Transcript SITUATION OF PERSONS WITH PROFOUND INTELLECTUAL …

Vocational Education
and
Counselling for students with SEN
in Poland
Joanna Kossewska
Pedagogical University of Krakow
Department of Psychology
National Society for Autism
Krakow Branch
1.
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The background - National Servey of Economical Activity (GUS, 2012).
10.7% of the population aged above 15 has an official disability certificate
disabled people age
Rates of professional activity
Rates of employment
16-24
19.0%
10.7%
25-29
31.2%.
28.0%
2. The limitations of occupational activity of disabled people in Poland
• The area of education and competencies
• The context of economy
• Psychological factors
• Institutional and Organizational variables
• Social attitudes
level – test at the end of the primary school – as a
result of the test, pupils receive an information about the areas
they have mastered and which they still need to work on.
Conducted for the first time in 2002.
2. lower secondary level, pre-orientation exam at the end of the
gymnasium – in order to sum up all the work pupil have to choose
the uppersecondary school. Conducted for the first time in 2002.
3.Upper secondary level- secondary-school leaving examination,
so called maturity exam. Conducted for the first time in 2005. It
has basically replaced entrance exams to tertiary education
institutions.
1.primary
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students having difficulties that result from:
A. Organic criteria:
disability
specific learning
difficulties chronic
disease
B. Psychological criteria:
mental retardation
Specific linguistic
impairment
critical or traumatic
situations;
particular talents;
C. Social criteria:
social maladjustment
educational failures
living conditions
cultural differences
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The Regulation of 2010, Journal of Laws No. item 1487.
setting new rules of providing and organizing psychologicalpedagogical assistance in public schools
providing each student with comprehensive psychologicalpedagogical assistance in nearest school environment
student should be provided with individualized psychological
and pedagogical support in accordance with his/her individual
developmental and educational needs and psychophysical
capabilities, identified by the teacher or specialist.
Students with certified disability receive support according to
individual therapeutic and educational curriculum
Students with slite develomental difficulties receive support
according to special needs card
The structure according to special educational needs
Primary school
Szkoła
podstawowa
Lower secondary
school
Gimnazja
special
school
special classroom in
mainstream school
szkoła
specjalna
oddział specjalny
w szkole
ogólnodost.
24 658
3 295
12 226
22 787
30 292
2 160
6 515
16 614
source: EDUCATION IN 2009/2010 SCHOOL YEAR
źródło: OŚWIATA I WYCHOWANIE W ROKU SZKOLNYM 2009/2010
integration
classroom in
mainstream school
klasa integracyjna
w szkole ogólnodost.
Regular
classroom
klasa
ogólnodostępna
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After completing lower secondary school, students with mild
intellectual disability can usually only continue their education
at:
Basic vocational school – for youth with mild disability after
mainstreaming and integrative schools
Special basic vocational school – for youth after special
primary schools. Education is based on the same curriculum of
general education and training in specific professions and for
mainstream basic vocational school
There has been no clear concept of secondary education for
students with moderate and severe intellectual disability (or
multiple disability) .
 Special basic vocational schools (2 or 3 years)
 Schools preparing for work (3 years) (since 2004)
 Training and rehabilitation centres
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The Centres for Practical Training and Continuing Education
plays an important role.
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However, people with intellectual disability are excluded from
lifelong education, reflecting the lack of organisation of the
education system.
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A main form of social rehabilitation (as a part of life-long
education) for people with intellectual disability is
participation in occupational workshops, rehabilitation
holidays, sport and recreation centres and other social
activities.
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the most important are occupational therapy workshops and
various types of day centres which assist people in retaining
existing skills and developing new ones
Sheltered employment in Poland – the outcome of VET
 Sheltered workplaces
 Occupational workshops
 Occupational therapy workshops
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Created on the basis of a contract between the State and
employers who commit themselves to fullfil certain
obligations and criteria.
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Employers, who employs at least 25 people, receive a set of
tax releases and subsidies from the State Fund if at least 30 per
cent of the staff suffer from disability.
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adapted to the special needs of people with disabilities
(however not adapted to the special needs of people with
intellectual disability.
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As they are, by definition, segregated environments, they do
not prepare people with intellectual disabilities for working on
the open market.
