mobility vademecum for accompanying persons of students with learning disabilities · 2019. 9....

MOBILITY VADEMECUM FOR ACCOMPANYING

PERSONS OF STUDENTS WITH LEARNING

DISABILITIES

PROJECT NUMBER: 2017-1-IT01-KA202-006162

This project has been funded with support from the European Commission.

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.

The INCLUVET Mobility Vademecum for Accompanying Persons of Students with Learning Disabilities is the fourth Intellectual Output of the Erasmus+ project “Promoting inclusion in work-based learning by equipping VET tutors and company mentors with innovative approaches and methodologies”.

© The copyright lies with the INCLUVET Project Consortium. Reproduction of (parts of) the contents is permitted; the source(s) must be provided. Changes to the original contents are not permitted.

MOBILITY VADEMECUM FOR ACCOMPANYING

PERSONS OF STUDENTS WITH LEARNING

DISABILITIES

PROJECT NUMBER: 2017-1-IT01-KA202-006162

PREPARED BY REATTIVA – Regione Europa Attiva, IT with the support of and

contributions by the INCLUVET Project Partnership 2019

INCLUVET “Promoting inclusion in work-based learning by equipping VET tutors and company mentors

with innovative approaches and methodologies”.

Table of Contents

Introduction

By REATTIVA, IT

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Chapter 1

The information/communication in class provided by the

teacher/accompanying person to introduce the mobility experience to

the students with Learning Disabilities and their parents

by JUGEND AM WERK STEIERMARK, AT

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Chapter 2

Pre-departure preparation for students with Learning Disabilities

by FORMAZIONE CO&SO NETWORK, IT

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Chapter 3

How to prepare a personal, professional and tailor-made Learning Plan

for a student with Learning Disabilities participating in a mobility

by NORTH WEST REGIONAL COLLEGE, UK

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Chapter 4

The application of quality assurance measures for the acquisition of

agreed learning outcomes

by REATTIVA, IT

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Chapter 5

The tutoring of the mobility experience

by SPOLECZNA AKADEMIA NAUK, PL

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Chapter 6

The direct coaching inside the company

by ISIS LEONARDO DA VINCI, IT

35

Chapter 7

The monitoring and evaluation system of the learning mobility

experience

by INSHEA, FR

41

Chapter 8

The recognition, certification, transfer and validation of LOs achieved by

the learner at the end of the mobility experience according to the ECVET

system procedures and tools

by FUNDACION DOCETE OMNES, ES

45

Intellectual Output 4

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Introduction

Mobility programmes are not yet fully adapted to meet the needs of students with special needs and very

often Accompanying Persons do not know how to support them before, during and after the mobility

experience.

The INCLUVET Mobility Vademecum for Accompanying Persons of students with Learning Disabilities

(usually teachers not expert in disabilities) aims to supply a practical tool to those working with students

with Learning Disabilities who participate in international mobility experiences. It is the result of an

investigation by the project consortium into several mobility projects carried out by their staff during the

last 10 years.

The Vademecum aims to effectively support Accompanying Persons during the overall mobility experience

of students with Learning Disabilities; how this experience should be organised and quality assured by the

host organization and also aims to provide examples of resources which will be useful for all parties

involved.

The IO4 is based on the regulations and procedures that deal with the international mobility projects on a

European level such as the Erasmus+ Programme, the EQF, the ECVET system, the Europass Portfolio, the

European Quality Charter for Mobility and the EQAVET Recommendation.

The Vademecum aims, therefore, to be a useful tool for the VET learning context because it gives common

reference points that allow Accompanying Persons to act in a context of shared rules, both in theory and in

practice. Moreover, it provides suggestions and practical tools to help plan flexible and tailor made

international mobility paths for students with Learning Disabilities.

In summary, the Vademecum provides:

1. The information required by the teacher/accompanying person to introduce the mobility

experience to students with Learning Disabilities and their parents;

2. Pre-departure preparation for students with Learning Disabilities;

3. Guidance on how to prepare a personal, professional and tailor-made Learning Plan for a student

with Learning Disabilities participating in a mobility;

4. The application of quality assurance measures for the acquisition of agreed learning outcomes;

5. The tutoring of the mobility experience;

6. The direct coaching within the company hosting the work experience;

7. The monitoring and evaluation system of the learning mobility experience;

8. The recognition, certification, transfer and validation of LOs achieved by the learner at the end of

the mobility experience according to the ECVET system procedures and tools.

Mobility Vademecum for Accompanying Persons of Students with Learning Disabilities

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Chapter 1: The information required by the teacher/accompanying person

to introduce the mobility experience to students with Learning Disabilities

and their parents

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To inform and motivate students and parents to participate in the mobility experience.

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A teacher/accompanying person informs students and parents about different options of

mobility programmes.

An introduction to Erasmus+ and information about the importance of inclusion.

The GROW coaching method which can be used to plan a mobility experience.

AIM

S To provide information about organisations who offer a mobility experience;

To emphasize the importance of inclusion; To introduction the GROW coaching method.

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3] To show the video “What is Erasmus+” https://ec.europa.eu/programmes/erasmus-

plus/about_en;

Discussion with students and parents about inclusion and mobility exchanges; Introduction to the GROW coaching method.

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Erasmus+ is a very popular mobility programme. If you would like to inform your students

about the possibility of participating, show them the web page and the introduction video from

Erasmus+ “What is Erasmus+” https://ec.europa.eu/programmes/erasmus-plus/about_en

Afterwards they may think Erasmus+ is not a programme for people with learning disabilities,

but you can inform them that Erasmus+ is for every young person. In 2014, the European

Commission wrote in “Erasmus+ Inclusion and Diversity Strategy – in the field of Youth” that: “Where inclusion of everyone ensures that all young people can take part, the focus on diversity ensures that everybody can take part on their own terms, recognising the value of

differences in norms, beliefs, attitudes and life experience. Erasmus+ projects are ideal tools for

inclusion and at the same time these projects train young people (and youth

workers/leaders/staff) to manage diversity in a positive and respectful way. (..) Inclusion and

diversity projects should have a positive impact on young people with fewer opportunities.

These are young people who are at a disadvantage compared to their peers because they face

one or more of the exclusion factors and obstacles below”.

http://ec.europa.eu/assets/eac/youth/library/reports/inclusion-diversity-strategy_en.pdf

(p.4,7).

The exclusion factors are: disability, health problems, educational difficulties, cultural

differences, economic, social and geographical obstacles.

For this reason the SALTO Inclusion Resource Centre works together with the European

Commission to include such young people with fewer opportunities. SALTO-Youth stands for

Support and Advanced Learning and Training Opportunities.

https://ec.europa.eu/programmes/erasmus-plus/about_enhttps://ec.europa.eu/programmes/erasmus-plus/about_enhttps://ec.europa.eu/programmes/erasmus-plus/about_enhttp://ec.europa.eu/assets/eac/youth/library/reports/inclusion-diversity-strategy_en.pdf


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They also support National Agencies and youth workers in their inclusion work providing the

following resources:

training courses on inclusion topics and for specific target groups at risk of social exclusion;

training and youth work methods and tools to support inclusion projects; practical and inspiring publications for international inclusion projects; up-to-date information on inclusion issues and opportunities via the Inclusion

Newsletter;

handy annotated links to inclusion resources online; an overview of trainers and other relevant people in the field of inclusion and youth; facilitation of meetings between stakeholders to make the inclusion of young people

with fewer opportunities more effective and easier.

https://www.salto-youth.net/downloads/4-17-913/NoBarriersNoBorders.pdf

The young person with a disability is not an island, they have parents or guardians who don’t want to let go of their child from their care. They must be persuaded that a mobility exchange

is a good idea. They will have concerns and maybe don’t trust the situation abroad, or think that their child is not capable of coping with the activity. They may also have medical concerns.

