• from managers who can check up on us as we do our work,
• from inspection bodies (such as inspectorates),
• from learners/students,
• from parents,
• from other bodies.
Compare your ideas and thoughts with the listed motivations for volunteering. Is there anything new and inspiring for you?
- To express and implement their values (e.g. humanism, social justice)
- The need to experience something, to try something out
- To develop one's personality (to strengthen self-esteem or responsibility, competence, to be better)
- To gain work experience, more practice
- To develop social needs (to establish, expand interpersonal relationships),
- The need to satiate one's lateral feelings (sense of importance, usefulness, control, influence, etc.)
- Healing (to solve personal problems, feelings of guilt, etc.)
Thoughts translate into behavior and actions
- „Everyone is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life knowing that it is incapable." (Albert Einstein)
- Each learner has his or her own unique potential and it is up to those around him or her to work with and develop that potential
- It is important to work on changing the approach—attitudes of society, parents, and educators, their role is crucial
Question for reflection: Can I recognise what my students' needs are?
Find the right place (press, social networks, schools, churches) and method (clear, understandable information). Outreach must be targeted, continuous and long-term.
You can get feedback from learners/students e.g.:
• through observation during routine activities,
• from written work,
• from group discussion,
• an anonymous questionnaire.
Compliance with the principles of inclusive education
a method of education that ensures the maximum development of each learner, taking into account their individual needs and specifics
inclusive education is based on the belief that all learners deserve to experience success and the joy of learning at school
Question for reflection: Can I promote educational equity in my work?
Activity
Find a time when you have been in a similar situation, write your thoughts or discuss the question in pairs/groups: What would you have needed at that moment that would have been helpful to improve your situation or greater mental well-being?
a) to learn new skills needed to enter the labour market
• Travelling to and from work
• Orientation in time
• Communication with employer, authorities
• Knowledge of labour relations and applicable legislation
(Rytmus, Podporované zaměstnávání)
b) finding and keeping a job under normal conditions
• Help with preparing for and accompanying to the interview
• Support in negotiations with the employer
• Assistance provided on-site as needed
(Rytmus, Podporované zaměstnávání)
• The mission of the social service Supported Employment is to provide people with disadvantages in the labour market with such support that they can work under the same conditions as other people without disadvantages and together with them.
• The service is free of charge
(FOSA, Podporované zaměstnávání)
Other activities that are self-help in nature:
- In addition to the classic self-help groups, there are other activities that are self-help in nature, such as in the Czech Republic "homesharing".
- Homesharing is shared care. A modern and natural system of support for families of children with intellectual or combined disabilities. It connects long-term caring families with families or individuals willing and able to devote part of their free time to caring for a child with a disability as a host.
- The host is an individual or family who regularly takes the child into their home for a pre-arranged time to play, walk, or draw together... The child then returns to their family.
- A child with intellectual or combined disabilities gains new social contacts and skills while his or her family can take a breather and regain strength.
Individual, focused on motivation, integrity, competence, suitability for the target group. It is important to allow the candidate time to carefully consider their interest in cooperation.
Mental well-being of pupils
You are often the first who notices mental discomfort of your learners!
- educators not only educate learners, but also accompany them through their psychological development
- educators have a unique opportunity to recognize, through intensive contact with the learner, that he or she is in a crisis situation
Mental health
Question for reflection: Can I be attentive to the mental discomfort of my students?
What is important to me: • Praise and reward• Regular schedule • Friends • Explaining why I'm being asked to do something
Positive sides:• I'm friendly and chummy • I'm not sneaky • I recognize authority
Support options - can you help me if: • You have confidence in me
• You speak slowly and clearly
• You explain to me clearly what is required of me
Individual Placement and Support
- A method of supported employment that originated in England and the USA
- The basic idea - everyone is able to work if the right kind of work and adequate conditions can be found for that person and if the right support is provided
- The goal is not to change the client, but to find a place that matches their individual skills and experience
- Within the model, it is important to work with both clients and employers
Key principles of the model:
A short video on the topic and a link to other resources:
Video
Source
The role of individual actors
Emphasis should also be placed on understanding the role of the different actors that a young adult with a disability encounters when entering the labour market, to name but a few : • school • family • educational and psychological counsellor/career counsellor • employer
etc. Why is it important to know? It is primarily about defining their roles and defining their competences so that the resulting support is as effective as possible, but also so that the individual activities are not duplicated and the whole process is as least burdensome for the supported person as possible.
