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TIME@Net - Implementation
Guidelines TIME@Net Project N. 2014-1-IT03-KA205-1295
Transnational Network promoting Innovative Models in Education,
Work Inclusion
EN
Co-funded by the European Union
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TIME@Net – Implementation Guidelines
A protocol including the strategy plan to realize the next steps of the
project; A model for implementing training and work inclusion interventions
targeted to young people with intellectual disabilities.
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TIME@Net - Implementation Guidelines
CONTENT:
Pag.
I. THE PROTOCOL 4 1 Introduction (scope and structure of the document) 4 1.1 Project summary, main results, expected impact, aims and
objectives 4
1.2 Working Methodology 6 1.3 Theory references and main concepts 6 2. Assessment and validation processes of key competences, non-
formal and informal learning of young people with intellectual disabilities.
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3 Key innovative elements for developing successful training and work inclusion interventions addressed to young people with intellectual disabilities
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3.1 Main actors, their role, the cooperation processes between training agencies, companies, educational and inclusion services
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3.2 Processes to involve and integrate companies and educational and inclusion services
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3.3
The key role of work opportunities to support the exercise of an active citizenship
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3.4 Key, relational and specific competences: the relevance of training the person in the whole for an active role in the society
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3.5 Integrate final target and companies’ needs: accompanying measures and supporting interventions
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4 EU Council recommendations 17
4.1 European Union Recommendations on Disability 17 4.2 EUROPEAN UNION RECOMMENDATIONS ON EDUCATION AND
TRAINING 20
II. THE MODEL 24 1. Introduction 24
2. New settings and opportunities for employing young people with intellectual disabilities, a new role of the public institutions.
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3. Assessment and validation processes of competences of young people with intellectual disabilities: inputs from D-ACTIVE project (510773-LLP-1-2010-1-IT-GRUNDTVIG-GMP)
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4. Working Methodologies and Work Groups
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5. Useful suggestions to create practical exercises, training sessions on the job
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I. THE PROTOCOL
1. Introduction (scope and structure of the document)
This protocol contains some brief sections that summarises the strategy plan to
realize the next steps of the Time@Net project.
It represents the reference point for the personnel responsible of project partners
during the whole project implementation.
The document consists of the following 5 sections:
1. Introduction, working methodologies, theory references and main concepts
2. Assessment and validation processes of key competences, non-formal and
informal learning of young people with intellectual disabilities
3. Key innovative elements for developing successful training and work
inclusion interventions addressed to young people with intellectual disabilities:
main actors, their role, the cooperation processes between training
agencies, companies, educational and inclusion services;
processes to involve and integrate companies and educational and inclusion
services;
the key role of work opportunities to support the exercise of an active
citizenship;
key, relational and specific competences: the relevance of training the
person in the whole for an active role in the society;
integrate final target and companies needs: accompanying measures and
supporting interventions.
4. EU Council recommendations:
mobility and employability objectives
criteria for the establishment of a transversal network aimed at research,
the exchange, the development of learning opportunities, work inclusion, the selection
and the searching of companies, the matching, the mobility.
5. Final section: strategy plan to realize the next steps of the project.
1.1 Project summary, main results, expected impact, aims and objectives
The TIME@Net project aims at promoting Social and Work Inclusion, Active
Citizenship and participation to Learning among a target group at high risk of social
exclusion: young people with intellectual disabilities.
The TIME@Net consortium includes both public and private institutions in the
field of education, social, training, research and work inclusion areas with significant
skills and experience and belonging to 8 EU countries where inclusion issues are
relevant.
By the comparison carried out by partners in the frame of methodology and
experiences occurred in previous projects, and taking in account EU guidelines and
recommendations for education, follows the evidence of a cross-cutting difficulty at EU
level in the field of training and work inclusion paths addressed to the mentioned
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target. The need for alternative models able to promote the disadvantaged persons
participation to Learning, the quality in delivering the services through the updating of
the competencies of the personnel dealing with this target, the involvement of
enterprises at the beginning of the training and work inclusions pathways appear as key
factors in promoting their social inclusion.
The project’s basic idea is that it is necessary to upset the processes for
developing training and work inclusion paths addressed to young people with
intellectual disabilities, by identifying and involving the employing companies since the
beginning of the work inclusion pathways: that’s the main way the project is innovative.
The TIME@Net project is developed with a multidisciplinary approach that
integrates the methodologies belonging to the following areas: scientific research and
action research, social and educational sectors, job placement, education and training,
marketing and business.
During the implementation phase, the project will organise five different main
activities, interconnected and progressive, in order to develop at EU level a new model
and innovative practices for the work inclusion for young people with intellectual
disabilities.
The project implementation includes the organisation of a short training event for
education and training staff directly involved in the work with young people with
intellectual disabilities. The event will be a pilot training course aimed at provide the
selected staff with the strategic competences necessary for planning effective and
successfully work inclusion plans for young people with intellectual disabilities.
Main outputs:
-a research at a transnational level in the frame of young people with intellectual
disability work inclusion.
-guidelines including the strategy plan to realize the project and a model for
implementing effective training and work inclusion interventions targeted to young
people with intellectual disabilities.
-a manual and a course model for the development of the competences of the
training and inclusion sectors personnel, in order to enabled them towards the
construction, the promotion and the implementation of effective pathways involving
the companies since the beginning of the processes.
-development of training and work inclusion plans within the n. 6 countries
involved directly in the implementation project stage, each one involving 10
beneficiaries and based on a close cooperation between the training sector, the
educational services and the labour market.
-a permanent online platform for joint reflection and EU co-operation, for mutual
exchange of information, updating of research, promoting innovation and best practice
in the project’s field.
Impact envisaged:
-realizing models shared and usable on an EU scale
-using the products in the training/work inclusion paths and in research actions
-creation of a permanent network at transnational level
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-fulfilment of the objectives set up by the EU Council.
Long-term benefits on the young people with intellectual disabilities:
-Increasing employment and inclusion opportunities
-Improving their Quality of life
-Fostering the exercise of an active citizenship.
1.2 Working Methodology
After the in depth-analyses of the proposal, the partner in charge for O2-A1 has
developed a template containing the key elements connected with each section of the
protocol and to be filled in by partners with additional aspects, according to the steps
shared during first meeting (research on desk, analyses of research results, etc.). The
research results (O1) have represent the main reference point in order to develop the
themes 2 and 3 of this document.
The researcher groups identified in Activity 1and enriched with new experts
(construction, assessment and evaluation of social interventions, education experts
according to addresses and the lines of the European Council, experts in learning
assessment and certification of skills, experts from work) have developed the
procedures included in the Guidelines. The activity focused on the quality and strategic
criteria in order to develop all project outputs.
The activity was carried out through the following steps:
- elaborating the project work plan
- identifying innovative elements to be included in the work inclusion
interventions
- defining contexts and contents key factors for the realization of effective work
inclusion paths addressed to young people with intellectual disabilities.
Following the common discussion, the document was finalized and translated in
all partners’ languages.
1.3 Theory references and main concepts
main sources, frameworks, theoretical references (starting from the project’s
ones with additions provided by each partners)
Main concepts:
the core concept of the project is that it is necessary to upset the processes
for developing training and work inclusion paths addressed to young people
with intellectual disabilities, by identifying and involving the employing
companies since the beginning of the work inclusion pathways
therefore, it is necessary to work in advance together with the companies in
order to identify employment opportunities, so thus define them according to
resources of persons. During this first step, it is important to make the
companies’ representatives aware of the advantages derived from the potential
recruitment. Only after that, it could be possible to plan the training and
insertion path with the involvement of all processes' key actors
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as a consequence, it is necessary to contact and to involve companies and
supporting services, thus the plans combines special needs of the mentioned
target in terms both of competences development and of supporting measures
with the actual job opportunities already identified.
Related concepts:
In order to create concrete opportunities for inclusion and permanent networks
you need:
with reference to the final target, early interventions and at a young age
a closer collaboration between VET professionals, as they know the
competences assessment processes, clinical staff and assistance personnel, as they
know users characteristics and their potential, companies’ representatives, who
know the real market opportunities in a specific way.
personnel provided with adequate competences to meet the needs both of
the target and of the companies and according to the EU recommendations;
new models for the planning and the implementation of inclusion pathways
addressed to young people with intellectual disabilities, for the validation and the
development of their strategic competencies to reach a real working and social
inclusion.
Theoretical references:
a multidisciplinary approach that integrates the methodologies belonging to
the following areas: scientific research and action research, social and educational
sectors, job placement, education and training, marketing and business
an hermeneutic constructivist perspective that enhances the active
participation of beneficiaries;
Career guidance theories and methodologies focused on work inclusion of
mentally disabled persons;
Inclusive education theories which focus on mentally disabled youth;
Self-determination theories and studies focused on development of work
inclusion skills in disabled perosns
ICF -International Classification of Functioning, Disability and Health. The
ICF aims to switch evaluation of models and designs, from the simple identification
of deficiencies of the "handicap" of the individual to an assessment of the level of
wellbeing and participation. The ICF offers to overcome the "diagnostic labels" and
to assess and consider the ability of individuals to "think, plan, and produce
performance". The aim is to evaluate the elements and resources possessed by
individuals, with a view to achieving participation and well-being.
