L.E.D. LEARNING ENVIRONMENT FOR DISABLED USERS

1. L.E.D. LEARNING ENVIRONMENT FOR DISABLED USERS Reference Number : 517891-LLP-1-2011-IT-GRUNDTVIG-GMP

2. L.E.D. 2nd international Meeting, 29th – 30th May 2012 Catholic University of Eichstätt-Ingolstadt Marta Tosini National Report Germany

3. National Report Germany: Summary Germany: key statistical figures Services to facilitate the training and employment of disabled people Further options for training in a recognised job if no training in the mainstream labour market can be obtained Difficulties of integrating disabled people in the labour market New learning approaches for people with a disability Innovative learning models for disabled people: ATP, Doko Train, Disabled women in East and West, HAM, Remstal Workshop, JobBudget

4. National Report Germany: key statistical figures Rate of severely disabled people in the total population: 8.7% (46% of severely disabled, considering the 55-75 year-old age group) Total number of severely disabled people: 7.1 million Rate of severely disabled people in the total number of unemployed people: 5.9% Unemployment rate among severely disabled people: 14.8% (in “Eastern Germany”: 22.5%) Public employers filled 6.5% of their jobs with severely disabled people, private employers 3.9%

5. Public services to facilitate the training and employment of people with disabilities Public Employment Services: rehabilitation teams in cooperation with the integration services Informationabout the options open to them in employment: supportin obtaining and retaining a job; preparatory training schemes; further education and vocational training Goal: integration of disabled people in the mainstream job training market firstly a training position, then a job in the labour market

6. Further options for training in a recognised job if no training in the mainstream labour market can be obtained (1) Integration/training via a vocational training centre Training in a local vocational rehabilitation centre Vocational training in assisted employment Internships Training positions in sheltered workshops

7. Further options for training in a recognised job if no training in the mainstream labour market can be obtained (2) 1. Integration/training via a vocational training centre Suitable disabled-friendly organisation of the training scheme Vocational training, employer support and supervision Trainee supported by professionals (e.g. psychologists, physiotherapists) Goal: integration in the labour market after the training scheme 2. Training in a local vocational rehabilitation centre (if no particular supervision is necessary) Practical skills for the working world are provided

8. Further options for training in a recognised job if no training in the mainstream labour market can be obtained (3) 3. Vocational training in the context of assisted employment (in case of particularly severe impact of disability): Firstly placement, then qualification (on-the-job-training) 4. Internships Also as a mean of vocational orientation Discussed effects 5. Training positions in sheltered workshops Problem: frequently, lack in promoting the transition to the mainstream labour market Employment in a sheltered workshop after completing a training scheme as an alternative option in case of no possibility in the labour market

9. Difficulties of integrating disabled people in the labour market – research results (1) Local limitations: difficulties caused by moving to another city Difficulties in accomplishing all tasks specified by a particular job, too high requirements Employers’ lack of awareness regarding funding opportunities Expectedlack of performance in the perspective of employers (e.g. avoiding to pay the compensation levy as no reason for disabled people’s employment) Small number of job applications submitted by severely disabled people Complex degree of training for mentally disabled people

10. Difficulties of integrating disabled people in the labour market – research results (2) Integration difficulties in the mainstream labour market after attending education in institutions for people with special needs Lack of qualification for people with a disability Lack of the competence needed to choose a profession Sometimes low self-esteem, low degree of adaptability Outsourcing of jobs suitable to lower qualified employees, above all in large corporations and in production departments Lack of disabled-friendly workplaces in many companies Special protection against dismissal, guaranteed by law to severely disabled employees, seen by some employers as a barrier to employment

11. New learning approaches for people with a disability (1) Deeper consideration of the individual needs of disabled people, e.g. in small and homogeneous groups and with support from professionals, and of their everyday problems and concerns, e.g. the difficulties in leading an autonomous life and in communicating Deeper consideration of employers’ perspectives when developing training models, e.g. in terms of requirements for professional and social skills, performance and real demands of the mainstream labour market Use and valorisation of new technologies and new information channels, e.g. voice recognition and text-to-text speech tools to be included in the learning methods Higher flexibility when structuring the learning process (standardisation as an advantage for the teacher, but not for the needs of disabled people)

12. New learning approaches for people with a disability (2) Combination of theory and practice in the learning approach Focusing on the benefits of new knowledge and skills for the future of the disabled people, e.g. with role plays simulating the positive effects Deeper consideration of the disabled people’s environment (family, background, etc.) Creating in the learning approach a stronger relation to the reality of the working world More effective assessment of the new learning models, not just regarding the knowledge, but also any progress, personal and social skills Interdisciplinary approach (educationalists, social workers, therapists, etc.)

