Manual de bune practici pentru proiectul LdV WorkSEN


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Manualul de bune practici este unul din produsele finale ale proiectului LdV WorkSEN 2011-2013.

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Manual de bune practici pentru proiectul LdV WorkSEN

  1. 1. 1 LEONARDO DA VINCI PARTNERSHIP 2011-1-TR1-LEO04-24209 - HANDBOOK OF GOOD PRACTICES This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained there in.
  2. 2. 2 LEONARDO DA VINCI PARTNERSHIP 2011-1-TR1-LEO04-24209 Contents : 1. Worksen Project ..................................................................................................................................3 1.1. Partners ………….. .............................................................................................................. 3 1.2. Objectives……………………………………………..................................................................... 3 1.3. Main Acvities................................................................................................................................... 4 1.4. Photos from Project activities………………………………………………………………………4 1.5.Dissemenation and use of results……………………………………………………………………5 2. Good Practices:.....................................................................................................................................6 Poland... .................................................................................................................................................. .6 2.1.Examples of good practices taken in worksen Project. (Specjalny Ośrodek Szkolno-Wychowawczy im. Jerzego Strzałkowskiego w Lesznie).............6 Romania……………………………………………………………………………………………… 18 2.2. Good practices in Bucharest University (University Bucureşti Facultatea de Psihologie şi Ştiinţele Educaţiei, Secţia Psihopedagogie Specială)……………………………………………………………………………………… 18 2.3 Good practices in working with students with special needs. (Scoala Speciala nr. 7.Bucharest)…………………………………………………………… 38 Turkey………………………………………………………………………………………… 53 2.4 Examples of good practices taken in worksen Project. (Hurin Yavuzalp İş Okulu.Ankara)…………………………………………………………… 53
  3. 3. 3 1. WORKSEN PROJECT (Leonardo da Vinci Partnership 2011-1-TR1-LEO04-24209) Project Title: Comparing The Techniques Used in Special Needs Vocational Education and Supporting Their Social and Vocational Integration Acronym : WORKSEN Project extent : 2011-2013 Target group : Children with light and moderate mental deficiencies 1.1 PARTNERS; 1. Ankara Esnaf ve Sanatkârlar Odaları Birliği – TURKEY 2. Hurin Yavuzalp İş Okulu – TURKEY (Coordinator) 3. Bala Halk Eğitimi Merkezi Müdürlüğü – TURKEY 4. Scoala Speciala nr. 7 – ROMANIA 5. University Bucureşti Facultatea de Psihologie şi Ştiinţele Educaţiei, Secţia Psihopedagogie Specială – ROMANIA 6. Specjalny Ośrodek Szkolno-Wychowawczy im. Jerzego Strzałkowskiego w Lesznie – POLAND 1.2 OBJECTIVES;  Supporting the integration of disabled people into society in order to prevent risk of isolation;  Verifying the learning environment considering their mental disabilities and skills;  Developing the cooperation between school and sector so that the pupils can be employed in appropriate places in terms of their skills and interest;  Training parents on how to treat their mentally disabled children in order to ease the load on them;  İnforming the parents and pupils about the social rights of mentally disabled people and to prevent the discrimination;  Encouraging the pupils to take part in country economy and have the awareness of citizenship;
  4. 4. 4  Meeting the necessities by comparing curricular contents and exchanging good practices of application and new approaches;  İmproving the pupils' skills of adaptation in school and working environment;  Developing entrepreneurial competencies using the "virtual company"  Enhance classroom applications in order to support the competencies needed for the development of a future career;  İmproving pre-professional abilities of students for integration in vocational high- schools;  Enhancing vocational education of teachers working with children with special needs;  İmproving conditions for social inclusion of children with special needs; for the project to have better chances, we should find another professional school for children with SEN from another countries; 1.3 MAIN ACTIVITIES;  Comparing the professional offer and social insertion for children with special needs by presenting the situation from partner countries (professional schools’ offers and labour market offer),  Job lists,  Project site (,  Sending postcards made by the pupils on special days of partner countries (New Year, Christmas, National days),  Workshop: Cooking together,  Workshop: Handicraft,  Two-days work experience: introducing the students to real-life vocational environments, such as café, bakery, supermarkets, cleaning companies, or handicraft shops and introducing the employees to special needs people,  Making a brochure and a poster,  Preparing the formation module for the parents of children with special needs and the parents’ course,  Research (case study): the impact of the module on parents (comparison by questionnaires before and after teaching the module),  Preparing the guide of good practice,  Exhibition of the pupils products and photos. 1.4 PHOTOS FROM PROJECT ACTIVITIES;
  5. 5. 5 1.5 DISSEMINATION AND USE OF RESULTS; The module to be used in the training of parents on treating disabled children, the work legislation and social rights will be an important part of dissemination. It can be applied in all special needs schools and centres. The published versions of this module will be distributed to the public authorities (incl. the Ministry of Education), parents, special needs education institutions and adult education institutions. The website will serve not only for students to perform in the virtual company but also to disseminate the project activities to all countries. The handbook of good examples to develop the students' social and entrepreneurial competences will be distributed to the public authorities, to the department of Special Needs Education in each country’s respective Ministry of Education. Local and national media representatives, public authority representatives, employees and people in the neighbourhood will be invited to the dance performance and exhibition of products and photos. The project will be introduced to local authority by means of brochures, and posters.
  6. 6. 6 2. GOOD PRACTICES; It is also difficult to know when a practice is good or not, the best one or not.As human beings,we often doubt what we say is true,but we have tried.Consequently,we present you some practices and collected in the project partnership countries.These practices show how education for disabled is something alive in the countries participating in the Life Long Learning Programme. Our project aims preparation of handbook of good examples to develop the students’ social and entrepreneurial competencies in and outside the school. This good practice handbook is one of the outputs of WORKSEN Project.
  7. 7. 7 2.1 EXAMPLES OF GOOD PRACTICE TAKEN IN WORKSEN PROJECT (SPECJALNY OŚRODEK SZKOLNO-WYCHOWAWCZY IM. PŁK. JERZEGO STRZAŁKOWSKIEGO W LESZNIE) 2-DAYS WORK EXPERIENCE IN THE RESTAURANT Group of 13 students took part in 2-days training in one of the Warsaw’s restaurant. Participants gained basic knowledge of preparing food and serving customers. Students were trained in all positions. From the waiter through the bartender to the chef. They have learnt essential tips about food handling, working behind the bar and waiter service.
