Project Experiences of Adult Education in Europe for blind or visually impaired people, LLP Grundtvig Partnershipp Project, http://educationeuropeblindvisuallyimpaired.blogspot.it/
Presentation about the .....(inserire argomento), by the ....group (Italian, Polish, Check, ecc.... inserire nazione).
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 therein.
The occupation of the blind institutes in the 70’Andrea Ciantar
The occupation of blind institutes in Italy in the 1970s was a story of active citizenship by blind people. Blind university students residing in institutes in Bologna and Padua began criticizing the outdated conditions in institutes, including lack of independence and separation of males and females. This led to improvements like more freedom and mixed housing. However, protesters called the institutes "golden ghettos" and demanded closure and integration into families and local schools. Clashes occurred between police and blind protesters barricaded in an institute in Padua in 1969, wounding some. Recently, blind social demands have clashed with attempts to reduce welfare states, but unity among blind Italians has thwarted such attempts. Ongo
El documento describe las consecuencias del calentamiento global, incluyendo el aumento de la temperatura promedio de la Tierra, la fusión del hielo polar y el aumento del nivel del mar. También analiza los efectos en la salud humana, la calidad del agua, y los cambios en los ecosistemas terrestres y acuáticos que amenazan especies de plantas y animales.
Here you'll find the final handbook of the project EXPERIENCES OF ADULT EDUCATION IN EUROPE, FOR BLIND OR VISUALLY IMPAIRED PEOPLE – EDU-B-VIP. LLP GRUNDTVIG PROJECT.
The propject Handbook contains educational practices and experiences organized according to four thematic we used as a map in our path:
- Learning process in non-formal and informal context.
- Blind people's social and working inclusion.
- Active citizenship in the learning process of blind people.
- ICT tools for blind and visually impaired people.
we hope this product will be useful for many others.
See more about the project here:
http://educationeuropeblindvisuallyimpaired.blogspot.it/
This document discusses understanding students with visual impairments. It defines visual impairment according to IDEA and state of North Carolina definitions. Causes of visual impairment include conditions affecting acuity like retinopathy of prematurity or cataracts, and those affecting the visual field like retinitis pigmentosa. Personnel who support students with visual impairments are described. Classroom strategies address the physical environment, supplies/equipment, and instructional techniques. The expanded core curriculum covers compensatory and independent living skills. Strategies for incorporating these skills into lessons are provided. Accommodations in testing and the classroom environment are discussed for students' IEPs.
Approaches to Develop Curriculum for Children Visual ImpairmentRajnish Kumar Arya
This document provides an overview of inclusive education for children with visual impairments. It discusses key terms like inclusion, full inclusion, and inclusive education. It emphasizes the civil right of inclusive education and its benefits for both children with special needs and those without. It notes that today, a large percentage of students with visual disabilities spend over 80% of their time in general education classrooms. The document calls for a policy of inclusion to be implemented throughout schools to ensure all children can participate in all spheres of life and education.
The Core Curriculum for Blind and Visually Impaired Children and Youthseadvisor
The document discusses the core curriculum and expanded core curriculum for blind and visually impaired children. The existing core curriculum includes typical academic subjects like English, math, science, and history. The expanded core curriculum adds compensatory skills like Braille, orientation and mobility, social skills, independent living, recreation, careers, assistive technology, and visual efficiency. It emphasizes that the expanded curriculum helps blind and visually impaired children gain skills to function independently and prepare for their careers.
This document discusses designing assistive technologies for the visually impaired. It proposes a digital impression board and haptic pen that work together to allow users to feel textures and routes on a map. The digital board would use magnets to change textures under the pen tip, while the pen contains buttons, a microphone and vibration to provide feedback. It also suggests expanding these ideas to develop an assistive jacket with integrated GPS and texture detection to guide navigation without maps. The goal is to mirror human abilities and transfer tasks to natural actions through biomimicry and intuitive, memorable interfaces.
1) Blindness is defined as visual acuity less than 3/60 or inability to count fingers at 3 meters. It affects 180 million people worldwide, of whom 45 million are blind.
2) Cataract (19 million), glaucoma (6.4 million), and trachoma (5.6 million) are the leading causes of blindness globally. In India, cataract causes 62.6% of blindness.
3) Prevention programs focus on primary, secondary, and tertiary eye care as well as specific initiatives for conditions like trachoma and school eye health services. The goal is to reduce blindness prevalence through improved access to eye care.
