This presentation was given at the AVA expert conference on validation, held in Vienna on the 13th of October 2015.

1. Functional Diversity Management
Methodological Guide to the Access of Persons with Disabilities to the
Recognition, Validation and Certification of Skills
AVA - Jour Fixe
Vienna, 13-10-2015

2.  Contextualization
 Methodological Guide to the Access of Persons with
Disabilities to the Recognition, Validation and Certification of
Skills
 Aims
 Accessibility
 Functional Diversity Management
 Hearing
 Vision
 Mental Functions – Intellectual
 Mental Functions – Mental Illness
 Neuromuskular/skeletal andVoice and Speech Functions
 Correlation Matrix – Key Competences Referential and Body Functions
 Results

3. Contextualization
 The Portuguese System of Recognition, Validation and
Certification (Ordinance n.º 1082-A/2001 de 5 de Setembro, Ordinance
n.º 86/2007 de 12 de Janeiro) aims to recognise, validate and certify skills
developed in formal and informal contexts during a person’s life cycle,
thereby increasing the level of qualification of Portuguese citizens.
 Cerebral Palsy Association of Coimbra – APCC works in the area of
recognition of skills with people with and without disabilities and is
specialised in providing technical support to other institutions when dealing
with people with disabilities. It is a local service focused on the individual,
working in close collaboration with the community.

4. Methodological Guide to the
Access of Persons with
Disabilities to the Recognition,
Validation and Certification of
Skills

5.  Openness and Flexibility
 Plurality and Diversity
 Widening the interventions
 Promotion of the Quality of Life
 Individualization of the process
 Valuing the acquired skills and competences
 Active participation
 Support and mobilization
 Networking
 Attitudinal accessibility
 Equal Opportunities/Equality of Participation/Equality of Condition
Conceptual Framework

6. Aims
 To ensure that people with disabilities have the right to formal certification
of the skills developed during vocational training or those related to
personal and professional experiences (formal, non-formal and informal
contexts).
 To ensure equal opportunities for people with disabilities in relation to the
processes of Recognition,Validation and Certification of Skills.
 To raise people’s awareness with regard to the importance of lifelong
learning.
 To promote self-knowledge and empowerment of the individual since he is
the key-actor of the process.
 To enhance the profile of employability by increasing the levels of
qualification, particularly in terms of academic certification (4th, 6th and 9th
grade) or secondary education (12th grade).

7. Reception
Evaluation and
Guidance
Recognition,
Validation and
Certification
of
Competences
Personal
Development
Plan
Activities and Processes
4th, 6th or 9th Grade
Certification
12th Grade Certification
Professional Certification
Levels of Qualification

8. Resources and
Strategies for
Inclusion
Support
products/technical
help
Significant others
and attitudes
Services, systems
and policies
Accessibility as a requirement for
the inclusion of functional diversity:
 Architectural accessibility
 Communicational accessibility
 Methodological accessibility
 Instrumental accessibility
 Programmatic accessibility
 Attitudinal accessibility

9. Body Functions
and Structures
ParticipationActivity
Environmental
Factors
Personal
Factors
Health Conditions
(disturbance or disease)
The International Classification of Functioning, Disability and Health - Practicality of the Biopsychosocial
Model
Interaction between the Components of the Functionality Process

10. Which criteria can be
compromised in a situation
where there is a
compromise in a certain
body function /structure?
E.g.: fluently may be a problem for
people with compromise in their
voice and speech by functions but
that does not mean that within his
functional framework the person
does express himself with fluency
What are the strategies
(facilitators) to mobilize in
order to overcome the
obstacles?
The resource to technical help
for face to face communication
can be a facilitator to use within
the process of recognition and
validation presenting itself as
facilitator to participation so it is
possible to demonstrate that skill
with the resource of the
facilitators that ensure
communication.
Express yourself
fluently,
articulating ideas
and justifying
opinions.

11. Hearing Functions
 The utilization of the Portuguese Sign Language as the mother tongue in all
questions regarding the Portuguese Language
 Adaptation of evidence criteria not demining its complexity – the
adaptation concerns the ways of interaction between the person and the
context
 Problem situations must be supported with exemplifications, drama or
schemes or the realizations of practical tasks
 All criteria concerning communication via Portuguese Sign language are
possible of being demonstrating trough different and alternative forms of
communication (drama, video, ppt, images, schemas, etc.)