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New form of sheltered employment in Poland.
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The aim - to offer employment to people with significant
disabilities, to prepare them for life in an open environment,
through social and vocational rehabilitation and support for a
complete, independent and active life (according to their
individual needs).
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established by local communes or NGOs.
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entitled to medical, social or vocational rehabilitation.
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have been operating since 1991 as day centres which conduct non-profit
activities,
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dedicated for participants who have the disability certificates (usually
significant or moderate), and recommendation for participation in
occupational therapy based on an individual rehabilitation programme.
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financed by the State Fund but administered by NGOs, local authorities
and other units such as foundations or sheltered workplaces,
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important role in social and vocational rehabilitation, especially of persons
with intellectual disability, however that is not real places of employment
for persons with disabilities.
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Participants do not have the status of an employee and do not sign an
employment contract.
National Society for Autism Cracow Branch
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Established in 1991
Providing support for about 70 families of persons
with spectrum of autism
involving about 250 people (families, professionals,
volunteers)
staff consists of psychologists, special educators and
other specialists (speech therapist, physical therapist,
of dog therapy, music therapy)
 Daily
Centre for Persons with Autism
 Environmental Self-Help House
 Socialising Club
 Support group for parents
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Dishes washing
Using domestic facilities (washing machine, hanging &
folding laundry)
Cleaning: dusting, hoovering, sweeping, to empty the
dustbins, cleaning windows, mopping a floor
Possible job: cleaner
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Preparing meals
Cutting, chopping, graining
Baking, frying, boiling
Using kitchen divices
Possible job: cook, baker - assistant
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Sawing
polishing
Using electric drill, grinder
Applying varnish, paint
Using tools (hammer, screw driver, plier)
Possible job: carpenter assistant
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Photocopy
Preparing letters & packages to send
Typing
Using office tools & machines
Possible job: office help
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Decorating: painting, decoupage etc.
Making plastic mass
Forming different shapes from mass
Preparing elements to product:
- Magnets
- Key rings
- Bookmarks
- Decorative objects
Ingrida Baranauskienė, Joanna Kossewska (eds.)
:Krakow: Pedagogical University Publisher
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This project has been funded with support from the European
Commission under the Lifelong Learning Programme.
This publication [communication] reflects the views only of the
author, and the Commission cannot be held responsible for any use
which may be made of the information contained therein."
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Project number LLP-Ldv-PRT-2010-LT-0203
http://www.buf.kristianstad.se/leonardo
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Prof. Dr Elvyra Acienė, Klaipėda University,
Lithuania
Prof. Dr Velta Ļubkina, Rezekne Higher
Education Institution, Latvia
Assoc. Prof. Dr Daiva Mockevičienė, Šiauliai
University, Lithuania
prof. PhDr. PaedDr. Miloň Potměšil, Palacky
University Olomouc, Czech Republic
Preface
 Introduction.
Ingrida Baranauskienė, Liuda Radzevičienė, Aistė Valaikienė
 The Methods for Research of Vocational Counselling for Children
and Youth with Special Educational Needs (Recommended
Guidelines).
Ingrida Baranauskienė, Liuda Radzevičienė, Aistė Valaikienė
 Guidance and Counselling Practices in Finland.
Liisa Metsola
 Vocational Counselling in Germany.
Ursula Spichtinger
 Vocational Counselling for Adolescents suffer from lack of Family
Support in Italy. The Christian Perspective.
Porfirio Grazioli, Ingrida Baranauskienė, Liuda Radzevičienė
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 Vocational counselling in Lithuania.
Ingrida Baranauskienė, Liuda Radzevičienė, student Aistė Valaikienė
 Vocational Education and Counselling in Poland.
Joanna Kossewska, Remigiusz Kijak
 Vocational Counselling in Sweden based on the exemplification of Rg/Rh
Riksgymnasiet in Kristianstad.
Sven Aspelund
 The ideal model of vocational counselling of children and youth with Special
Educational Needs.
Ingrida Baranauskienė, Liuda Radzevičienė, Aistė Valaikienė
 Annex 1. The Delphi group research questions.
Ingrida Baranauskienė, Liuda Radzevičienė, Aistė Valaikienė
 Annex 2. The Delphi group statements
 About the authors
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Joanna Kossewska