The occupation of the blind institutes in the 70’Andrea Ciantar
The occupation of blind institutes in Italy in the 1970s was a story of active citizenship by blind people. Blind university students residing in institutes in Bologna and Padua began criticizing the outdated conditions in institutes, including lack of independence and separation of males and females. This led to improvements like more freedom and mixed housing. However, protesters called the institutes "golden ghettos" and demanded closure and integration into families and local schools. Clashes occurred between police and blind protesters barricaded in an institute in Padua in 1969, wounding some. Recently, blind social demands have clashed with attempts to reduce welfare states, but unity among blind Italians has thwarted such attempts. Ongo
El documento describe las consecuencias del calentamiento global, incluyendo el aumento de la temperatura promedio de la Tierra, la fusión del hielo polar y el aumento del nivel del mar. También analiza los efectos en la salud humana, la calidad del agua, y los cambios en los ecosistemas terrestres y acuáticos que amenazan especies de plantas y animales.
Here you'll find the final handbook of the project EXPERIENCES OF ADULT EDUCATION IN EUROPE, FOR BLIND OR VISUALLY IMPAIRED PEOPLE – EDU-B-VIP. LLP GRUNDTVIG PROJECT.
The propject Handbook contains educational practices and experiences organized according to four thematic we used as a map in our path:
- Learning process in non-formal and informal context.
- Blind people's social and working inclusion.
- Active citizenship in the learning process of blind people.
- ICT tools for blind and visually impaired people.
we hope this product will be useful for many others.
See more about the project here:
http://educationeuropeblindvisuallyimpaired.blogspot.it/
This document discusses understanding students with visual impairments. It defines visual impairment according to IDEA and state of North Carolina definitions. Causes of visual impairment include conditions affecting acuity like retinopathy of prematurity or cataracts, and those affecting the visual field like retinitis pigmentosa. Personnel who support students with visual impairments are described. Classroom strategies address the physical environment, supplies/equipment, and instructional techniques. The expanded core curriculum covers compensatory and independent living skills. Strategies for incorporating these skills into lessons are provided. Accommodations in testing and the classroom environment are discussed for students' IEPs.
Approaches to Develop Curriculum for Children Visual ImpairmentRajnish Kumar Arya
This document provides an overview of inclusive education for children with visual impairments. It discusses key terms like inclusion, full inclusion, and inclusive education. It emphasizes the civil right of inclusive education and its benefits for both children with special needs and those without. It notes that today, a large percentage of students with visual disabilities spend over 80% of their time in general education classrooms. The document calls for a policy of inclusion to be implemented throughout schools to ensure all children can participate in all spheres of life and education.
The Core Curriculum for Blind and Visually Impaired Children and Youthseadvisor
The document discusses the core curriculum and expanded core curriculum for blind and visually impaired children. The existing core curriculum includes typical academic subjects like English, math, science, and history. The expanded core curriculum adds compensatory skills like Braille, orientation and mobility, social skills, independent living, recreation, careers, assistive technology, and visual efficiency. It emphasizes that the expanded curriculum helps blind and visually impaired children gain skills to function independently and prepare for their careers.
This document discusses designing assistive technologies for the visually impaired. It proposes a digital impression board and haptic pen that work together to allow users to feel textures and routes on a map. The digital board would use magnets to change textures under the pen tip, while the pen contains buttons, a microphone and vibration to provide feedback. It also suggests expanding these ideas to develop an assistive jacket with integrated GPS and texture detection to guide navigation without maps. The goal is to mirror human abilities and transfer tasks to natural actions through biomimicry and intuitive, memorable interfaces.
1) Blindness is defined as visual acuity less than 3/60 or inability to count fingers at 3 meters. It affects 180 million people worldwide, of whom 45 million are blind.
2) Cataract (19 million), glaucoma (6.4 million), and trachoma (5.6 million) are the leading causes of blindness globally. In India, cataract causes 62.6% of blindness.
3) Prevention programs focus on primary, secondary, and tertiary eye care as well as specific initiatives for conditions like trachoma and school eye health services. The goal is to reduce blindness prevalence through improved access to eye care.
The document discusses bats and their ability to use echolocation to catch insects at night. It notes that bats emit rapidly beating cries and listen to the echoes to detect prey. A similar human analog is a blind person tapping with a cane to sense their environment through sound. The document also mentions that bats and other animals like dolphins have sonar abilities that rival or surpass modern radar and sonar technology.
The document provides information on visual impairment and eye diseases that commonly affect the elderly. It discusses causes of visual loss like cataract and age-related macular degeneration. It describes treatments for these conditions like cataract surgery and laser photocoagulation. It also covers other diseases like diabetic retinopathy and glaucoma that can cause vision loss in older adults.
