Kiri välja_ INDIVERSO_source analys

Project partner: Astangu Results of source research and analyses Information regarding the development of our education Title, author(s), publisher, date of publication and Page reference concept Questions website link / references (including educational, advisory and support structures) § 2, 3, 4, 5, What concepts have you found 1. Vocational Educational Institutions Act, 6 and 32 regarding professional education There is a Law and a Regulation that regulate the studies of https://www.riigiteataja.ee/akt/114032014063 for people with physical and/or people with special educational needs in vocational education. cognitive disabilities and mental (in English: health problems? This Law allows a vocational education provider to make https://www.riigiteataja.ee/en/eli/517062014003/consolide amendments or adjustments for persons with special needs in the ) programs. Passed 12.06.2013, In force from: 01.07.2014 § 32 (7) The conditions of and procedure for the study of persons with special needs at school shall be established by a regulation 2. Regulation: Conditions and procedures of people of the Minister of Education and Research. with special needs in vocational education (8) In order to account for the individuality of pupils, a school may institutions make amendments or adjustments in the time of study, content and organisation of studies and study environment by preparing Passed: 09.05.2014 no 14 an individual curriculum for the pupil on the basis of the school curriculum. Thereby the learning outcomes of an individual https://www.riigiteataja.ee/akt/115052014004 curriculum must comply with the ones described in the school curriculum. Individual curricula shall be approved by the head of school. This law does not cover any issues concerning vocational rehabilitation. Vocational rehabilitation is not regulated by any law in Estonia. According to the statistics, we have 700-800 pupils with special 1  needs in vocational education that is less than 5% of all the pupils in vocational education. What are the main focus areas in the sources found? § 32. Specifications for organisation of studies (7) The conditions of and procedure for the study of persons with special needs at school shall be established by a regulation of the Minister of Education and Research. (8) In order to account for the individuality of pupils, a school may make amendments or adjustments in the time of study, content and organisation of studies and study environment by preparing an individual curriculum for the pupil on the basis of the school curriculum. Thereby the learning outcomes of an individual curriculum must comply with the ones described in the school curriculum. Individual curricula shall be approved by the head of school. What information is there regarding Regulation: the effectiveness of various § 2. Person with special needs measures? § 3. Responsibilities of a vocational education provider in providing the studies § 4. Responsibilities of schools in preparation and consulting teachers § 5. Pupil’s special needs and bases of identifing special needs § 6. Implementing supportive services and measures What are the difficulties in In random order: successfully providing an education  With the reform and new law it is an obligation of a for people with disabilities and vocational education provider to cooperate with mental impairments? What factors rehabilitation service providers and Töötukassa contribute to education failing? (Estonian Unemployment Insurance Fund) but vocational schools do not regard supporting pupils in transfer from vocational education to labour market as their role.  Staff (including teachers) lack of competences to teach and to manage programs for pupils with special needs 2   Physical environment is not always accessible for everybody  Vocational schools do not have enough finances to run small study groups/ programs for pupils with special needs  Support measures are not implemented as vocational schools are not able to meet the requirements (because of lack of competences or because the target group is not a priority)  Focus of vocational programs is often on more academic skills rather than work-skills  Too short programs for people with special needs  Lack of choices/ selection of programs for people with special needs What decisive and conditional Regulation: factors are mentioned in order to § 2. Person with special needs successfully educate the target § 3. Responsibilities of a vocational education provider in group? providing the studies § 4. Responsibilities of schools in preparation and counselling teachers § 5. Pupil’s special needs and bases of detectin special needs § 6. Implementing supportive services and measures What conditions and offers do trainers and teaching staff need in Lack of supportive measures- starting from management to order to be able to teach teacher’s competences & teaching methods successfully? Regulation: § 4. Responsibilities of schools in preparation and counselling teachers (1) Schools gives advice to a person who wants to enter a vocational school or to his/ her representative in finding a potential curriculum by assessing person’s readiness to achieve study results that are determined in the curriculum. (2) Schools gives advice to a person who wants to enter a 3  vocational school or to his/ her representative about social services and support measures, including rehabilitation services and assistive technology. (3) in case of a need, a school with its manager (mostly its the Ministry of Education and Science) provides opportunities for additional training or gives advice to those teachers who are involved in teaching people with special needs What practical experience tools are 2 instructional materials are provided to vocational schools to help required according to your source to implement the requirements of the law and help to make research? changes in providing vocational education to persons with special needs Are there programmes or tools in the sources that are similar to those in the project to be developed? 