The Quality of life approach according to the perspective of WHO.
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2. Assessment and validation processes of key competences, non-formal and
informal learning of young people with intellectual disabilities.
The transnational report shows that there are six central aspects that the project
should address and propose solutions for. The interviews/questionnaires that we have
carried out with company representatives and professionals show that they agree that
these six aspects constitute a barrier to more young people with intellectual disabilities
finding their way into the labour market.
1. A lack of skills and competences is pointed out to be the largest obstacles to
create more jobs.
2. There is a need for a better and more qualified model and system to secure
a better assessment of the skills and competences of the intellectually disabled – also
focusing on confidence and ability to take responsibility.
3. In the same way, both interviewed groups point out a need for an
assessment model that can support a better match between the potential job-
opportunities and the skills and competences of the individual young intellectually
disabled person.
4. There is a need for more systematic support for the companies to secure a
better inclusion. The interviewees propose a mentor system or a better spreading of
knowledge as potential tools.
5. A better financial support for the business/companies that employ young
people with intellectual disabilities is also a need that is pointed out by both the
company representatives and the professionals.
6. A majority of the participating interviewees believe that some kind of
politically decided quota-system is a necessary and strong tool, if the aim of including
more young intellectually disabled people into the labour market should be reached.
Proposals for dealing with point 1-3
In the future work, the project group should consider if point 1-3 are coherent
aspects of the same challenge and problem, and therefore require one coherent
solution, which includes the following 3 phases/tasks:
1.) The project group identifies, further develops, adjusts and makes a suggestion
for a quality model of how to make more measurable job descriptions of potential job
possibilities (analyses of activities/tasks), taking into account the central intellectual
areas of function that we know are challenging in relation to young people with
intellectual disabilities.
This means that the workplaces should be motivated to participate and they
should be offered that a professional with special competences comes to the workplace
to identify and analyze the daily tasks that could be simplified and downgraded into
part elements, which can be handled by young people with varying degrees of
intellectual disability. Such measurement analysis tools of jobs and tasks already exist,
and these can be used as a starting point and be further develop by the project group.
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2.) The project group designs a model for how to evaluate the competences of all
young people with intellectual disability early on and continuously (12 – 14 years of
age), on the basis of the competences that are identified and described as central
competences in the measurable job descriptions that are targeted specifically at this
target group.
In some of the partner countries, there are evaluation tools that could be
used as a starting point for a further development work that secures a direct
connection between the personal focus areas of evaluation and the competence areas
that are described in the job descriptions that are targeted at young people with
intellectual disabilities.
3.) The project group describes, based on some concrete examples, how to focus
more concretely on securing that the young people with intellectual disabilities obtain
the competences (degrees of competences) that are described in the job descriptions,
using formal, non-formal and informal teaching offers.
They might come up with ideas for the form and content of a new
vocational education system for young people with intellectual disabilities.
Proposals for dealing with point 4
Both companies and professionals agree that point 4 is a necessary focus area:
There is a need for more systematic support for the companies to secure a better
inclusion. The interviewees propose a mentor system or a better spreading of
knowledge as potential tools.
In connection to this point, the project group should be aware that the
transnational report shows a large difference between the positive self-understanding
of the companies in relation to their willingness to participate in solving this challenge
with young people, and the professionals’ more negative opinion about the willingness
of the companies. In this context it is also interesting, that while the professionals state
that they meet reluctance and lack of interest, more than half of the participating
companies state that they have never been asked. In addition to this, about 30 % of the
companies, that are already taking an active part in the task, state that they have never
been offered any kind of public support.
The project group should develop a model for how to secure an optimal co-
operation between the public authorities and the companies to secure that they
experience each other as partners and not as reluctant opponents.
1. A proposal for a course description (best practice), including material
proposals for how to create and maintain contact to the companies in a constructive
partnership.
2. A competence description of a mentor function and the educational
program for such mentors. The project group should consider if the mentors could be
voluntary seniors with professional insights.
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3. Development of good start-up information materials that can be adjusted to
local needs and distributed to the companies in the local area.
Proposals for dealing with point 5
It is limited how the project group can correspond to this very central financial
problem that both groups of interviewees describe as decisive. A better financial
support for the business/companies that employ young people with intellectual
disabilities is also a need that is pointed out by both the company representatives and
the professionals.
The project group should identify and present a best practice model for how to
handle this subject in the best and most optimal way. The project group could choose
Denmark as an example. Through many years, Denmark has developed a model that is
based on equal civil rights for everyone to be active in the labour market, relative to the
resources that the individual citizen can offer.
In practice, the model contains both:
Flexibility with regard to how long time the person can work (how many
hours per week);
Efficiency in the time (the hours) that the person works;
Wage subsidy for an employed mentor in the company through the start-up
period, which can last for a long time;
Full pay for the intellectually disabled.
Fully aware that this model requires a strong financial basis and probably, to
varying degrees, is out of reach as a short-term goal in the participating partner
countries and other EU countries, the model could be an inspiration to the partner
countries and work as a lighthouse for the long-term development. The model could
contribute to a discussion among the decision-makers, on both national and regional
level, about the level of ambition for this challenge. It could also be used to secure that
the first actions that are planned in the participating countries/regions have a
lighthouse to aim for.
Proposals for dealing with point 6
A majority of the participating interviewees believe that some kind of
politically decided quota-system is a necessary and strong tool, if the aim of
including more young intellectually disabled people into the labour market should
be reached.
The project group should identify best practice legislation for a working quota-
system and, based on a discussion in the partner group, they should comment on the
advantages and disadvantages of a quota-system that forces intellectually disabled to
work.
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The project group should develop an alternative model/proposal/catalogue of
ideas and guidelines for how to make it more attractive for both public and private
companies and their employees to contribute to solving this social task and become an
active part of a good story. The transnational report shows that many of the companies
are ready if they are met and supported in the start-up phase and continuously in the
following course. Such a proposal has to contain the answers to the challenges that the
professionals express in the national reports:
How to motivate companies to hire young people with intellectual disabilities.
Produce and spread the good stories.
How to involve companies in processes of work insertion.
How to develop positive attitudes from the co-workers.
And how the professionals handle and meet the requests from the companies:
How to make it easier for the companies to hire young people with
intellectual disabilities, so they do not experience that it is different from hiring
ordinary employees.
How to identify and offer adequate help from the public sector (almost
50%), and support the companies to get to know the legislation and the opportunities
for funding.
3 Key innovative elements for developing successful training and work
inclusion interventions addressed to young people with intellectual disabilities
3.1 Main actors, their role, the cooperation processes between training agencies,
companies, educational and inclusion services
Under the project’s perspective, training agencies, companies, educational and
inclusion services has been identified and thus represent the main actors of training
and work inclusion processes.
Even if, as outlined within the Time@Net Research Report, it is difficult to compare the
situation in various countries, trends and the strategies and methods can give valuable
insights and inspire new ways to work with work insertion.
The Research Report outlines some trends and points, common to all countries
involved, focusing on the relevance of the connections between the different actors of
training and inclusion processes for young people with intellectual disabilities:
a strong tendency to focus the educational systems on opportunities for future
employment
a legislation that deals with possibilities for education after leaving compulsory
school
an employment legislation that is meant to secure equal treatment and non-
discrimination
a holistic approach to work insertion, that pays attention not solely on finding
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the jobs, but on the individual situations
a general difficulty to assess the competences of young intellectually disabled
people in relation to their skills and readiness for work in ordinary settings
the need for assessment of skills, in order to give the young people with
intellectual disabilities confidence and responsibility
the lack of skills and competences as the largest obstacle to creating more jobs
and to further employment of young people with intellectual disabilities
emphasis on vocational training and development of work competences
through special programs that focus on creating the necessary skills for the
young intellectual disabled in order to create more jobs
the relevance of social skills for young people with intellectual disabilities,
especially related to co-workers and the ability to engage in new networks
a focus on keeping a close relation to the employers, and supporting them and
the pupils before and during the work insertion
a need for support for the inclusion, either through mentors or through
spreading of knowledge to the businesses
the importance to have positive attitudes from the co-workers and getting
them along, so that a lot of effort should be put into informing them, and using
them as resources to increase the chance of a successful work insertion
a focus on job matches, that seems very important, and on the need for focus
on financial support for businesses that employ young people with intellectual
disabilities
in connection with the above, the importance of adequate skills of the
professionals to prepare the young people for all the required competences and
to get the right match
the relevance of supporting the young people, keeping them motivated, while
still keeping a balance where they grow more independent and acquire
responsibilities
the perspective of professionals, according to which businesses do not involve
themselves enough when employing young persons with disabilities, to be
considered together the businesses’ criticism to the educational system and the
employment system (pointing out the lack of skills and the lack of help)
the necessity for have supportive measures for employers as well as better
services and adequate help from the public sector and/or interest organisations
the lack of awareness of the tasks in the field among the different actors
the impression that the cooperation between the educational system, the
employers, and the employment system generally is weak
the weak coherence and cooperation between the different actors/institutions,
like training agencies, public and private services, companies etc.