Before a young person with a disability embarks on a mobility exchange it is important to find

out what exactly the person is capable of doing, what could be risky, what is the physical

condition of the person. If the young person with a disability needs assistance, specialised staff

are available. They need to know that it is possible for them to do it. The raising of awareness

of the needs of young people with disabilities while travelling is one focus along with enhancing

their ability to travel and providing information about the possibilities of public transport.

The MAPLE Project

MAPLE means Mobility and Accessibility for People with Learning Disabilities in Europe and it

was co-founded by the European Commission’s DG for Employment and Social Affairs in 2003. The aim was to raise awareness of the needs of people with learning disabilities when

travelling.

“The main output of the project was a Good Practice guide, entitled “Improving Mobility and Access for People with Cognitive Impairments”. This fully illustrated guide features examples of staff training initiatives, awareness campaigns and instances of transport providers making a

particular effort to provide information and signage that is clear and unambiguous so that they

can be understood by all travellers. It was hoped that this guide will inspire local authorities and

transport providers throughout Europe to improve accessibility for people with learning

disabilities and people who live with mental health problems, so that they might play a more

active role in society.

https://trimis.ec.europa.eu/project/mobility-and-accessibility-people-learning-disabilities-

europe#tab-results

The GROW coaching method

The word GROW is an acronym for Goal, Reality, Options and Will. The method consists of four

phases and leads toa clearresult. If you use this method as a trainer, you do not need to know

the student very well. The GROW method provides a general-purpose framework to identify

goals, obstacles and options.

Phase 1: Goal

To define a goal is very important, it can be a long or short term goal.

https://www.salto-youth.net/downloads/4-17-913/NoBarriersNoBorders.pdfhttps://trimis.ec.europa.eu/project/mobility-and-accessibility-people-learning-disabilities-europe#tab-resultshttps://trimis.ec.europa.eu/project/mobility-and-accessibility-people-learning-disabilities-europe#tab-results


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Example questions to help withfinalizing the goal:

What is important to you when it comes to [theme]?

What will reaching the goal give you?What do you want to achieve in (topic)?

Phase 2: Reality

In this phase, the trainer is very important, he must summarize the statements of the student

to stimulate self-assessment and identify any obstacles.

This stage often reveals fundamental fears and beliefs.

Example questions to discover the customer's reality:

What happens to you now?

What is the result of that?

Why is this issue a problem?

What are concrete examples of this problem?

What has gone wrong so far?

What went well?

What can make the difference?

Phase 3: Options

Identifying creative solutions to any problems identified. Try to get structure into the solutions

and evaluate them as well. It is also possible to make your own suggestions.

Example questions about generating options:

What else could you do?

What would you do if [obstacle] did not stop you?

Imagine that you have already reached your goal. How did you do it?

What else do you need to reach your goal? Where can you get it?

What are the advantages and disadvantages of this option?

Phase 4: Will

In the last phase, one optionwill remain which will become a concrete plan of action.

Example questions to maximize motivation:

What exactly will you do to achieve your goal and when?

Which of these options will you choose?

What concrete step can you do NOW?

Which steps follow afterwards?

How can your environment support you?

Will this plan get you to your goal?

https://www.yourcoach.be/en/coaching-tools/grow-coaching-model.php

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D From the technical side a laptop with internet connection is very useful, because you can show

the video and you can forward the links.

Try to develop a relationship of trust where the students feel supported. They should feel

confident speaking about their fears in an atmosphere of openness and trust.

It is important to recognize mistakes and learn from them.



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S Detailed and accurate information is very important. Be prepared for questions. Find out which

country the student would like to visit, maybe she or he can speak a foreign language. If the

student has relatives abroad, maybe you should choose this country. Try to find out the

important “things” for the student, collect as much information about her or him as possible. Parents often have worries and fears when their kids are making a journey. Take these

concerns seriously and discuss them, for example with the GROW method.

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Case Study 1: One year in England

Astrid (22) is hard of hearing and studies psychology. Studying is not always easy for her. If the

auditorium is very busy and noisy, it becomes difficult for herto follow the lecturer. For her it is

very important to receive written documents. If there is no official script, she usually asks

colleagues for the transcript. Astrid also uses sign language because she wants to work with

deaf people in the future. She is very interested in deaf culture. For this reason, she likes to go

to England, because in England there are Centres for Deaf Studies.

Her parents were not very enthusiastic about this idea. Together with her tutor she was able to

convince her parents that a semester abroad could be possible. The exchange of information is

very important, so the planning of the mobility exchange can start.

Case Study 2: Two weeks WLB in Munich

Petra (18), who has dyslexia, works in a restaurant (with the yellow “M”) in the lobby. She loves her job and talking to people. She is very friendly, and is liked by all her colleagues. As she had

just started working at the restaurant, she gets support from a working assistant.

The explanation of her work was very good, because in the restaurant there are a lot of

illustrations. These illustrations describe what you have to do, for example, if you are sorting

the waste. This was a big advantage for Petra, as pictures are easier to understand than a

written explanation.

After about six months the company asked Petra if she would like to do some training for two

weeks in Munich. This was not an easy decision for Petra or her parents as Petra has never

been abroad alone.

Petra contacted her work assistant to discuss the company's offer. She and her parents needed

more information. For this reason, the working assistant arranged a meeting with Petra, her

parents and the person from the company who is in charge of this exchange. At this meeting all

questions were discussed, and afterwards it was easier for Petra to make her decision.

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https://ec.europa.eu/programmes/erasmus-plus/about_en

http://ec.europa.eu/assets/eac/youth/library/reports/inclusion-diversity-strategy_en.pdf

https://www.salto-youth.net/downloads/4-17-913/NoBarriersNoBorders.pdf

https://trimis.ec.europa.eu/project/mobility-and-accessibility-people-learning-disabilities-

europe#tab-results


GLO

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ERASMUS+: The EU’s Programme to support education, training, youth and sport in Europe

SALTO: Support and Advanced Learning and Training Opportunities

MAPLE: Mobility and Accessibility for People with Learning Disabilities in Europe

GROW: Goal, Reality, Options, Will

https://ec.europa.eu/programmes/erasmus-plus/about_enhttp://ec.europa.eu/assets/eac/youth/library/reports/inclusion-diversity-strategy_en.pdfhttps://www.salto-youth.net/downloads/4-17-913/NoBarriersNoBorders.pdfhttps://trimis.ec.europa.eu/project/mobility-and-accessibility-people-learning-disabilities-europe#tab-resultshttps://trimis.ec.europa.eu/project/mobility-and-accessibility-people-learning-disabilities-europe#tab-resultshttps://www.yourcoach.be/en/coaching-tools/grow-coaching-model.php


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Chapter 2: Pre-departure preparation for students with Learning

Disabilities

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Facilitating inclusion of students with disabilities and, in particular, of those with learning

disabilities, in the work/study environment of the receiving country through a pre-departure

preparation on multidisciplinary, linguistic and cultural pedagogical aspects.

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The quality of the preparation of participants before departure is a key element to the

implementation of a successful mobility project. Therefore pre-departure training relating to

intercultural and linguistic preparation, as well as task-related preparation, must be provided to

the mobility learners. This training is the responsibility of all institutions involved in a

transnational mobility (but usually the sending institution or the intermediary body take care of

it). Students with disabilities often just need a little more support to make the transition to an

international mobility project. It can be an anxious time for parents when their children with

disabilities are about to leave home, perhaps for the first time. This is why, whenever possible,

teachers/VET staff should support and encourage the student’s family too.