  8. 8. 8 2-DAYS WORK EXPERIENCE IN THE HAIRDRESSING SALON 14 students of vocational school participated in 2-days training in hair salons. Participants had opportunity to learn hairdressing techniques. Under the guidance of professionals students practiced hair washing, haircutting, coloring and styling. They have been integrated into professional life. PREPARING EASTER CARDS FOR PARTNER INSTITUTIONS
  9. 9. 9 On Art classes students made Easter postcards for the partner institutions. Using traditional motifs and patterns pupils presented Polish tradition to students from Romania and Turkey. Students designed and prepared the cards. Moreover participation in the workshops improved their art skills and increased awareness of cultural diversity. PREPARING HAND-MADE CARDS FOR TURKEY’S REPUBLIC DAY
  10. 10. 10 Students had opportunity to learn about Turkey by creating cards for The Republic Day. They personally searched for Turkish symbols and motifs. Additionally studied partner country’s history and compare to their own. Students benefit from growth cultural awareness and widened their experience. PREPARING CHRISTMAS CARDS FOR PARTNER INSTITUTIONS Students developed their talents by designing and making Christmas cards. They searched for motifs, materials and occasional greetings. Pupils showed their creativity. Moreover communication in foreign language increased their self-confidence. Additionally they had chance to compare Christmas symbols and traditions in partner countries.
  11. 11. 11 DECOUPAGE WORKSHOPS Students of vocational school participated in workshops where they learnt about decoupage technique. They were trained in decorating items step by step. Their self-made products were photographed and exhibited on the virtual company website.
  12. 12. 12 DANCE PERFORMANCE IN BUCHAREST In March 2012 group of eight students took part in the dance performance. At the meeting in Romania students presented three dances including traditional Polonaise and two modern dances. They gave a great performance in the international event. Moreover they had chance to meet students from partner schools.
  13. 13. 13 COOKING CONTEST IN BUCHAREST During mobility to Romania in March 2012 group of eight students took part in cooking contest. Together with Turkish and Romanian they prepared a tiramisu dessert. Apart from practice cooking students had opportunity to improved communication skills and made friends.
  14. 14. 14 EASTER WORKSHOPS IN BUCHAREST During visit at Special School nr 7 in Bucharest pupils participated in Easter workshops. Together with members of partner organizations they made traditional crafts. At the workshops students could meet different cultures and background.
  15. 15. 15 PARENTS’ TRAINING COURSE In September and November 2012 group of parents and legal guardians attended the training course. During 15- hours course they have been trained in work legislation and social rights of disabled people. Participation in the course increased parents’ awareness towards their children and improved knowledge about rights of person with disability.
  16. 16. 16 MOBILITIES (FIRST MEETING); ANKARA (TURKEY) NOVEMBER- 2011 At the first meeting two teachers from Poland stayed in Ankara for a week. Participants visited vocational units in special schools and occupational therapy workshops. During the meeting they got know special education system in Turkey and were guests of partner institutions.
  17. 17. 17 MOBILITIES (SECOND MEETING); BUCHAREST (ROMANIA) MARCH/APRIL - 2012 At the meeting in Bukarest in Spring 2012 eight students and two teachers from Poland visited Special School nr 7. Group took part in cooking contest, dance performance, Easter workshops and football match with Romanian students. Participants exchanged experience, improved their communication skills and developed their pre-professional abilities.
  18. 18. 18 MOBILITIES (THIRD MEETING); BUCHAREST (ROMANIA) OCTOBER- 2012 In October 2012 four teachers from Poland took part in the meeting at the University of Bucharest. Group visited vocational special schools and participated in occupational workshops. Representatives presented raports of the labour market in partner countries.
  19. 19. 19 2.2 GOOD PRACTICES IN BUCHAREST UNIVERSITY In the context of current educational reforms and national and international legislation, a special importance is given to the generous principles of “education for all’, to the idea of acceptance of human diversity without discrimination, optimal school, professional and social integration of all children, youth and adults experiencing difficulties, and not least of generalization of the “inclusive school”. Besides schools, a number of associations, foundations, non-governmental organizations (NGOs) etc. focuses on finding the most effective ways to integrate children and young people with various disabilities or handicaps to make real the principle of equal opportunities in life, education and practice of appropriate professions so that they are appreciated and, as possible, socially independent. An example of this is represented by the “best practices” of “Alpha Transilvană” Foundation, which combines the information, advice and mediation of employment for people with disabilities with productive activity carried out in three sheltered workshops and in second-hand stores reconditioned by people with disabilities. Within this foundation, each activity aims at specific objectives for the benefit of persons with disabilities:  Information and counseling consist in providing information and/or specialized support to a person regarding: choosing an occupation, progress in an occupation, adapting to a changing occupation, changing of occupation or profession, any other issues related to a profession.  Information and vocational counseling - which consists of three major types of services:  Professional information (“vocational orientation”) - which involves providing information on:  identifying the information needs of the client, providing labor market information (about occupations, trades and professions, practice, salary and promotion requirements, conditions imposed by employers, occupations dynamics), giving information about the person requesting support (psychological profile, vocational interests), identifying strengths as a basis in determining career path.  Counseling and psychological evaluation – the confidential way to offer support to people being in crisis situations. The psychological evaluation is performed in order to create the psychological profile of the beneficiary to provide the integration environment suitable to his/her psychological structure.
  20. 20. 20 It requires a special form of communication, an individualized relationship established between the counselor and the client within its limits being accomplished: identification of the client problems, determination of the steps which have to be followed (along with the persons that are counseled).  Vocational counseling - which is based on the personal development principle and implies the encouragement of autonomy and the increase of the motivation degree of the client, so that he or she is actively involved in solving personal problems, assuming responsibility for taking decisions in the professional area. Vocational counseling consists in: choosing the occupation/profession, employment or professional training enrollment, conceiving of objectives, goals, preparation of the professional balance of the individual being counseled, preparation of the individual action plan based on the results of individual discussion and tests conducted, organization of practical applications in order to learn the techniques and tools needed for finding a job: preparing a CV, the letter of intent, the letter of thanking, interview presentation, monitoring and evaluation throughout the process of informing and vocational counseling of each client.  Vocational education - represents a program designed to develop the job-related skills of young people with disabilities willing to work, in order to successfully cope with job demands. In the vocational education program one does not focus on vocational training of youth in some profession, but on their social skills and abilities training needed for the integration process and for keeping a job. The vocational education program is divided into four steps: 1. Selection of companies and beneficiaries - is done starting with an acceptance response from them, based on an assessment of the workplace and on the consistency between job requirements and capabilities of youth with mental disability. 2. Workplace practice - practice of youth is carried out under a collaboration agreement between the Alpha Transilvană Foundation and the host company. Youth will be monitored throughout the period of probation, aiming at the development, adaptability and social integration.
