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AN EXAMPLE OF INTERNATIONAL COOPERATION
AND TRANSFER OF GOOD PRACTICE
VOSIDIS- Specialized vocational training for people with severe and profound
intellectual disabilities
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To help PSPID get acquainted with different possibilities of inclusion into work related activities,
THEREWITH
raising quality of their lives.
THE AIM
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VOSIDIS
• Name »VOSIDIS« is an acronym.• Official project title: Specialized vocational training for
people with severe and profound intellectual disabilities.
• Project duration: From October 2008 to August 2010.
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PROJECT PARTNERS
• Project applicant/ leader: CUDV Črna na Koroškem (Center for qualifying, work and social care)
• Project partners: - FENACERCI – Portugal (Federation of Social Solidarity Cooperatives)- BAPID – Bulgaria (An Association of intellectually disabled people, their families and their friends)
- ALIANTA – Slovenia (Enterprise for project consulting, project documentation preparation, coordination of international projects, project management and promotonial activities)
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AIMS – PROJECT RESULTS
• Analysis of the needs and state of the art in the field of working skills training
for PSPID in the partner countries
• Training modules for professionals working with PSPID (catalogue of knowledge)
• Working skills training modules: Training modules for people with
severe and profound intellectual disabilities: Motivation, socialization and working skills for inclusion into work related activities
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AIMS – PROJECT RESULTS• Pilot group (9 people with severe and
profound intellectual disabilities were included in work related activities)
• Project development promotion and community awareness raising (about differences and how to accept them)
• Making of the final guide and promotion of the project results (among related institutions and interested clients)
• Final conference (presentation of project results and »round table«, 8.June 2010)
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Training modules for professionals working with
PSPID
• The training modules are created for professionals who work with PSPID.
• The modules aim to refresh the knowledge of professionals and/or give them additional knowledge.
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Training modules for professionals working with PSPID
• Training modules for professionals consist of two different module types: obligatory and optional.
• There are 5 obligatory modules: Personal planning, Methods of working with PSPID, Training of communication with people who do not speak, Relations with parents, Work related activities (organization, planning and inclusion in working environment)
• 2 optional modules can be implemented according to established needs (for novice workers, etc.): Intellectual disability, First aid.
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Training modules for people with severe and profound intellectual disabilities:
Motivation, socialization and working skills for inclusion into work related activities
• When working with PSPID, one of the main requirements is to set clear objectives and to systematically fragment the programme tasks!
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MODULE 1: BASIC SKILLS
• AREA 1: PERSONAL APPEARANCE AND HYGIENE (UNITS: Hand hygiene, Face Hygiene, Oral hygiene, Hygiene after toilet use, Menstrual hygiene, Dressing/undressing and putting shoes on/taking shoes off )
• AREA 2: PROPER FULFILMENT OF PHYSIOLOGICAL NEEDS (UNITS: Feeding,Urination and defecation, Sexual needs)
• AREA 3: COMMUNICATION (UNITS: Introduction to the symbols used in a specific environment, Individual communication styles)
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MODULE 2: SOCIAL SKILLS
• AREA 1: SELF-RESPECT AND RESPECT FOR OTHERS (UNITS: Development of social-emotional skills, Feelings and emotions, Personal identity development)
• AREA 2: GETTING TO KNOW DIFFERENT WORKING ENVIRONMENTS (UNITS: Visit to the working premises (inside centre caring for PSPID),Visit to the working premises (other locations),Visit to a store, Visit to the Project VOSIDIS workshop)
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MODULE 2: SOCIAL SKILLS
• AREA 3: INTERPERSONAL RELATIONS AT WORK (UNITS: Getting to know the working space, Interpersonal relations with other group participants)
• AREA 4: HIERARCHY IN INTERPERSONAL RELATIONS (UNIT: Getting to know the hierarchy in interpersonal relations)
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MODULE 3: ELEMENTS OF MOTIVATION• AREA 1: SCHEDULES (UNITS: What is
a functional schedule, Why is a schedule needed, Learning to use a schedule)
• AREA 2: SELF-ASSESSMENT AND ASSESSMENT OF OTHERS (UNITS: Self-assessment, Assessment of others)
• AREA: 3 PAYMENT AND REWARD (UNIT: Payment and reward/ Understanding from PSPID perspective)
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MODULE 3: ELEMENTS OF MOTIVATION• AREA 4: WORK RESULTS –
PRODUCT (UNIT: Work results – product (understanding of applicability of work results))
• AREA 5: BREAKS AND RELAXATIONAL ACTIVITIES (UNITS: Breaks – why are they needed,
Relaxational activities)
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MODULE 4: WORK RELATED SKILLS
• UNIT 1: COMING TO WORK
• UNIT 2: WORK RELATED ACTIVITIES/ PRODUCT
• UNIT 3: BREAKS DURING WORK
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MODULE 4: WORK RELATED SKILLS• UNIT 4: SAFETY AT WORK
• UNIT 5: SELF- ASSESSMENT OF DELIVERED WORK
• UNIT 6: CLEANING AND LEAVING THE WORKING PREMISES
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CONCLUSIONS
Project impact on increasing and bettering of possibilities of life-long learning for PSPID:
-Issuing, promotion and dissemination of the Guide (with Catalogue of knowledge for professionals and Programme of training for PSPID).
-Seminars for professionals took place in all 3 participating countries and proved to be successful and reasonable.
-Pilot group and workshop show first results of the trainings. First product from the workshop is available for marketing.
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CONCLUSIONS
PROJECT IMPACT ON DIFFERENT ASPECTS OF PSPID LIFE- QUALITY:
SOCIALIZATION:• wider group and common goal affiliation• modification, widening of their active space
MOTIVATION:• enhanced motivation as regards personal
neatness• satisfaction, feeling of importance• gaining new skills
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CONCLUSIONS
METHODS & APPROACHES THAT WERE DEVELOPED WHILE WORKING WITH THE TARGET GROUP:
1. Gained results came from: professional competence, practical experience, intedrisciplinary approach and remarkably quality team work.
2. Pilot implementation & workshop and training of the professionals.
3. Activity specification: sequences of simple elements (module title, area, unit, aim of the unit, material conditions for module delivery, staff requirements, chart).
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Learning contents
Operational goals Methods/ Proposed activities
Materials/ Documents
1. Perception of one’s mirror reflection
- to take a look at one's mirror reflection- to point to the reflection of changes (dirt) on one's face
Methods:- demonstration-explanation with practical activity implementation-repeating activities
-mirror
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CONCLUSIONS
NEEDS OF THE TARGET GROUP (PSPID) IN LIFE-LONG LEARNING PROCESS AND EDUCATION
AND WAYS OF ESTABLISHING THESE NEEDS:
• To expand one’s horizon (socialization), to communicate one’s needs, wishes (introduction of alternative, augmentative communication), to gradually develop simple activity elements, to raise awareness in community.
• Complexity of work in this area comes from individual characteristics of PSPID which are hard to measure; indeterminate results represent special challenge. One has to know the person from the target group well.
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CONCLUSIONS
SUGGESTIONS TO NATIONAL MINISTRIES AND EUROPEAN COMMISSION AS REGARDS LIFE-
LONG LEARNING OF PSPID:• To determine useful normatives for working with
PSPIS.• To support, back-up projects that bring useful
results. • To acknowledge project results (Guides) and to
promote wide use of them. • To support, encourage projects with PSPID as
target groups.
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More information on project VOSIDIS
is available on internet:
www.cudvcrna.siwww.alianta.si
The websites provide copy of the guide and a promotional leaflet in pdf format to download.
Thank you for your attention!