- the relationship with the client and the resulting ambiguities/disagreements/tensions
- (un)motivation to cooperate, disturbed boundaries of cooperation (crossing the boundaries of cooperation - more proximity than expected and than I am comfortable with, e.g. physical contact)
- problematic situations arising from meetings between volunteers and clients (e.g. deterioration of cooperation and search for causes
- inadequate relational situations)
- violation of the rule of cooperation and search for solutions
Cooperation with local communities and organisations
- Within the framework of effective networking, it is important to focus on cooperation with local communities and organizations that are dedicated to the given issue, or whose focus and activities appropriately complement activities that are not carried out by any of the already involved entities.
- This is called "networking" or working with networks of support, which can be defined as a form of coordination characterized by establishing, completing or maintaining relationships that are prerequisites for cooperation and exchange of resources between different actors.
Offer specific examples:
- The volunteer is uncooperative (not contactable, does not attend supervision sessions, does not meet with the client, does not send minutes, etc.).
- The volunteer abuses his/her dominance, power, uses inappropriate means, inappropriate vocabulary, punishment (physical or emotional), etc.
- The volunteer oversteps his/her role - enters a position where he/she is not competent or does not belong (psychologist, counselor, doctor, etc.).
- The volunteer is afraid to refuse, enters into interactions he/she should not enter into, allows himself/herself to be manipulated.
Ecomap - exercise:
In order to learn the ecomap technique, first try to map out for yourself the sources of help that you would use if you found yourself in a situation of no money and no job.
- Any resources (persons, institutions) that you could turn to right now without worry or discomfort and that you know or believe will definitely help you (mark these sources of help with a solid line).
- List any resources that you could turn to right now, but you know their help is limited but not impossible (mark these resources as dashed lines).
- List all the resources you could turn to that you know could help you, but would cost you a lot of effort, would be very inconvenient, or would only help you in the longer term (mark these resources in dashed red).
In the previous exercise you had the opportunity to try out the ecomap technique, which can:
- help you with networking, i.e. finding or engaging appropriate sources of help and support for your client (pupil/student);
- help you clarify the situation around the actors involved;
- help you understand the role of the different actors in engaging the learner in the work process.
We choose the length and content according to the intensity of the volunteer activity. We introduce the future volunteer to the mission, the goals of the project, the target group, the volunteer's role (including risks and rules). The aim is also to get to know each other, which is the basis for further cooperation.
Self-help groups:
- It is extremely important for learners/students and their parents that those in a similar situation are also involved in this networking.
- Creating a functioning network involving a young person with a disability or other disadvantage involves those who are in a similar situation, overcoming similar obstacles, but also have enriching experiences to pass on to others.
- Within this support network, self-help groups exist or may emerge that bring together learners/students with similar experiences, but may also be aimed at supporting parents caring for a child with a disability or other disadvantage.
- As mentioned, the existence of self-help groups should not be overlooked in the creation of a functional network. These tend to be an important source of support and are based on the safe sharing of personal experience.
• Event resulting in death, injury, damage
• An event which, under other conditions, could result in injury, death or major damage
• An event that reveals a deficiency in management
• Manifestations of physical or mental illness
• Manifestations of inappropriate or threatening behavior
• Events that threaten the functioning or existence of the group, relationships between its members
• Events that prevent the makes impossible the growth of the group and individuals
Question for you: Do you need to add to the list or remove something from it? Create your own list of incidents.
Possibilities of using different social work techniques
• Social workers use various techniques in their profession to help them and their clients understand some important situations. • A useful tool that maps the resources in their client's surroundings includes an ecomap. Ecomap: • is a visualization tool that is used to show individual and family relationships in a social context; • includes family members, wider social networks, community resources, organizations, and institutions with which the family or its members are in contact; • can help identify the client's isolation, the lack of his support social network, or conversely, all the support resources available to him. We can modify and simplify the ecomap for our needs to give us a comprehensive picture of our client's (student's) sources of support and assistance.