This document discusses technologies that aid the visually impaired. It defines visual impairment as a disability affecting vision or sight. It then describes several modern technologies, including screen reading software that converts text to speech, voice recognition software, CCTVs for magnifying prints, Braille keyboards and printers, smart canes for navigation assistance, OCR software for converting scans to text, and screen magnifiers. The purpose is to sensitize people to how technology has created adaptive devices to assist the visually impaired.
Blindness is defined as visual acuity less than 3/60 by Snellen's chart. Globally, it is estimated that 180 million people are visually impaired, of which 45 million are blind. In India, 68 lakh people are blind according to WHO statistics. The major causes of blindness globally are cataract (19 million), glaucoma (6.4 million), trachoma (5.7 million), and childhood blindness (more than 1.5 million). In India, the primary causes are cataract (62.6%), refractive errors (19.7%), and glaucoma (5.8%). The National Program for Control of Blindness aims to reduce blindness to 0.3%
Vision problems are the most common childhood disability, affecting 1 in 4 school-aged children. However, only 1/3 of children receive an eye exam before entering school. Common vision issues include nearsightedness, farsightedness, astigmatism, and color blindness. Teachers can help students with vision impairments by providing materials in large print or Braille, using descriptive techniques for visual information, seating students appropriately, and using magnification devices. Early identification and treatment of vision problems is important for student learning and development.
Recreation is the expenditure of time with an intent to gain some refreshment. It is a break from monotony and a diversion from the daily routine. It is a positive change from the stereotypical lifestyle and involves an active participation in some entertaining activity.
Principles of Tourism Chapter 10 (recreation and leisure)Jercel Tumaque
This document defines recreation and leisure and discusses various types of recreational activities. It begins by defining recreation as restoring or renewing something and leisure as the productive use of free time. Recreational activities are classified as active, like various team and individual sports, or passive, such as reading, fishing, and listening to music. Recreation is provided through government agencies, non-profits, private clubs, businesses, employee programs, the armed forces, colleges, and therapeutic services. The growth of recreation is attributed to increases in discretionary time, new technologies, public interest in health, commercialization, services for those with disabilities, and expanding roles for women.
The document discusses supported employment for deaf individuals through the Service Foundation for the Deaf in Finland. It provides background on their work preparation program and two case studies of deaf clients who received support to find and maintain employment. Interviews with clients, employees, partners, and parents found that factors like having a job coach, tailored work, and peer support promoted employment, while attitudinal, communication, and economic barriers made employment more difficult. Overall, the document examines the challenges and benefits of supported employment programs for improving diversity and inclusion.
The document discusses supported employment in Poland, including:
1. An overview of data on the disability employment rate in Poland and estimates of the number of people with disabilities who could benefit from supported employment.
2. A brief history of supported employment in Poland and the establishment of the Polish Union of Supported Employment in 2014.
3. The current situation of supported employment in Poland, including challenges like a lack of standardized training and quality standards.
4. Examples of the 5-stage supported employment model used by different Polish organizations and commentary from job coaches and other specialists about their roles and challenges in supported employment teams.
The Association in Aid of Autism in Opole, Poland aims to care for families with autistic members through multi-specialist care and services for autistic individuals. These services include consultations, diagnoses, legal advice, support groups for families, and training for parents and siblings. The association also provides an education program with therapies like speech, art, and hippotherapy. It obtains funding through projects and partnerships to support occupational workshops and housing for autistic adults. The number of students served from districts in the Opole province has increased between 2005-2008.
Work is the key when it comes to participation, from voluntary work to paid work. The core message is taking responsibility for his or her own life and environment. Active to Work provides tools to turn these beautiful words and concepts into an applicable approach. People get the grip on their lives back by experiencing themselves as a driving force. They take their lives back in their own hands, take responsibility, experience self-confidence, are able to participate actively in society and feel themselves worthwhile.
The power of inclusion is about software and technology fo people with disabilities. I talk about people with disabilities and about how accessible software and apps can help this people
Supported employment in Germany started as pilot projects in the 1990s and became a law in 2009, providing funding and support to help people with disabilities obtain regular paid employment through individualized job training, coaching, and ongoing workplace support; a study of over 3,000 participants found that 40% gained employment or education, with most obtaining limited or full-time jobs across a variety of sectors.
Hippokrates is a European exchange programme that allows GP trainees to visit host practices in other countries for 2 weeks. The goal is to provide trainees a broader perspective of general practice. Trainees arrange visits directly with host practices by contacting them. The visiting trainee participates in all practice activities and meets local trainees. The programme aims to keep costs low by often arranging homestays. After an initial pilot with 5 countries, it has expanded to include Italy and Poland. The document shares one trainee's positive experience participating in the programme, visiting a practice in Denmark.