  21. 21. 21 At this stage, gaining beneficiary independence and the understanding that sooner or later he or she will have to go his/her own way it is important, not because he/she was abandoned, but because he/she learned to fend for himself/herself. 3. Vocational counseling - Vocational counseling meetings have different themes formulated in an adapted language, easy to understand, in order to identify client’s problems, to determine the steps for choosing a job, to conceive the objectives and goals of the beneficiary, to prepare of the individual action plan based on the results of individual discussion. 4. Activities for the development of independent life skills - consisting of a minimum set of skills that allow the holder to conduct a normal social life, not needing any assistance or accompanying from social services. These activities are carried out at the “Alpha Transilvană” Foundation in those days when the young man is not at the practical training in the workplace and are grouped in the following themes: daily life skills, the skills of home management and use of community resources, money management skills, skills regarding personal care, skills regarding social skills. “Alpha Transilvană” Foundation carries out productive activities in:  ATRIUM sheltered workshop - organized for the purpose of establishing a socio-economic enterprise which allows the use of human resources through training and inclusion in the work field of people with disabilities from Mureş County. Work in this workshop takes place in a specially designed space from the “Alpha Transilvană” Foundation, having personnel especially employed, including, in particular, the following services:  preparation and packaging services of office and stationery equipment  production, trade and services in the fields of textile industry, bookbinding, desk work supplies, stationery, packaging, serigraphy, candle and decorative items making  counseling, vocational guidance, qualification and continuous professional training in accordance with the requirements of the labor market  consulting in various areas: accessibility of spaces and workplaces for people with handicap, quality standards and social responsibility, project management
  22. 22. 22  Alpha kitchen and Jan Gerssen bakery The protected unit kitchen Alpha accredited according to the law 448/2006 provides solutions to companies on the effective use of handicap funding due to the state budget under this Act. This activity includes especially the service of preparing and serving complete meals for immediate consumption. Different services are: • preparation and sale of hot food meals • preparation and sale of sandwiches and pastries • serving meals in own dining room (50 seats) • organizing festive dinners • hot meals, Swedish buffet and coffee break catering Beneficiaries Alpha – Filantro stores – sells clothing and other second-hand products.
  23. 23. 23  SC Timural Group SRL – - is a protected enterprise under Law 448/2006, located in Târgu Mureş, which provides products and services done by people with disabilities employed with labor card. Company history begins in 2003, working on two levels:  provides solutions for companies with more than 50 employees regarding the effective use of handicap funding due to the state budget, according to the law  provides employment opportunities for people with handicap. Services and products offered by SC TIMURAL SRL are:  customization on any fabric or paper  making of neon signs, billboards, banners  car stickers  making of street signs, warning signs, leaflets, labels “Ateliere Protejate” Association (“sheltered workshops”) in Bucharest presents its work, plans, projects, joys, accomplishments, best practices etc. from the 10 years of activity in the “HandiCapabil” magazine numbers. Association "sheltered workshops" in Bucharest celebrated 10 years of activity dedicated to people with intellectual handicap, aiming to increase their social independence, especially in the daily activities of self-assistance and personal autonomy (washing dishes, preparing tea, cooking, cleaning the workshop, sowing over 5000 broccoli, eggplant and tomatoes seeds etc.), apparently simple, but important to obtain self-confidence and valuing own resources. Within the “Ateliere Protejate” Association functions the “Boxberg House” project, through which every person was given the responsibility to assume some tasks in order to achieve the project purpose: to increase the independence of each beneficiary in organizing of own life, buying food, proposing recipes, working in the kitchen, with the help of some volunteer mothers, who insured a thorough training in culinary activities and work safety. Such activities were alternated with leisure programs (walks outdoors, visit to the zoo, visits of cultural objectives, socialization along other groups, jogging in the Youth Park, around the lake in the middle of the park, every young person with handicap trying to overcome his/her limits. A young woman, while struggling to climb a mound, sang enthusiastically: “You rise me up, so I can stand on mountains!”
  24. 24. 24 5 young people with Down syndrome, beneficiaries of “Ateliere Protejate” Association in Bucharest have conducted in collaboration with “Caritas” Association interesting activities such as: „Noaptea Lumânărilor“ (“The Night of Candles”), manufacturing of candles (sold initially in front of the churches, then to “Glaxo Smith Kline” company, which offered sponsorship to renovate one of the association houses, where there is a space for individual study), celebrating Christmas, Easter, birthdays, organizing anual camps with the support of practitioners from Germany and Austria, Open Doors Day, “Fall Market” activity held at the “CopiiiRo” Association headquarters, “Christmas Market” activity, participation of 5 young men at the large project “Pasărea de foc” (“Firebird”) together with other 90 children and young people from other projects. An interesting activity of the association youth, organized through the European program “Youth in Action’ consisted in the camp organized with “Curtea Culorilor” (“Color Courtyard”) and “Punto Missione” associations, activity to which 11 Italian students collaborated too. “Mlădiţa” (“Sprout”) Association from Ciocănari provided to young people with handicap the opportunity to test new skills in gardening (planting tomatoes, eggplant, broccoli) and cleaning the space also housing some bunnies, hens, but ornamental shrubs too. Such activities reduce the risk of exclusion, marginalization, stigmatization, etc. of children and youth with handicap.