4 Project partner: Astangu Results of source research and analyses Information regarding the development of our education Title, author(s), publisher, date of publication and Page reference concept Questions website link / references (including educational, advisory and support structures) What concepts have you found regarding professional education Instruction material for vocational education institution for for people with physical and/or organising vocational education for pupils with special cognitive disabilities and mental needs . 2014 health problems? Authors: Anna Devrimci, Helke Heinmets, Terje Jürivete, What are the main focus areas in I concept of special needs Andra Kongi, Liina Teesalu; the sources found? II responsibilities of a vocational school in managing vocational http://www.innove.ee/UserFiles/Kutseharidus/%C3%95ppe- education %20ja%20juhendmaterjalid/juhendmaterjalid/HEV% III Responsilibilities of a school in managing admission of pupils 20kutse%C3%B5ppe%20korraldamine/HEV%20%C3% and consulting staff members B5pilaste%20kutse%C3%B5ppe%20korraldamine_ IV Implementing supportive measures abimaterjal%20koolidele.pdf What information is there Forms and examples: regarding the effectiveness of various measures? http://www.innove.ee/et/kutseharidus/oppe--ja- juhendmaterjalid/juhendmaterjalid#korraldamine What are the difficulties in  Staff (including teachers) lack of competences to teach successfully providing an and to manage programs for pupils with special needs education for people with  Physical environment is not always accessible for disabilities and mental everybody impairments? What factors  Vocational schools do not have enough finances to run contribute to education failing? 1  small study groups/ programs for pupils with special needs  Support measures are not implemented as vocational schools are not able to meet the requirements (because of lack of competences or because the target group is not a priority)  Focus of vocational programs is often on more academic skills rather than work-skills  Too short programs for people with special needs  Lack of choices/ selection of programs for people with special needs What decisive and conditional I A concept of special needs factors are mentioned in order to successfully educate the target II responsibilities of a vocational school in managing group? vocational education 2.1 creating conditions for pupils with special needs 2.2 cooperation with different partners and counselling pupils about social services and support measures (Local Governments, Social Insurance Board, Uneployment Insurance Fund, employers, health and medical service providers; Astangu Vocational Rehabilitation Centre, alternative services, involving volunteers). 2.3 organising internal counselling for teachers who work with pupils with special needs III Responsilibilities of a school in managing admission of pupils and consulting staff members 3.1 assessing readiness of a candidate and consulting entrant about choosing a most suitable 3.2 taking into account recommendations stated in person’s rehabilitation plan IV Implementing supportive measures 2  4.1 supportive services ( career service, learning support, special educational support, social pedagogue, psychological help) 4.2 Educational support measures ( implementing individual curriculum; drafting an individual transition plan; studying in small groups; medium and profound pedagogical intervention; additional Estonian language learning) 4.3 managing the implementation of supportive services and measures 4.3.1 identifing the pupil’s special need 4.3.2. assessment of needs of pupil in learning process 4.3.3 implementation of support services and measures and effective evaluation of these What conditions and offers do - Assessment skills/ tools before the voc education and trainers and teaching staff need in during the voc education order to be able to teach - Internal consulting for teachers who are involved in successfully? teaching pupils with special educational needs - Involvement and engagement of support specialists during studies - Opportunities to participate in additional trainings - Supervision and co- vision for teachers What practical experience tools Instructional materials that are specific to different disabilities and are required according to your educational special needs (the definition of “special needs” is source research? very comprehensive and teaching methods for different target groups should be different). Different teaching methods are required to different target groups or to meet different needs of pupils. Are there programmes or tools in the sources that are similar to Instruction material for vocational education institution for those in the project to be organising vocational education for pupils with developed? special needs 3 Annex 1 format for person’s application for drafting an individual curriculum (IC) Annex 2 protocol for drafting IC initiated by the school Annex 3 IC format Annex 4 Format for a protocol of conversation about assessing effectiveness/ results of IC Annex 5 example of arrangement of a supportive team Annex 6 model of co-vision in solving difficult cases Annex 7 example of a format by Social Insurance Board about identification of a disability Annex 8 assessing pupil’s coping skills and example of IC 4 Project partner: Astangu Results of source research and analyses Information regarding the development of our education Title, author(s), publisher, date of publication and Page reference concept Questions website link / references (including educational, advisory and support structures) What concepts have you found  Readiness of a school in engaging pupils with special needs regarding professional education for into vocational education people with physical and/or  Working principles and regulation of Council of support ESF Program „development of vocational education cognitive disabilities and mental measures 2008-2013” noticing educational special needs health problems? - Responsibilities of Council towards intervention“ - Staff of Council and decision process Instruction material for vocational schools. 