As a result, the points made about better cooperation and dialogue between key
actors, and need for greater awareness of each other’s tasks, are important in order to
improve future cooperation and the possible pathways for young people with
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intellectual disabilities.
Within the current situation, the role of the different actors has to be changed, making
each actors’ tasks more clearly, and by fostering a closer cooperation between training
agencies, representatives of clinical and educational services and companies.
3.2. Processes to involve and integrate companies and educational and inclusion
services
The Research Report underlines a common trend towards an increasingly more
positive view on people with intellectual disabilities, as resourceful and as part of
society. On the other hand, the main differences regards the extent to which there is a
positive view on people with intellectual disabilities, and the extent of the inclusion of
the ICF definition into legislation and the work of professionals.
It seems that there is a positive connection between the development of the
professional definitions, the adaption of definitions in legislation, the extent of media
coverage, and the general attitude of the population.
To reach a goal of creating more pathways into employment, it could be useful to
create greater awareness of the ICF definition and methods. This effort should
primarily be directed at professionals, but obtaining greater political awareness in
legislation could help reach the goal.
In addition, a special effort should concern the promotion of greater awareness among
the different actors of each other’s tasks.
Concerning the educational system and the transition to employment, some relevant
topics are:
too low coherence and a lack of common methods in the work in different
institutions and organisations, and the need for more cooperation
no or too few efforts directed specifically at intellectually disabled people
the lack of individual support for the intellectually disabled
a low number of specialists, and resources and qualifications of the relevant
staff
the need for more support for integration into society during the period after
compulsory school that represents a transition into new phases, with a larger
focus on social, civic, and relational competences
Within the above outlined trends, it is possible to point out some key aspects in order
to involve and integrate companies and educational and inclusion services.
To improve vocational training and development of work competences through
special programs that focus on creating the necessary skills for the young
intellectual disabled, including on-the-job training
To involve the employing companies since the beginning of the paths
To include in the training programs the development of a broad range of social
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skills competences, especially related to co-workers and the ability to engage in
new networks
To keep a close relation to the employers, and supporting them and the pupils
before and during the work insertion
To support the inclusion, either through mentors or through spreading of
knowledge to the businesses
To make effort to have positive attitudes from the co-workers and getting them
along, by informing them, and using them as resources to increase the chance
of a successful work insertion
To focus on proper job matches and on financial support for businesses that
employ young people with intellectual disabilities
To enhance the skills of the professionals in order to prepare the young people
for all the required competences and to get the right match
To support the young people and keep them motivated, while still keeping a
balance where they grow more independent and acquire responsibilities
3.3 The key role of work opportunities to support the exercise of an active
citizenship
As the Research Report points out, there is common focus on a holistic view of
individual, which also includes life outside the educational system and employment. In
general, there is a goal in the countries to enable young persons to be active citizens.
Human rights of disabled people include the following indivisible, interdependent and
inter-related rights:
The right not to be the target of differentiation, exclusion, restrictions or
preferences based on infringements of human rights and fundamental freedom
The right of equal opportunities
The right of complete equality and protection
The right to a high standard of medical, psychological and functional health,
both for medical and social rehabilitation and other services, necessary for the
highest development of skills, abilities and self-confidence
The right to work, in accordance with his/her own skills, and to receive a fair
salary, in order to ensure an adequate standard of life
The right to be treated with dignity and respect.
The civil society and the organisations result to play the most important role in
fostering active citizenship of young people with intellectual disabilities. On the other
hand professionals in either education or employment have a relevant weight, while
families and friends do not play an equally important role.
The development of work opportunities targeted to young persons with intellectual
disabilities can play a key role to support the exercise of an active citizenship.
Therefore, when working with young people with intellectual disabilities, it is
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important to take into account the respect of the above mentioned human rights.
This means to view the disabled person as a person first, removing the label of
“disabled”.
3.4 Key, relational and specific competences: the relevance of training the person in
the whole for an active role in the society
Even if, there is a general acknowledgment, under a training perspective, on adopting a
holistic approach, on focusing on the individual situation of the person and on trying to
create individual paths, there is still the need to direct efforts specifically at
intellectually disabled people.
The project’s Research Report shows that:
the educational legislation of the participating countries have legislated to
create an educational system, which tries to take the individual situation into
account, when dealing with children and young people with disabilities;
there is also legislation in all of the countries that deals with possibilities for
education after leaving compulsory school;
there is a strong tendency to focus the educational systems on opportunities
for future employment.
In fact, it seems that there is not enough focus on strategies aimed at intellectually
disabled people, and that it may be worthwhile to make more strategies and programs
aimed more specifically at the target group.
In particular, the above-mentioned criteria need to be properly adapted into practices
and there is still the need for more programs that support the competences and skills
of the young people with intellectual disabilities.
On another hand, the biggest obstacles pointed out to further employment of young
people with intellectual disabilities are:
the lack of competences and skills
the difficulty to assess the competences of young intellectually disabled people
in relation to their skills and readiness for work in ordinary settings
the lack of a proper job match
the lack of individual support for the intellectually disabled.
It follows that there is the need for special programs that focus on creating the
necessary skills for the young intellectually disabled as well as supporting measures i.e.
through mentors.
In addition, in order to implement successful inclusion pathways, the development of
work competences should include a broad range of social skills, especially related to
co-workers and the ability to engage in new networks.
The social, civic, and relational competences represent the essential basis for
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integration into society, and they should be focused during the transition phase after
the compulsory school.
3.5 Integrate final target and companies’ needs: accompanying measures and
supporting interventions
In order to foster the work inclusion of young persons with intellectual disabilities,
getting a proper job match represents one of the most important goal to be reached,
as the possibility of a good result is best, when there is a good match. However, job
match does not make sense without different adequate supporting measures.
Specific accompanying measures and supporting interventions directed either to the
young people with intellectual disabilities or to the businesses are:
to support the young people and keep them motivated, while still keeping a
balance where they grow more independent and acquire responsibilities
to assess skills in order to give the young people with intellectual disabilities
confidence and responsibilities
to provide the young intellectually disabled with social and relational skills in
order to keep proper relationships with co-workers and be able to engage in
new networks
to direct efforts in order to have positive attitudes from the co-workers and
getting them along
to support the inclusion, either through mentors or through spreading of
knowledge to the businesses
to give businesses adequate help
to focus on financial support for businesses that employ young people with
intellectual disabilities
to support quota system with financial aids
to provide businesses with stronger financial incentives, and the businesses that
live up to a quota with stronger economic benefits
together with economic benefits, to spread knowledge and information to
businesses
to consider different forms of financial support for businesses that employ
young persons with intellectual disabilities
Other ideas for programmes or legislations include specific job fairs, special
responsibilities for big businesses, and voluntary agreements between the different
actors.
The main aim of the project TIME@net (promoting Social and Work Inclusion, Active
Citizenship and participation to Learning among a target group at high risk of social
exclusion: young people with intellectual disabilities) base on the comparison carried
out by partners in the frame of methodology and experiences occurred in previous
projects, and taking in account EU guidelines and recommendations for education,
17
follows the evidence of a cross-cutting difficulty at EU level in the field of training and
work inclusion paths addressed to the mentioned target.
The project partners have identified and shared as priorities the following key aspects
(which are also priorities in several EU council recommendations):
- With reference to the final target, the need for early interventions and at
a young age.
- The difficulty related to involve the private market companies in order to
the inclusion paths planning.
4. EU Council recommendations
4.1. European Union Recommendations on Disability
It is well known that European Unión is a strong supporter of social Inclusion and full
participation of disabled people in society, in full compliance with “United Nation
Convention on the rights of people with disability”, which was ratified by European
Union in December of 2010.
For this purpose, European Union launched in 2010 the European Disability Strategy
2010-2020 based on the Convention, with objectives that include 8 priorities:
accessibility, participation, equality, employment, education and training, social
protection, health and external action. These priorities were identified by analyzing the
results of the EU Disability Action Plan 2003-2010 and consultations carried out in
Member States. Among the priorities, we find some which are close related to the
TIME@net project:
1) Education and training of persons with disability;
2) Employment;
3) Accessibility (connected with mobility);
4) Participation (connected with mobility and encouraging active citizenship).