AIM

S Pre-departure preparation aims at ensuring full integration in the host country through the

implementation of the following specific aims:

Providing information, including practical arrangements, on various aspects of an internship/mobility abroad (rights and duties of involved institutions and

trainee/learner, tasks-related preparation, learning agreements, etc.);

Providing useful knowledge and skills for full inclusion in the host country; Deepening language skills and intercultural awareness for effective learning,

intercultural communication and a better understanding of the culture of the receiving

country.

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3] MULTIDISCIPLINARY PEDAGOGICAL PREPARATION

Information session on European programs and on Erasmus+ programmes including the aims of mobility projects. A Peer education method may be used in this session,

involving former students who took part in mobility projects (2 hours);

Experiential workshop, together with other students, on geographical, historical and cultural knowledge of the receiving country, as well as socio-cultural and working

context with particular attention to issues related to prejudice and cultural stereotypes.

Methods to be used throghout the workshop are role plays, games, use of stories,

handouts, etc; some resources are listed below (16 hours);

Group orientation meetings together with other students; contents will be delivered through simulations of interviews, preparation for inclusion in the hosting company,

presentation of the labour market of the host country and awareness of intercultural

differences that may influence work abroad for a trainee. Students’ fears and expectations may also be investigated in this workshop (duration: as needed).

PROFESSIONAL PREPARATION

Illustration of the professional qualification (or part of it) to be acquired in relation to the mobility project (1 hour);

Illustration of the internship programme the participant will carry out within the company, analysis of the tasks/responsibilities and assessment of the obstacles that the

student with disabilities could encounter through the use of checklists and evaluation

forms as well as the personalized learning plan:


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together with the student, set-up strategies to overcome the critical issues highlighted

(4 hours);

Reading and analysis of the Learning Agreement in which the units of competences to be acquired are described, the process of evaluation, validation and transcription of the

units of competences acquired (2 hours).

LOGISTIC PREPARATION

Discussion with the student with a disability and his/her family (if he/she needs more support) on logistic arrangements during the mobility experienceabroad. If necessary,

specific measures may be undertaken in order to facilitate the participation and

inclusion of the student with Learning Disabilities, e.g. accompanying person to support

the student at his arrival and for the first weeks, travel arrangements (e.g. if the

student needs to ask for special assistance to facilitate his/her travel to the host

country), supportive mentorship during his/her internship, etc. (2 hours).

LINGUISTIC PREPARATION

Specialized course in the language of the receiving country or English to develop vocabulary, communication skills and vocational language. In accordance with degree

and type of disability, specific measures must be undertaken to ensure effective

participation of the learner into the course (16 hours). In order to assess language skills

and their further development, the student should be directed to the use of the Online

Support Platform for Linguistic Preparation created by the European Commission.

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Iceberg of Culture

If we think that culture is an iceberg it is easier to visualize its complexity: on the top we find

everything is visible immediately (arts, music, food, language, etc.) but the bottom is the

biggest part where contents are invisible and intangible (different attitude and role models,

notion of time and space, etc.).

Curve of Adaptation

A long-term experience abroad has different phases: the honeymoon, the crisis and the

adjustment. At the beginning everything is wonderful and exciting (honeymoon). Then things

get more and more difficult and you feel really bad, disoriented and unsatisfied. This is called

“cultureshock” and its impact depends on the way people react and reflect on it, how they overcome the negative feelings and move on from there. Then the process moves on to

adaptation and stability.

“The train” and other activitiesfor intercultural awareness proposed in the “Mentoring and pre-departure training in European Voluntary Service” booklet https://www.salto-youth.net/downloads/toolbox_tool_download-file-1722/Mentoring

Self-assessment test (by the Council of Europe): to acquire awareness regarding one’s own intercultural skills: https://www.coe.int/t/dg4/education

Erasmus+ project ‘Intercultural Learning for pupils and teachers’ offers school leaders and teachers of secondary schools training and tools to include intercultural learning in every

subject and aspect of the school life

http://intercultural-learning.eu/

Module on Cultural Awareness

https://freerangeresearch.files.wordpress.com/2012/10/cultural-awareness-learning-module-

one.pdf

https://www.salto-youth.net/downloads/toolbox_tool_download-file-1722/Mentoringhttps://www.salto-youth.net/downloads/toolbox_tool_download-file-1722/Mentoringhttps://www.coe.int/t/dg4/educationhttp://intercultural-learning.eu/https://freerangeresearch.files.wordpress.com/2012/10/cultural-awareness-learning-module-one.pdfhttps://freerangeresearch.files.wordpress.com/2012/10/cultural-awareness-learning-module-one.pdf


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Module on Cultural Awareness

https://freerangeresearch.files.wordpress.com/2012/10/cultural-awareness-learning-module-

one.pdf

Autobiography of International Encounters. Context, concepts and theories, Council of Europe – Language Policy Division, 2009 (English)

https://www.coe.int/t/dg4/autobiography/Source/AIEen/AIEintroductionen.pdf

Use of diary: it is always a good instrument to reflect and document one’s own personal development, it’s easy to bring and to travel with and it’s economically cheap! Not everyone likes to write down their own emotions and stories or to draw them so it should be voluntary.

Example of Learning Agreement:

http://www.erasmusplus.it/formazione/gestione-di-un-progetto-di-mobilita

Online linguistic support (for pre-departure evaluation):

https://erasmusplusols.eu

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D The European Quality Charter for Mobility provides the minimum quality standard to adopt in a

transnational mobility project. In particular, the following principles may be applied to pre-

departure preparation:

Information and guidance: every candidate should have access to clear and reliable sources of

information and guidance on mobility and the conditions in which it can be undertaken,

including details of the Charter itself and the roles of sending and hosting organisations;

Learning plan: a plan is drawn up and signed by the sending and hosting organisations and

participants before every mobility for education or training purposes. It must describe the

objectives and expected outcomes, the means of achieving them and evaluation;

General preparation: before departure, participants should receive general preparation

tailored to their specific needs and covering linguistic, pedagogical, legal, cultural or financial

aspects;

Linguistic aspects: good language skills make for more effective learning, intercultural

communication and a better understanding of the host country's culture. Arrangements should

therefore include a pre-departure assessment of language skills, the possibility of attending

courses in the language of the host country and/or language learning and linguistic support and

advice in the host country;

Logistical support: this could include providing participants with information and assistance

concerning travel arrangements, insurance, the availability of government grants and loans,

residence or work permits, social security and any other practical aspects.

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Transnational mobility projects for learners are an unmissable opportunity for students,

especially for those with disabilities, to develop their independence skills and to practice self-

advocacy – maybe for the first time in their lives. These opportunities also give students with disabilities a competitive edge in the graduate jobs market, an advantage that cannot be

underestimated.

This particular target group must be prepared to the point that they are engaged and can

benefit from all aspects of the mobility project, from the pre-departure preparation to a

suitable job placement and accommodation arrangements in relation to their own special

needs.

This is why, to ensure full participation, but also for risk prevention purposes, a pre-departure

preparation is a key factor for students with learning disabilities:

https://freerangeresearch.files.wordpress.com/2012/10/cultural-awareness-learning-module-one.pdfhttps://freerangeresearch.files.wordpress.com/2012/10/cultural-awareness-learning-module-one.pdfhttps://www.coe.int/t/dg4/autobiography/Source/AIEen/AIEintroductionen.pdfhttp://www.erasmusplus.it/formazione/gestione-di-un-progetto-di-mobilitahttps://erasmusplusols.eu/


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they need to receive cultural and linguistic support, as well as needing to have a clear

understanding of their tasks, duties and obligation. This is why a clear and structured pre-

departure preparation process should be created by the transnational project consortium. The

use of blended and interactive methodologies should be promoted in order to allow students

with learning disabilities to be engaged with the project as well as to allow proper provision for

their special needs to be made. Methods and tools proposed in this chapter respond to this

need and they can be implemented in all transnational mobilities at EU level. Of course,

methods and tools should be tailored according to the specific needs of participants and

organisations involved.