2012. - Gathering information about pupil’s special need - Prevention of non-attendance, behavioral difficulties and Authors: educational difficulties Andra Kongi, Helke Heinmets, Helma Täht,  Cooperation with social system Hene Binsol , Lia Padu, Liina Teesalu,  Educational special needs http://www.innove.ee/UserFiles/Kutseharidus/ - Sensory and behavioral disorders - Autism & Asperger syndrome Kutsehariduse%20programm/HEV/Juhendmaterjal.PDF - Speech disorders - Hearing disorders - Talented pupils and success in studies - Physical disabilities (orthopedic & neurological disorders) - Chronic health problems - Learning difficulties - Intellectual disability  Noticing educational special needs in admission  Identifying special needs during studies and internship  Description of supportive measures - Pedagogical intervention - Principles of Intervention 1  - Counselling/ consulting - Social pedagogical counselling - Psychological counselling - Pedagoogiline sekkumine - Special educational counselling - Regular teacher’s consultations - Adjusting study materials  Evaluation of pupils with special educational needs  Graduation from vocational education  Career counselling - Career counselling as a supportive measure in learning processes - Work of career counsellor in Council of support measures What are the main focus areas in the sources found? What information is there regarding the effectiveness of various measures? What are the difficulties in  With the reform and new law it is an obligation of a successfully providing an education vocational education provider to cooperate with for people with disabilities and rehabilitation service providers and Töötukassa (Estonian mental impairments? What factors Unemployment Insurance Fund) but vocational schools contribute to education failing? do not regard supporting pupils in transfer from vocational education to labour market as their role.  Staff (including teachers) lack of competences to teach and to manage programs for pupils with special needs  Physical environment is not always accessible for everybody  Vocational schools do not have enough finances to run small study groups/ programs for pupils with special needs  Support measures are not implemented as vocational schools are not able to meet the requirements (because of lack of competences or because the target group is not a priority)  Focus of vocational programs is often on more academic 2  skills rather than work-skills  Too short programs for people with special needs  Lack of choices/ selection of programs for people with special needs What decisive and conditional factors are mentioned in order to successfully educate the target group? What conditions and offers do trainers and teaching staff need in order to be able to teach successfully? What practical experience tools are required according to your source research? Are there programs or tools in the sources that are similar to those in the project to be developed? 3 Project partner: Astangu Results of source research and analyses Title, author(s), publisher, date of publication Page reference / Information regarding the development of our education concept Questions (including educational, advisory and support structures) and website link references Page 4-5 What concepts have you found - What are the topics for training needs that are most needed Reasearch by Ministry of Education and regarding professional education for - What kind of help or support do you need in school when people with physical and/or cognitive dealing with pupils with special needs Science disabilities and mental health “ Training needs of vocational school teachers problems? Page 4-5 What are the main focus areas in the Mapping the needs: in supporting pupils with special needs” sources found? What are the topics for training needs that are most needed? National Centre for Exams & Qualifications, ESF program „ Development of Vocational Education support structures & its functioning 2008-2013“ psychiatric disorders what kind of teaching methods to use with pupils with special http://www.ekk.edu.ee/vvfiles/0/kutse6ppeasutuste needs- what works well and what doesn’t work. Why? There is a _personali_koolitusvajadused_hev_valdkonnas.pdf strong need for exchange of experiences between teachers supporting learning motivation 2011 regular and sustainable education practical conflict management What kind of help or support do you need in school when dealing with pupils with special needs need for special education specialists: social pedagogues, school psychologists need for reliable psychological and psychiatric help when dealing with pupils with psychiatric needs or mental disabilities (problems with smoking, alcohol, drugs, addiction to computers, attention deficit) creating a system for learning support for pupils with special needs; support teachers/ teacher assistants , Etc 1 What information is there regarding the effectiveness of various measures? What are the difficulties in We have Law and National Regulations for creating the bases for a successfully providing an education good inclusive vocational education. We have instruction materials for people with disabilities and mental but schools are unable to implement those instructions. impairments? What factors contribute The reasons are different: lack of resources & lack of competences. to education failing? There is a need for benchmarking; exchange of experiences; support systems for teachers. What decisive and conditional factors are mentioned in order to successfully educate the target group? What conditions and offers do trainers and teaching staff need in order to be able to teach successfully? What practical experience tools are required according to your source research? Are there programmes or tools in the sources that are similar to those in the project to be developed? 