  25. 25. 25 Financial benefits obtained show that the future of the “Ateliere Protejate” Association can be represented by providing of services for different companies. Much more important, however, are the benefits in the adaptive plan and the optimization of the integration of children and young people with handicap, as reflected in their assessments. . “Here I learned songs, making candles in the boiler” “I am happy and it suits me not to leave from here. I like being with the colleagues, I cannot do manual work alone” “To be nice, not arguing with colleagues, not speaking badly” “I like parties and taking photos with colleagues” “This is the last, where you can find like this? People around me do not care about it. But I continue doing my job as I can. That is, time passes” “A pool is missing” “You wish all people good health, have a family in their home and be born without sickness” (Simona, 33) “I enjoy working fine! I come alone at the Workshop now and I’m glad, it is good I fend for myself” “I’m thrifty, I help people” “I check containers for labels, I arrange the boxes etc.” “I work, I do a good job, I take care of colleagues, I help them, I talk to them, we communicate and I come every day to continue working” “I changed my behavior. I have a girlfriend. She is an intelligent girl. She has a good soul, she is hard-working and I have what to learn from her, she knows well how to relate with people” “I do not know if the Workshop will exist any longer… I’d like to get a job, but it is not up to me” (Alex, 25)
  26. 26. 26 Angels Down Association, as a private law legal person without patrimonial purpose, was founded in March 8, 2011 by a group of parents of children with Down syndrome, with the purpose of valuing of their own children, to offer support for social integration of children and for changing of mentalities, attitudes, preconceptions through the development of some information, counseling, recovery and integration programs. The purpose and objectives of this association are:  to promote, protect and represent the legal rights and interests of children, adolescents and adults who were diagnosed with Down syndrome  a better adaptation and social integration  to eliminate marginalization and segregation  to increase the level of autonomy of children, adolescents and adults with Down syndrome in solving the tasks of everyday life for an independent life  to eliminate the risk of handicap caused by lack of affection to these persons  to know the problems generated by the integration of children with this condition and to advise parents caring for children with this syndrome  the development of day care centers for children, adolescents and adults with Down syndrome and for tutors and support persons from their social network  initial and periodic assessment of children and adults with Down syndrome who benefit from the association’s services  developing individual programs adapted to the needs and level of development of each beneficiary in order to improve symptoms and develop new skills and adaptive behaviors  development of therapeutic programs adapted to the needs of beneficiaries: speech therapy, physical therapy, physiotherapy, occupational therapy, art therapy, ABA therapy, etc.  counseling adults and adolescents who experience anxiety and/or depression due to social difficulties  organizing camps and excursions, entertainment and recreational activities  carrying out activities in diverse social backgrounds  vocational and occupational counseling Name of the entity: Asociaţia Angels Down Fiscal identification code: 28100026 IBAN:RO50BRDE426SV43349184260 Phone no. 0723 0 198 33, 0722 45 46 85, 0720.38.48.43 Web site: Bucharest, 2012
  27. 27. 27  supporting adults with Down syndrome in identifying, obtaining and maintaining employment  counseling and informing the family and/or support persons with the necessary actions to maintain children/people with Down syndrome and adapt to their needs  individual and group counseling of child tutors/person with Down syndrome facing problems on a personal level (anxiety, depression, physical and/or psychological exhaustion, etc.)  promotion and support of the rights of people with Down syndrome  promotion of solidarity and equality  actions for awareness and public awareness about the reality of life for those suffering from Down syndrome and their families  preventing the abandonment of newborns with Down syndrome through direct contact and moral support to new parents for permanent relationship with them  informing pregnant women about the importance of tests and ultrasound during pregnancy and how pregnancy must be monitored  actions with an educational purpose in schools to support integration and adaptation of children with Down syndrome  fundraising to support the activities of the association  drawing up and managing applications to various local, governmental and European financing projects, attracting grants and sponsorships to support the programs of the association  classic or electronic format editing of publications and materials to support the goals and objectives of the association  monitoring, maintenance and development of professional networks and other stakeholders to support the activities of the association  recruiting volunteers  discounting drugs and medical services, ABA alternative therapies which are not free for people with Down syndrome. Activities assigned to determine the “best practices”:  Obtaining the financial resources by attracting an estimated number of 1400-1500 persons who redirected 2% of their income tax  Informing and raising awareness of community on issues regarding Down syndrome  Making of the official website of the association,, and a partnership with Radio Romania, to raise awareness of the public opinion about persons with Down syndrome  “Congratulations, you have a baby!” project to achieve a folder with information materials for new parents who have a child with Down syndrome, launched at the World Down Syndrome Day, on March 21, 2013  Psychological, speech therapy, therapeutic services and language and cognitive component development activities of children aged 7 months - 12 years at their home  Celebrating the International Day of Persons with Disabilities with the “League for the promotion and protection of rights of persons with disabilities in Romania” (December 3, 2011)  Establishing a partnership with Carrefour Group, for fundraising needed for the activities of the association  Fundraising through the mechanism of redirecting 2% of the income tax, donations, etc.  Participation at sport activities (Special Olympics)  Collaboration with Kinetobebe gymnastics and massage center, I.O.M.C „Alfred Rusescu“ and 11th grade A classroom, I. L. Caragiale National College in the “Şcoala
  28. 28. 28 Altfel!” („Different School”) program, whose objective being the information and raising the awareness of students about their neighbors who are different, but who, through a sustained effort, can go beyond, being endowed with qualities, despite the prejudices of society and the obstacles they face and offering of 50 folders with informative materials (Different School program, presentation of Angels Down Association, presentation of Down Syndrome problems), 50 printed shirts, 50 certificates of participation  Presentation of examples of good practice for children with special needs who were integrated into the general education, emphasizing the role of educator in the integration and learning process  Forming of a mixed playing group of 15-20 children, its goal being the increase of the independence level in solving the daily life tasks of children with Down syndrome (pre- professionalization, seeking learning, strengthening and generalizing the skills necessary for independent living based on personalized intervention plans) and attracting volunteers  Forming a support group for parents (15 families), moderated by a psychologist with experience in family relationships psychoanalysis and a parent of a child with Down syndrome, licensed in psychology, aiming to optimize the parent-child relationship in the context of diagnosing the child with Down syndrome and of difficulties that that arise in the relationship  Information and improvement of Angels Down Association members (attendance of the Grundtvig UP4DOWNKIDS Transnational Seminar GRU-LP-11-P-101-DJ-NL in Craiova, Romania, October 12 to 13, 2012), and “A single voice for disability” seminar, Câmpina (October 27, 2012), organized by the profile associations Association “Alternativa 2003” functions as NPO and NGO from 2003, being composed of parents of children with mental handicap and associated, medium and severe (which are beneficiaries) and specialists involved with parents in rehabilitation, education and social and professional integration of youth (16-30 years old) with disabilities who cannot be enrolled in any other form of education The association provides: • Group educational programs • Social work • Psychological and psycho-pedagogical counseling, specialized education, rehabilitation • Leisure and socialization activities • Workshops • Vocational and occupational training services • Professionalization services
  29. 29. 29 “Alternativa 2003” association, under the National Authority for persons with handicap, funded the “Together for another road - Alternative Day Center” (“Împreună pentru un alt drum – Centrul de Zi Alternativa”), regarding possibilities of socio-professional integration of young people with disabilities in Romania, by which were provided alternatives for young people with disabilities (and for their parents) who, after the age of 18, drop out of the education system and try to integrate professional, tending towards self-improvement and overcoming of limitations caused by the disability. The project also included practitioner specialists of Special Schools nos. 1, 6, 7, 8,10 and 11, who participated in the “Alternative for integration” seminar sharing their educational experience. “Alternativa 2003” association highlights:  The advantages and peculiarities of people with intellectual disabilities that make them competitive in the labor market:  represent an important workforce  have specific skills  they are suitable for routine work involving great routine  they do not get bored soon  in many cases they are more productive than people without disabilities  increased motivation comparing to other people  they do not generate conflicts  handicap itself is not an obstacle to employment  they are less interested in changing jobs  they are very punctual and are not absent without motive, having a highly developed consciousness of work  they provide a positive image of the company  benefits of companies that hire people with disabilities:  tax incentives represented by wages received  improvement of company image  disciplined labor workforce  workforce willing to do repetitive work  reasonable salaries Identifying and assessing the causes that negatively impact the socio-professional integration of young people with handicap/severe disabilities (lack of information and collaboration of families of these children with schools, poor educational and vocational guidance, the small number of professions and occupations appropriate for these young people, lack of sheltered workshops, reserved attitude of employers towards people with severe disabilities, etc.) and in accordance with the Program of Employment of Workforce, “Alternativa 2003” association contributes to the decrease of unemployment among people with special needs through incentives to employers who hire unemployed persons over 45 years of age, unique family providers, persons with handicap, organizing vocational training courses, providing free mediation services on job vacancies or newly created jobs by a current activity which consists in providing information about job vacancies, facilitating links to people seeking employment with employers, in drawing up individual plans for mediation, in the organization of general job “stock exchange” or of specialized ones, people with handicap included.