Offer specific examples:
- The client or volunteer wants to end the collaboration earlier than agreed in the contract.
„Train and Place“ vs „Place and Train“
There are two approaches to the employment of people with disabilities : • Train and Place • Place and Train
Train and Place
Place and Train
It is an individual approach to a person that should:
Feedback:
In practice, it is desirable to get feedback, not only from educators, but also from learners/students and parents.
You can get feedback from parents e.g.:
• during the interview by direct questioning, • in group meetings with parents,
• an anonymous questionnaire.
Foundation for the Employment of People with Disabilities Nadační fond pro podporu zaměstnávání osob se zdravotním postižením (NFOZP)
- Founded in 2007
- Roughly 10% of the population in the Czech Republic lives with a disability or disadvantage
- It focuses on professional consultations, support for individuals with disabilities and companies that employ or want to employ them
- The goals of the NFOZP are "to create a team of educated employees preferably from among people living with disabilities and to create an environment for getting a job and some guidance on how to get a job or how to find a suitable employee with a disability. (NFOZP)
Employment of people with disabilities
• Person with a disability: a person who is recognised by the competent authority as having a certain degree of disability, or is a person with health disadvantage
• Possible financial support from the state when employing people with disabilities:
1) a contribution to the creation of a job
/e.g. CZ - the person must have a contract with the labour office and the job must have been filled for at least 3 years/
(Výhody zaměstnávání osob se zdravotním postižením)
2) a contribution towards operating costs incurred in connection with the employment of a disabled person
/e.g. CZ - it is necessary to have a contract with the Labour Office; the annual allowance can be up to CZK 48,000 = ca. 1900 EUR/
3) if someone employs more than 50% of people with disabilities - then they can conclude an agreement with the Labour Office to be recognised as an employer on the sheltered labour market
/e.g. CZ - the amount of the contribution is 75 % of the funds actually spent on wages) (Výhody zaměstnávání osob se zdravotním postižením)
Offer specific examples:
- The client becomes physically or verbally aggressive towards the volunteer or is manipulative. The client becomes aggressive towards others in the presence of the volunteer (destroys or defaces property, attacks people).
- A prerequisite for effective inclusive education is cooperation with special educators, psychologists, educational advisors and teaching assistants
- School counselling facilities:
- Respond to the need for methodological support in the education of learners with special educational needs
- Support the implementation of activities aimed at a healthy classroom climate
- Provide individual support in meeting learning objectives
Offer specific examples:
- Volunteer gets sick, gets pregnant, moves to another city, life situation changes, etc.
- 5 times why?
- Searching for deeper causes
- Based on what we find out, we ask:
- What will we do differently next time
Supported Employment
The aim of supported employment is to find a suitable employer for people with disabilities - to discover the strengths of the applicant and link their skills and abilities with the requirements of the company
The aim of the service offered is:
a) to learn new skills needed to enter the labour market
- Travelling to and from work
- Orientation in time
- Communication with employer, authorities
- Knowledge of labour relations and applicable legislation
b) finding and keeping a job under normal conditions
- Help with preparing for and accompanying to the interview
- Support in negotiations with the employer
- Assistance provided on-site as needed
The mission of the social service Supported Employment is to provide people with disadvantages in the labour market with such support that they can work under the same conditions as other people without disadvantages and together with them.
The service is free of charge
Transit programmes - from school to work
- The Transition Programme is a program for learners with special needs who want to find employment in the open job market after leaving school
- The transition programme consists of assisted work experience with common employers, where they acquire work and social skills and habits, increase their independence and prepare for employment in the open labour market
Objectives of the transit programme:
To develop learners' work and social skills
Video 1
Video 2
Short videos on the topic:
Questions:
- What is the primary goal of the Transition Program for students with disabilities, and how does it differ from traditional career counseling programs?
- How does the Transition Program help students with disabilities develop the skills necessary for independent living and employment?
- What are the key components of a successful Transition Program, and how can schools ensure that all required services are provided to students with disabilities?