The introduction of these training methods for the pre-departure preparation may be used to

complete the existing practices and will be part of the organisations' Quality Plans,thus

improving the quality level of both organisations and the mobility projects undertaken.

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Case Study 1: Importance of motivation

Leonieke is a Dutch girl living in Belgium. She studied Social-cultural Work in Antwerp and went

on an Erasmus+ programme to Denmark. Leonieke has epilepsy and she is not always in control

of her own body. She doesn’t think it a big step to go on Erasmus+ because of her epilepsy, as she had already lived abroad on her own for some years and she knew what to expect. Of

course, she thought about how she would have dealt with her epilepsy, but she didn’t want it to hold her back. Leonieke is happy when she can talk about her Erasmus+ experience, she is

proud of the time shespent in Denmark. It reminds her of the fact that one can do everything

with a substantial amount ofmotivation.

Case Study 2: How pre-departure preparation for a learner with disability can make a

mobility abroad successfull

In 2017-2018, for the first time, the University of Maynooth has supported Orla, a student with

a significant physical disability for her Erasmus+ study mobility abroad. Orla is enrolled in a BA

International Degree in Computer Science and German. She entered the University via the

Disability Access Route in 2015. Extensive planning was required to ensure she had the

appropriate support, not only academically but also in terms of her new and very different

living arrangements in Erasmus+ Mobility.

Initial planning with Orla for her Erasmus+ experience began in October 2016, with the aim of

supporting her to participate in Erasmus+ for the 2017/18academic year. Disability staff and

staff from the International Office met with Orla to provide her with an initial overview of the

Erasmus+ programme. The meeting also provided the International Office with an opportunity

to meet Orla in person and to learn about her specific needs. As this was Orla’s first time away from home alone, it was clear that a number of types of support would need to be in place to

allow her to get the most from the experience. Those identified at this initial investigative stage

included a full-time PA for at least 10 hours a day and fully accessible student accommodation.

Choosing an accessible city, i.e. one which was not too hilly or cobble locked, with good

domestic and international transport links, was also identified as vital.

From October 2016 to January 2017 Orla worked with the disability team to identify her specific

requirements for Erasmus+. In the mean-time, the International Office began the process of

investigating which international HEIs might be most suitable for Orla.

February 2017-March 2017: the International Office provided Orla with an overview of German

and Austrian partner universities so she could decide on the university that would best suit her

needs. Orla decided to study at Universität Mannheim because of its convenient location and

the availability of disability support.


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From June 2017 to September 2017 the disability team worked with Orla to support her to

make an application to the HEA’s Erasmus+ Fund.

While the amount of funding received was significant, it did not meet the complete costs of

Orla’s study abroad year. This shortfall was met through the Fund for Students with Disabilities.

Orla and the disability team were in regular contact through Skype calls and emails during her

Erasmus+ study abroad and that was essential to maintaining a connection with the student,

proactively identifying issues and ensuring that she had the required support in place to fully

benefit from the Erasmus+ programme.

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https://ec.europa.eu/programmes/erasmus-plus/resources/documents/erasmus-programme-

guide-2019_en

http://www.erasmusplus.it/formazione/gestione-di-un-progetto-di-mobilita/

https://www.additudemag.com/what-is-adhd-symptoms-causes-treatments

Mentoring and pre-departure training in European Voluntary Service

Please, visit SALTO Toolbox and download theMentoring and pre-departure training in

European Voluntary Servicebooklet.

www.salto-youth.net

Leonieche Case Study has been adapted fromNo Limits on International Exchange

https://sites.arteveldehogeschool.be

From MaynoothUniversity to Universitat Mannheim student case study

https://www.maynoothuniversity.ie/

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Y Person with Special Needs: according to Erasmus+ programme, a participant whose individual

physical, mental or health-related condition is such that his/her participation in the project /

mobility Action would not be possible without extra financial support.

ADHD: attention deficit disorder (ADHD and ADD) is a complex brain disorder and it is

considered a behaviour disorder. ADHD causes great difficulty in managing time and focus.

Experts state that most people with ADHD have more than enough attention — they just can’t harness it in the right direction at the right time with any consistency. And so individuals with

ADHD hyperfocus and lose track of time, or misplace their keys, or blurt out an unrelated

thought when their focus breaks free from its chains.

Learning Agreement or Mobility Agreement: it defines the learning outcomes for the learning

period abroad, specifies the formal recognition provisions and list the rights and obligations of

each party. It must be signed by all involved parties (sending and hosting institution and

learner) prior to the start of the mobility period.

Accompanying Person: in accordance with the Erasmus+ programme guide, learners with

special needs or disadvantaged backgrounds may be accompanied by a person that will support

them during the mobility period.The duration of the stay abroad of accompanying persons

should also be proportional to the needs of the learners (usually a stay for the whole duration

of the activity is accepted only in cases where the learners are not autonomous or minors).

Sending Institution: the sending institution is the participating organisation sending one or

more participants to an activity of an Erasmus+ project (in our case, mobility projects).

https://ec.europa.eu/programmes/erasmus-plus/resources/documents/erasmus-programme-guide-2019_enhttps://ec.europa.eu/programmes/erasmus-plus/resources/documents/erasmus-programme-guide-2019_enhttp://www.erasmusplus.it/formazione/gestione-di-un-progetto-di-mobilita/https://www.additudemag.com/what-is-adhd-symptoms-causes-treatmentshttp://www.salto-youth.net/https://sites.arteveldehogeschool.be/https://www.maynoothuniversity.ie/https://www.maynoothuniversity.ie/


16

Chapter 3: How to prepare a personal, professional and tailor-made

Learning Plan for a student with Learning Disabilities participating in a

mobility

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Customising the Learning Plan to ensure that the learning outcomes which the student is expected

to meet while on the mobility are realistic and achievable.

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The chapter focuses on the importance of producing an individualised learning plan for each

student, which includes realistic learning outcomes taking into consideration the abilities of the

student, how they need to be challenged and the need to overcome any potential barriers in the

workplace whilst ensuring good use is made of the opportunities provided within the work

placement to develop their skills.

AIM

S Design a Personal Learning Plan for each student.

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[1],

[2

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3] The methodology that staff/tutors can use to produce a Personal Learning Plan may be based on:

Interview with the student before the mobility; Questionnaire completed by the company mentor, school teacher or trainer as

appropriatefrom the workplace;

Observation of the student in the workplace before the mobility.

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Interview Questions with the student before the Mobility

Accompanying staff can use this tool as a starting point to enable them to discover as much as

possible about the student before the mobility starts. It is important to keep in mind that questions

are not fixed and can be modified in order to suit the particular context of the workplacement which

student may be going to.

What qualifications do you have? Have you carried out any work experience in the past? What are you particularly good at? What do you find difficult? Is there anything that is worrying you about the mobility? Do you have any learning needs that I need to be made aware of? Do you have any other needs that I need to be made aware of (e.g. special requirements to

use a PC or time adjustments)?

Questionnaire to be completed by the workplace which is providing the mobility

The following questionnaire should be used to provide as much information about the placement as

possible.


17

What do you expect the student

to do in the work place? Give as

much detail as you can.

What days and times do you

expect the student to be in the

work placement?

Is there a uniform or dress code

that the student must follow in

the work placement?

Who does the student report to

in the work placement?

What should the student do if

things go wrong?

Is there anything that the

student needs to learn or

become familiar with before

they attend the work placement

for the first time?

Is there any physical or other

barrierwithin the work place

which may cause a problem for

the student because of their

learning disability ? Can these

be overcome?