This report presents case studies from 4 countries on the topics of employment opportunities for people with disabilities. 17 total case studies are described, including individuals with disabilities in Bulgaria, Denmark, Spain, and Turkey who discuss their experiences and needs for finding employment. Employer perspectives are also provided to identify barriers and needs related to hiring people with disabilities.
The document summarizes an internship report submitted by two students, Shruti Jain and Riya Chauhan, to fulfill requirements for their MBA program. It provides details about their internship with the Siddhartha Vashishta Charitable Trust (SVCT), a non-profit organization focused on child education, cancer awareness, and rehabilitation of convicts. The students helped SVCT with fundraising, event marketing and organization, and provided a SWOT analysis and recommendations to improve operations. They gained practical experience in understanding how non-profits function with limited resources and manage costs while motivating employees.
The document summarizes a workshop on designing careers for young people in Poland. It notes high unemployment rates, especially among youth and those with higher education. During the workshop, a multidisciplinary team used design thinking to develop prototypes helping young people start careers or businesses. They conducted interviews, grouped topics like turning hobbies into businesses or encouraging entrepreneurship. The team developed ideas like courses on business plans and enabling employer input on education. Their prototype was a reality show introducing youth to the job market and business startup procedures.
The Use of Language in Inclusion Conference PresentationFredGough2
I delivered this presentation as part of the Equity, Inclusion and Wellbeing week (Monday, 5 to Friday, 9 June 2023) on Tuesday, 6 June, in front of several attendees to highlight the lived experience journey I have been on after being diagnosed with Autism and Dyspraxia during my undergraduate studies.
My second presentation about inclusion and software for people with disabilities. This time in London. A lot of topics added.
Added topics since last talk / version:
Inclusive software guidelines (Simplify the layout, Color by function, text to speech....
Digital difficulties for people with disabilities
Which apps and software do I use?
Pricing and market fit.
Optometrists and ophthalmologists are both eye doctors, but they have different educational backgrounds and roles. Optometrists complete undergraduate studies and four years of optometry school to earn their O.D. degree, while ophthalmologists earn an M.D. degree and can perform eye surgery. Optometrists can examine eyes, diagnose conditions, and prescribe glasses or contacts, while ophthalmologists provide more in-depth exams, surgery, and treat advanced conditions like glaucoma or retinal diseases. It's important for patients to understand the differences between these eye doctors to receive the appropriate care.
The document discusses bats and their ability to use echolocation to catch insects at night. It notes that bats emit rapidly beating cries and listen to the echoes to detect prey. A similar human analog is a blind person tapping with a cane to sense their environment through sound. The document also mentions that bats and other animals like dolphins have sonar abilities that rival or surpass modern radar and sonar technology.
The document provides information on visual impairment and eye diseases that commonly affect the elderly. It discusses causes of visual loss like cataract and age-related macular degeneration. It describes treatments for these conditions like cataract surgery and laser photocoagulation. It also covers other diseases like diabetic retinopathy and glaucoma that can cause vision loss in older adults.
This document discusses technologies that aid the visually impaired. It defines visual impairment as a disability affecting vision or sight. It then describes several modern technologies, including screen reading software that converts text to speech, voice recognition software, CCTVs for magnifying prints, Braille keyboards and printers, smart canes for navigation assistance, OCR software for converting scans to text, and screen magnifiers. The purpose is to sensitize people to how technology has created adaptive devices to assist the visually impaired.
Blindness is defined as visual acuity less than 3/60 by Snellen's chart. Globally, it is estimated that 180 million people are visually impaired, of which 45 million are blind. In India, 68 lakh people are blind according to WHO statistics. The major causes of blindness globally are cataract (19 million), glaucoma (6.4 million), trachoma (5.7 million), and childhood blindness (more than 1.5 million). In India, the primary causes are cataract (62.6%), refractive errors (19.7%), and glaucoma (5.8%). The National Program for Control of Blindness aims to reduce blindness to 0.3%
Vision problems are the most common childhood disability, affecting 1 in 4 school-aged children. However, only 1/3 of children receive an eye exam before entering school. Common vision issues include nearsightedness, farsightedness, astigmatism, and color blindness. Teachers can help students with vision impairments by providing materials in large print or Braille, using descriptive techniques for visual information, seating students appropriately, and using magnification devices. Early identification and treatment of vision problems is important for student learning and development.