- How can schools and vocational rehabilitation agencies collaborate to deliver effective Transition Programs for students with disabilities?
Task
Offer specific examples:
- The client asks the volunteer to work and help with issues that go beyond the scope of the volunteer service (cleaning, appliance repair, transportation services, etc.), wants to meet more often, longer, with a different goal than the contract. The volunteer meets with the client more often or spends significantly more hours with the client based on his/her own decision.
- The client or volunteer is under the influence of a psychoactive substance during the appointment.
- The client or volunteer repeatedly fails to attend appointments or frequently cancels appointments.
It is a good idea to carry out the assessment regularly several times a year or as and when the need arises. The objectives of the cooperation, mutual satisfaction, the need for changes or adjustments to the cooperation, and future prospects are assessed.
Tip for getting feedback - try Mentimeter:
• An interesting application is Mentimeter, which for our feedback purposes has a scaling feature to get feedback on how learners perceive the teaching. • Mentimeter is an app that allows you to get instant anonymous feedback. The environment offers several types of questions. When you want to get feedback, you can use an open-ended answer option or multiple-choice questions, but you can also use word clouds, which are suitable for brainstorming.
... to support volunteers in coping with psychologically challenging situations in cooperation with clients, prevention of burnout syndrome, reflection on good practice, transfer of experience, mutual support and community building.
Offer specific solutions
- setting the rules (what I can and cannot do, how to set up cooperation)
- knowledge of basic didactic procedures and methods of learning (being able to choose adequate procedures given the age and the child's existing knowledge and abilities)
- working with the error (joint search for the error and its reason)
- evaluation of the child (appropriate form, specificity)
- praise (giving the opportunity to experience success)
- positive vocabulary
- relabelling
- alternation of work and rest
- boundaries of the relationship (delineation of roles)
- suitability of the environment (place and time of meeting)
- length of cooperation
- kind
- patient and respectful attitude
- knowledge of the context (who I am working with)
- adoption of the volunteer code of ethics
- emphasis on the value of the person
- methodological and human support of the volunteer coordinator
- The cards contain a pictogram and specific needs — these may include physical needs, the need to be heard, support and assistance, rest, movement, space, collaboration (it is based on Maslow's hierarchy of needs)
- The cards help evaluate teaching practice - what needs of the children do your lessons address, and what do they not? What could be improved?
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Transcript
Module 3 Inclusive Learning Environments for Employability
MODULE TOPICS
Involvement of Volunteers
Social and Political Aspects
Involment of Family and Community
Pedagogical Aspects
Evaluation and Monitoring of Inclusion
Methods of working with selected target groups
Safe Learrning Environment
01
Social and Political Aspects
3.1 Social and Political Aspects
This presentation presents examples of good practice from the Czech Republic
Employment of people with disabilities
Foundation for the Employment of People with Disabilities
Supported Employment
+ INFO
The aim of the service offered is
3.1 Social and Political Aspects
Supported Employment
Supported Employment Goals for People with Disabilities
This video features a local veterinary clinic that carved out jobs for young adults with disabilities to meet both the needs of the clinic and the abilities of the workers.
TASK
3.1 Social and Political Aspects
Creating Employment for People With Disabilities
Reflection on the video
Questions:
• What is Supported Employment, and how does it differ from other employment models for individuals with disabilities? • What are the core principles and values that guide Supported Employment? • Describe the phases of the Supported Employment process, from initial assessment to job retention. How are clients supported throughout these stages? • What are the common barriers individuals with disabilities face when seeking employment, and how does Supported Employment address these barriers?
02
Pedagogical Aspects
3.2 Pedagogical Aspects
Pedagogical aspects of inclusive education for the employability of people with disabilities include the following points:
• Mental well-being of learners • Adherence to the principles of inclusive education
• Support from the school counselling centre • Cooperation of counselling facilities
Compliance with the principles of inclusive education
Mental well-being of pupils
Early and appropriate intervention
Thoughts translate into behavior and actions
An introductory question for reflection What will help an educator believe that they can educate a learner with special needs in a way that supports their employability?
3.2 Pedagogical Aspects
Question for reflection: Am I open enough to the idea of inclusive education and do I know how to do it?