  30. 30. 30 They exist too… They have dreams too… Do not deny them the chance of a normal life! Your attitude means The main job offer The main occupations • textile maker (926) • cloth maker (570) • operator (285) • footwear maker (182) • carpenter (173) • welder (155) • mason (120) • handler (103) • tailor (80) • wood worker (78) • street sweeper (76) The main occupations for people with higher education • engineer in various industries (234) • economist (149) • financial-banking inspector (93) • accountable (64) • pharmacist (37) • analyst (8) • automatist (5) • arhitect (4) Types of handicaps • loco-motor (1.828) • hard of hearing (1.175) • physical (617) • mild (509) • somatic (456) • hearing (365) • associated (156) • sensorial (97) • deaf-mute (96) • psychological mild (40)
  31. 31. 31 Modele de bune practici în activarea factorilor care condiționează reușita integrării copiilor și tinerilor cu dizabilități  pilot centers offering counseling services  counseling and mediation to fill a job  increasing employment opportunities for persons with disabilities in Romania changing the attitude of society regarding social and professional integration or reintegration of persons with handicap  Parents in the school – family partnership early social learning, in family, adapted to the individual skills of the child with disabilities  performing by parents of specific tasks in school-family partnership: providing real and useful information about child problems, necessary in the guidance process  ensuring continuity of education provided in schools  contributing to the development of educational services  development of rational attitudes towards own children and young people with disabilities, avoiding states of anxiety, self-victimization, self- culpability, misinformation, overprotection, underprotection or ignoring of the child, labeling, lack self-confidence of the child or the young man with disabilities  community involvement in socio-professional integration of people with disabilities because people with disabilities are fully fledged citizens, for whom ensuring a job means not only a decent living for themselves and their families, but also an objective necessity of the entire Romanian society  involvement of NGOs in socio-professional integration of persons with disabilities in combating discrimination, promoting human rights, avoiding philanthropic attitudes motivated by unjustified mercy, eliminating wrong mentality and social stereotypes about people with disabilities
  32. 32. 32 “Alternativa” Daycare Center was founded in partnership with several institutions for the protection of children and youth, having as main objective education, rehabilitation and vocational training of young people with mental handicap and associated medium/severe by developing skills and abilities to help them live independently. To achieve this goal, “Alternativa” Daycare Center provides vocational and occupational training services, professionalization, social work, psychological and psycho-pedagogical counseling, specialized education, socialization, occupational therapy, computer skills. Main diseases the beneficiaries are suffering of are different: chronic infantile encephalopathy, Down syndrome, autism, epilepsy, cerebral palsy, severe mental deficiency. Activities of the Center are coordinated by specialists and implemented according to individualized programs for each child, depending on the nature of handicap, age and individual capabilities. The primary target is the development of the communication skills of the beneficiary, the encouragement of the development of interpersonal relationships and the development of manual skills. Also their families - an important factor in working with this group of people - are encouraged and supported to continue educational and rehabilitation activities at home. Through the services offered by the “Alternativa 2003” association in the “Alternativa” day care center, these young people will continue their education, thus avoiding their family and school abandonment and isolation from society. FUTURE PROJECTS social integration Education and vocational concrete services new jobs for beneficiaries and access to the labor market special living spaces (protected houses) respecting of individual rights in community alternative services in the mental health area services scientific, legal and education programs in the sciences and social policies domain
  33. 33. 33 Special Middle School “Constantin Paunescu” is the largest special school in Bucharest, which operates since 1980 (special school with grades I-VIII for students with mild and moderate disabilities and I-X grade classes for students with mental deficiency, neuro-motor deficiencies, severe deficiencies/associated, and kindergarten for preschoolers with severe/profound deficiencies), providing educational and, educational and therapeutic- rehabilitation assistance for children/students/young people with SEN, through activities valued as models of good practice, corresponding to a modern educational process, adapted to the specific of each deficiency of students. Beneficiaries:  children of preschool age (between 3-7 years old)  children of school age (8-16 years old)  eighth grade graduates of special schools for pre-professionalization  homebound children, through home schooling and reduced frequency  children with SEN integrated in mainstream schools Children with SEN have various diagnoses: from moderate to severe/associated deficiencies impaired, from Down syndrome to autism, from severe motor deficiencies to partially sight or hearing deficiencies, from language disorders or severe communication difficulties to major disorders of adaptive and social behavior. The qualified professionals and school-based teachers have different specializations: special psycho-pedagogy teachers or teachers for compensatory therapies (speech disorders therapy, kinetic-therapy or psycho-diagnosis), teachers of different specialties (physical education, religion), educators, foremen-instructors, doctors, nurses, para-professionals, social worker, all featuring a rich teaching experience, imagination and creativity, pedagogic talent and interest for self-improvement, qualities valued in the teaching process and in coordinating the pedagogical practicum of students from the University of Bucharest, Faculty of Psychology and Educational Sciences - Special psycho-pedagogy The fundamental objective: to prepare students with deficiencies for optimal integration into social and professional life. EXAMPLES OF GOOD PRACTICES  pre-professionalization activities, having vocational nature – work-related activities held in school workshops - which contribute to the formation of abilities and skills involved in socio-professional integration of students with deficiencies, but also to their cognitive, communicational, socio-emotional and relational development.  Occupational therapy activities  Newly created optional subjects in the “Technology” curriculum area
  34. 34. 34  “Decorated candles”  “Skilled chefs”  Specialized teaching workshops  Household and farm workshops – in which the activities have a role in the formation of domestic skills (using simple household tools, observing the work stages, evaluating the prepared products - sandwiches, pizza, cakes, including at some group parties during holidays, birthdays or anniversary days of students). Also, such activities contribute to the formation of self-assistance and daily life skills, which optimizes personal autonomy of students with deficiencies, responsibility and self-confidence, as well as future success of their integration into adult life.  Decorative candles workshop “Licurici” (“Firefly”) – in which the activities (manufacturing and decorating candles, sold through exhibitions, fairs, etc.) contribute to the achievement of compensatory-rehabilitation objectives:  Multisensory stimulation  Development/correction of psycho-motility (precision, coordination, movement synchrony, using of both hands, etc.)  Development of aesthetic sense  Stimulation of creative imagination and education of potential aptitudes In addition, group work activity contributes to formation of positive personality traits: self-confidence, realistic evaluation and self-evaluation capacity, empathy, ego strength, spirit of cooperation and mutual help, communication skills, psycho- behavioral balance, etc.
