CrossOverCentre of Expertise and Innovation: Young People, Disability & Work

Centre of Expertise and Innovation

The context

Young people are the fastest growing age group of disability benefit recipients in various countries

In the Netherlands:•9% of the recipients have a regular job •17% have a job in sheltered employment•66% are considered to be able to work

The horizonThe young person with a disability is active in a job that fits to his capacities and his needs

Employers hire and employ the young person with a disability

The young person with a disability follows education that fits to his capacities and his needs

Centre of Expertise and Innovation

Centre of Expertise and Innovation

The role of CrossOver:A culture change

What are our ambitions?What is needed for the change?What do we do?Where are we now?

Aims

• Structural attitude change of young people with disabilities to make optimal use of their personal capacitieso by young people and stimulated by all involved in private life, in school and in work

• Structural attention for optimum chances to self-development in education o by schools and by those indirectly involved (inspection, care, etc.) and by policy makers

• Structural attention for optimum use of labour potentialo By supervisors and colleagues, by intermediates, by those indirectly involved (municipalities,

care, Social Security) and by policy makers

The Teacher

The young person with a disability at home and in school

The young person at home and in his transition from school to work

The citizen at home, and in work

The Care Professional

School Management

Ministry of Education

The reintegration professional The

Supervisor

The EmployerManagement Reintegration

Company

Management Care

Organisation

Ministry of Health

Ministry of Employment

The MunicipalityManagemen

t Social Benefit Services

Service professionals of the Municipality

Ministry of Internal Affairs

Indication Board

The writing media

Political parties

TelevisionResearch Institutes

The Parents

The Church

FriendsLeisure Club

Family members

Advocators Parents’ organizations

The Parents

Friends

The Parents

Friends Family

members

Family members

Internet

Social Benefit

Professional

Colleagues

Unions

HR-professionalTeache

r Training College

......................Organisations............. of........... Professionals....................

Only people can make the change Only people can realise inclusion It is their task to take their responsibility All of us need to take our responsibility And take care that changes really occur

All areas of inclusionThe

person

Government

Care

Physical Environment

Education

Work

Neighbour-hood

Home

• Only a balance between all elements makes the change• The impact of the disbalance is huge

It is about creating a balance

The person

GovernmentCare

Physical

Environment

Education

Work

Neighbour-hood

Home

What to prioritiseThere is no priority

If we don’t build at every element at the same time, it will be impossible to realise change

What can we do to realise the change?• Developing policy• Adapting legislation• Adapting rules• Developing Instruments

• Experiments• Interventions• Implementations

A culture changeWhat do we need to know? • Who are the key players?

• What is their ‘task’?

• How powerful are they to change?

• How interested are they to change?

What is the business case for the key player to change? In what way benefits the young person from the change?

Where are we

We ‘know’ the issues We ‘know’ factors that influence the change We know the stakeholders

more than 150 different types of stakeholders We distinguish the key players We ‘know’ their power and their interest to change

Centre of Expertise and Innovation

Our strategyStep 1 Make awareStep 2 Provide them with tools to actStep 3 Support while actingStep 4 Organize consolidation

Important!•We are not ‘the carrier’ of the problem•Stakeholders need to change•Stakeholders need to acknowledge the‘problem’ •Stakeholders neet to accept their role as‘owner of the problem’

Only then, changes are possible

Centre of Expertise and Innovation

The teamThe board: six vip’s

• Influencing policy makers and boards, councils• Bring Parties together

The project leaders: experts in specific fields• Developing materials • Disseminating all relevant information, materials

The inner crew: experts in gathering knowledge and information

• Gathering relevant information

Communication experts• Website: different parts for a different audience• Support in how to convince stakeholders

Centre of Expertise and Innovation

Examples of the first steps of inclusion

The person

Government

Care

Physical Environment

Education

Work

Neighbour-hood

Home

Education

The teacher

Teachers think it’s normal that learners with disabilities have equal rights and equal chances in education

Teachers regard learners with disabilities as ‘future productive workers’

Teachers feel confident in how to guide and teach learners with a disability

Teachers are supported by their managers in guiding and teaching learners with a disability

Centre of Expertise and Innovation

The manager of educationThe manager ‘creates’ a learning environment where students with disabilities have equal rights and equal chances in education

The manager regards students with disabilities as ‘future productive workers’

The manager creates a learning environment for teachers to train them in how to guide and teach students with a disability

The Manager is supported by the Ministry of Education in creating an optimal learning environment for students with a disability

Centre of Expertise and Innovation

The Ministery of EducationThe managers within the Department of Education ‘create’ an educational system where students with disabilities have equal rights and equal chances in education

The Minister of Education regards students with disabilities as ‘future productive workers’

The managers create a learning environment for managers of schools to train them in how to guide and teach their personnel in guiding and teaching students with a disability

The Minister of Education formulates rules, legislation and policies that support everything mentioned before

Centre of Expertise and Innovation

How to realise this?Influence the teacher Future professionals

Influence the schools Boards of Education

Influence the Ministry Policy makers

Centre of Expertise and Innovation

Results in this areaWhere are we now?

Examples of the first steps of inclusion

The person

Die Behörde

Care

Physical Environment

Education

Work

Nachbar-schaft

Home

Care

What are the issues in Care?• Over protection• Non Empowering• The perspective of the person is not leading• Segregation• Either no Regisseur or too many Regisseurs

Actions and results, an example

• Issue: mental health institutes do not integrate school activities in their ‘treatment’

• Action: discuss this issue with the national body of mental health institutes

• Result: they organise an inventory concerning the structural attention for school and work in mental health institutes while treating young people with disabilities

• Action: CrossOver and the national body organise a meeting with different individual centres to discuss the results and ‘what to do now?’

• Result: a number of mental health institutes organise subsidies to implement a different way of working, including participation issues in their treatment

CohesionThe person

Government

Care

Physical Environment

Education

Work

Neighbourhood

Home

• A long list of issues• A long list of actions• Some leading to no results yet• Some on its way• Some making the difference

Successful?The starting situation 2008

Successful?The current situation 2012

Small stepsEach step is worth taking and brings us closer to our ambitions

Centre of Expertise and Innovation