1.) Education and training of persons with disability
According to the data obtained by European Commission through the online public
consultation previous to the formulation of “The European Disability Strategy 2010-
2020”, the most important barriers related to the education area that persons with
disability face (we should highlight that some of these barriers have also appeared in
the initial complementary research of Time@net project), are:
• Lack of accessibility to learning materials;
• The accessibility of buildings;
• Need of scholarship and grants;
• Awareness-raising to increase social acceptance of persons with disability;
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• Specific training for teachers.
And the most important action lines proposed by the Commission in the “Initial Plan to
implement the European Disability strategy 2010-2020” relevant for the “TIME@net”
Project are:
• Increase knowledge on education levels and opportunities of people with
disability
Improve e-skills of persons with disabilities,
• Increase the mobility of people with disability through enhancing their
participation in the Lifelong Learning programme and the Youth in Action program
• Maintain the priority given to young people with fewer opportunities
(including young people with disabilities) in the implementation of the Youth in Action
Programme.
2.) Employment
Related to the employment of persons with disabilities, the same online public
consultation states that actions should be aimed at:
• Promotion of self-employment,
• Training to jobseekers,
• Provision of assistive technologies.
To this, the European Commission suggests in its strategy the following actions:
• Focus on what people can do and persuade potential employers with convincing
arguments and support to employ people with disability
• Encourage employers to commit to Diversity policies in the workplace, in particular
through the signing of Diversity Charters
• Encourage social entrepreneurship with concrete actions to be rolled out in a
“Social Business initiative” to support and accompany the development of socially
innovative corporate projects within the single market.
• Give special attention to difficulties of young people with disabilities in transition
from education to employment and address intra job mobility including those working
in sheltered workshops (Access to and retention in employment)
• Involvement of Public Employment Services (PES) at EU level:
• Screening of national/regional measures (e.g. quotas, social partnerships,
cooperatives, supported employment, transport)
• Analysis of the employment effects of informal and family care, with particular
attention to gender issues.
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3.) Accessibility
Accessibility as one of priority action area of European Disability Strategy 2010-2020
has a great role in promoting the mobility of persons with intellectual disabilities.
People with disabilities must have access to goods, services and assistive devices.
Similarly, their access to transport, facilities, and information and communication
technologies must be ensured in the same way as for able-bodied people.
Accessibility is a precondition for participation in society and in the economy, but the
EU still has a long way to go in achieving this.
EU action will support and supplement national activities for implementing accessibility
and removing existing barriers, and improving the availability and choice of assistive
technologies.
In accordance with the aims of the TIME@net project, this has significant influence on
encouraging people with intellectual disabilities to participate in lifelong learning and
to obtain employment.
4.) Participation
Project Time@net gives great emphasis also on encouraging active citizenship of
people with intellectual disabilities. One of the priority action areas of European
Disability Strategy 2010-2020 highlights encouraging active citizenship.
There are still many obstacles preventing people with disabilities from fully exercising
their fundamental rights -including their Union citizenship rights- and limiting their
participation in society on an equal basis with others. Those rights include the right to
free movement, to choose where and how to live, and to have full access to cultural,
recreational, and sports activities. For example a person with a recognized disability
moving to another EU country can lose access to national benefits, such as free or
reduced-cost public transport.
People with disabilities must be able to fully exercise their fundamental rights as
regards European citizenship. This Strategy must contribute to:
• Overcoming obstacles to the mobility of people with disabilities –as individuals,
consumers, students, and economic and political actors-;
• Guaranteeing the quality of hospital care and accommodation in residential
institutions, financed by the Structural Funds;
• Guaranteeing accessibility of organizations, venues and services, including those
relating to sports and culture.
EU action will support national activities to:
• Achieve the transition from institutional to community-based care, including use of
Structural Funds and the Rural Development Fund for training human resources and
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adapting social infrastructure, developing personal assistance funding schemes,
promoting sound working conditions for professional carers and support for families
and informal carers;
• Make sports, leisure, cultural and recreational organisations and activities
accessible, and use the possibilities for exceptions in the Directive on copyright.
According to Inmaculada Placencia Porrero (Deputy Head of Unit DG Employment
social affairs and equal opportunities), to achieve the objectives of the strategy,
European Union will put into action the following tools:
• Legislation: e.g. explore the possibility of a “European Accessibility Act”,
• Mainstreaming: ensure that all relevant EU initiatives promote equal opportunities
for people with disability,
• Cooperation between Member State and civil society
• Funding,
• Awareness-raising,
• Data collection and monitoring,
• Internal application UN Convention
• Governance UN Convention
The following documents are also considered relevant in the scope of social and labour
integration of young people with intellectual disability in European Union:
• Disability Action Plan (2004-2010)
• Youth on the move (Policy initiatives on employment and education of young
people in Europe)
To finish, we would like to advise the readers that the objectives and actions showed in
this section are only an extract (that pertinent to the TIME@net project) of the
information contained in the following documents:
• “The European Disability Strategy 2010-2020”,
• “Preparation of a new EU disability Strategy 2010-2020”,
• “Initial plan to implement the European Disability Strategy (2010-2020). List of
Actions 2010-2015”. (COM (2010) 636 final) (SEC (2010) 1323 final)
4.2. EUROPEAN UNION RECOMMENDATIONS ON EDUCATION AND
TRAINING
Strategic framework – Education & Training 2020
Through the strategic framework for education and training, EU countries have
identified four common objectives to address these challenges by 2020:
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• Making lifelong learning and mobility a reality;
• Improving the quality and efficiency of education and training;
• Promoting equity, social cohesion, and active citizenship;
• Enhancing creativity and innovation, including entrepreneurship, at all levels of
education and training.
The TIME@Net project fits within the priorities declared in the ET2020, particularly
with reference to:
• The increasing of the level of employability of European citizens;
• the development of a closer cooperation between training agencies, educational
services and companies, thus that education could meet the needs of the labor
market;
• The development of employment opportunities addressed to young people
together with a decrease of public assistance expenditure;
• To promote the exercise of an active citizenship towards the development of the EU
community.
EQF framework and subsequent recommendations of the Council
The European Council, particularly through the EQF reference framework, proposes a
system of reference levels that take into account the degree of skill awareness, the
ability to use skills in groups and contexts, and the ability to use the skills to play active
roles in society and in work groups.
In the Recommendation of the EU Parliament and Council of 18th December 2006, the
Council indicated the essential elements that should be part of any training system,
and that should enable people to become aware and participatory in European politics.
In this case, the European Council shifted the attention from the concept of "notion",
to the concept of useful points for participation in community life and to the concept of
well-being in this context.
“Strategic framework for cooperation in education and training activities"
(ET2020)
With a particular reference to the following priorities: to increase of the level of
employability of European citizens, to develop a closer cooperation between training
agencies, educational services and companies, thus that education could meet the
needs of the labor market, to develop employment opportunities addressed to young
people together with a decrease of public assistance expenditure, to promote the
exercise of an active citizenship towards the development of the EU community.
CRITERIA FOR THE ESTABLISHMENT OF A TRANSVERSAL NETWORK
The criteria is aimed at research, the exchange, the development of learning
opportunities, work inclusion, the selection and the searching of companies, the
matching, the mobility.
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If it wished to create a network among several entities aimed at improving the labour
integration of young people with disability, it is crucial to take into account the
following criteria:
• Creation phases,
• Type of network,
• Partner drivers to create and participate in the network,
• Network objectives and partners objectives: “the social impact”.
a) Phases to create a network
The creation of a network implies to follow several compulsory phases:
1. Searching the perfect partners,
2. Negotiation and determination of the network structure,
3. Implementation and monitoring
b) Type of network that could be created
Some examples would be: co-operative, social business, joint venture, alliance…
c) Partners and network drivers
For the TIME@net Project is relevant to know the drivers why private companies are
taking part in this kind of networks. Common reasons for private companies to take
part are:
• Improve the company image,
• Improve the relationship with workers or entities linked with people with disability,
• To have access to cheaper workforce,
• To improve the job performance,
• Ethic reasons,
• To be excellent in compliance with the Law.
Every organization must know the drivers to take part in the network. The coordination
body and the rest of the partners must also know these drivers. This will help to
establish the network objectives and will contribute to foster confidence among the
partners, avoiding opportunistic behaviors.
d) Network and partners´ objectives
An important task for the network management is to develop clear, measurable and
23
achievable network objectives. It is also important to establish appropriate evaluation
and monitoring mechanisms; and a pertinent decision making process.
The network objectives can be of different types. The initial Time@net research has
found out some of which could be achieved through a network:
• To improve the services provided to companies,
• Creation, implementation and validation of specific formative programmes,
• Creation of helping tools to evaluate competences,
• Raise-awareness campaigns,
It is crucial that every participant entity or company establishes its own objectives. One
of the most used criteria is the partner satisfaction level with the network results.
Lastly, one of the criteria must be taken into account by companies when the creation
of a network is considered is the “Social impact” of the network outcomes.
