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EU-project

EU- project The pictures want to show some of the staff who are supporting the pupilswhen it´s about vocational counselling.But it´s important to know that the vocational counselling is a responsibility for the whole school ! . EU-project.

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EU-project

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  1. EU-projectThe pictureswant to show some of the staff who are supporting the pupilswhenit´saboutvocationalcounselling.Butit´simportant to know that the vocationalcounselling is a responsibility for the wholeschool !

  2. EU-project THE MOST IMPORTANT PERSONS WHEN IT´S ABOUT STUDY-AND VOCATIONAL COUNSELLING: THE PARENTS AND THE PUPIL, THE HEADMASTER, THE STUDY-AND VOCATIONAL COUNSELLOR, THE REMEDIAL TEACHER/ SPECIAL PEDAGOGUE, THE TEACHER, THE PUPIL WELFARE OFFICER/SOCIAL PEDAGOGUE, THE SCHOOL NURCE AND THE HABILITATION PERSONNAL: THE OCCUPATIONAL THERAPIST, THE PHYSIO THERAPIST, THE PSYCHOLOGIST, THE SPEECH THERAPIST……… AND THE INSTRUCTERS OF THE TRAINEE-COMPANIES . DISCUSSION AND INTERWIEVS HAVE BEEN DONE TOGETHER WITH: 7 HEADMASTERS, 10 TEACHERS + 4 REMEDIAL TEACHERS/SPECIAL TEACHERS, 33 STUDY-AND VOCATIONAL COUNSELLORS( FROM THE NORTH TO THE SOUTH IN SWEDEN), 12 PARENTS, 31 PUPILS (FROM 5 SCHOOLS), 11 COMPANIES, 2 PUPIL WELFARE OFFICERS/SOCIAL PEDAGOGUES. TOTAL: 110 PERSONS.

  3. A model of study-andvocationalcounselling In 12 items

  4. 4. Giudance and follow up Survey of experiences and needs.Preparation/Motivationwork/supportingconversation INDIVIDUAL COUNSELLOR 3. The task referencedfoundation 3.Expert on ownqualifications 3.Personal qualifications 3.Personal qualifications 2.The formulation of the labour market and itsrules and regulations. The supply and demand in labour market Education and educational system Knowledge of labour market The compansation system and more A model of the guidance 1.Knowledge of what that have an influence on choice 1.Interplay and process

  5. 5.Individualized support Experts of support 6.Experts of support 6. The National Labour market office. The Employment Office. Social Welfare Office. Regional Social Insurance Office 6. Companies Trade Union 6.Social welfareofficer. (Social Pedagogue) Psychologist. Speechtherapist Occupationaltherapist. Physiotherapist. Special Pedagogue. Pupil´sAssistent 7.Vision of lifelongcareer 8.Formulation of the targets and an individalstudy plan 9.Plan of action 12.Follow up the former pupils after 1 and 5years 11.Education/Work ? 11.EducWork ? 10.Carrying through and a continuousfollow up

  6. EXAMPLE OF SUPPORT MEASURES INTEREST TEST APTITUDE TEST FILMS DESCRIBING DIFFERENT OCCUPATIONS STUDY VISITS PRACTICE AT A PLACE OF WORK PROFESSIONALS INFORM IN PRIVATE COUNSELLING GROUP COUNSELLING REDUCE COURSE OF STUDIES/CURRICULUM INTERNET EDUCATIONAL EXHIBITIONS PARTICIPATING IN PROJECTS OF DIFFERENT KINDS ADAPTION OF TYPE OF TEACHING AND METHODS GROUP SIZE TIME TABLE DIAGNOSTIC TEST STUDY TECHNIQUE PARTICIPATING OF EXPERTS ( HABILITATION PERSONNAL)

  7. THE CONTENTS • SUMMARY • INTRODUCTION • ANALYSES OF THE DEVELOPMENT AREA • AIMS AND OBJECTIVES • METHODS • A MAP OF THE SWEDISH SCHOOL SYSTEM 7. SPECIAL NEEDS EDUCATION WITHIN THE SWEDISH SCHOOL SYSTEM • A PRESENTATION OF Rg/Rh RIKSGYMNASIET • WHO HELPS THE PUPILS WITH VOCATIONAL COUNSELLING 10. A FORM OF VOCATIONAL COUNSELLING AT Rg/Rh RIKSGYMNASIET 11. THE TEAM AT RG/Rh RIKSGYMNASIET 12. INTERWIEVS WITH COMPANIES 13. INTERWIEVS WITH PUPILS OF Rg/Rh RIKSGYMNASIET 14. INTERWIEVS WITH PARENTS 15. A PUPIL CASE OF COUNSELLING 16. DISCUSSION AND INTERWIEVS WITH STUDY-AND VOCATIONAL COUNSELLORS IN SWEDEN 17. DISCUSSION AND INTERWIEVS WITH HEADMASTERS 18. DISCUSSION AND INTERWIEVS WITH TEACHERS AND SPECIAL PEDAGOGUES (REMEDIAL TEACHERS) 19. INTERWIEVS WITH PUPILS (LOWER SECONDARY SCHOOL , FORM 9)

  8. CONTINUATION……………………………………… 20. RECOMMENDATION AND ANALYSES OF STRENGHTS AND WEAKNESS OF VOCATIONAL COUNSELLING. • FURTHER MORE RECOMMENDATIONS 22. A SYSTEMIC ORGANIZATION MODEL OF VOCATIONAL COUNSELLING FOR THE WHOLE SCHOOL. 23. A MODEL OF VOCATIONAL COUNSELLING FOR THE STUDY- AND VOCATIONAL COUNSELLOR 24. CONSCLUSION 25. LIST OF RECOMMENDED REFERENCES.

