Joanna Kossewska Pedagogical University of Krakow Department of Psychology

1. Vocational Education andCounselling for students with SEN in Poland Joanna Kossewska PedagogicalUniversity of Krakow Department of Psychology National Society for Autism KrakowBranch

2. 1. Disabled people situation in the labour market in Poland • The background - National Servey of Economical Activity (GUS, 2012). • 10.7% of the population aged above15 has an official disability certificate 2. The limitations of occupational activity of disabled people in Poland • The area of education and competencies • The context of economy • Psychological factors • Institutional and Organizational variables • Social attitudes

3. 2.

4. 2. External evaluation system • primary level– test at the end of the primary school – as a result of the test, pupils receive an information about the areas they have mastered and which they still need to work on.Conducted for the first time in 2002. • lower secondary level, pre-orientation exam at the end of the gymnasium – in order to sum up all the work pupil have to choose the uppersecondary school. Conducted for the first time in 2002. • Upper secondary level- secondary-school leaving examination, so called maturity exam. Conducted for the first time in 2005. It has basically replaced entrance exams to tertiary education institutions.

5. 3.Special needs students • students having difficulties that result from:

6. Psychologicalsupport for pupilswith SEN • The Regulation of 2010,Journal of Laws No. item 1487. • setting new rules of providing and organizing psychological-pedagogical assistance in public schools • providing each student with comprehensive psychological-pedagogical assistance in nearest school environment • student should be provided with individualized psychological and pedagogical support in accordance with his/her individual developmental and educational needs and psychophysical capabilities, identified by the teacher or specialist. • Students with certified disability receive support according to individual therapeutic and educational curriculum • Students with slite develomental difficulties receive support according to special needs card

7. 3.Special needs students education The structure according to special educational needs source: EDUCATION IN 2009/2010 SCHOOL YEAR źródło: OŚWIATA I WYCHOWANIE W ROKU SZKOLNYM 2009/2010

8. 4. Vocational education and counselling for students with mild intellectual disability atpost-compulsorylevel • After completing lowersecondary school, students with mild intellectual disability can usually onlycontinuetheir education at: • Basic vocationalschool– for youthwithmilddisabilityaftermainstreaming and integrativeschools • Special basic vocational school– for youthafterspecialprimaryschools. Education is based on the same curriculum ofgeneral education and training in specific professions and for mainstream basicvocational school

9. 4. Vocational education and counselling for students with moderate and severeintellectual disability atpost-compulsorylevel • There has been no clear concept of secondary education for students with moderate andsevere intellectual disability (or multiple disability) . • Specialbasic vocational schools (2 or 3 years) • Schools preparing for work (3 years)(since 2004) • Training and rehabilitation centres

10. 5. SpecialneedsAdult and life-long education • The Centres for Practical Training and Continuing Educationplays an important role. • However, people with intellectual disability are excluded fromlifelong education, reflecting the lack of organisation of the education system. • A main form of social rehabilitation (as a part of life-long education) for people withintellectual disability is participation in occupational workshops, rehabilitationholidays, sport and recreation centres and other social activities. • the mostimportant are occupational therapy workshops and various types of day centreswhich assist people in retaining existing skills and developing new ones

11. 5. Sheltered occupation - theending of vocational education and counselling for students with SEN Sheltered employment in Poland – the outcome of VET • Sheltered workplaces • Occupational workshops • Occupational therapy workshops

12. Sheltered workplaces • Created on the basis of a contract between the State and employers who commit themselves to fullfil certain obligations and criteria. • Employers, who employs at least 25 people, receive a set of tax releases and subsidies from the State Fund if at least 30 per cent of the staff suffer from disability. • adapted tothe special needs of people with disabilities (however not adapted to the special needs of people with intellectualdisability. • As they are, by definition, segregated environments, they do not preparepeople with intellectual disabilities for working on the open market.

13. Occupational workshops • New form of sheltered employment in Poland. • The aim - to offer employment to people with significant disabilities, to preparethem for life in an open environment, through social and vocational rehabilitation andsupport for a complete, independent and active life (according to their individual needs). • established by local communes or NGOs. • entitledto medical, social or vocational rehabilitation.