The following steps can help you:
Learning management
I have experience and knowledge!
I'm doing educational diagnostics!
I'm in learning management!
I have a plan!
Question for reflection: Can I work effectively with the needs of my students?
3.2 Pedagogical Aspects
"Children's Needs Cards"
School counselling support
Question for reflection: Which support network can I utilize, if I am unsure how to address the specific needs of my students?
3.2 Pedagogical Aspects
"One page profile"
Includes 3 areas
"One page profile„ - example
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Methods of working with selected target groups
3.3 Methods of working with selected target groups
We focus on four methods:
Individual Placement and Support
Person Centred Planning
Train and Place vs Place and Train
Transit Programmes
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Safe Learning Environment
3.4 Safe Learning Environment
Safety
The risks are growth
Safety in education
What helps safety in education
3.4 Safe Learning Environment
The ability to handle mistakes growth-wise and to use feedback developmentally
The result of learning is CHANGE
The starting point of this competence is: • a belief that the assessee means well and is capable of development • a belief that mistakes are part of life and are often the best opportunity for growth • willingness to seek ways to develop with the assessee Learning effectiveness is therefore evaluated by assessing the difference
Questions for you:
Think of a situation when someone else evaluated you and this evaluation helped you in your personal development. What was the evaluation? What did the evaluator do for it?
3.4 Safe Learning Environment
The evaluation provided
3.4 Safe Learning Environment
Risk management
Starting points
As we seek to develop and advance in key competences, we never avoid risks. The absolute elimination of risks is both an illusion and will also stop the development we are striving for. So it is not about eliminating risks, but about managing them in such a way that they serve development and do not cause too much harm.
The risk is a good servant but a bad master.
3.4 Safe Learning Environment
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There are five areas to look out for when mapping
Risk prevention - risk mapping
Map • make it yourself as a leader • discuss it as a team and with participants • take action that makes sense • save the outputs • gradually compare the map with reality as the situation evolves and adjust interventions accordingly • use the original outputs when evaluating the activity • don't miss places where nothing seems to happen (transfers, breaks, eating etc)
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In each area, ask yourself these questions
Questions for you: Where would you place yourself on the scale? Where do you tend to be?
3.4 Safe Learning Environment
If an incident occurs
AFTER ACTION REVIEW Create cultures of fault-sharing, not blame-seeking What will we do differently next time? Focus on root cause analysis - work on the errors Mistakes are acceptable if we see them as opportunities
Example
What do we consider an incident?
Root cause analysis
Questions for you: Name for yourself: What is the biggest risk for you personally? What do you usually feel the strongest personal responsibility for?
3.4 Safe Learning Environment
Conflict prevention
rules for the group
trust
communication
ways to resolve conflict constructively
Questions for you: Name yourself, what does conflict mean to you? Is it more of a threat or an opportunity?
3.4 Safe Learning Environment
Conflict resolution
Question for you: What works for you in conflict resolution?
3.4 Safe Learning Environment
Building trust - how to do it?
mistakes
transparent information
differences as opportunities
trustiness
sense of togetherness
respect
good relationships
shared experiences
what is common
Questions for you: Who do you personally trust? How did this person earn your trust?
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Involvement of volunteers
3.5 Involvement of volunteers
3.5.1 The importance of volunteering in supporting young people at risk of school failure
Questions
Watch the videos and think about the questions
Video to inspire the activity
Video 3
Video 1
Video 2
Think about your answers to the questions below and write down your answers or discuss your answers in pairs or groups:
Questions
Is there a match?
3.5 Involvement of volunteers
3.5.2 Objectives and importance of cooperation
Question: How to set up an effective collaboration between a volunteer and a person at risk of school failure that will lead to the stated goals?