To identify, prevent and mitigate the adverse impact of companies is a key element of
their Social Corporate policies. It must be reminded that European Commission put
forward in 2011 a new definition of C.S.R.: “the responsibility of enterprises for their
impacts on society” (COM (2011) 681)
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II. THE MODEL 1. Introduction
In recent years we have witnessed a significant change in the direction of positive
attitude to the intellectual disabled people. It happens at different levels - individuals,
communities, institutions, NGOs and states. The essence of this change is that we begin
to appreciate diversity rather than fear it. To a large extent the changes taking place in
public life are provoked by the rapid development of science and technology, affecting
social relationships and culture of broad layers of the population. Consequently, the
fight against discrimination (overt or covert) becomes more important goal, combined
with the need to ensure full inclusion of everyone in society and equal opportunities for
personal fulfillment.
One of the groups at highest risk of discrimination is the people with disabilities
and especially those with intellectual disabilities. Within the general category ,,people
with disabilities" and “people with intellectual disabilities” are separate subgroup to
which discrimination in certain sectors is strengthened. Studies have shown that they
are more vulnerable to labor discrimination of persons with injuries and diseases
because of the peculiarities of the stigma shared by most employers in the world.
Intellectual disability and psychic problems are often equated although they are very
different. These misconceptions influence especially on the implementation of the
labor market because they associate intellectual disabilities with expectations of
increased aggressiveness, defective performance, reduced labor manageability
unpredictability of employee risks to other employees and customers, etc., which
makes people with intellectual disabilities reluctant to hire.
On the other hand, people with disabilities are often presented as needing care,
unable to cope. This is related to medical science, in which the term "disability" does
not unambiguously content, but in general and non-specific interpretations taken as
inferiority. Near him on the nature and importance term disability. This concept limits
the approaches to these people, reducing it to search the defect. As a result of this
understanding, people with intellectual disabilities did not exist for society, hidden from
the eyes of others, isolated, without the possibility of inclusion.
As a result of scientific advances, development of systems of social services and
changes in public attitudes towards different, understanding, attitudes and behavior
towards people with intellectual disabilities suffer significant changes. Increasing
popularity acquires the so called "Social model", which replaces the medical and
represents a new paradigm in the treatment and care of people with intellectual
disabilities. This paradigm includes the perspective of lifelong learning, in search of
strengths and capabilities to be developed. The individual is no longer the one who has
to adapt to the environment, but the environment must respond to people with all
their different needs, and treat them as equal members of society. In line with these
trends, the UN Convention on the Rights of Persons with Disabilities (2010) formulated
the following definition: "people with disabilities" include persons with long-term
physical, mental, intellectual or sensory impairments which in interaction with various
25
barriers may hinder their full and effective participation in society on an equal basis
with others. "There is also the replacement of the term "mental retardation "(and
related to it- idiot) with "intellectual disabilities" because of stigma and negative
connotations.
Detailed analysis of the factors influencing the process of integration helps to
make clear all achievements, and to provide a starting point for the needs to be done in
the future.
Changes in legislation. All EU countries have special provisions in the legislation
relating to people with disabilities. They concern the right to equal opportunities and
treatment, the effective exercise of human rights of persons with disabilities on an
equal level with other citizens through the promotion of personal autonomy, universal
accessibility, access to employment, involvement in the community, independent living,
and eradication of all forms of discrimination. But the law is still based on deficits and
to be adapted, focusing on capacity, encouraging these people to take an active role in
life, through the so-called. empowerment. In terms of employment, there are some
differences between employers and professionals working with people with disabilities
on employment and guaranteed quota principle of employment. In different countries
these contradictory concepts are reflected in the legislative provisions.
The change in public attitudes, overcoming stereotypes and prejudices is a slow
process. He is assisted by conducting active campaigns to inform citizens and increasing
intolerance of discrimination. The intolerance to overt discrimination is increasingly a
fact, but still the society struggles with the hidden one. An example is the refusal of
employment of people with intellectual disabilities under the reason that there are no
vacancies (but they have been announced), setting requirements which doesn’t
correspond with the occupied position, conducting exams and others.
Access to the labor market for young people with intellectual disabilities largely
dependent on qualifications acquired through vocational training. It can only be
initiated after the acquisition of educational minimum. This means that for people with
disabilities to participate more actively in the labor market, it is necessary first to be
provided with greater access to the education system. Despite its rigidity and
clumsiness, there was a shift in the educational system (formal and informal learning)
from segregated to integrated education and learning at least to lifelong learning. The
main goal of education for young people with intellectual disability is to provide them
with the necessary knowledge, skills and competencies with which to become
independent, actively involved in the lives of the elderly and to implement labor
market. People with intellectual disabilities constitute a significant part of the
population and the potential workforce. It is important to provide the appropriate tools
to improve their knowledge and social skills to acquire vocational education, adequate
labor market. This is an important economic issue, problem which will reduce their
dependence on public welfare and subsidies. Their professional training required supply
of various forms of training for different age stages adapted to the individual
characteristics of individuals. For the realization of the main objective, namely finding
26
jobs for people with intellectual disabilities, the education system should pay particular
attention to the following:
- good knowledge of the specifics in the development of persons with intellectual
disabilities;
- development of daily habits and skills for independent living;
- Mastering communication skills;
- Development of handiness and pre-vocational skills;
- Providing support in the broadest sense of the word.
The main factor for the development of skills and employment of persons with
intellectual disabilities is the application of functional and person-centered approach
that would ensure success.
The process of active inclusion of people with intellectual disabilities requires
specific tasks to scientific communities. Conducting research, developing methods for
the assessment of resources, creating different learning methods, etc., are directly
related to the quality of delivery of social services. One of the decisive factors for
effective preparation of people with intellectual disabilities is their early diagnosis.
Good diagnostic methods provide professionals the tools by which quickly and reliably
collect information needed to devise a plan for individual work, consistent with the
specific characteristics of this case.
Another significant factor is the family. From it the young person gets the care
needed to cope with the tasks of growing up. Parents and relatives are people who
cannot provide adequate medical, educational, social and professional support. The
ability of family members to motivate and stimulate the child depends on whether it
will have the desire to implement and integrate into society. The family itself also needs
support, both financial and expert, but still the social system does not provide enough
opportunities for services, activating this precious resource.
Another important factor is the availability of adequate and open labor market.
The business environment has its own natural laws that set high requirements to the
persons included in it. Overcome prejudice by employers is one of the key factors for
the integration of persons with intellectual disabilities. Also, some of these people have
the provision of trained mentors, the training of the team, which will work to adapt the
working environment. It's debatable who should provide funding for this training and in
different countries there are different solutions to this issue. Another aspect is the
establishment of a working network linking vocational training centers, job centers,
specialists and professional career counseling and business. Synergy in the work of all
these units helps to adequately prepare young man and rapid realization of the labor
market.
Indisputable is the role of trained social workers and other professionals working
with young people. Their expert intervention facilitates the way the person with
intellectual disabilities from the time of his/her diagnosis to his/her employment and
independent living.
And last but not least is the active work of NGOs that implement multiple
27
activities, subject to the cause to ensure a dignified and fulfilling life.
These qualitatively new guidelines require comprehensive, innovative approach
combining various areas of science, society and public policy: legislation guaranteeing
the rights of these citizens; education adapted to their needs; overcoming prejudice
and building positive attitudes in society; trained professionals; scientific research;
open labor market. Synchronizing all areas is a huge challenge and requires active work
of specialists with different expertise, uniting their efforts in one direction and
exchanging best practices. This guide is intended to help this process by bringing in
themselves the knowledge and experience of different specialists from different
countries united in their efforts to contribute to the active inclusion of young people
with intellectual disabilities in public life.
The reasons for its creation is to develop and present a model to work, providing
equal opportunities for young people with intellectual disabilities for their social
inclusion and employment in the labor market.
The presented model concerns the four main groups of units which are involved
in the preparation of young people for work, and finding employment:
1. providers of formal and informal education for young people with intellectual
disabilities;
2. vocational guidance and employment services,
3. The health and social services and related professionals (psychologists, special
educators, social workers and others.);
4. employers.
Due to large differences in legislation, the organization of the social system and
the specifics of the labor market, the model presented here could be applied uniquely
in all European countries, but provides valuable direction to work towards improving
labor market integration of young people with intellectual disabilities. On one hand,
the model outlines long-term development in this direction, and on the other hand
provides specific techniques and examples of the work of various specialists:
• how to reach and motivate employers to hire people with ID;
• create collaboration between training agencies, health, social and employment
services, and the companies;
• identify areas and sectors providing concrete opportunities of employability
and their professional need.
• strategies to support the change of young people with ID;
• how to provide volunteering for young people with ID;
• how to evaluate the resources available to young people and to plan their
development;
28
• identify individual and group activities could be implemented to include the
youth of the open labor market;
• specific social skills necessary for the realization of the labor market;
• usefull tips and shared experiences.