Recreation is the expenditure of time with an intent to gain some refreshment. It is a break from monotony and a diversion from the daily routine. It is a positive change from the stereotypical lifestyle and involves an active participation in some entertaining activity.
Principles of Tourism Chapter 10 (recreation and leisure)Jercel Tumaque
This document defines recreation and leisure and discusses various types of recreational activities. It begins by defining recreation as restoring or renewing something and leisure as the productive use of free time. Recreational activities are classified as active, like various team and individual sports, or passive, such as reading, fishing, and listening to music. Recreation is provided through government agencies, non-profits, private clubs, businesses, employee programs, the armed forces, colleges, and therapeutic services. The growth of recreation is attributed to increases in discretionary time, new technologies, public interest in health, commercialization, services for those with disabilities, and expanding roles for women.
The document discusses supported employment for deaf individuals through the Service Foundation for the Deaf in Finland. It provides background on their work preparation program and two case studies of deaf clients who received support to find and maintain employment. Interviews with clients, employees, partners, and parents found that factors like having a job coach, tailored work, and peer support promoted employment, while attitudinal, communication, and economic barriers made employment more difficult. Overall, the document examines the challenges and benefits of supported employment programs for improving diversity and inclusion.
The document discusses supported employment in Poland, including:
1. An overview of data on the disability employment rate in Poland and estimates of the number of people with disabilities who could benefit from supported employment.
2. A brief history of supported employment in Poland and the establishment of the Polish Union of Supported Employment in 2014.
3. The current situation of supported employment in Poland, including challenges like a lack of standardized training and quality standards.
4. Examples of the 5-stage supported employment model used by different Polish organizations and commentary from job coaches and other specialists about their roles and challenges in supported employment teams.
The Association in Aid of Autism in Opole, Poland aims to care for families with autistic members through multi-specialist care and services for autistic individuals. These services include consultations, diagnoses, legal advice, support groups for families, and training for parents and siblings. The association also provides an education program with therapies like speech, art, and hippotherapy. It obtains funding through projects and partnerships to support occupational workshops and housing for autistic adults. The number of students served from districts in the Opole province has increased between 2005-2008.
Work is the key when it comes to participation, from voluntary work to paid work. The core message is taking responsibility for his or her own life and environment. Active to Work provides tools to turn these beautiful words and concepts into an applicable approach. People get the grip on their lives back by experiencing themselves as a driving force. They take their lives back in their own hands, take responsibility, experience self-confidence, are able to participate actively in society and feel themselves worthwhile.
The power of inclusion is about software and technology fo people with disabilities. I talk about people with disabilities and about how accessible software and apps can help this people
Supported employment in Germany started as pilot projects in the 1990s and became a law in 2009, providing funding and support to help people with disabilities obtain regular paid employment through individualized job training, coaching, and ongoing workplace support; a study of over 3,000 participants found that 40% gained employment or education, with most obtaining limited or full-time jobs across a variety of sectors.
Hippokrates is a European exchange programme that allows GP trainees to visit host practices in other countries for 2 weeks. The goal is to provide trainees a broader perspective of general practice. Trainees arrange visits directly with host practices by contacting them. The visiting trainee participates in all practice activities and meets local trainees. The programme aims to keep costs low by often arranging homestays. After an initial pilot with 5 countries, it has expanded to include Italy and Poland. The document shares one trainee's positive experience participating in the programme, visiting a practice in Denmark.
This report presents case studies from 4 countries on the topics of employment opportunities for people with disabilities. 17 total case studies are described, including individuals with disabilities in Bulgaria, Denmark, Spain, and Turkey who discuss their experiences and needs for finding employment. Employer perspectives are also provided to identify barriers and needs related to hiring people with disabilities.
The document summarizes an internship report submitted by two students, Shruti Jain and Riya Chauhan, to fulfill requirements for their MBA program. It provides details about their internship with the Siddhartha Vashishta Charitable Trust (SVCT), a non-profit organization focused on child education, cancer awareness, and rehabilitation of convicts. The students helped SVCT with fundraising, event marketing and organization, and provided a SWOT analysis and recommendations to improve operations. They gained practical experience in understanding how non-profits function with limited resources and manage costs while motivating employees.
The document summarizes a workshop on designing careers for young people in Poland. It notes high unemployment rates, especially among youth and those with higher education. During the workshop, a multidisciplinary team used design thinking to develop prototypes helping young people start careers or businesses. They conducted interviews, grouped topics like turning hobbies into businesses or encouraging entrepreneurship. The team developed ideas like courses on business plans and enabling employer input on education. Their prototype was a reality show introducing youth to the job market and business startup procedures.