Observation of student in the workplace before the mobility

This observation template may also be completed after the mobility is completed to help evaluate

the progress that the student has made.


18

NAME AND SURNAME DATE AND TIME

WHAT ROLE DID THE STUDENT HAVE? LOCATION

Instructions for the Staff member carrying out the observation

Think about the activities that you observed the student carrying out this week/this month. Tick the

expression that best suits your opinion of how the student carried these tasks out and explain your

opinion with two or three sentences if necessary.

What activities have you

observed the student carrying

out this week/month?

Question Tick the answer that best

expresses your opinion

Explain why

Has the student carried out all

the tasks set?

o Yes

o No

If not was this because they

were unable to do them?

o Yes

o No

Has the student remained

motivated?

o Yes

o No

Has the student been

distracted?

o Yes

o No

Has the student asked for help

when they needed it?

o Yes

o No

o Sometimes

Has the student made progress

towards the learning outcomes?

o Yes

o No

Has the student responded well

to guidance or criticism?

o Yes

o No

What are the next steps that the

student needs to concentrate on

to achieve the Learning

Outcome?

Priority 1

Priority 2


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Staff should be aware that each learner is a unique individual with individual needs and aspirations

and that they should be involved in developing the Learning Plan.

A minimum of three learning outcomes should be agreed for the work placement which should be :

specific to the learner; achievable; relevant to the learner’s skillset; clear to the learner exactly what is expected; clear when the outcome should be completed by; valuable to the employer.

A personal, professional and tailor-made Learning Plan should be developed incorporating the

learning outcomes and explaining in detail the steps required to achieve them. Again this should:

be specific to the learner; take account of the learner’s interests and skills; consider any reasonable adjustments which may need to be made; clearly outline what will be expected from the learner during the placement; build in weekly or daily time slots for reflection with the mentor; help develop the learner’s self-esteem and confidence; help develop the learner’s CV.

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By using the resources above to prepare a personal, professional and tailor-made Learning Plan for

the student participating in a mobilitythis ensures that the student is fully prepared to undertake

the placement and is aware of what is expected from them by the employer. It ensures that the

student makes the best use of the time in the international placement to develop their skills and

their self-esteem while benefitting greatly from the experience of working in another country and

learning the norms of a different working culture. This international experience will greatly improve

the vocational training of the student as they have first-hand experience of how to work in an

international environment and this internationalization will make them more employable in the job

market on completion of their studies. It will also be of benefit for the hosting company as they can

also gain an insight into the working norms and culture of the home country of the student during

their stay and possibly develop a business network with the students’ home organization as a result.

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Case Study 1: Alan working in a restaurant in Stockholm

Alan is on the autistic spectrum, is 17 years of age and is attending a Catering course in his local FE

College. As part of his studies Alan must spend three weeks in work placement in Stockholm. When

conducting the interview with the student before the visit the accompanying staff member found

out that Alan was particularly good at working with pastry but that he found piping difficult. After

observing him in the workplace it became obvious that Alan experienced particular difficulty

whenever he was front of house or when anyone was watching him. After the Swedish work

placement completed the questionnaire the following Learning Plan was agreed.


20

INDIVIDUAL LEARNING PLAN

Name: Alan Markam

Placement: Hotel Columbia, Stockholm

Initial Interview Information,

including support needs

Alan is 17 and is on the autistic spectrum; he is working

towards NVQ Level 2 award in Hospitality andCatering and

wants to develop pastry making skills, but finds piping

difficult and does not like dealing withpeople. He is going on

placement to the HotelColumbia, Stockholm that has a very

good reputation forpatisserie.

Short Term Goals To learn what types of cakes and patisserie are commonly

produced in Sweden, what type of ingredients are usedand

todeal better with the general public.

Long Term Goals To work as a pastry chef.

Learning outcomes to be met on

placement

How achieved.

Keep a diary of all the cakes

which are produced in the Hotel

during your three week stay,

collect the recipes from the staff

involved and take a picture of the

finished product.

Alan produced a cook book for use when he went homeof

all the cakes and the recipes for them that he sawbeing

produced in the Hotel. As he had to ask for therecipes it

helped him to get to know a few morepeople in the staff.

This helped him to socialise in the evenings and get to know

more about the country and how things workedin the

catering industry in Sweden.

Work behind the cake counter for

2 ½hour sessions each week

serving cakesto the waiting staff

to be deliveredto the customers.

Alan found this difficult atfirst as he did notlike speaking to

the waitersand waitresses. Iin the secondweek when he got

to knowthem a bit better it wasslightly easier.

Learn about the piping

techniques used withinthe Hotel

to decorate the cakes.

Alan spent a few hours eachweek working withthepastry

chef to learn what hewas doing andwatching his piping

technique. Duringthe second and third weekhe also worked

with him doingpiping on the smallerpatisserie.

Self-Evaluation

I can now:

- Carry out the swirl piping well

that is used in Sweden.

- I have collected recipes for the

most common cakes produced in

Sweden and have taken photos of

them to help me remember how

they are presented.

- I know more about the common

patisserie sold in Sweden.

I still need work on:

- Talking to customers and staff in the Hotel.

- Practicing my piping skills.

- I want to keep in contactwith the staff in the Hotelin

Sweden and I might goback againfor another placement if I

get the chance.

Learner signature: Alan Markam

Staff signature: Kaye Henry


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Case Study 2: Jane working in a hairdressing salon in Malta

Jane is a third year student in Hairdressing who is taking part in a mobility to Malta. After taking part

in the interview and observation by the accompanying staff member in the workplace, it becomes

clear that she suffers from mental health issues and finds speaking to clients in the salon difficult.

She also wants to learn about different hairstyles to allow her to offer something different to her

clients when she starts working. After studying the questionnaire completed by the salon she would

be working with in Malta the following Learning Plan was agreed.

INDIVIDUAL LEARNING PLAN

Name: Jane Hegarty

Placement: So Chic, Valletta

Initial Interview Information,

including support needs

Jane aged 23 is studyinghairdressing, shehas mentalhealth

issues which meansthat attimes she finds it difficult talking

to clientsthat come into thehairdressing salon.

She wants to go onplacement to Malta tolearn more

modern styles. SoChic, in Valetta is a verytrendy salon

popular withyoung people.

Short Term Goals To learn more modern styles and feel happier talking

toclients in the salon.

Long Term Goals To work in a modern hairdressing salon.

Learning outcomes to be met on

placement

How achieved.

Keep a learning journal of the

main trendyHairstyles that are

popular in Malta and howthese

styles can be produced.

Jane took photographs of all the trendy stylesthat

werepopular in the salontogether with notes of howto

produce them.

Speak to at least one client per

day in the salon and ask them to

tell you something aboutthe

island of Malta.

Jane tried to speak to a number of clientseach day but

sometimesfound it difficult. She decidedto talk to them

about thesalonwhich she found easier to talk about.

Speak to the stylists in the salon

and ask them toshow you how to

produce one modern styleeach

week.

By doing this Jane foundthat she got to know thestaff in the

salon betterwhile learning about the styles – this enabled her todevelop some friendships inthe salon which made

herstayin Malta easier for her.

Self-Evaluation

I can now:

- Carry out a number of trendy

styles.

- Offer some advice to clients in

the salon.

- Talk about the styles which were

most popularin Malta to both the

staff and clients in my workplace

at home.

I still need work on:

- Talking to customers in the salon.

- Practicing my colouring skills to use more trendy colours.