14. occupational therapyworkshops • have been operating since 1991 as day centres which conductnon-profit activities, • dedicated for participants who have the disabilitycertificates (usually significantor moderate), and recommendation forparticipation in occupational therapybased on an individual rehabilitation programme. • financed by the StateFund but administered by NGOs, local authorities and otherunits such as foundations or sheltered workplaces, • important role in social and vocational rehabilitation,especially of persons with intellectual disability, however that is not real places of employment for personswith disabilities. • Participants donot have the status of an employee and do not sign an employment contract.

15. National Society for AutismCracow Branch • Established in 1991 • Providing support for about 70 families of persons with spectrum of autism • involving about 250 people (families, professionals, volunteers) • staff consists of psychologists, special educators and other specialists (speech therapist, physical therapist, of dog therapy, music therapy)

16. Activities • Daily Centre for Persons with Autism • Environmental Self-Help House • Socialising Club • Support group for parents

17. Prevocationaltraing: House keeping • Dishes washing • Using domestic facilities (washing machine, hanging & folding laundry) • Cleaning: dusting, hoovering, sweeping, to empty the dustbins, cleaning windows, mopping a floor • Possible job: cleaner

18. Prevocationaltraing :Cooking • Preparing meals • Cutting, chopping, graining • Baking, frying, boiling • Using kitchen divices • Possible job: cook, baker - assistant

19. Prevocationaltraining:Carpentry • Sawing • polishing • Using electric drill, grinder • Applying varnish, paint • Using tools (hammer, screw driver, plier) • Possible job: carpenter assistant

20. Prevocationaltraining: Office work • Photocopy • Preparing letters & packages to send • Typing • Using office tools & machines • Possible job: office help

21. Prevocationaltraining:Appliedart • Decorating: painting, decoupage etc. • Making plastic mass • Forming different shapes from mass • Preparing elements to product: • Magnets • Key rings • Bookmarks • Decorative objects

22. Theintenationalprojectoutcome:VOCATIONAL COUNSELLING OF CHILDREN AND YOUTH WITH SPECIAL EDUCATIONAL NEEDSPARAMETERS OF THE IDEAL MODELSCIENTIFIC STUDy Ingrida Baranauskienė, Joanna Kossewska (eds.) :Krakow: Pedagogical University Publisher

23. This project has been funded with support from the European Commission under the Lifelong Learning Programme. This publication [communication] 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 number LLP-Ldv-PRT-2010-LT-0203 • http://www.buf.kristianstad.se/leonardo

24. Reviewers • Prof. Dr Elvyra Acienė, Klaipėda University, Lithuania • Prof. Dr Velta Ļubkina, Rezekne Higher Education Institution, Latvia • Assoc. Prof. Dr Daiva Mockevičienė, Šiauliai University, Lithuania • prof. PhDr. PaedDr. Miloň Potměšil, Palacky University Olomouc, Czech Republic

25. CONTENT • Preface • Introduction. Ingrida Baranauskienė, Liuda Radzevičienė, Aistė Valaikienė • The Methods for Research of Vocational Counselling for Children and Youth with Special Educational Needs (Recommended Guidelines). Ingrida Baranauskienė, Liuda Radzevičienė, Aistė Valaikienė • Guidance and Counselling Practices in Finland. LiisaMetsola • Vocational Counselling in Germany. Ursula Spichtinger • Vocational Counselling for Adolescents suffer from lack of Family Support in Italy. The Christian Perspective. PorfirioGrazioli,Ingrida Baranauskienė, Liuda Radzevičienė

26. CONTENT - CONT • Vocational counselling in Lithuania. Ingrida Baranauskienė, Liuda Radzevičienė, student Aistė Valaikienė • Vocational Education and Counselling in Poland. Joanna Kossewska, Remigiusz Kijak • Vocational Counselling in Sweden based on the exemplification of Rg/Rh Riksgymnasiet in Kristianstad. Sven Aspelund • The ideal model of vocational counselling of children and youth with Special Educational Needs. Ingrida Baranauskienė, Liuda Radzevičienė, Aistė Valaikienė • Annex 1. The Delphi group research questions. Ingrida Baranauskienė, Liuda Radzevičienė, Aistė Valaikienė • Annex 2. The Delphi group statements • About the authors

27. Thankyou for yourattention! • Joanna Kossewska