The Use of Language in Inclusion Conference PresentationFredGough2
I delivered this presentation as part of the Equity, Inclusion and Wellbeing week (Monday, 5 to Friday, 9 June 2023) on Tuesday, 6 June, in front of several attendees to highlight the lived experience journey I have been on after being diagnosed with Autism and Dyspraxia during my undergraduate studies.
My second presentation about inclusion and software for people with disabilities. This time in London. A lot of topics added.
Added topics since last talk / version:
Inclusive software guidelines (Simplify the layout, Color by function, text to speech....
Digital difficulties for people with disabilities
Which apps and software do I use?
Pricing and market fit.
Optometrists and ophthalmologists are both eye doctors, but they have different educational backgrounds and roles. Optometrists complete undergraduate studies and four years of optometry school to earn their O.D. degree, while ophthalmologists earn an M.D. degree and can perform eye surgery. Optometrists can examine eyes, diagnose conditions, and prescribe glasses or contacts, while ophthalmologists provide more in-depth exams, surgery, and treat advanced conditions like glaucoma or retinal diseases. It's important for patients to understand the differences between these eye doctors to receive the appropriate care.
Morrighan - Mental health and service design.pdfmorrighanh
This document summarizes Morrighan Humpleby's presentation about how her mental health training has helped her as a service designer. She discusses three key ways the training has helped: 1) It has made her a better active listener through skills like summarizing and asking open questions; 2) It has increased her knowledge and empathy through understanding mental health; 3) It has helped her better understand and manage her own mental health. She emphasizes the importance of these skills for any role that involves working with people.
This document summarizes Neha Kumari's experience in a social internship program run by the Ladli Foundation and Delhi Directorate of Education. The program aimed to spread awareness about issues like malnutrition, tuberculosis, drug abuse, and HIV/AIDS. Over four months, Neha completed assignments on each topic by creating presentations, reports, articles, slogans, and conducting workshops. She discusses the skills and strengths gained from overcoming challenges like public speaking and not having a laptop. Overall, the program helped improve her communication, teamwork, and confidence.
This document is a resume for Ana Ghirba from Chisinau, Moldova. Some key details:
- She is 18 years old and recently graduated high school with excellent marks
- She hopes to enroll in the Academy of Economic Studies to study Business and Administration
- Her objectives are to get a job, support herself, and do work that is useful to people
- She has experience with volunteer projects around HIV/AIDS prevention and writing for her high school journal
- Her skills include leadership, communication, computer skills, and fluency in Romanian, English, and Russian
- She is applying for a job and believes she will learn quickly and be a responsible, hardworking employee
This document provides perspectives on volunteering with disabilities from three points of view. It discusses the perspective of a person with disabilities volunteering abroad and provides tips for successful international volunteering while disabled. It also shares the perspective of a mentor who discusses their experience hosting a volunteer with disabilities and the preparations they undertook. The mentor describes involving other volunteers in preparations and ensuring the needs of the disabled volunteer could be met. Finally, it discusses the perspective of the disabled volunteer themselves, with the mentor reflecting on communicating with the volunteer to understand their needs and ensuring accommodations were in place prior to their arrival.
Chané Du Toit has extensive education and experience in psychology, counseling, and working with children. She has a BA in Psychology and Communications, an Honors in Psychology, and completed accreditation through counseling training and a year-long internship at a rape crisis center. Her research and thesis focused on assessing tools for diagnosing PTSD. She has experience counseling all ages, including trauma survivors. Du Toit also has experience working with children in early childhood education in China and Thailand, and providing workshops on topics like substance abuse and bullying.
The interviews provided insights into the backgrounds and experiences of two speech language pathologists. Both had master's degrees and licenses, with one working in private practice for 16 years and the other at a nonprofit center and schools for 10 years. Their responsibilities included evaluating and treating communication disorders. Though their settings differed, both expressed passion for helping clients improve their communication skills. The interviews highlighted the diversity of practice settings available and increased the student's enthusiasm for pursuing this career.
Presentation czech partner cviv - kick off meetingAnpviOnlus
Project Experiences of Adult Education in Europe for blind or visually impaired people, LLP Grundtvig Partnershipp Project, http://educationeuropeblindvisuallyimpaired.blogspot.it/
Presentation about the .....(inserire argomento), by the ....group (Italian, Polish, Check, ecc.... inserire nazione).
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 therein.
Project Experiences of Adult Education in Europe for blind or visually impaired people, LLP Grundtvig Partnershipp Project, http://educationeuropeblindvisuallyimpaired.blogspot.it/
Presentation about the .....(inserire argomento), by the ....group (Italian, Polish, Check, ecc.... inserire nazione).