  35. 35. 35  Occupational therapy workshop - where activities take part in training and practicing of some skills (handling, modeling, assembly) useful in practicing of a job or profession, in familiarizing and adapting students with deficiencies to the work demands, in the perspective of a good socio-professional integration. Ergo-therapy workshop is a space intended primarily for occupational therapy activities undertaken by the educator-teacher, equipped with specific work-related materials (yarns, sets of scissors, hole punches kits, painting kits, kits for weaving, clay modeling and so on), and the equipment necessary to carry out various presentations useful for therapy activities. Using natural materials gathered by themselves, the students create themed decorative objects, combining seeds, sackcloth, roots or textile leftovers. Products made by students: collages of seeds, braids made of rope, decorations with natural materials, folk art objects; small bags, embroideries, greeting cards, clay objects represent a permanent exhibition of occupational therapy workshop, but can also be admired in thematic exhibitions and fairs organized in Bucharest.
  36. 36. 36 Provides activities that may constitute good practice models regarding education based not only on performance but also on the formation and internalization of authentic values, Christian orthodox included. Thus, the school offers:  school training according to the plans and programs for all study subjects approved by the Ministry of Education  in-depth study of the German language  after school program  meal serving by students  learning chess  openness to spirituality: “School of God” („Şcoala lui Dumnezeu”) by studying religion and management of training students based on Christian principles The philanthropic activity of the Department of Social Services of the Romanian Orthodox Archdiocese of Alba Iulia intertwines with the social activity of the “Orthodox Philanthropy” association (“Filantropia Ortodoxă”) in Alba Iulia by mission (development of local communities in Alba and Mureş), purpose (improving quality of life in local communities through: social, medical, cultural, educational, economic and environmental services, provided according to Christian spirit) and through objectives. “Varlaam Mitropolitul” School from Iaşi
  37. 37. 37 OBJECTIVES  Diversification of primary and specialized social services from local communities  Initiate and support programs and projects for the development of local communities  Development of programs by and for youth: internships, courses, competitions, exhibitions, conferences, seminars, round tables, data banks, web pages, specific voluntary actions, camps and excursions  Promoting human rights and fight against discrimination of any kind  Development of networks of volunteers and training programs for them  Strengthening partnerships with institutions and organizations in the community  Development of programs in partnership with public authorities, institutions, organizations and businesses from the country and abroad  Diversification of funding sources, including the development of own economic activities for self-financing
  38. 38. 38 BEST PRACTICES FOR HIGHER EDUCATION AVITECH Company Modern technology becomes one of the key elements absolutely necessary for the implementation of a coherent process to improve Romanian education system. 1999 – Establishment of AVITECH company 2000 – Acquiring of number 1 position in Romania in the domain of video projection and conference systems and introduction in the portfolio of professional solutions of sound amplifying. 2001 – Introduction of video conference systems on the market of Romania Retrieved from: AVITECH aims to constantly promote performance in the educational system, being one of the most involved providers of educational solutions, both through incorporation of the newest means of teaching in the offer that meets market demands and the numerous special programs offered to educational institutions.
  39. 39. 39 2.3 GOOD PRACTICES IN WORKING WITH STUDENTS WITH SPECİAL NEEDS Special Secondary School nr. 7 Bucharest, Romania The Leonardo da Vinci life-long learning partnership titled Comparing the techniques used in the vocational education of children with special needs and supporting their social and professional integration (acronym: WorkSEN) has facilitated an exchange of good practices between teachers from Turkey, Romania and Poland. By means of visits to participating schools, the teachers have enriched their professional experience by comparing the special educational systems and curricula of partner countries, and the teaching methods and techniques used in working with mentally disabled children. Good practices in class Mobility to Turkey (14 to 20 November- 2011) Work visits to special schools were organised, which have occasioned the experience exchange between teachers and students. During this visit, the students from Romania have worked together with their colleagues from Turkey, knitting, crafting, listening to the Turkish students playing traditional instruments and painting, thus having the opportunity to know the way their colleagues from other countries learn and prepare for life. The teachers took part in class activities, observing the teaching methods of the Turkish special educational system. Discussions took place on the educational and practical activities enjoined by the curriculum in order to integrate children with mental disabilities (occupational therapy, drawing, painting, cooking, artisanship, music, knitting etc.).
  40. 40. 40 Mobility to Romania at Special Secondary School nr. 7 (26 March to 1 April- 2012) During the school visit, the students from Poland and Turkey took part in reading, writing, drawing, painting, maths and sports activities in class, together with students from Romania, and have asked questions about the school programme.
  41. 41. 41 Strong points of class activities in the visited institutions which constitute an example of good practices  Involvement and professional commitment;  Empathetic teacher-student relationship;  Comparative approach to diagnostic evaluation (IQ limits for various degrees of disability and associated deficiencies, skill limits);  Differentiated educational treatment of students according to the type and degree of handicap;  Material resources and learning environment adapted to the students' needs (e.g. individual, one-to-one work in case of children with severe disabilities);  Development of skills and abilities for personal autonomy and for real-life situations and also for socio-professional integration;  Focus on specific aspects of career orientation and social integration; Educational activities were organised according to the children's abilities and accorting to school programme. The students' motivation has increased as a result of the approach toward the project activities. The following objectives have been met:  Improving the students' attitudes and skills of adapting to school and work environments;  Improving the students' preprofessionalisation abilities for professional integration;  Developing the skills of children with disabilities in order to support the necessary abilities for developing a future career; Good practices in project activities The activities undertaken by the students from partner countries took place during cooking and decoration workshops and dance shows. Cooking workshop The students from Poland and Turkey which took part in the mobility prepared a Tiramisu cake with the help of students from Special Secondary School nr. 7. They were congratulated and rewarded with certificates for their work. The cake was served by all the participants.