Objectives and importance of cooperation
For thought:
3.5 Involvement of volunteers
3.5.3 Risks of cooperation, setting rules
Inadequate boundaries in the volunteer-client relationship
Unsuitability of the volunteer for the project
Violation of the agreed rules of cooperation by one or the other party
Violence in the context of cooperation (physical and verbal)
Little or no motivation to cooperate on the part of the volunteer or client
Sudden obstacle to cooperation
Activity
3.5 Involvement of volunteers
3.5.4 Supporting volunteers in supervision
The aim of supervision is
The topic of supervision can be
3.5 Involvement of volunteers
... people react differently to our behaviour than we imagine
... we feel a conflict between our expectations and reality
... we don't know if we did the right thing
... i think to myself: why am I still not getting it right, why is there no change?
... we feel anger, disappointment, distress, guilt, shame (strong emotions)
... always something in my head, I bring negative thoughts home
Activity
3.5 Involvement of volunteers
3.5.5 Other cooperation (volunteer coordination)
Volunteer coordinator as a key figure in volunteer projects. What are his/her main tasks towards the volunteers:
Reaching
Selection
Training
Evaluation
It is also about providing ongoing support, appreciation, creating a safe environment and pleasant background, as well as offering further training and supervision and, last but not least, monitoring compliance with ethical standards and other established rules of volunteer activities.
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Involvement of family and community
3.6 Involvement of family and community
What actors can I involve?
In the previous point we mentioned the concept of networking. But who will/can we actually network? Let's take a look at this for inspiration in a short video:
Cooperation with local communities and organisations
3.6 Involvement of family and community
Exercise - what actors can I involve?
• In the previous video you could see who all we can involve in supporting a learner with a disability or other disadvantage. • The sources of support* will vary from country to country - they are based on local customs, have different traditions, different socio-political backgrounds, different legislation, etc.
The role of individual actors
Reflection
3.6 Involvement of family and community
The role of individual actors
Here is a link to a short video focusing on the roles of the different people involved:
3.6 Involvement of family and community
Possibilities of using different social work techniques
Examples of ecomaps:
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Exercise
3.6 Involvement of family and community
• In a short video you can see how parents can be involved in the process and how to communicate with them:
Creating a support network for students and their families; connecting students and their families with those who have similar problems
3.6 Involvement of family and community
The importance of other sources of support in the process of engaging learnes/students with health problems, disabilities or other disadvantages in the labour market
other activities that are self-help in nature
self-help groups
TASK
TASK
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Evaluation and monitoring of inclusion
3.7 Evaluation and monitoring of inclusion
Principles of Inclusive Assessment
Regular evaluation of inclusive practice
Tip
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3.7 Evaluation and monitoring of inclusion
Framework indicators for inclusive evaluation:
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Below you can get acquainted with the basic indicators of inclusive education, defined in more detail here:
school legislation
multidisciplinary Assessment teams
assessment design
teachers
Learners
parents
school
3.7 Evaluation and monitoring of inclusion
Self-evaluation
• Self-evaluation is an integral part of the evaluation process - creating a system and supporting schools in self-evaluation. • Here is a link to a video that discusses the Self-evaluation Tool for Improving Inclusion:
3.7 Evaluation and monitoring of inclusion
Feedback
Why is feedback important?
Feedback option
TASK
3.7 Evaluation and monitoring of inclusion
How can you yourself get feedback from learners/students and parents?
Tip for getting feedback
Feedback from learners/students
Feedback from parents
TASK
2023-1-FR01-KA220-VET-000156509
Congratulations, you've completed 3/5 modules!
Thank you!
Person Centred Planning
Possibilities of using planning:
Basic principles:
Instruments:
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Short videos on the topic:
Video 1
Video 2
Question for reflection: What about the topic interested/surprised you the most?
Why is feedback important?
• Feedback should in no way be seen as a criticism, but as a tool that can help us to take a fresh look at what we do in an often routine way. • It can provide us with new suggestions and reflections that lead to our self-development, and thus improve our actions towards our learners/students. • It can help us to improve or eliminate what is often negatively evaluated in feedback. But it can also reassure us that what is perceived positively we are doing well.
Regular evaluation of inclusive practice:
Regular evaluation of inclusive practice is an integral part of the process of inclusion in schools.• Within the framework of inclusive education, core indicators have been established to ensure the inclusiveness of assessment approaches, procedures and practices. • Evaluation is a demanding process that cannot be fully covered in the scope of this presentation; we mention here the basic rules for regular evaluation and refer to relevant documents that deal with this topic.