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 therein.
Project Experiences of Adult Education in Europe for blind or visually impaired people, LLP Grundtvig Partnershipp Project, http://educationeuropeblindvisuallyimpaired.blogspot.it/
Presentation about the .....(inserire argomento), by the ....group (Italian, Polish, Check, ecc.... inserire nazione).
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 therein.
Project Experiences of Adult Education in Europe for blind or visually impaired people, LLP Grundtvig Partnershipp Project, http://educationeuropeblindvisuallyimpaired.blogspot.it/
Presentation about the .....(inserire argomento), by the ....group (Italian, Polish, Check, ecc.... inserire nazione).
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 therein.
Project Experiences of Adult Education in Europe for blind or visually impaired people, LLP Grundtvig Partnershipp Project, http://educationeuropeblindvisuallyimpaired.blogspot.it/
Presentation about the .....(inserire argomento), by the ....group (Italian, Polish, Check, ecc.... inserire nazione).
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 therein.
Project Experiences of Adult Education in Europe for blind or visually impaired people, LLP Grundtvig Partnershipp Project, http://educationeuropeblindvisuallyimpaired.blogspot.it/
Presentation about the .....(inserire argomento), by the ....group (Italian, Polish, Check, ecc.... inserire nazione).
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 therein.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Best practice example cz - hyvnar
1. project „Experiences of Adult Education in Europe for blind or visually impaired people“
LLP Grundtvig partnership project
Good Practice example based on experiences from the Czech Republic
Martin Hyvnar, Centrum vizualizace a interaktivity vzdělávání, s.r.o.
The title: Visually impaired masseur named Peter
Brief summary:
Peter is now 39. At the age of 18 they discovered he had vision problems. During his studies
at the School of agriculture, Systems of crop production, he visited an ophthalmologist. At
that time he was already a holder of a driving licence for agricultural vehicles, but he needed
to extend it to a licence for driving a truck. In order to start the driving school he needed to
obtain a medical certificate issued by his ophthalmologist. That was the moment when his
vision problems were discovered for the first time and he was told these might continue
worsen over time. After he had left the school he worked for many different employers, and
due to his visual and other health problems, most of the time these were only short-term job
opportunities. His last job was at the automobile factory Autopal. But his sight had kept
getting worse and for that reason he eventually had to leave this employment too. From his
ophthalmologist he obtained a contact for a local branch of The United organization of the
blind and partially sighted, where he received a necessary help and advice on how to cope
with the situation. Including the resolution to his financial difficulties (claiming disability
support pension) we had gradually got to the point where in 2011 Peter took part in training
course at the Rehabilitation and retraining centre Dědina in Prague and started his career as a
masseur.
Good practice example general information
This example of good practice took place in Nový Jičín as a part of the basic consulting
services provided by Social counselling organization SONS ČR, and the counselling sessions
with the client occurred between September 2010 and June 2011.
Detailed illustration of good practice example:
The first time I met Peter was in September 2010, when he came to our centre based on the
recommendation from his ophthalmologist. He did not have any special requirements of help
me to find a job kind. Rather he needed some information regarding the options that were
available to him in order to solve the problems that occurred due to his visual impairment.
During the interview Peter told me he learned about his visual defect while visiting his
ophthalmologist for basic check up in order to obtain medical certificate for a driving school.
When asked whether he had been having troubles with the night vision, he confidently replied
“NO”. The doctor then asked him to follow him to a darkened room and what happened next
Peter described in these words: “I staggered around like a frog in a blender and on top of that I
also knocked down a few chairs that were there.“
Peter finished his school successfully but he couldn’t find a stable employment and worked at
different places such as a bakery or a dairy. Due to constantly worsening eyesight and
scoliosis these were always only temporary job opportunities for 3 to 4 months after which he
had to register at the Job centre. The longest employment he had was as a security guard for
2. project „Experiences of Adult Education in Europe for blind or visually impaired people“
LLP Grundtvig partnership project
the company Autopal. But he had to eventually leave this job too as his eyesight kept getting
worse. “ In the end I was quite happy to leave, as walking around the area with a still
growing traffic density during a day or at night wasn’t really pleasant experience and
especially for the blind person working as a watchman, that’s just crazy!“
At the first meeting we discussed mainly the general issues related to the visual impairment,
but also different social and other services that were available to him and the basic
information on mobility aids. Because Peter was registered at the Job Centre as the job seeker
and the social benefits were the only income he had at that time, we spent the following
meetings discussing the issues regarding a disability support pension. At the end we got to
matters related to job retraining. But before the start of the retraining program we needed to
acquire some aid such as a Dictaphone and apply for grants to purchase a computer
specifically designed for visually impaired people.