2 Maarika Aro Saatja: Keiu Talve Saatmisaeg: 24. veebruar 2015. a. 19:44 Adressaat: Maarika Aro Teema: FW: source analyses Manused: Table5_Results of source research and analyses_astangu.doc; Table1_Results of source research and analyses_astangu.doc; Table2_Results of source research and analyses_astangu.doc; Table3_Results of source research and analyses_Astangu.doc; Table4_Results of source research and analyses_astangu.doc DORAsse, INDIVERSO projekt. Kiri välja. Keiu From: Keiu Talve Sent: Tuesday, February 24, 2015 7:42 PM To: Künemund, Martin ([email protected]) Subject: source analyses Dear Martin, Attached you’ll find 5 source analyses from Estonia. We had a vocational education reform in Estonia last year that should have the biggest effect on inclusion of people with disabilities/ special needs into vocational training & labour market. As vocational rehabilitation is not considered as part of vocational education, there is no means in the system at the moment to regulate vocational rehabilitation. Astangu is still the only specified voc rehab service provider in Estonia. Other voc training/ education providers are mainstream voc schools and rehabilitation service providers who offer rehabilitation programs that support in entering labour market. We only analysed 5 sources as at the moment these sources cover the whole range of connecting learning and employment. There are a lot more sources available of course that even we have provided in Astangu but at the moment we cannot look only at Astangu but outside. Please let us know in case there will be any questions or you need us to specify some areas! Looking forward to our next meeting! Keiu Astangu KRK Tel: +372 5682 9104 www.equass.ee www.astangu.ee 1 Project partner: Astangu Results of source research and analyses Information regarding the development of our Page education concept Title, author(s), publisher, date of publication and website link reference / Questions (including educational, advisory and support references structures) What concepts have you The purpose of this Transition Study is to Report on Selected Transition Services for Youth found regarding understand the various programmes and professional education for approaches that EPR members are using with with Disabilities in member organisations of the people with physical transition age youth (ages 14 to 24 and European Platform for Rehabilitation (EPR); and/or cognitive beyond) to increase their independence and disabilities and mental inclusion in the community. Based on these http://www.epr.eu/images/EPR/documents/policy_documents/StudyTransition- health problems? programmes and approaches, there are onlinefull.pdf (available in English) specific themes that are replicated among the EPR members and unique approaches that will Supported by the European Union Programme for Employment inform future programmes and and Social Solidarity - PROGRESS (2007-2013). European Platform for developments. Finally, there are challenges, Rehabilitation, December 2014 opportunities and directions for the future identified by the EPR members regarding recommendations for programme development. Examples of 16 service providers: Belgium: GTB: gespecialiseerde trajectbepaling en–begeleiding Estonia: Astangu Vocational Rehabilitation Centre Finland: Luovi Vocational College (Hengitysliittory/Ammattiopisto Luovi) Germany: Benediktushof gGmbH (“Absolventen- Management”) Germany: Berufsbildungswerk Südhessen gemeinnützige GmbH (Residence - Consultancy) 1  Germany: Berufsbildungswerk Südhessen gemeinnützige GmbH (Qualification – Integration) Germany: Vinzenz-von-Paul-Berufskolleg (Vocational College) Hungary: Mozgássérült Emberek Rehabilitációs Központja (MEREK) Ireland: Irish Wheelchair Association (IWA) Ireland: National Learning Network (Rehab Group) Netherlands: Adelante Netherlands: Heliomare (Talent Expedition) Netherlands: Heliomare (Vocational Rehabilitation) Netherlands: Pluryn Rea College Norway: Kompetanseutvikling Grenland AS, GREP Portugal: Fundação Afid Diferença Spain: FSC INSERTA (ONCE Foundation’s human resources company) What are the main focus Transition programmes, intervention, students areas in the sources found? What information is there Different partners have their best practices/ regarding the programmes in supporting pupils from education to effectiveness of various labour market measures? What are the difficulties in The biggest difficulty is mostly the lack of follow-up successfully providing an support services after vocational rehabilitation or education for people with vocational education. disabilities and mental impairments? What factors contribute to education failing? Page 19, 20 What decisive and 1) Increase outcome data and study the conditional factors are financial benefits of the transition mentioned in order to efforts. successfully educate the 2) Strive for public policy sustainability that is 2  target group? essential for long-term transition efforts. 3) Continue person-centred/driven services for transition programmes. 4) Increase family support and engagement in the transition interventions 5) Strengthen employer engagement from the conception of transition programmes. 6) Retain EPR’s long-term commitment to transition efforts. What conditions and - Financial resources for case-management offers do trainers and work teaching staff need in - Skills/ competences for case managing in order to be able to teach meeting the needs of individual special successfully? needs - Capacities for schools to offer more community based programmes Page 20 What practical experience The 17 Transition Protocols of the EPR member tools are required organisations in according to your source this study provide a range of approaches that serve research? youth and young adults with disabilities. They are varied in their transition interventions and utilize individualized approaches. The key element is that all are striving for community integration and inclusion. We know that each individual is unique and has a set of skills and abilities that must be developed and adapted to achieve community integration. We know that innovation, collaboration and constant attention to 3  the needs of the person with the disability is critical for the success of each programme. The examples and innovations articulated by these programmes provide opportunities for young adults with disabilities to become contributing members of their communities. Continued innovation, individualization and positive outcomes with benefit the individual, their family, the community and their country. Annex 2 Are there programmes or Different good practices of transition programs tools in the sources that described in details are similar to those in the project to be developed? 4