  42. 42. 42 Easter decorations workshop The partners were invited to a visit to the local Children's Club, where children with special needs undertake extra-school and extra-curriculum activities. During this visit the Easter decorations workshop took place, during which children and teachers from Romania, Turkey and Poland have worked together. Certificates of participation were awarded. Dance show The children from partner countries have performed both modern and traditional songs and dances. The dance show also aimed at involving the local community in the project activities and integrating the children with special needs into the community by organising the show with the aid of a mainstream school. The show was appreciated by the both the participants and the local community. The dancers and musicians were awarded certificates for their artistic talents.
  43. 43. 43 Two days of professional experience The students of Special Secondary School nr. 7, participants in the Leonardo da Vinci WorkSEN project, took part in two days of professional activities in the Little Pizza-baker's Shop and folk artisans' fairs according to the activity plan of the project. Sixth grade and other students of the school have undertaken preprofessionalisation activities during which they learned to bake pizza. After the activities, the students received certificates. These activities have been organised with the aim of developing practical abilities, in order to prepare secondary school students for school and professional guidance toward arts and crafts schools.
  44. 44. 44 During the project activities, the students took part in traditional craft workshops in order to guide them toward traditional crafts such as pottery, sewing, artisanship, painting glass icons etc.
  45. 45. 45 Exhibition and sale of products made by the students on the occasion of the winter holidays (December 2012) during the Leonardo da Vinci project at the Romanian Peasants' Museum. Exhibition held by the students from Turkey during the mobility to Romania.
  46. 46. 46 The students from each partner institution have exchanged handmade postcards on their special days, such as national, religious and traditional holidays. This exchange allowed students to actively take part in the communication section of the project. Postcards made and sent by the students from Romania to the project partners on the occasion of the winter holidays. Postcards received from the project partners (students from Poland and Turkey). Virtual company The students of Special Secondary School nr. 7, participants in the WorkSEN project, have made a number of products: paintings, glassware, bottles, painted globes decorated with various materials, holiday postcards, traditional gifts, manually painted polystyrene Easter eggs, handmade tablecloths and handkerchiefs etc. In order to support the entrepreneurial spirit and develop ties to the professional environment, the students were encouraged to establish a virtual company in order to simulate selling the products. They chose a manager, a sales representative and an accountant. The company was implemented on the project's website, each partner country having a page where to display the products. Here are some of the products made by the students from Romania, together with the prices they have set for them, in national (RON) and European currency (EUR). All Christmas ornaments: 11 EUR / 49.5 RON
  47. 47. 47 During the project mobilities, the professional offer and the level of social insertion of children with special needs were compared by presenting the situation (offer of special professional schools and labour market) in Romania and in the partner countries. It has been noticed that the educational offer can be enlarged with jobs offered to persons with disabilities in other countries (barber, hairdresser, cashier, cleaner, artisan etc.). By comparing the degree of social insertion of youths with disabilities we notice the fact that both in Turkey and in Poland there is a greater concern on the part of both the public economic sector and the private sector to offer jobs to disabled youths for trades they have qualified for through professional schools. Also, these youths are being helped to find employment, and they can qualify at the workplace. The governments of partner countries offer a greater social protection to youths with disabilities which qualify for a trade, by helping them to find employment. Multimedia presentations In Turkey, the project coordinator (from Special Secondary School nr. 7) presented a guide for school and professional guidance.
  48. 48. 48 In Romania, presentations regarding the Report on the labour force for students with special needs from participating countries took place. The University of Bucharest has compiled a guide of good practices for parents, Based on the guide for parents made by the University of Bucharest, a training course to prepare families of children with special needs and volunteers (members of society) regarding the work legislation and social rights of disabled persons.
  49. 49. 49 Course for parents Stills from the course for parents regarding work legislation and the rights of disabled persons. The 15-hour course module has been shown to the parents by the school headmaster and the project coordinator (teachers Lucian Mozer-Schönborn and Carmen-Marilena Ș erbănescu). The post-test questionnaires have shown an improvement of the parents' knowledge both with regards to legislation and to the psychological knowledge of their own child (needs and support, method of approaching deficiency). School guidance for children with mental disabilities Examples of individual counselling of the students' parents with regard to the educational offer of special professional schools. At the end of the eighth grade, individual counselling of the students and their parents takes place. The educational offers of special arts and crafts schools are shown. Each parent and student is counselled by the class director. Educational offers of some arts and crafts schools (vocational schools) Offer nr. 1:  constructions, plumbing and public works o construction worker (finisher)  tourism and food service o hotel worker o catering  food industry o milling and baking  textiles and leather o knitting and clothing Offer nr. 2  mechanic o construction worker (metal structure assembler)  constructions, plumbing and public works o plumber (technical-sanitary installations) o wallpapering, wall-painter  wood industry o carpenter
  50. 50. 50  food industry o fish and meat products The parents were told of the importance of school and professional guidance:  Every society requires the practice of trades and services;  Each student has the possibility of learning and practising a craft that is useful to society;  Through work, each can win his bread and help his peers;  The practice of a trade requires a certain system of communicating and relating to those around;  In the practice of a trade, knowledge and habits that are accumulated through schooling in an ACS are needed;  Work requires effort, and the results depend on it, and on the level of training. Each parent understood the importance of school guidance and will choose a trade for their child according to the child's preference and the recommendations of the class educator, the professionalisation activities teacher, the psychodiagnostician, the school medic and the school's professional guidance committee. A society's level of civilisation can be assessed by the attitude they display toward persons with special needs. Furthermore, the social and professional integration of children with SEN is dependent upon the attitudes and material conditions offered to them by society, which has obligations toward all of its members. The Constitution of Romania stipulates the right to work and equal rights for all its citizens, without discrimination. Two visits to ACS 2 and ACS 3 with the students were arranged in order to achieve the knowledge and behaviours related to preprofessionalization, to know the special education arts and crafts schools in Bucharest and to achieve optimal professional guidance. The purpose of these visits was to get acquainted to their future professions. During those visits, the students received information about the various trades which form the educational offer of the two schools, about the tools use in those trades, about the usefulness of each trade and about the employment opportunities after graduating from professional school. The job offer accords to the students' capacities and to the demands of the labour market (construction worker, carpentry, food service worker etc.).
  51. 51. 51 During the Leonardo da Vinci WorkSEN project, a visit was arranged to the hotel where the students of an arts and crafts school undertake practice for jobs in tourism and food service. The employers expressed their satisfaction regarding the way children with special needs have been working and informed us of their being willing to employ those who graduate from professional school as hotel and food service workers.