This guide can be a useful tool in the work of all these different institutions and
organizations because of its broad applicability. The specific guidance, advice and the
challenge are formulated based on the long experience of different organizations from
different European countries which share the common mission of integration of people
with intellectual disabilities.
2. New settings and opportunities for employing young people with
intellectual disabilities, a new role of the public institutions.
The key innovative settings in TIME@NET model are focused to:
- create collaboration between training agencies, health, social and
employment services, and the companies;
- develop methods to involve the employing companies at the beginning of
the path,
- identify areas and sectors providing concrete opportunities of
employability and their professional need.
It has to be very clear for the readers, that the proposals in this chapter of new
settings and opportunities for employing young people with intellectual disabilities, and
suggestions and ideas of collaborations between the different public and private
stakeholders has to be adjusted to regional and local conditions and environments.
There are big differences in the challenges and opportunities from one EU country to
another and by that, the need and opportunities to establish specific initiatives will be
very differently. What makes sense in one eu-country/eu region may not be possible in
another eu-country/region.
High-technology companies characterize some countries/regions with high numbers
of employees, with many different units and a huge diversity of productive forms. Other
regions are more characterized by low technological companies – with very specific
productive forms and a few employee.
In this second part of this chapter “New settings and opportunities for employing
young people with intellectual disabilities, a new role of the public institutions, ideas and
examples will be presented as inspiration for players/staff with specific responsibilities for
solving this challenges on daily basis . The ideas and ways of organizing the work trying to
solve this specific problem is Danish and have of course to be adapted to local conditions
and challenges.
Each regional/local authority responsible for this task, have of course to innovative
about developing the best solutions and actions reflecting and matching their specific
29
reality.
It is important to start in a development phase of options or an impending
development and qualification of existing initiatives and organization, is aware of two
very basic and traditional “sales tricks”.
You dispose or persuade not necessarily a business/company owner or entrepreneur
to undertake a large and challenging task the first time you meet.
You do not sell a car to a stranger, the first time you meet him, and certainly not if
you are not sure that the question at all knows that he needs a car "
The best communicator is a person the recipient can identify with.
The experience from Denmark show that good results are obtained by developing
and implementation of a long-term strategy. A strategy with special focus on relations
building and networking by the public responsible persons into the circles of private
entrepreneurs and company owners.
Edification of good, strong and durable relationships and networks takes time and
must be supported by many different initiatives.
Experience shows that a good and effective strategy is to focus on establishing a
local / regional steering committee.
By establishing a steering committee, local public authorities should focus on
identifying the most significant business people in the local/regional area. Choose one or
two of them and invite them into the steering committee. Often it is not necessary to
point out the Branding values of the company – showing Civil Social Responsibilities. An
alternative experience, that also works, is to invite the spouse of a significant business
leader or entrepreneur into such a steering committee. Having the right private business
person as the first one makes it very much easier to have the next private company
people.
A place in the steering committee gives at a start private business person (s) public
credit to engage in regional / local issues.
It is vital that it is a central public leader being chairman of the steering committee
(like the mayor, head of administration) or equivalent senior responsible person, who can
match the private business people when it comes to status. It is important that the
steering committee qua high-ranking public officials is and will be a quorum. It is crucial
that decisions can be taken, if top businesspersons are to be motivated to participate, get
involved and spend time to participate in such work.
It has a much bigger and much stronger effect if the task and challenges is published
30
and presented by a highly respected private business person, or at least with the
participation of a highly respected private business person. It has far more impact if and
when a well-known local highly respected business profile goes into the public presenting
the issue, the task and the benefit for companies getting involved in this matter, than a
random unknown caseworker goes public or even a high ranked public servant goes
public.
It often creates more responsiveness among the small audience, you want to
communicate on this specific topic, but who are the key players when it comes to solve
this specific challenge. Listening to one private business men/company owners identifies
with, may help to increase the interest and at least help to minimize a possible automatic
response by these recipients
"that now the public force new initiatives, new costs over the companies”.
Cooperation by setting up such a management group also marks from the start an
important signal.
“This task can be and should be resolved in a public / private cooperation – and the
basis for solving the task is conceived and crafted by a private / public cooperation.”
Tasks of the steering committee might include:
Formulate goals and targets for the local / regional efforts in the short and long
term. Determine a strategy for action over the next several years.
Prioritize and qualify the operational initiatives and campaigns to be launched the
next period. (lobby)
Taking responsibility for development and production of launch material that
works.
The private company representative will ensure that all materials designed for
the launch of the task and the opportunities for companies, have a business approach
when it comes to language and signals.
That all outgoing material communicate the right people in the right way in the
companies.
The involved business people will be co- signer and co-sender of the material.
It is important that all communication – public material not only become a "social
work initiatives and social call” to businesses and companies. It does not work.
A powerful tool or step to take for involvement of companies in the solution of
societal challenges has emerged in many countries, to be the presence of public key
people from the different public task areas, in the places and contexts in which the
company’s top executives typically occur in the local environments and where networks
are established and develops
• VIP lounge for local sports clubs, football clubs, horse racing,
• Clubs for theater / opera.
• The golf course
31
• And so on..
Basic rule: Don`t bring the task on the agenda the first – second or third time.
Material as Inspiration
The picture shows the front of the publications distributed to companies with
the aim of getting companies to engage in the solution of different social tasks
in the local community of Aarhus-Denmark
The headline says:
"Social responsibility pays off"
“Get inspiration for your business.”
Stated as sender: “Business Forum for
Social Responsability” “Business Network
for Social Responsability "CABI”* - Network and knowledge
centre for social responsibility
All 3 senders are committees involving private
company and business people It is important
to dwell on the pictorial image and text building on the front.
It is not a request from a public authority.
* CABI is a committee where all the public & private expert knowledge about opportunities,
challenges, legislation, etc. are represented.
CABI is the public part of this collaboration and is an established committee/unit
that holds all the public and private experts, which are and may be involved in the
successful placement of all types of socially vulnerable - including those of people with
intellectual disabilities.
The committee supports all actors in the process of family-school-education-social
services-live support - job centers, private user / member organizations and business,
with everything from legislation - ensuring interaction of various legislative options and
practical challenges (social , interior design and need for aids or adaptations to the
workplace (s).
Steps to take based on the Danish experience and inspiration:
Establishing an expert unit involving all public/private bodies, levels and areas. (like CABI)
32
Establishing a public/private Steering committee (Like Business Forum for Social Responsibility.)
Establish a company network for social responsibility.
Based on the setting up such a construction, work is continuing to establish
business-sub networking forums for further focus and concretization and sharing
inspiration about how it can be done / could be done within different specific
business fields.
Identifying areas and sectors providing concrete opportunities of employability
and their professional need;
There are several tasks to do at the beginning for an established cross-sector unit
on local or regional level.
Develop a catalogue of all the opportunities/types of work implementation of intellectual disabled. The unit should of course look abroad to find inspiration – but in the end, it has of course to be realistic on the specific local and regional context.
Develop or adapt already developed models for more precise job-descriptions knowing that the target group for these jobs are Young People with intellectual handicaps.
Develop or adapt already developed models for more precise competence profiles showing the level of competences regarding a number of physical, psychological, social and mental skills – for a more precise match between better and clearer job-descriptions.
Prepare educational opportunities to secure/educated the youth specific to close the gap between the demands – presented and described in the more specific job-descriptions and the level of presented and evaluated competences of the different young people with intellectual disabilities.
It could be done in cooperation with local vocational educational institutions – develop a new more open and personal adaptable social/mental and psychological educational program – having its own specific and personal diploma when the intellectual disabled student graduate.
Experiences from countries ahead handling this specific challenge, shows that all
workplace areas, sectors company types and productive methods are able to find
or isolate jobs, tasks or functions, which successfully can be solved or taken care of
by young people with intellectual disabilities.
Experiences from more countries also shows, when the break through take place
and it become more common for companies to be involved in solving these social
issues, there is no one better to identify new job areas and job opportunities, than
the companies and the company staff themselves.
The following presentations areas and sectors providing concrete
33
opportunities of employability and their professional need is only for
inspirations.
Jobs in ordinary companies
The headline says
“ More intellectual disabled got jobs”
This announcement on the webpage belonging to a part of the main national television channel in Denmark – tells that more than 120 young people with intellectual handicaps and other special challenges has got a new job.
Especially is mentioned supermarkets to be very good of identifying tasks and jobs for this group. Filling up the shelves, taking away what has crossed the deadline for selling
The headline says: “ Here is people suffering from autism secured jobs” The headline says: “ Intellectual disabled on practical training at McDonald`s” Subline: The burger chain has good experiences hiring intellectual disabled youngster in practical training – aiming a job later on.