The most appealing to Peter was the retraining opportunity in the Rehabilitation and
retraining centre Ďedina in Prague. Specifically the Blind and visually impaired masseur
field. Retraining course for masseurs prepares the blind and visually impaired people to work
in health facilities under the guidance of medical staff with a higher qualification. They then
have the choice to work as employees for different fitness centres, but also as an independent
contractors. The visually impaired masseurs are highly rated by the public in the Czech
Republic, especially for the quality of the work done by them. In our country the position of
masseur is still regarded as a traditional job suitable for the blind and partially sighted. The
retraining courses for the blind carried out at Dědina have very high theoretical and practical
quality level almost as high as the quality level of qualification at a high school. That is the
reason the visually impaired masseurs are highly desirable employees.
We provided Peter with all basic information and the rest of matters, regarding the retraining,
he negotiated with the local Job Centre that was covering the costs for the course. Before the
beginning of the course at Dědina he dedicated lots of time to self-studying of fundamentals
of human biology. All this time, he’s been receiving a lot of support from his parents that he
currently lives with. “I knew from the start that I would really enjoy the job of a masseur and
that it was going to be the right choice for me”, says Peter today.
In the spring 2011 Peter began the course for the visually impaired masseurs at the
Rehabilitation centre Dědina in Prague. The six-month stay at Dědina helped Peter not only to
build his career path but also to grow as a person. Suddenly he begun to see his problems in
different light as he was surrounded by the blind people, who had been learning new things –
to move around inside a building, learn to walk with a white cane, to cook and be self-
sufficient and etc. He was the only participant with the ability to “see”. “That was the first
time I met with the blind people and it was such a new experience for me. At first I had no
idea how to approach them or how to help them. Thanks to this experience I started looking at
my problem from a different angle. Before I used to feel very sorry for myself, but today I
would rather slap my face for that,” he remembers. Peter also appreciates the warm family
atmosphere that prevailed throughout the whole facility, helpful approach to clients from the
staff and also friendliness among all residents. “These few months there was the most
beautiful time of my life, I felt like I was at home!“, he adds.
At that time Peter was 35 and he found it really difficult to study at this age. Not only that, he
had to gain much knowledge in such a small amount of time of 5 months and each subject had
3. project „Experiences of Adult Education in Europe for blind or visually impaired people“
LLP Grundtvig partnership project
to be completed by taking the final exam. The biggest challenge for him was to learn all Latin
words for muscles, tendons and other body parts. “Sometimes I felt like my brain just wouldn’t
take in more.“ But Peter managed to successfully overcome all these obstacles and even
more. Thanks to his stay at Dědina he made lots of friends and has even stayed in touch with
the facility staff. Also the Centre regularly sends him job offers for visually impaired
masseurs.
After completing the course Peter worked for 3 months as a substitute masseur to his blind
colleague, who had been incapable of work for a longer period of time. He also decided to
start his own business. Together with his colleague they established their own studio and
started offering massage services.
To set up and run the sheltered workshop
Peter obtained a grant from the Job
Centre. As the Social service association
we provided him mainly with a law and
employment advice services and helped
him with the matters related to active
labour market policy regarding the grants
acquisition to set up and run the sheltered
workshop. Based on the advice on how to
proceed in this case he then handled all the
related matters himself.
Since June 2013 the client has been in
full-time employment as a massage therapist working in the Rehabilitation centre of Dr.
Přemysl Norský in Nový Jičín. He is very happy at his current job. According to what he has
said, in the future he would love to become a professional physiotherapist. This is the reason
why he had applied for the distance studies at the Secondary medical school in Nový Jičín,
but unfortunately he had to interrupt the studies due to being busy with his own business and
starting a new job. However later he would like to continue and finish the school. Since the
retraining course he has taken part in many other courses in massage techniques and continues
running his own business along with his job at the rehabilitation centre.
4. project „Experiences of Adult Education in Europe for blind or visually impaired people“
LLP Grundtvig partnership project
Since 2010 Peter has been a member of the local branch of the United organization of the
blind and visually impaired in Nový Jičín. As a masseur he joins us on recondition and
rehabilitation stay programs, where physiotherapy takes place as the part of the whole
program. Recently he’s started learning to walk with a white cane and exercising the spatial
orientation. But beside his work he also enjoys photography. At present he is working for
Orthopaedic and rehabilitation centre of Dr. Přemysl Norský at Jugoslávská 30, 741 01
Nový Jičín. Phone: 556 703 903.