Principles of Inclusive Assessment:
The European Agency for the Development of Special Needs Education states that: • Inclusive assessment clearly leads to avoiding segregation by excluding (as much as possible), labelling, and focusing on ways of learning and teaching that enhance inclusion and the mainstream educational environment. • Inclusive assessment can only be implemented in the right policy environment, with appropriate school organisation and the support of teachers with a positive attitude towards inclusion.
Early and appropriate intervention can make a major contribution to the successful development of learners
(www.blaznis-no-a.cz)
Question for reflection: How do I react when I realise something is wrong with a pupil?
Offer specific examples:
Reflection:
Feedback option:
In practice, there are a number of ways to obtain feedback: • from colleagues who are present at our work, • from managers who can check up on us as we do our work, • from inspection bodies (such as inspectorates), • from learners/students, • from parents, • from other bodies.
Compare your ideas and thoughts with the listed motivations for volunteering. Is there anything new and inspiring for you?
Thoughts translate into behavior and actions
Question for reflection: Can I recognise what my students' needs are?
Find the right place (press, social networks, schools, churches) and method (clear, understandable information). Outreach must be targeted, continuous and long-term.
You can get feedback from learners/students e.g.:
• through observation during routine activities, • from written work, • from group discussion, • an anonymous questionnaire.
Compliance with the principles of inclusive education
a method of education that ensures the maximum development of each learner, taking into account their individual needs and specifics inclusive education is based on the belief that all learners deserve to experience success and the joy of learning at school
Question for reflection: Can I promote educational equity in my work?
Activity
Find a time when you have been in a similar situation, write your thoughts or discuss the question in pairs/groups: What would you have needed at that moment that would have been helpful to improve your situation or greater mental well-being?
a) to learn new skills needed to enter the labour market • Travelling to and from work • Orientation in time • Communication with employer, authorities • Knowledge of labour relations and applicable legislation (Rytmus, Podporované zaměstnávání) b) finding and keeping a job under normal conditions • Help with preparing for and accompanying to the interview • Support in negotiations with the employer • Assistance provided on-site as needed (Rytmus, Podporované zaměstnávání) • The mission of the social service Supported Employment is to provide people with disadvantages in the labour market with such support that they can work under the same conditions as other people without disadvantages and together with them. • The service is free of charge (FOSA, Podporované zaměstnávání)
Other activities that are self-help in nature:
Individual, focused on motivation, integrity, competence, suitability for the target group. It is important to allow the candidate time to carefully consider their interest in cooperation.
Mental well-being of pupils You are often the first who notices mental discomfort of your learners!
Mental health
Question for reflection: Can I be attentive to the mental discomfort of my students?
What is important to me: • Praise and reward• Regular schedule • Friends • Explaining why I'm being asked to do something
Positive sides:• I'm friendly and chummy • I'm not sneaky • I recognize authority
Support options - can you help me if: • You have confidence in me • You speak slowly and clearly • You explain to me clearly what is required of me
Individual Placement and Support
Key principles of the model:
A short video on the topic and a link to other resources:
Video
Source
The role of individual actors
Emphasis should also be placed on understanding the role of the different actors that a young adult with a disability encounters when entering the labour market, to name but a few : • school • family • educational and psychological counsellor/career counsellor • employer etc. Why is it important to know? It is primarily about defining their roles and defining their competences so that the resulting support is as effective as possible, but also so that the individual activities are not duplicated and the whole process is as least burdensome for the supported person as possible.
Cooperation with local communities and organisations
Offer specific examples:
Ecomap - exercise:
In order to learn the ecomap technique, first try to map out for yourself the sources of help that you would use if you found yourself in a situation of no money and no job.
- Any resources (persons, institutions) that you could turn to right now without worry or discomfort and that you know or believe will definitely help you (mark these sources of help with a solid line).
- List any resources that you could turn to right now, but you know their help is limited but not impossible (mark these resources as dashed lines).
- List all the resources you could turn to that you know could help you, but would cost you a lot of effort, would be very inconvenient, or would only help you in the longer term (mark these resources in dashed red).
