Strategy of social inclusion of the youth with special needs: Moscow experience

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Strategy of social inclusion of the youth with special needs: Moscow experience

  1. 1. Strategy of social inclusion of the youth with special needs : Moscow experience Prof. Mikhail Nikitin, Director of Institute for VET Research, Moscow, Russia
  2. 2. Профессиональное образование Москвы
  3. 3. Students with special needs at Moscow colleges (2010)
  4. 4. Categories of students with special needs at Moscow colleges <ul><li>With somatic diseases – 29,4% </li></ul><ul><li>With learning and behavioral problems – 7,9% </li></ul><ul><li>With intellectual retardation – 40,2% </li></ul><ul><li>With locomotor problems – 6.6% </li></ul><ul><li>With speech problems – 0.3% </li></ul><ul><li>With eyesight problems – 1.1% </li></ul><ul><li>With hearing problems – 14.7% </li></ul>
  5. 5. Types of special general schools <ul><li>Type I – for deaf children and children with hearing problems ; </li></ul><ul><li>Type II - for children with hearing and speech problems ; </li></ul><ul><li>Type III - for blind children ; </li></ul><ul><li>Type IV – for children with eyesight problems ; </li></ul><ul><li>Type V – for children with serious speech defects ; </li></ul><ul><li>Type VI - for children with locomotor problems ; </li></ul><ul><li>TypeVII – for retarded children ; </li></ul><ul><li>Type VIII – for children with mental problems . </li></ul>
  6. 7. Education and training opportunities for youth with special needs (to address their individual needs, capabilities and interests) to ensure their social inclusion <ul><li>General secondary education </li></ul><ul><li>Initial and secondary VET </li></ul><ul><li>Higher/university education </li></ul><ul><li>Continuing education and training </li></ul>
  7. 8. Formats of VET offered to students with special needs at VET colleges <ul><li>Inclusive format </li></ul><ul><li>Integrated format (partial, full and temporary integration) </li></ul><ul><li>Separate (special) groups </li></ul>
  8. 9. Occupations of training for people with special needs at Initial VET schools
  9. 10. Occupations of training for students with special needs at Secondary VET schools
  10. 11. Occupations most favoured by students with special needs <ul><li>Translator into sign language; </li></ul><ul><li>Insurance sector ; </li></ul><ul><li>Self-employment in the social sector . </li></ul>
  11. 12. Innovative models of VET for students with special needs at Moscow colleges <ul><li>Workplace learning/training (crafts centres, e.g. for students with mental and psychic problems) followed by employment opportunities </li></ul><ul><li>Small enterprises for graduates with special needs set up at colleges </li></ul><ul><li>Social and occupational adaptation by means of vocational orientation and career guidance </li></ul><ul><li>Use of distance-learning </li></ul><ul><li>Structural units established at colleges specifically for students with special needs (e.g. for deaf students) </li></ul>
  12. 13. Integration of vocational, correction and developmental teaching and learning <ul><li>Training teachers to work with students with special needs </li></ul><ul><li>Identification of learning needs, interests and capabilities of individual students </li></ul><ul><li>Designing individual learning paths </li></ul><ul><li>Psychological, methodological, medical and social support to learners all along the way </li></ul>
  13. 14. Problems awaiting resolution <ul><li>- Unbalanced territorial distribution of VET schools that train students with special needs </li></ul><ul><li>- Lack of a comprehensive programme integrating efforts of various ministries and stakeholders </li></ul><ul><li>- Lack of structured anticipation of demand for training students with special needs </li></ul><ul><li>- Lack of adequately trained teachers </li></ul><ul><li>- Problems with jobs for graduates with special needs </li></ul>
  14. 15. Thank you for attention Research Institute for VET 3, 2-nd Baltyisky pereulok, Moscow, 125315 Tel. : ( + 7 499)151-12-87 E-mail : [email_address]

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