13. Innovative learning models for disabled people: ATP (1) Abensberger Training Programme (ATP) for the vocational qualification of people with autism (15-30 year-old with Asperger’s syndrome; but approach to be adapted also to older groups) Theoretical framework: TEACHH Method (see following slide) Participants complete a vocational training or a vocational preparatory training scheme Areas: social skills training: e.g. understanding body language, gestures and nonverbal signs, facial expressions, establishing contact, fetching help living and everyday life: explanations and concrete tips for all kinds of practical tasks work: training schemes’ goal to enable participants to participate in the working world

14. The TEACCH as a theoretical foundation for ATP TEACCH method: Treatment and Education of Autistic and related Communication handicapped Children Didactical-methodological approach to create a learning environment adapted to the needs of people with autism: directly addressing autism-specific problems of learning facilitating the learning process offering individual support in everyday tasks Central didactic elements: Structuring of environment and time; structuring through systems for organising a set of tasks; structuring of individual tasks and sequences of actions (routines/schedules) Visualisation/visual aids (visual information easier than verbal)

15. Innovative learning models for disabled people: ATP (2) Methods: rules for the interaction of the group illustrated by visible and accessible examples; visual, synthetic, repeated instructions; checks on task execution; repetition of uniform tasks preparing possible reactions to situations role plays, video recordings (conversations, exercises) and their analysis, photos and cards, facial expressions practise list of requirements to be fulfilled by the group leader Spare time: Considering the specific interests of every autistic person Fostering a few group activities, possibly in a programme/schedule

16. Innovative learning models for disabled people: ATP (3) Environment: a room with enough space, individual chairs in circle, quiet area, far from distractions, exposition to as few stimuli as possible and with possibility to retreat; four to five people per (permanent) group; possible accommodation in the vocational training centre, if list of accommodation requirements fulfilled; without frequent workroom/place changes; one hour and one thematic unit per lesson Area “Work”: Vocational training cooperation with internal and external partners (parents, clinics, integration services, companies) Subject-specific assistance for each individual and support from the trainer Structured working hours and breaks

17. Innovative learning models for disabled people: “DoKo Train” (1) Dortmunder Kommunikationstraining: fostering job-related communication of young (18-25) disabled adults living with functional analphabetism Concept for improving pre-professional and professional training and the working life Holistic learning approach with support in the areas: Language Specialist texts Communication means

18. Innovative learning models for disabled people: “DoKo Train” (2) Four modules – support provided for the development of: literacy in job-specific texts writing skills to compose job-specific texts oral language skills by means of job-specific contents preparation of technical drawings, diagrams and other graphic, visual communication means

19. Innovative learning models for disabled people: “DoKo Train” (3) Groups: each 5 to 8 participants in workshops, e.g. one group trained as housekeeping assistant or metalworkers or a group for unemployed people job-related and special contents taught regarding the operational profile lessons 3 times a week for 1 hour each, for 8-10 weeks Didactic methods: no teacher-centred instruction, but promotion of “independent” learning; teacher not as a traditional supervisor, but rather a consultant/learning assistant use of modern communication technologies; easy access for all participants to all materials in the classroom (PC, dictionary, etc.) evaluation and self-evaluation learning in steps, training cycle with monitoring step

20. Innovative learning models for disabled people: Project “Disabled women in East and West” (1) Bifos project of Bildungs- und Forschungsinstitut zum selbstbestimmten Leben Behinderter Further education scheme for a target group with “double discrimination” risk Disabled women trained as peer counsellors Three different contextual components: Methodology of counselling (seminars: introduction; identification and dissociation in counselling; counselling methods) Contents of women’s counselling (seminars: sexual violence and its effects; intimacy and sexuality; disabled women and work) Conditions of education (seminars: structural framework; work organisation and financing; exchange and support)

21. Innovative learning models for disabled people: Project “Disabled women in East and West” (2) Didactic methods Focus on the subjective sensibilities and individual problem perspectives of disabled counsellors, self-awareness Mix of presentations by the course leader and role plays with the participants Clarifying open questions Three days per seminar, units of 45 min/1.5 hours always followed by breaks Learning environment Barrier free Aid-tools for people with specific disabilities Participants and teachers 15 participants with (different) disability per further education

22. Innovative learning models for disabled people: Heidelberg Aphasia Model (HAM) Goal to improve the integration in employment of people with aphasia, to help in obtaining vocational training and/or a qualification Logopedictraining and therapies to facilitate mental and physical stabilisation, different rehabilitation paths possible for the employment future opportunities; modules of about three-to-six-months Four weeks of assessment conducted by an interdisciplinary team, with an integration coordinator as a contact person; each group with maximum 15 participants

23. Innovative learning models for disabled people: “Remstal workshops” Qualification concept for people with mental disability - e.g. working in hospital cafés with non-disabled people Teaching the skills necessary for the service sector and facilitating their transfer to the labour market afterwards Training approach with modules on vocational and on personal skills Didactics with simple language, symbols and pictures; individual exercises and group work Evaluation of the learning process in form of games after each module

24. Innovative learning models for disabled people: Project “JobBudget” by Federal Ministry for Labour and Social Affairs (1) Job coaching concept for mentally disabled people to facilitate their integration into the mainstream labour market First stage: occupational case history to assess qualifications, resources and difficulties, then match of the client’s skills with the requirements of a job Job coaching in different modalities and with four components: Assessments of aspirations and possibilities Job-search Assisting job-entry Aftercare

25. Innovative learning models for disabled people: Project “JobBudget” by Federal Ministry for Labour and Social Affairs (2) Discussion of various topics during the job coaching: Practical job-related topics Questions of social behaviour Work organisation and behaviour at the workplace Applying expert knowledge Training for a new job Compensation strategies Dealing with changes in performance

26. THANK YOU FOR YOUR ATTENTION! References: see LED National Report Germany references This project has been funded with support from the European Commission. This communication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.