In the previous exercise you had the opportunity to try out the ecomap technique, which can:We choose the length and content according to the intensity of the volunteer activity. We introduce the future volunteer to the mission, the goals of the project, the target group, the volunteer's role (including risks and rules). The aim is also to get to know each other, which is the basis for further cooperation.
Self-help groups:
• Event resulting in death, injury, damage • An event which, under other conditions, could result in injury, death or major damage • An event that reveals a deficiency in management • Manifestations of physical or mental illness • Manifestations of inappropriate or threatening behavior • Events that threaten the functioning or existence of the group, relationships between its members • Events that prevent the makes impossible the growth of the group and individuals
Question for you: Do you need to add to the list or remove something from it? Create your own list of incidents.
Possibilities of using different social work techniques
• Social workers use various techniques in their profession to help them and their clients understand some important situations. • A useful tool that maps the resources in their client's surroundings includes an ecomap. Ecomap: • is a visualization tool that is used to show individual and family relationships in a social context; • includes family members, wider social networks, community resources, organizations, and institutions with which the family or its members are in contact; • can help identify the client's isolation, the lack of his support social network, or conversely, all the support resources available to him. We can modify and simplify the ecomap for our needs to give us a comprehensive picture of our client's (student's) sources of support and assistance.
Offer specific examples:
„Train and Place“ vs „Place and Train“
There are two approaches to the employment of people with disabilities : • Train and Place • Place and Train
Train and Place
Place and Train
It is an individual approach to a person that should:
Feedback:
In practice, it is desirable to get feedback, not only from educators, but also from learners/students and parents.
You can get feedback from parents e.g.:
• during the interview by direct questioning, • in group meetings with parents, • an anonymous questionnaire.
Foundation for the Employment of People with Disabilities Nadační fond pro podporu zaměstnávání osob se zdravotním postižením (NFOZP)
Employment of people with disabilities
• Person with a disability: a person who is recognised by the competent authority as having a certain degree of disability, or is a person with health disadvantage • Possible financial support from the state when employing people with disabilities: 1) a contribution to the creation of a job /e.g. CZ - the person must have a contract with the labour office and the job must have been filled for at least 3 years/ (Výhody zaměstnávání osob se zdravotním postižením) 2) a contribution towards operating costs incurred in connection with the employment of a disabled person /e.g. CZ - it is necessary to have a contract with the Labour Office; the annual allowance can be up to CZK 48,000 = ca. 1900 EUR/ 3) if someone employs more than 50% of people with disabilities - then they can conclude an agreement with the Labour Office to be recognised as an employer on the sheltered labour market /e.g. CZ - the amount of the contribution is 75 % of the funds actually spent on wages) (Výhody zaměstnávání osob se zdravotním postižením)
Offer specific examples:
Offer specific examples:
Supported Employment
The aim of supported employment is to find a suitable employer for people with disabilities - to discover the strengths of the applicant and link their skills and abilities with the requirements of the company
The aim of the service offered is: a) to learn new skills needed to enter the labour market
b) finding and keeping a job under normal conditions
The mission of the social service Supported Employment is to provide people with disadvantages in the labour market with such support that they can work under the same conditions as other people without disadvantages and together with them. The service is free of charge
Transit programmes - from school to work
Objectives of the transit programme:
To develop learners' work and social skills
Video 1
Video 2
Short videos on the topic:
Questions:
Task
Offer specific examples:
It is a good idea to carry out the assessment regularly several times a year or as and when the need arises. The objectives of the cooperation, mutual satisfaction, the need for changes or adjustments to the cooperation, and future prospects are assessed.
Tip for getting feedback - try Mentimeter:
• An interesting application is Mentimeter, which for our feedback purposes has a scaling feature to get feedback on how learners perceive the teaching. • Mentimeter is an app that allows you to get instant anonymous feedback. The environment offers several types of questions. When you want to get feedback, you can use an open-ended answer option or multiple-choice questions, but you can also use word clouds, which are suitable for brainstorming.
... to support volunteers in coping with psychologically challenging situations in cooperation with clients, prevention of burnout syndrome, reflection on good practice, transfer of experience, mutual support and community building.
Offer specific solutions