Learner signature: Jane Hegarty

Staff signature: Bernie Devlin


22

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BIB

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HY

https://www.mindtools.com

https://articles.noodlefactory.ai/5-steps-to-developing-an-individual-learning-plan

https://www.good.is/articles/the-edupunks-guide-how-to-write-a-personal-learning-

planhttps://www.education.vic.gov.au/Documents/school/.../personal/devperslearngoal.pdfhttps:/

/elearningindustry.com/7-tips-create-personal-learning-paths-

elearninghttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC5685457/https://www.timeshighereduca

tion.com/...personal-development-plans/403050.articlehttps://hbr.org/2016/01/plan-your-

professional-development-for-the-yearhttps://anziif.com/members.../articles/.../how-to-develop-a-

learning-plan-and-stick-to-i...

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Y Learning outcomes: statements of what a learner is expected to know, understand, or be able to do

at the end of a learning programme. There are a set of rules to write learning outcomes which have

been sumarized in different handbooks, the most important are the following:

• They are ‘achievements’, clearly identifiable and written in the infinitive

• They must be achievable within the training environment

• They are feasible for students. They might be judged by means of a set of assessment criteria1

1From www.cedefop.europa.eu/files/Using_learning_outcomes.pdf consulted on 07/11/2018

https://www.mindtools.com/https://articles.noodlefactory.ai/5-steps-to-developing-an-individual-learning-planhttps://www.good.is/articles/the-edupunks-guide-how-to-write-a-personal-learning-planhttps://www.good.is/articles/the-edupunks-guide-how-to-write-a-personal-learning-planhttps://www.education.vic.gov.au/Documents/school/.../personal/devperslearngoal.pdfhttps://www.education.vic.gov.au/Documents/school/.../personal/devperslearngoal.pdfhttps://elearningindustry.com/7-tips-create-personal-learning-paths-elearninghttps://elearningindustry.com/7-tips-create-personal-learning-paths-elearninghttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC5685457/https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5685457/https://www.timeshighereducation.com/...personal-development-plans/403050.articlehttps://www.timeshighereducation.com/...personal-development-plans/403050.articlehttps://hbr.org/2016/01/plan-your-professional-development-for-the-yearhttps://hbr.org/2016/01/plan-your-professional-development-for-the-yearhttps://anziif.com/members.../articles/.../how-to-develop-a-learning-plan-and-stick-to-ihttp://www.cedefop.europa.eu/files/Using_learning_outcomes.pdf


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Chapter 4: The application of quality assurance measures for the

acquisition of agreed learning outcomes

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Applying tools and procedures to gain transparency and recognition of learning outcomes

achieved by students with learning disabilities through an international mobility experience.

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This Chapter contains suggestions for a set of tools and proceduresto be used for supporting

the best possible quality in transnational learning mobilities for students with learning

disabilities.

By emphasising the quality assurance aspects,this Chapter reflects the growing need for a

coherent use of European tools and procedures thatfacilitate the transparency and recognition

of learning outcomes, notably the European Credit System for Vocational Education and

Training (ECVET) and the European Quality Assurance Reference Framework for VET

(EQAVET).

These European tools and procedures contribute to VET excellence and attractiveness and

improve the quality of vocationallearning abroad. To explain the issues regarding quality

assurance in the context of ECVET, this Chapter refers tothe EQAVET quality circle of

PLANNING, IMPLEMENTATION, EVALUATION and REVIEW. All partnerships involving students

with learning disabilities should implement high quality mobility exchanges and therefore the

recommendation is to follow this four-step procedure of the EQAVET quality circle. This

procedure is used for the quality assurance of ECVET partnerships as well as for individual

ECVET mobility exchanges.

AIM

S This Chapter aims to:

Provide information on the quality assurance measures to be applied for the acquisition of the planned learning outcomes for students with learning disabilities participating in

an international mobility experience;

Explain the role of ECVET in facilitating the transnational mobility of learners, with particular attention to learners with learning disabilities.

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[1],

[2

], [

3] The quality assurance procedures underpinning the use of ECVET for international mobility are

based on theEQAVET quality circle: PLANNING – IMPLEMENTATION – EVALUATION – REVIEW. On the one hand, this circle applies tothe process of arranging each specific mobility

experience: from the planning of the mobility experience to creditrecognition and continuation

of the learner’s pathway. On the other hand, the quality circle also applies tothe quality management of each mobility partnership. Ideally, ECVET is implemented in partnerships. They

areset up to support regular mobility exchanges (larger numbers of learners) and are expected

to last for a durationthat is longer than a specific mobility exchange.

Therefore, two quality circles (one for individual learner mobility and another one for

partnerships), using the same methodology, can be distinguished and are summarised below:

• Planning: the planning phase includes all quality assurance measures related to the activities in the phase ‘ECVET before mobility’. In case the specific mobility is organised in the frame of an already established partnership (formalised by a Memorandum of Understanding), the

already agreed aspects need to be taken into account, but, if necessary, they need to be laid

down or changed for each individual mobility.

Because students with learning disabilities often approach many learning situations with an

expectancy to fail,it is crucial, for the success of their mobility experience, to set clear

goalsfrom the beginning and include all main quality assurance measures.


24

This can be done by breakingdown work-based learning tasks into small, attainable units; by

sequencing learning and by allowing opportunities for the student to experience learning for

pleasure.

• Implementation: the implementation phase refers to the learning period abroad (‘ECVET during mobility’).

It concerns quality assurance measures for the acquisition of agreed learning outcomes, the

assessment of achieved learning outcomes and the documentation of the results of the

learner’s assessment.

Success for students with learningdisabilities requires a particular focus on individual

achievement, individual progress and individual learning. This requires specific, directed,

individualized, intensive and remedial instructions.

Because students with learning disabilities need continuous feedback during the work-based

learning stages, there should be ongoing information provided as to whether or not tasks are

performed correctly. When a given task is satisfactory, a positive reinforcement (praise,

attention, token, etc.) will strengthen the skill. If, however, the task isincorrect, it is necessary

to repeat the trial and prompt the student toward an accurate completion of the task.

• Evaluation (of the mobility experience): after the learner has returned to the home institution (‘ECVET after mobility’), the teacher or the person in charge checks whether the learning outcomes achieved are in line with the Learning Agreement. If this is the case, the learner’s credit achieved abroad is validated and recognised.After all three phases (before, during and

after) of the mobility process have been completed, the whole process needs to be evaluated.

The crucial question is whether the main aim of using ECVET for international mobility has been

achieved for the specific learner, in other words whether it was possible to recognisethe

learning outcomes he/she has acquired abroad.

If the credit achieved abroad cannot be (fully) validated and recognised as planned, the

procedures put in place before, during and after themobility need to be evaluated and

reviewed to ensure that credit can be recognised for future mobility exchanges.

Regardless of whether recognition has been achieved or not, evaluation and collection of

feedback is recommended. This will help to identify potential areas for improvement (for

example, regarding the time spent on specific issues, the resources used, or the quality

assurance procedures implemented).

All participants in the mobility (particularly, host company, sending institution and the learner)

should also be involved in the evaluation process to ensure that all perspectives are taken into

account in the review of the ECVET mobility process.

• Review: based on the results of the evaluation process, an action plan can be developed for improving future mobility experiences.

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guaranteethe best possible quality in transnational learning mobility for students with learning

disabilities:

1. Quality Assurance in Vocational Education and Training – A Collection of Articles.

It can be accessed using the following link:

http://www.etf.europa.eu/webatt.nsf/0/270970490A6E9327C1257CA800

407038/$file/Quality%20assurance%20in%20VET.pdf


25

2. Study on Quality Assurance in Continuous VET and on future development of EQAVET which

presents methodologies and country reports regarding the implementation of EQAVET. It can

be accessed using the following link:

http://kakovost.acs.si/doc/N-1065-1.pdf

3. The webpage www.ecvet-toolkit.eu is divided in three core sections, “Introduction to ECVET”, “ECVET Toolkit”, “Tools, Examples & More”.

