Prodis Project
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Prodis Project Presentation Transcript

  • 1. EDUCATION FOR JOB PLACEMENT IN THE UNIVERSIDAD AUTÓNOMA DE MADRID José I. Aguirre, PhD.
  • 2. PRESENTATION CONTENTS •Education Curriculum for the Job Placement Program at the Universidad Autónoma de Madrid •Program evaluation and research process Results
  • 3. PLAN OF STUDIES PRACTICUM 1st y 2nd years RESEARCH RESEARCH PROMENTOR JOB JOB PLACEMENT PERMANENT COACHING EUDCATION EDUCATION COURSES FOLLOW UP OF JOB PLACEMENT THROUG PROFESIONNAL LIFE
  • 4. OBJECTIVES OF THE PROGRAM OF EDUCATION FOR JOB PLACEMENT OF PEOPLE WITH INTELLECTUAL DISABILITY GENERAL OBJECTIVE Answer to the demands of education for particular jobs from intellectually disabled people.
  • 5. PROGRAM OF EDUCATION FOR JOB PLACEMENT OF PEOPLE WITH INTELLECTUAL DISABILITY Specific objectives: ►Analyze the educational necessities to take on work positions. ►Design an adequate education model to the necessities and demands of the working environment. ►Implement an education program in the university environment. ►Educate job coaches as professionals for job placement support. ► Develop permanent education from the university
  • 6. PLAN OF STUDIES
  • 7. ORAL AND WRITTEN COMUNICATION Develop strategies and abilities to improve communication quality.
  • 8. INTERPERSONAL RELATIONS WITHIN THE COMPANY Acquire adequate relationship abilities in the work environment: partners, bosses, higher positions... . Learn to establish differences over the kind and quality of relationships.
  • 9. BASIC ENGLISH Basic knowledge to identify functional words and sentences and written and oral skills for everyday use. Simple conversations. Culture and customs in different countries.
  • 10. JOB POSITIONS LEARNING AND IDENTIFICATION OF PROFESIONAL PROFILES AND THEIR SPECIFIC COMPETENCES
  • 11. COMPANY TECHNOLOGY Development of abilities to use text processors email Internet access and navigation Learning of databases, web pages and computer design
  • 12. FUNCTIONAL MATH & ACCOUNTING European currency. Accounting & budgets. Measure units.
  • 13. THINKING STRATEGIES OBSERVATION ANALYSIS IDENTIFICATION COMPARISON PERCEPTION CLASIFICATION DEDUCTION...
  • 14. VALUES DEVELOPMENT -Acceptance of diversity -Duties and rights -Intercultural coexistence -Respect and tolerance to others to achieve a satisfactory coexistence
  • 15. Use of comunity services Competence related to utilizing most of the services provided by the Madrid Province
  • 16. EMOTIONAL ABILITIES • Self-reflection. • Distinguish some emotional states from others. • Learn to properly express emotions. • Develop selfcontrol. • Improve interpersonal relationships. • Develop emotional intelligence.
  • 17. PLAN OF STUDIES 2 nd YEAR
  • 18. SUBJECTS 1. Job Relationships. 2. Bank and Paperwork. 3. Files and Organization. 4. New Technologies. 5. Culture and Society. 6. English II. 7. Emotional Abilities II.
  • 19. PRACTICUM Acquire abilities and training by direct experience. Practice acquired experiences.
  • 20. PROFESIONAL POSITIONS •Library assistant. •Pre-school teacher assistant. •Departments secretary assistant. •Reprographics assistant. •Janitor assistant. •Cafeteria assistant. •Convention hostess/host assistant.
  • 21. PROGRAM EVALUATION AND RESEARCH PROCESS INNOVATIONS: ►Occupational training program (12 subjects) before accessing working environment complemented by practicum similar to job positions. Duration 2 years. ►Job coach at job position, trained in College for an unlimited time. ► Program developed at College. Inclusion in campus environment. Cooperative work with College students. ► Permanent training of members of the program once at their job position. Family support service.
  • 22. PROGRAM EVALUATION AND RESEARCH PROCESS OBJECTIVES: ► Test fitting of program to objectives. ► Collect information about the quality of the program and development of competencies. ► Analyze opinions of people involved in the program: teachers, students, parents and collaborators. ►Obtain information about new thinking related to factors influencing development.
  • 23. PROGRAM EVALUATION AND RESEARCH PROCESS EVALUATION RESEARCH ►Quantitative techniques: questionnaires. SPSS software ►Qualitative techniques: structured interviews, experience diaries, discussion groups, participative observation. ATLASti software. ► Validity principles: appropriateness, sufficiency, efficiency, results. ►Guarantees of reliability: related to stability and consistency (Cronbach’s alpha)
  • 24. RESEARCH RESULTS Inclusion in campus environment ►High level of implication of students in the process of learning. Good attitudes towards study. High valuation of all the subjects. ►Plan of studies very adequate for professional development. High valuation of learning environment. Friendship bounds. High level of work expectations. ►Development of personal maturity, responsibility and social values. Coincidences over the prior points (parents). ► Initial expectations surpass and general agreement with program efficiency (teachers, parents, collaborators).
  • 25. INCLUSION IN UNIVERSITY ENVIRONMENT END OF SCHOOL TRIP FUERTEVENTURA 2007
  • 26. INCLUSION IN CAMPUS ENVIRONMENT
  • 27. RESEARCH RESULTS Inclusion in working environment ►Development of equity, equality and social habits. ►Training of job coaches. Follow up of workers from the practicum to the end of their working life. ►Analysis of job positions and design of particular professional profiles by the job coach. ► Incorporation of the first class to their job positions offered by: Tarmac, Prosegur, Metrovacesa, Agency Health Care, International school of mass media (EIMA-MASTV), Spanish Congress, Santander Bank….among many others
  • 28. INCLUSION IN WORKING ENVIRONMENT
  • 29. SOME COMPANIES COOPERATING IN THE PROGRAM •METROVACESA •PROSEGUR •SPANISH CONGRESS •POZUELO CITY HALL •PRESS ASSOCIATION •SANTANDER BANK •ENTREMARES GROUP •EULEN •INTERNATIONAL SCHOOL OF M.M. •TARMAC IBERICA