This article is from another
region and the headline says: “
100 Intellectual disabled in
job”
The picture is from a
restaurant in the city of
Aarhus.
Jobs In own companies (established by the intellectual disabled themselves)
This article is from a local newspaper
telling that Intellectual disabled has been supported
to open a shop in a shopping center named Mary`s selling handicrafts
in the city of Vejle estimated 50.000 citizens.
The headline says.
“Intellectual disabled open shop a Mary`s”
Jobs in established social enterprise which works on normal commercial
terms.
Skovsgaard hotel is established as a social enterprise, with the purpose of
offering jobs to people with special challenges and requires a more inclusive
workplace. The hotel is located in a building that previously has been the
settings for hotel and catering business. The hotel is placed in a small town with
approximately 1,000 inhabitants, where time had run from hotel operations of
departure was possible to run at sufficiently attractive financial conditions for
35
private owners.
Now the hotel is run by the competences and power of young people with
various types and degrees of intellectual disability, managed by a non-
handicapped director for the enjoyment of the community residents who have
both been given a daily catering services and a place to hold their family reunions
again. Cooperation between local people and young employees with intellectual
disabilities, of course sometimes develop different than customers would
normally expect as guests at a hotel. It requires both inclusiveness and extra
smile and sometimes a little extra patience from all partners. However, everyone
in the region agree that it is a win-win situation for all. Someone gets a job they
might not otherwise get - local residents get an offer and a service in everyday
life they wouldn’t have access to.
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Job as a volunteer for the benefit of peers
Mikael is 25 years old and have his own radio program every Sunday from 19.00
– 19.30, using most of the week to plan and produce the program. Mikael with
Down Syndrom offer his radio program in the small City of Ringkøbing – a society
of approximately 5000 people. In the municipality of Vejle Denmark (50.000)
young intellectual disabled are trained and instructed to act as Mentor to other
young intellectual disabled people.
Job as a volunteer for the benefit of the community
It was a big problem in the local football club, as the municipality due to the
financial crises had to cut the budget covering the cut of the grass of the play
grounds of the local football club. The challenge was solved of the club by an
agreement with young people with intellectual disabilities from a living and
staying facilities in the local area, about having the job done. A short course in
running a small tractor and a "business" with eight young people, all with
intellectual disabilities was established.
The eight youngsters now take care of the grass on all lanes once a week and
according to the chairman of football club:
"have the grass never been taken care of so frequently and
stable as now and it works much better than ever before."
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The perspectives are, that many other private people and companies in the area
also might benefit of the establishment of this small business.
Job portals to establish direct contact between public and private companies
and people with reduced level of functionality.
The homepage presenting the Job caravan – established as a national tour by the LEV
(national association for intellectual disabled people) in 2014 – to inform and increase the awareness
for more jobs to intellectual disabled people.
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3. Assessment and validation processes of competences of young people
with intellectual disabilities: inputs from D-ACTIVE project (510773-
LLP-1-2010-1-IT-GRUNDTVIG-GMP)
Two important aspects highlighted by the Time@Net research regard:
a general difficulty to assess the competences of young intellectually
disabled people in relation to their skills and readiness for work in
ordinary settings;
the need for assessment of skills, in order to give the young people with
intellectual disabilities confidence and responsibility.
Bearing in mind that the following procedures for effective competence
certification have to be in line with the corresponding legislative systems of the
member states, the essential steps in the assessment process could be the
following:
first of all, it is necessary to identify the competences related to the
aspects to be evaluated
secondly, it is necessary to isolate the knowledge and skills connected
with the competence to be evaluated;
the third step would be the design of tests that identify the knowledge
and skills possessed, as well as the ability to make use of these when
required to produce a performance.
Even if the D-ACTVE project focuses on social and civic competences, it offers
tools, ICF’s related, that can be used to assess the key competences of persons
with intellectual disabilities as well as any other competence; in this regard, the
main references can be found in the Appendix of “CityHandbook”
http://www.dactive.eu/
Depending on the kind of disability as well as the aspect/specific aim in question,
different assessment methods have to be applied, such as role-‐play, simulation
tests, practical technical tests (directed to skills), interviews/short
questionnaires, knowledge-‐tests (directed to knowledge and attitudes),
pictograms, use of images, pictures and even objectives etc.. The tests and
assessment methods should be as similar as possible for all participants. How to
best assess the aims is up to the creativity and professional competence of the
educationalists.
-Development of work inclusion pathways targeted to young people with
intellectual disabilities
Matching the needs of the person and the inputs provided by the companies and
the labour market within the EU LL framework.
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As the protocol outlines, in order to develop effective work inclusion pathways
targeted to young people with intellectual disabilities some key and interrelated
elements to be considered are:
getting a proper job match;
adequate accompanying measures and supporting interventions directed
to the young people and focusing on keeping them motivated, promoting
the awareness on their skills as well as providing them with social and
relational skills in order to keep proper relationships with co-workers and
be able to engage in new networks, supporting their inclusion through
mentors;
adequate accompanying measures and supporting interventions directed
to the businesses and focusing on to direct efforts in order to have
positive attitudes from the co-workers and getting them along, spreading
of knowledge and information to the businesses together with adequate
help and financial support/incentives, promoting the development of
voluntary agreements between the different actors;
promoting a greater awareness among the different actors of each
other’s tasks as well as a better cooperation among them, especially
through the involvement of the employing companies since the beginning
of the paths.
-Models and tools to support the work inclusion on a long-term perspective
According to the research carried out within the first stage of the Time@Net
project, in order to support the work inclusion of the young people with
intellectual disabilities on a long-term perspective it seems to be essential:
to keep on the holistic approach to the individual
to assess skills in order to give the young people with intellectual
disabilities confidence and responsibilities
to provide the young people with all the required competences
to provide the young intellectually disabled with social and relational
skills in order to keep proper relationships with co-workers and be able to
engage in new networks
to get a right job match
to direct efforts in order to have positive attitudes from the co-workers
and getting them along
to support the inclusion, either through mentors or through spreading of
knowledge to the businesses
to give businesses adequate help
to focus on financial support for businesses that employ young people
with intellectual disabilities
to provide businesses with stronger financial incentives, and the
businesses that live up to a quota with stronger economic benefits.
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Therefore, the preparation of the professionals is crucial for assess the
competences of the persons with intellectual disabilities, for developing training
interventions directed to them and for involve businesses since the beginning of
the paths in order to realize a proper match.
4. Working Methodologies and Work Groups
Methods of fostering active participation:
The first thing we should hightlight is that active participation is only a means to achieve equal oportunities. The lack of active participation of people with disability in our society must be tackled by developing integrated strategic plans (never isolated actions). A convenient plan should take into account the following: • A model focused on the quality of life of the person with disability. To offer the support needed by people with disability to achieve the basic competences. • The participation of all key stakeholders (NGOs, public bodies, governments, service providers, universities, volunteer organizations…) • To tackle the problem of accessibility (architecture barriers, communication, citizenship attitudes…) • A long-term process of deinstitutionalisation: moving to smaller and community-based homes. Trying to achieve the highest level of autonomy and independent life. Two good examples what it means active participation of intellectual people with disability could be: • To develop mechanisms (easy-lecture guides, drawings, videos, specific training courses) to empower people with intellectual disability to vote. • Creation of self-managed teams being represented by a person with intellectual disability. These teams would make most of the key decisions so that people with disability judges themselves to be in control of the supports they get.
Evaluation models
The “City Handbook”, belonging to the European project DACTIVE, is offering a
good example of what it should be an evaluation model for people with
intellectual disability.
Based on the International Classification of Functioning, Disability and Health
(ICF) and the key competences proposed by the European Union
(Recommendation/prescription of the European Parliament and Council-
18/12//2006), DACTIVE project has developed a learning innovative approach in
which is included a model of evaluation 8 key competences (Communication in
mother tongue language, communication in foreign languages, Mathematical
competences and basic competences in scientific and technological fields, digital
competence, learning to learn, social and civic competences, sense of initiative
and entrepreneurship, cultural awareness and expression)
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According to DACTIVE project:
• The competence is considered acquired when, at the end of the
intervention, young people with intellectual disability are able to produce a
performance (if they can put it into practice and can activate the acquired
resources in the proper context -in our case the context related to job
performance- producing a behavior through an attitude (CITYHANDBOOK, page
18).
• Related to the evaluation of key competences, some tools might be taken
into account: role-play, simulation tests, practical technical tests (skills),
interviews/short questionnaires, knowledge-tests, pictograms, uses of images,
pictures… (CITYHANDBOOK, page 8)
Scenarios forecasting
To establish scenarios is a mechanism of thinking about the future, trying to
indentify how far a person with disability can reach and preparing him/her for a
variety of situations.
About scenario forecasting:
• It can help organizations and professionals to develop a strategic vision and
monitor the results,
• It is designed to reduce risk in professionals interventions,
• It is not dependent of past results,
• Should be created for every person with intellectual disability,
• It helps to create a diagnosis of strengths and weaknesses of the process and
the person with disability.