The first section, the General introduction to ECVET, is a section dedicated to key questions

such as “What is ECVET?”, “Why use ECVET?”, “How does ECVET work?” and “ECVET history and timeline”.

Accessing the core “ECVET Toolkit” the users have a detailed insight into the main steps integrating ECVET into a new or existing mobility practice. There are also tools, examples and

other materials to help those who are working to implement ECVET in international mobilities,

and these are divided into five stages: Preparing ECVET; Building Partnerships; Before Mobility;

During Mobility; After Mobility. All these stages come under the chapter Quality Assurance. The

third and final core section “Tools, Examples & More”, provides access to tools, examples, materials and further reading, relating to all stages of the implementation of ECVET.

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D A precondition for using ECVET and the application of minimum quality standards in the

framework of organised mobility for students with learning disabilities is the setting up of a

partnership. This partnership needs to bring together institutions that fulfil the following

functions:

• Identifying the unit(s) of learning outcomes suitable for the learner with alearning disability;

• Delivering the education and training programme/learning activities to prepare for the unit(s) of learningoutcomes;

• Assessing whether the learner(s) has (have) achieved the expected learning outcomes;

• Validating and recognising learners’ credit on his/her return to the home institution.

Moreover, it is desirable that:

• Partners understand and agree on their roles and tasks;

• Partners communicate in an open manner;

• Partners make their goals explicit within the partnership and come to a clear agreement on what they wish to achieve;

• All agreements between the partners relating to the acquisition and assessment of learning outcomes abroad and their transfer to the home institution are specified in writing;

• All participants are aware of the content of the documents and the issues they have agreed upon;

• The information included in the MoU is sufficient to outline the general framework of cooperation.


26

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Learning activities that the learner with learning disabilities participates in need to enable

him/her to acquire the expected learning outcomes. Obviously the learning activities will not be

restricted to only those learning outcomes defined in the Learning Agreement because the

learner might participate in learning activities that go beyond these agreed learning outcomes.

However, it is recommended that the learner has sufficient opportunities to progress in the

knowledge, skills and competences thathis/her mobility period is particularly concerned with.

Recommendations to guarantee the quality of the learning process:

• All participants (such as teachers, trainers, tutors/mentors and the learner) are aware of all aspects of the planned learning process abroad that are relevant to their roles (for example,

they have received a copy of the Learning Agreement or have been briefed about their roles in

the mobility phase);

• The host company is responsible for the quality assurance of the learning context (for example, safety regulations are respected, the relevant activities can be carried out during the

mobility period, the necessary equipment is available, guidance is provided to the learner,

teachers or trainers have the required competences for supporting the learning process of the

learner);

• The host company is also responsible for the quality assurance of the learning process. It helpsthe learners to acquire the learning outcomes defined in the Learning Agreement;

• There is a designated person who has responsibility to oversee the mobility process in the host company (for example, a tutor/mentor is appointed);

• The learning activities which the learner participates include those which have been foreseen in the phase before mobility;

• Procedures are put in place to ensure compliance with the arrangements laid down in the LearningAgreement (for example, the person in charge in the host company carries out regular

checks that everything is in line with the Learning Agreement);

• Procedures are put in place for the handling of problems which might occur during the learning period abroad.

Recommendations to guarantee the quality of the assessment process:

• All participants (such as teachers, trainers, tutors/mentors and the learner) are aware of the assessment criteria to be used;

• Assessment procedures and criteria used are in line with what has been agreed.

Recommendations to guarantee the quality of the recognition and transcription process:

• The learner’s transcript of record is issued by the host company in a timely manner on completion of the mobility period;

• The learner’s transcript of record clearly sets out what has been achieved. The information is presentedin an understandable way for the person who is expected to validate learners’ credit achieved abroad aswell as for other potential target groups (such as employers).

• The assessed and documented learning outcomes correspond to what has been agreed in the Learning Agreement and/or the MoU (or go beyond this agreement).


27

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Case Study: A quality mobility experience for a student with diagnosis of Non-Verbal Learning

Disability

Luca is an 18 year old Italianstudent with a diagnosis of Non-Verbal Learning Disability, who is

preparing for a qualification in the tourism sector (Tourism Management).

Luca has a strong memory, but, at the same time, he benefits from rule-based instructions and

continuous feedback during the work-based learning stages. Moreover, he needs constant

reasurance that the tasks he is performing are correct.

Lucahas been selected to take part ina 4-week mobility experience inMalta wherehe will

achieve the learning outcomesthat correspond to the unit of the qualification he is preparing

for in Italy, entitled “Implementing Tourism Services”. The learning outcomes for that unit are described in the Learning Agreement.

In Malta, Luca will be learning in a riding centre wherehe will take part in various activities,

including taking care of horses and taking customers on guided tours. Luca has already worked

with horses in the past and therefore he has the necessary prerequisites to fully take part in

these activities.

The MoU, signed by the sending VET school and the riding centre (the hosting company),

specifies, among other things, the requirementsfor assessment, validation and recognition of

learning outcomes achieved in Malta by Luca and the quality assurance used by the sending

VET school and the hosting company. It specifies, in particular, that the accompanying teacher

arranges, in the host country, an assessment discussion at the end of the on-the-job learning

period with Luca and the hosting company mentor.

The Learning Agreement contains an assessment grid which also identifies the

assessmentcriteria for all learning outcomes. Luca’s achievement of the learning outcomes will beassessed using these criteria during a discussion between the three participants. This isalso in

line with the Italian approach to learners’ assessment.

Through this experience Luca will achieve some very specific knowledge and skills related to

horse riding and breeding. These are not explicitly specified in the qualification he is preparing

for in Italy. However, he will also develop more general competences that are related to the

development and implementation of tourism services. These competences are explicit in the

qualification he is preparing for in Italy and hence he will be able to accumulate the credit for

these learning outcomes.

If Luca is positively assessed, he will achieve the unit“Implementing Tourism Services”. This will be recorded in his transcript of record and he will obtain the credit points that correspond to

this unit, thus, raising the quality of his international mobility experience.

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Parsons, Hughes, Allison, Walsh (2009), The training and development of VET teachers and

trainers in Europe. In: European centre for the development of vocational training (CEDEFOP)

modernising vocational education and training (Fourth report on vocational training research in

Europe: background report), vol 2. Office for Official Publications of the European Communities,

Luxembourg.

www.cedefop.europa.eu/files/3050_II_en.pdf

European Union (2010) Youth on the Move - promoting the learning mobility of young people.

Luxembourg, Publications Office of the European Union.

http://europa.eu/youthonthemove/docs/communication/youth-on-the-move_EN.pdf

http://www.cedefop.europa.eu/files/3050_II_en.pdfhttp://europa.eu/youthonthemove/docs/communication/youth-on-the-move_EN.pdf


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ECVET Secretariat (2012) Using ECVET for Geographical Mobility, Part II of the ECVET Users’ Guide - Revised version including key points for quality assurance

http://www.ecvet-secretariat.eu/en/system/files/documents/15/ecvet-mobility.pdf

Finnish Board of Education (2012) FINECVET as a pioneer: from piloting to implementation.

http://www.oph.fi/download/143718_Finecvet_as_a_pioneer.pdf

QQI (2013) Quality assuring assessment guidelines for providers. Dublin, Quality and

Qualifications Ireland.

http://www.qqi.ie/Downloads/Quality%20Assuring%20Assessment%20-

%20Guidelines%20for%20Providers%2C%20Revised%202013.pdf

CEDEFOP (2014) Monitoring ECVET implementation strategies in Europe in 2013.

http://www.cedefop.europa.eu/en/publications-and-resources/publications/6122

CEDEFOP (2016a) Supporting training and learning abroad: the EU mobility scoreboard for

initial VET. Briefing Note.

http://www.cedefop.europa.eu/fr/publications-and-resources/publications/9114

CEDEFOP (2016b) Professional development for VET teachers and trainers.


