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Q4 s testing in bg by medical college

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accessible and quality training for students with disabilities

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Q4 s testing in bg by medical college

  1. 1. Feeling for Full Life Daniela Manova Lecturer in Medical College “Yordanka Filaretova” Medical University Sofia manova_dany@abv.bg
  2. 2. If a person cannot work what he/she loves, they must  learn to love what they work. (a Japanese proverb)In their childhood, people don’t usually choose to workwith people with disabilities. It just happens and then adifferent value system is built.I started working with children with cerebral palsy in1990.Since 1995 I have been teaching masseurs with visualimpairment.
  3. 3. AIM OF THIS PRESENTATION• To present the academic and professional training of masseurs with visual impairments which is the only one in Bulgaria• To present the results of the joint work with Marie Curie Association within Q4S project
  4. 4. TRAINING OF MASSEOURS WITH VISUALIMPAIRMENTS IN MEDICAL COLLEGE “YORDANKA FILARETOVA” – SOFIA, BULGARIAEmployment is a key to social integration and is one of the most important ways of combating social exclusion of people with disabilities and promoting of their independent life and dignity. Therefore oneof the educational goals set for “Masseur with Visual Impairment” major is acquiring of knowledge and skills through which they are socially integrated,their independence is encouraged and their dignity is preserved.
  5. 5. THIS IS US
  6. 6. HISTORY• This major has been established through initiative of the Ministry of Health, Ministry of Labour and Social Policy and Union of the Blind in Bulgaria• Training started in 1976 and during the first few years students without visual impairments were also trained• Since 1997 the training course continues for three years and students over 71% disability (loss of working capacity) are accepted
  7. 7. EDUCATION• Tertiary – “Professional Bachelor” degree• Form – full time training• Duration of study – 3 years• Curriculum – 3350 hours
  8. 8. METHODS OF EDUCATION• Audio tapes• Lectures and exercises that are visualized through models and enlarged schemes. When using multimedia and educational videos they are accompanied by a detailed description• Demonstrations done simultaneously by both trainer’s and student’s hands• Thematic discussions• Workshops• Self-preparation• For educational workshops – working with patients
  9. 9. TRAINING EXERCISE
  10. 10. EXERCISE IN MASSAGE
  11. 11. EXERCISE IN MASSAGE
  12. 12. KINESITHERAPY EXERCISE
  13. 13. PROFESSIONAL COMPETENCES• To work in massage rooms in rehabilitation hospitals and medical centers• Sports teams• Hydropathic offices• Heat treatment rooms• Hotels and SPA Hotels – SPA and Wellness• Fitness clubs
  14. 14. JOINT WORK WITH MARIE CURIE ASSOCIATION WITHIN Q4S PROJECT• March, 2011 – first meeting• Results – through the survey made about accessibility and quality of the training environment we got a real assessment for the actual students’ attitude towards the training, teachers, ways of teaching, and organization of the teaching process.
  15. 15. JOINT WORK WITH MARIE CURIE ASSOCIATION WITHIN Q4S PROJECT• The study of the students’ needs through specialized for people with disabilities website exceeded its goals• On the basis of the conclusions made, students, trainers and the college have an acquisition – speaking blood pressure measuring apparatus, tape recorders and purchasing of a computer with specialized software for people with disabilities is forthcoming
  16. 16. Website presentation www.q4s.eu – March, 2011• It provoked excitement and curiosity• It was held in hearty working environment• Students were extremely concentrated• They demonstrated different ways for using of computer – through large sized font or a magnifier. There were students who did not have computer skills and it was difficult for them to follow the meaning of the text• Many discussions, questions, comments, recommendations – active involvement
  17. 17. Website presentation www.q4s.eu – March, 2011
  18. 18. Website presentation www.q4s.eu – March, 2011
  19. 19. Website presentation www.q4s.eu – March, 2011
  20. 20. POSITIVE ASPECT• Rich and varied information material• Thematically structured and understandable• Interesting and of great benefit for the students• Interesting and of great benefit for the trainers especially the part related to skills• There are links to different ministries and organizations
  21. 21. THE MOST INTERESTING• Case studies They provoked different associations and willingness to tell their own  stories
  22. 22. THE MOST INTERESTING• Self-review profiler Connecting individual characteristics of students with a skill immediately distinguished several groups. Those who could not use a computer were interested in section “ICT Skills” “Group work” was also interesting especially in combination with visual impairments The links in this section were visited and there were recommendations for updating the information and including of judo for visually impaired. Other sports, such as goal-ball, chess, and even shooting were also mentioned.
  23. 23. THE MOST INTERESTING• Useful Information The links there are really useful and additionally extend the information• Disability and Skill Guides The option for printing is convenient and can be used at any time by parents and relatives
  24. 24. RECOMMENDATIONS• Information for professional realization to be added• To add links with labour offices and employers• Workplaces of people with visual impairments to be popularized – for example specialized rehabilitation hospitals or other places as well as the different professions in which traditionally or not visually impaired people are trained• To create forum
  25. 25. RECOMMENDATIONS• To extend the age scope for which the website is intended Information there is useful even for those who are going to make choice for professional realization Parents can help themselves and their child when they are informed in time for any difficulties and the respective enabling strategies• To promote the site in medical institutions and by the social workers
  26. 26. SUMMARY• Students’ opinion for the website and its information was different from the experts’ one Students searched and found information related to their difficulties Experts found terminological inconsistencies
  27. 27. SUMMARY• According to students, who are the real users of the website, it is: accessible abundant in information necessary provoking lacking in information about professions
  28. 28. CONCLUSIONS• Contacts and meetings with MCA in one year made the students to rethink their attitude towards learning and to become more responsible• Students’ participation in the three meetings is outside their curriculum and is expression for their active behaviour• At the beginning for us, the trainers, it was a real challenge to convince them to participate and to be active
  29. 29. CONCLUSIONS• Participation in this project improved the trust between teachers/trainers and students and even if this is the only thing we have done, it is too much for these people, who mostly expect to be unnoticed.• When a person realizes their strengths and their real situation then he/she finds strength to live with all that he/she has and to go ahead.
  30. 30. THANK YOU!• For ethic and sympathetic attitude of MCA’s team• That the team has a person with visual impairments who does her work with a smile and this is a hope that it is possible for a person with disability to realize successfully• For the opportunity for a student in “Masseur” major to participate in National Advisory Group meeting and he was given a chance to express his competent opinion about the software and the accessibility of the website.
  31. 31. THANK YOU! I WISH YOU SUCCESS ANDLET ALL THAT YOU HAVE SOWN TO SPROUT

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