  52. 52. 52 Through the activities which have been proposed and undertaken in the project, the following good practices were emphasised:  The exchange of professional experience, through: o comparing the visions (concepts) for the most effective means to integrate students with special needs (with regard to the cultural aspects, material and human resources, labour market, social status of the family etc.); o socialisation and communication (linguistic, intercultural and professional);  Participating in the school activities and discussing the work methods used for students with special needs;  Ties between teachers and educators from the academic and pre-academic educational environments;  Emphasis on specific aspects of career guidance and social integration of students with special needs;  Discussions regarding practical and educational activities for integrating children with special needs;  Promoting the integration of persons with special needs into the social and professional life;  Improving the educational approach by comparing the different educational systems;  Improving the inadequate behaviour of certain families or parents toward children with special needs;  Presenting the opportunities on the labour markets of the participant countries for students with special needs, especially for those with mental deficiencies. The activities undertaken in the project aimed at (and achieved) developing the skills of students with special needs, their motivation, increasing their confidence in their abilities. They felt equal to the rest of their peers, acknowledging the fact that they are important members of society. Through the practical activities undertaken during the workshops, visits to special professional schools, the two days of professional experience and by creating a virtual company on the project website, the students' social and entrepreneurial skills have been developed, thus fulfilling the project's objectives. The positive impact on the local community, parents and students from mainstream education was noted, especially after involving them in the dance show and workshops. Uploads to the project site ( demonstrate the variety of the activities and their impact on the community.
  53. 53. 53 Mobility to Romania at the Department of Special Psychopedagogy Representatives of the Ministry of Education, Research, Youth and Sports, of the School Inspectorate of the Municipality of Bucharest (the inspector for special and integrated special education, Adrian Romeo Cozma), as well as representatives from associations working with children and youths with special needs were invited. The project was presented, and also the parents' training guide on how to treat children with disabilities, the work legislation and their social rights. Representatives of the public authorities have shown a few video presentations regarding the issue of children with special needs in Romania and expressed their interest for the project's subject, as well as for their willingness to support the social and professional integration of youths with special needs. The project activities had an important impact on the students, families, teachers and the local community, leading to:  An increase in the quality of the instructive-educational act and the improvement in the school and professional guidance for students with special needs;  An improvement of the cooperation between the school, family, community and the economic sector;  An increase in the school's prestige.
  54. 54. 54 2.4 EXAMPLES OF GOOD PRACTICE TAKEN IN WORKSEN PROJECT HURİN YAVUZALP VOCATIONAL SCHOOL We accept individuals under the age of 23, those completed primary school but unable to continue to all general secondary educational institutions. A total of 91 students, including 61 boys and 30 girls continues to our school in 2012 to 2013 academic year. The school aims to give special education to the mid level, educable,mentally handicapped to improve their social life skills and help them to adopt them into society and also help them to gain knowledge and skills related to work life. Education & Training activities according to state of mental obstacle; HANDICRAFTS: Jewelery design, decorative home furnishing, wood painting and lower arrangements are carried out to develop manual skills in our workshops. FOOD TECHNOLOGY: We have also carried out activities in areas such as food preparations, cooking techniques, ironing, using washing machine and dishwasher to help students in their daily lives.
  55. 55. 55 HOUSERY: There are suitable facilities for both boys and girls to work on sewing and knitting areas in our housery workshops, in the aim to recognise and able to use kind of machines in their future professional lifes..
  56. 56. 56 SCHOOL ACTIVITIES School fairs are organised each year, and always attract great attention.
  57. 57. 57 School Folk Dance and dance team continues to work . Success of our school sports teams continues nationwide. “ EXAMPLES OF GOOD PRACTICE Leonardo Partnership Project was launched in 2011 by the school teachers. Short Name Of The Project: WORKSEN Name Of The Project: Comparing The Techniques Used in Special Needs Vocational Education and Supporting Their Social and Vocational Integration. 1)TURKEY Our project is under the coordination of Hurin Yavuzalp Work School and has partners which are Mamak District Education Directorate (Silent Partner) 2) TURKEY Bala Public Education Center 3) TURKEY Union of Chambers of Ankara Tradesmen and Craftsmen. 4) ROMANYA-BÜKREŞ- Scoala Speciala nr. 7 - Secondary education
  58. 58. 58 5)POLONYA – LESZNO - Specjalny Osrodek Szkolno-Wychowawczy im. Jerzego Strzalkowskiego w Lesznie - Technical and vocational secondary education 6) ROMANYA- BÜKREŞ- Universitatea din Bucureşti, Facultatea de Psihologie şi Ştiinţele Educaţiei, secţia Psihopedagogie specială-Unıversıty So in this project: -Effective engagement of disabled pupils with social life in terms of their skills and knowledge. -The practise of employment according to their professional skills. -Training parents on how to treat their children and live happily with them. -Comparison of curricular content and good experience. -In addition to academic purposes, students got involved in the project activities as active participants to share their experiences. -Partners organised dance performance, hand made postcard exchanges, work experience and product exhibition. MOBİLİTİES; Visits were made between countries in order to remedy the deficiencies in special needed education, with sharing new developed approaches, content of curricula and practices. Some of our project partners from Romania and Poland made a visit to our school and two more in our district ; MAMAK EDUCATION SCHOOL OF BUSINESS APPLICATION and ÖZKENT AKBİLEK in September 2011
  59. 59. 59 Romanian students met our students
  60. 60. 60 Second mobility to ROMANIA-BUCHAREST-Scoala speciala nr. 7 - Secondary education 'a took place in March 2012. Exhibited to the hand crafts During visit at Special School nr 7 in Bucharest pupils participated in Easter workshops.
  61. 61. 61 Our students danced and exhibited crafts activities in Romania. Poland, Romanian and Turkish pupils prepared a tiramisu dessert . At the end of the activity the certificate was given to children. THIRD MOBILITY TO ROMANIA
  62. 62. 62 In the third mobility, we had chance to know schools in Romania and compare curriculums. School students made and sent some postcards to other partners students . In order to support social integration and rehabilitation, our students exhibited their own made products in exhibitions and bazaars in Ankara.
  63. 63. 63 PARENTS’ TRAINING COURSE Families were informed about the laws on the rights in order to ease their burden. In order to improve the school-sector cooperation, to be employed in the business areas according to their skills, different establishments were visited students made short-term applications in those workplaces.
  64. 64. 64 Project partners created a web site on the purpose of data sharing about the activities.
  65. 65. 65