Scenarios must be designed by taking into account all the key stakeholders
(family, companies…) and all professionals involved in the pathway inclusion
itinerary. They must be specific for every person and focused on the person
needs.
Supporting changes
The two most important models of disability intervention in which
Time@net projects actions might be integrated are:
• “Quality of life” It is an internationally validated framework proposed by
Dr. Robert Shalock. According to Shalock, quality of Life for people with a
disability has the same aspects and relations as for every human being. The
Quality of Life can be improved by involving the persons in making the decisions
concerning their own life, and by fully including them in the community. This
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model understands that the quality of life of people with disability depends on
three essential areas (Independence, social participation and well-being) which
integrate eight dimensions: emotional well-being, interpersonal relations,
material well-being, personal development, physical well-being, self-
determination, social inclusion and rights.
• The International Classification of Functioning, Disability and Health
(ICF) establishes another view of people with disabilities, focused on their
capacities and limitations in everyday life. Based on the biopsychosocial model of
disability, several basic concepts are defined (DACTIVE EDU-HANDBOOK, page 4):
o Body functions are the physiological functions of body systems (including psychological functions).
o Body structures are anatomical parts of the body, such as organs, limbs and their components.
o Impairments are problems in the body function or structure, such as a significant deviation or loss.
o Activity is the execution of a task or action by an individual. Participation is involvement in a life situation.
o Activity limitations are difficulties an individual may have in executing activities.
o Participation restrictions are problems an individual may experience in involvement in life situations.
o Environmental factors make up the physical, social and attitudinal environment in which people live and conduct their lives (WHO 2001: 10)
5. Useful suggestions to create practical exercises, training sessions on
the job
For people with intellectual disabilities, especially for those who find
themselves in the open labor market, procedures and approaches in finding a job
are similar as for others. They should follow modern job searching methods and
they have to be familiar with the situation on the labor market.
Effective job searching methods and practical exercises
1.Getting to know the labor market
Participants expand their knowledge of the labor market and get new ideas
for the realization of career goals.
Practical exercise
Familiarization with the labor market: short intensive informing on the
labor market. Participants learn about open and hidden labor market, statistics
on the labor market (shortage, oversupply professions ...), legislation, various
forms of employment and opportunities in the environment and with the help of
a mentor identify their position in the labor market. They get acquainted with
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the services of the Employment Service and other institutions aimed at
supporting jobseekers.
2. Support in defining employment objective and motivation for an active
participation in the labor market
Through practical exercises (individual plan, conversation, simulation, case studies…) it is important to:
- identify person’s attitude towards employment activities aimed at improving self-efficacy and beliefs about their own ability to deal with unemployment
- modify the views that persons identified as barriers to effective job searching
- learn about effective behavior in overcoming obstacles, effective communication and effective problem solving,
- give support in defining employment objective for participants who do not have a clearly defined employment objective and their employment goals are not realistic in regards to the demand in the current labor market
- define skills, competencies and attributes that a participant can offer in the labor market,
- determine how to use learning tools for self-management of career and labor market data.
3. Gaining job searching skills
The one who gets the job is the one who presented himself better and that
does not mean that he is actually better. That is why the job searching skills are
very important and we can learn them.
Gaining skills consists of:
- familiarizing with job searching and gaining skills for a successful job
search (by means of practical exercises)
- familiarizing with social networking and various job portals,
- learning the skills of communication with the employer,
- producing a CV and publication thereof in e-exchange;
- learning the efficient use of different job portals and other alternative
forms of job searching.
The first step is to analyze the current methods of job searching with the
person and design an individual plan to improve their employment
opportunities.
Throughout the program/individual counselling, participants do different
activities and monitor the implementation of their goals and in this way they
recognize their position in the labor market.
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a.Searching for information on job vacancies and information on
companies
Internet is the main source of information (job portals, corporate websites).
Practical exercise Exploring job portals and finding information about specific companies via
the Internet.
b.Creating network
If a person doesn`t have important contacts that would help him/her to get
a job easier, it is necessary to start from the fact that he/she can create her/his
own network of contacts with important people and not from the fact that
he/she doesn`t have them. Everybody knows somebody. Within the existing
network there are probably jobs that would be appropriate for her/him, but the
people who could help open doors to those jobs just haven’t thought of him/her.
Practical exercise
Making a list of everyone you know. Setting a goal to get in touch with
three people you have not talked to for a year or more. Meet one of them for
coffee or lunch. Identify the 25 most influential people in your network and
brainstorm ways to strengthen your relationships with each.
c. Creating a Job application and CV
Job application and CV are the basis of a successful job searching. A job
application is an application for employment used by companies to hire
employees. A job application can be completed in several ways. There are paper
job applications forms that you fill out if you apply in person for a position. There
are also online job applications, typically completed at a company website or at a
hiring kiosk in a store or business. Employers accept job applications via email,
fax, or mail. In those cases your job application consists of a resume and cover
letter.
The most common form to create CV is Europass CV. It’s a document to
present your skills and qualifications effectively and clearly.
Practical exercise
Writing a job application and a CV with the help of good examples and
templates.
d.Creating a CV - business card
A resume business card lets you share what you do and what you’re
looking for in a simple way. A resume business card doesn’t have to follow the
kind of rules your resume does. It can have colors and graphics, and it can say
whatever you want, so it can be much more memorable and really express your
personality, which makes a big difference in getting people to remember you,
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and getting them to remember to pass it along to someone who might have a job
for you.
Practical exercise
Creating own CV business card with the help of good examples and
templates.
e. Attending events
Attending events such as job fairs or open days of companies and other
organizations are an ideal opportunity for networking.It is important to get
contacts with at least one person at every meeting or event. This increases the
chances of obtaining employment.
Practical exercise
Searching for actual events. Preparing for a visit to counselor or mentor,
visiting event and making analyzes after the event.
f. Using social networks
Facebook or LinkedIn are powerful tools to easily connect with the right
people and to search your target market based on your industry, qualifications,
university and interests and connecting with the people who interest you.
Practical exercise
Creating a profile on one of the social networks (for example Facebook)
and creating a profile for job searching, sending invitations to companies.
g.Creating portfolio
By using the portfolio (in conventional or electronic form), knowledge,
experiences and competencies can be demonstrated in a systematic way.
Portfolio consists of the following sections: personal information, training and
education, work experience, references and supporting documents.
Practical exercise
Gathering supporting documentation for education (certificates), work
experiences (job contracts), references (recommendation letter from a previous
employer, products, articles…) and creating a portfolio. Creating a profile and e-
portfolio as application to a specific job vacancy and sending it to companies.
h.Gaining communication skills
Persons need to learn how to communicate effectively and how to gain
social skills, which will contribute to effective entering the labor market.
Practical exercise on effective communication:
- public image and appearance (conversation, debate with mentor,
counsellor),
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- written and oral presentation (simulation, performances and analyses),
- Improving the performance at the job interview (simulation and
analyses),
- Interpersonal relations in the workplace - work in a team, resolve
misunderstandings (case studies, simulations),
- Producing a CV and publication thereof in e-exchange;
- Rules of writing applications and offers
- job interview (simulation, SWOT analyses),
- elevator pitch (simulations of short presentation for employers)
- creating video CV (video short presentation on basic personal data,
experiences, knowledge and competences)
Career guidance and tailored made programs/workshops as support to find
appropriate jobs for people with intellectual disabilities
The Research Report outlines some trends and points, common to all
countries involved and the relevance of the connections between the different
actors of training and inclusion processes on labor market for young people with
intellectual disabilities.
In accordance with Research Report tailor made programs on the job or
individual help of career counsellor to people with intellectual disabilities has to
give emphasis on:
- a holistic approach to work insertion, that pays attention not solely on
finding the jobs, but on the individual situations
- gaining social and communication skills (related to future employer and
to co-workers and the ability to engage in new networks),
- personal approaches of job searching and networking,
- recognition of competencies of persons and appropriate presentation of
these competencies to the employers.
The career guidance counselor helps people with intellectual disabilities by:
- placing of employment and career goals (making individual plans and
monitoring realization of activities)
- finding new opportunities, finding their potential, interests, talents,
- identifying where and in which area of work to seek employment,
- directing persons with intellectual disabilities in the training programs to
gain appropriate knowledge, skills and competencies for a specific job,
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- improving job searching skills (searching for current vacancies using
modern approach).
Another important task of a career guidance counsellor (in accordance with
the needs and characteristics of people with intellectual disabilities) is to
represent clients at employers, employment agencies, educational institution,
employment servicer or institution for disabled people (care and work centers,
residential units …). Counsellor is a link between these institutions, companies
and parents. It is also important that the person with intellectual disabilities is
monitored by the counsellor during introductory work period and thus
contribute to the timely removal of any obstacles.