CEDEFOP (2016d) Monitoring ECVET implementation strategies in Europe in 2015.


ECVET Secretariat (2017) ECVET Magazine 30.

http://www.ecvet-secretariat.eu/en/system/files/magazines/en/ecvet_mag_30.pdf

GLO

SS

AR

Y Non-Verbal Learning Disability:a disorder which is usually characterized by a significant

discrepancy between higher verbal skills and weaker motor, visual-spatial and social skills.

Typically, an individual with NLD (or NVLD) has trouble interpreting nonverbal cues like facial

expressions or body language, and may have poor coordination.

European Quality Assurance in Vocational Education and Training(EQAVET): EQAVET is a

community of practice bringing together Member States, Social Partners and the European

Commission to promote European collaboration in developing and improving quality assurance

in VET by using the European Quality Assurance Reference Framework.

European Credit system for Vocational Education and Training(ECVET): ECVET is designed to

facilitate the transfer, accumulation and recognition of learning outcomes, from one VET

system to another, or from an informal learning situation to a formal learning context. It is

based on the division of qualifications into units and on the description of learning outcomes of

each unit using the three descriptors of EQF (knowledge, skills, and competences), making clear

the EQF level of reference.

Learning Outcomes: Learning outcomes are statements of what a learner knows, understands

and is able to do on completion of a learning process.

Credit: Credit for learning outcomes designates individuals' learning outcomes which have been

assessed and which can be accumulated towards a qualification or transferred to other learning

programmes or qualifications.

Unit: A unit is a component of a qualification, consisting of a coherent set of knowledge, skills

and competence that can be assessed and validated.

http://www.ecvet-secretariat.eu/en/system/files/documents/15/ecvet-mobility.pdfhttp://www.oph.fi/download/143718_Finecvet_as_a_pioneer.pdfhttp://www.qqi.ie/Downloads/Quality%20Assuring%20Assessment%20-%20Guidelines%20for%20Providers%2C%20Revised%202013.pdfhttp://www.qqi.ie/Downloads/Quality%20Assuring%20Assessment%20-%20Guidelines%20for%20Providers%2C%20Revised%202013.pdfhttp://www.cedefop.europa.eu/en/publications-and-resources/publications/6122http://www.cedefop.europa.eu/fr/publications-and-resources/publications/9114http://www.cedefop.europa.eu/en/publications-and-resources/publications/9112http://www.cedefop.europa.eu/en/publications-and-resources/publications/5556http://www.ecvet-secretariat.eu/en/system/files/magazines/en/ecvet_mag_30.pdf


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Memorandum of Understanding(MoU): a Memorandum of Understanding is an agreement

between competent institutions which sets the framework for credit transfer. It formalises the

ECVET partnership by stating the mutual acceptance of the status and procedures of competent

institutions involved.

Learning Agreement(LA): a Learning Agreement is an individualised document which sets out

the conditions for a specific mobility period. It specifies, for a particular learner, which learning

outcomes and units should be achieved together with the associated ECVET points.


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Chapter 5: The tutoring of the mobility experience

SU

BT

ITLE

How to support the mobility of students with learning disabilities and provide tutoring.

CO

NT

EN

TS

The aim of thisChapter is to raise the knowledge and competence of tutors who support the

inclusion of students in professional work placements in organizations abroad.

The Chapter willfocus on the following:

1. How to organize tutoring for students with learning disabilitiesin the host organization? What

conditions should ahost organization create?

2. Setting of tutoring rules and procedures;

3. The role and competences of the tutor.

In order to effectively support studentswith learning disabilitieswho take part in a mobility

experience, the host organization should understand each student’s specific circumstances and makepreparationsto host them.Therefore, it is important to develop appropriate tutoring

procedures and principles for students with learning disabilities.It is also important to clearly

define the role of the tutor, his/her competences and the activities he/she is to perform.A tutor

is a person who can influence the development of their student, recognizing his/her potential,

monitoring the results of his/her work, motivating to long-term success to the benefit and

satisfaction of both partners.

AIM

S The main aims for developing tutors in the host organization:

1. Analysis of the possibility of introducing tutoring for people in the organization and the

identification of factors that may facilitate and hinder its implementation.

Describing the strategy:

2. Developing procedures and rules for tutoring in the organization;

3. Preparation of tutors: determining their role and competences.

ME

TH

OD

OLO

GY

[1],

[2

], [

3] Recommended methods and tools in tutoring:

1. Interviews (structured and semi-structured);

2. Questionnaires;

3. Check list observations;

4. Observation of students in the process of working with guidelines/observation of

learners with guidelines;

5. Evaluation and self-evaluation forms.

RE

SO

UR

CE

MA

TE

RIA

LS A

ND

TO

OLS

1. Interviews (structured and semi-structured)

A very important tutoring tool is an interview with a student. The interview should be

conducted in appropriate conditions: in an atmosphere of intimacy, acceptance and respect for

the student's independence. It should be more of a directed conversation than a question and

answer session. The tutor should, firstly, plan the interview (content, questions, format);

secondly, inform the student about when the interview will take place and how to prepare;

thirdly, get the student's consent to participate in the interview; and fourthly,ensure that there

is an appropriate atmosphere during the interview.

It is also important that after the interview the student receives feedback and guidance for

further work and development.


31

Examples of questions:

- what are your career goals?

- when do you recognize that you have achieved your goal?

- what causes you the most difficulties?

- what are you doing best?

- what do you need to learn?

- in what circumstances are you the most effective?

- which tasks suit you best?

- describe your greatest success, even very small.

- etc.

2. Questionnaires

Questionnaires – work plans – should be used for job placement and evaluation.

Sample parts of the questionnaire used for work planning:

Stage 1. Diagnosis. This is concerned with the student‘s knowledge: his/herstrengths and weaknesses, abilities and skills, cognitive styles, values and personal ambitions. This stage is

considered to be crucial to the entire tutoring process due to the fact that it determines the

correct implementation of the other phases.

Stage 2. Design. This involves the setting of educational goals, the planning of activities and the

drawing up of plans necessary for the student to achieve their set goals. This stagerequires a lot

of experience and knowledge from the tutor and is considered difficult to implement.

Examples of planning areas:

1. How to organize tutoring for studentswith learning disabilities in the host organization? What

conditions should the organization meet?

2. Setting of tutor roles and procedures;

3. Common definition of training goals;

4. Formulating learning outcomes;

5. Creating methods of learning;

6. Defining deadlines to achieve goals;

7. Risks and how to overcome them;

8. Methods of evaluating impact;

9. Analysis of achieved goals;

10. Evaluation.

Stage 3. Implementation. A step-by-step implementation of the adopted action plan. This

stagerequires regularmonitoring of the student’s progress - which calls for a lot of commitment from both sides.

Sample areas of survey design for this stage:

- Motivating the student in his/her development;

-Evaluating;


32

- Overcoming difficulties;

- Cooperation (parents, guardians of persons...);

- Other…

Stage 4. Review. This is a summary of the results of feedback from both parties. The student is

informed about the results of his/her work, and the tutor about the quality of his/her work.

It is necessary for tutors to constantly improve by analyzing and reflecting on their way of

working and on results which have been achieved; as well as learning from errors and failures,

and through cooperation and relationships with other tutors.In addition, this process forces the

need to properly match individual work techniques to the student.

3. Check list observation

The tutor should know exactly what behaviors, skills and effects he is to observe, what the

specific progress of the student's skills should be. Therefore, a checklist may be helpful.

4. Observation of students in the process of working with guidelines/observation of

learners with guidelines

An important tool is observation of the student in the process of perf