12. Vision Functions
 Adaptation of evidence criteria in order to be demonstrated by Braille and
all material regarding the process must be available in Braille or audio
 Software and equipment accessible for people with changes in the vision
function
 Manipulable materials and equipments (audio, embossed material)

13. Mental Functions - Intellectual
 Adaptation of evidence criteria not demining its complexity – the
adaptation concerns the ways of interaction between the person and the
context
 The formulation of the criteria must be more close to the person life
context and with concrete references to the daily life
 The person must be allowed to demonstrate his competences using his
particular and specific way of being, acting and communicating (using
pictoric images to exemplify the criteria “to communicate results of a
project using Portuguese Language”)

14. Mental Functions - Mental Illness
 The operationalization of the process regarding people with mental illness
reports mostly to interpersonal relationships and the affective valorisation
of the process
 The criteria that mobilize attention, memory, emotions, perception,
cognition are to be conducted carefully (medication)
 They can express difficulty coordinating certain oculomotor movements so
it may be necessary to mobilize technical assistance/ support product
 Understand that there is no rigid boundary between the end of "normality"
and the onset of the mental disturbance: there is a continuity either on the
severity of symptoms either on duration

15. Neuromuskular/Skeletal and Voice and
Speech Functions
 More common: paraplegia , quadriplegia , hemiplegic , cerebral palsy
 Architectural, communicational and instrumental accessibility
 Adaptation of evidence criteria not demining its complexity – the
adaptation concerns the ways of interaction between the person and the
context
 The person must be allowed to demonstrate his competences using his
particular and specific way of being, acting and communicating
(communicational software)
 The person needs support to be physically comfortable (bathroom, thirst,
etc.)

16. MediumTime
Total Duration
(includes autonomous
work)
Total Duration –
In Presence
Sessions of
Recognition
Total Duration -
Complementary
Training
Quality Chart 200-600h 25-40h 25-50h
Vision and
Hearing
>600h 70-100h >50h
Intellectual
Functions
Flexible Recognition/Training (in presence
sessions) 150h
Mental Illness Flexible Recognition/Training (in presence
sessions) 150h
Functions related
to Movement and
Voice and Speech
200-840h 25-56h 27-70h

17. Correlation Matrix
– Key
Competences
Referential and
Body Functions –
Basic Level 9th
Grade

18. National Results
45
148
201
141
185
0
50
100
150
200
250
2008 2009 2010 2011 2012
Certificates

19. Graph representing
the % of certified
clients with and
without disabilities
Graph representing
the % of certified
clients with disabilities
by level of qualification
Graph representing
the % of prevalence of
specific disabilities
among clients
171certifications clients disabilities

20. APCC Experience: Stakeholders Focus Group
Mental Illness
Adults
 Constraints: difficulty in developing the activities at the hospital, lack
of ability to concentrate, difficulty in maintaining the confidentiality
of the work done
"... put in memory and stay there!”
"I had a hard time concentrating on the study because of all the lights and
curiosity of people around here ....”

21. APCC Experience: Stakeholders Focus Group
Mental Illness
Professionals
 Constraints: Institutional and political/strategic
"There are no educational responses because they are sick ...”
 Capital gains: training autonomy skills, increased educational
qualifications, positive reinforcement for the rehabilitation process
"They felt valued, even in the training in public transportation ...”

22. APCC Experience: Stakeholders Focus Group
Mental Illness
Adults
 Capital gains: computer skills, socialization, learning, perception of
independence
"I also did not leave the hospital unless with my family, but now I go alone”
"The computer ... everything!”
"I learned about equipments, health, I also learned a bit of economy.All
these themes."

23.  "Active Inclusion - Active inclusion of young people with disabilities or
health problems " was the study conducted by the European Foundation
for the Improvement of Living and Working Conditions (Eurofound) which
analyzed the situation of young people with disabilities or health problems
in 11 countries (Denmark , Finland, France , Germany, Ireland , Netherlands,
Poland , Portugal , Spain and the UK) .
 This inclusive experience was identified as an example of good practice
regarding the integration of people with and without disabilities. The study
highlighted the fact that APCC provided an inclusive service that was
directed at all citizens, particularly those who are disabled and therefore
face barriers when it comes to training and employment, and considers that
the rights of people with disabilities were guaranteed and community
outreach was promoted.

24. Gains
 Ensured that people with disabilities or in disadvantage are entitled
to formal certification of skills acquired during training processes or
from personal and/or professional experiences (formal, non-formal
and informal contexts)
 Guaranteed equal opportunities for people with disabilities or in
disadvantage regarding the access to the process of Recognition,
Validation and Certification
 Promoted the awareness of people with disabilities or in
disadvantage regarding to the importance of life long learning
 Promoted self-knowledge and empowerment of the individuals as
they are the key players in this process

25.  Improved the employability profile of the population with special
needs by raising their qualification´s level, especially in terms of
academic certification (4th , 6th , 9th and 12th grade )
 The process oriented the client towards the future by concluding
with a Personal Development Plan
 Promoted the self-determination of people with disabilities and
people in situation of disadvantage
 Promoted the recognition by the local community of the needs of
people with disabilities since it was an integrative project that
worked with ALL citizens
Gains

26. Functional Diversity Management
Methodological Guide to the Access of Persons with Disabilities to the Recognition,
Validation and Certification of Skills
dora.redruello@apc-coimbra.pt