  9. DISCUSSION AND INTERWIEVS WITH COMPANIES DOES YOU COMPANY HAVE EXPERIENCE WITH PUPIL WITH SEN ? WOULD IT BE POSSIBLE FOR YOUR COMPANY TO OFFER A PUPIL WHO HAS SEN ANY OF THE FOLLOWING: X)TEMPORARY WORK PLACEMENT? X)REAL JOB ? X) JOB AFTER WORK PLACEMENT ? IS IT POSSIBLE FOR A PUPIL WHO HAS SEN TO EXPERIENCE ALL ASPECTS OF THE COMPANY OPERATIONS ? 4. IS YOUR COMPANY INTERESTED IN OUTSOURCING SMALL ASSIGNMENTS TO PUPIL WITH SEN AS PART OF COMPANY OPERATION ? ARE YOU PREPARED TO OFFER WORKING TIME FOR COACHING THE PUPIL WITH SEN ? DOES THE INTRODUCTION PERIOD AT YOUR COMPANY FUNCTION WELL FOR A PUPIL WITH SEN ? IN THE PUPIL WITH SEN PREPARED FOR THE PRACTICE TRAINING PERIOD? SHOULD THE PUPILS´PRACTICE TRAINING PERIOD BE FOLLOWED UP AT THE SCHOOL, INCLUDING FEEDBACK SENT BACK TO THE COMPANY? IS YOUR COMPANY WILLING TO BE INVOLVED IN SCHOOL ACTIVITIES ? 10. DO YOU EXPECT SOME KIND OF SUPPORT FROM SCHOOL, JOB CENTRE, ETC. 11. DOES THE COOPERATION BETWEEN THE SCHOOL AND YOUR COMPANY FUNCTION WELL? 12. DOES THE PERSONS IN YOUR COMPANY WHO SUPERWISE THE TRAINEE PUPILS NEED FURTHER EDUCATION IN ORDER TO WORK WITH PUPILS WHO HAVE SEN? 13. DOES THE SCHOOLS´VOCATIONAL EDUCATION PROGRAMME PROVIDE THE SKILLS REQUIRED TO WORK IN YOUR COMPANY? X) JOB RELATED SKILLS? X)SOCIAL SKILLS ?

  10. 1. WHAT SEN-GROUP DO THE PUPILS BELONG TO ? 2. WHO/WHOM IS/ARE RESPONSIBLE OF THE VOCATIONAL COUNSELLING AT YOUR SCHOOL? 3. ARE THE SEN-PUPILS INTEGRATED IN A REGULAR CLASS? 4. WHO IS THE FIRST PERSON AT YOUR SCHOOL TO TAKE CARE OF INFORMATION ABOUT A NEW SEN-PUPIL TRANSFERRED FROM ANOTHER SCHOOL LIKE PRIMARY- OR LOWER SECONDARY SCHOOL? 5. WHO STARTS THE PROCESS THAT WILL RESULT IN DIFFERENT VOCATIONAL COUNSELLING/INFORMATION ACTIVITIES FOR THE SEN-PUPILS AT YOUR SCHOOL? 6. WHO MAKES THE ACTION PLAN FOR THE SEN-PUPIL? 7. IS A SPECIAL STUDY PLAN/CURRICULUM MADE FOR THE SEN-PUPIL? 8. HAS YOUR SCHOOL ”A PUPIL WELFARE TEAM” THAT HAS REGULAR MEETINGS IN ORDER TO DISCUSS SEN- PUPILS´EDUCATIONAL SITUATION? WHO ARE THE PARTICIPATERS? 9. DO STUDY VISITS EXIST AT YOUR SCHOOL FOR THE SEN-PUPILS WITH THE PURPOSES OF VOCATIONAL COUNSELLING/ORIENTATION ? 10. DO PERIODS AS TRAINEE AT A PLACE OF WORK EXIST FOR THE SEN-PUPILS? 11. DO THE SEN-PUPILS HAVE ADDITIONAL PERIODS AS A TRAINEE AT COMPANIES? 12. SEN-PUPILS PARTICIPATING IN PROJECTS ? 13. ”OUT OF SCHOOL ACTIVITIES” THAT SEN- PUPILS PARTICIPATE IN? 14. CO-OPERATION WITH SEN-PUPILS´PARENTS 15. WHAT SUBJECT/SUBJECTS IS/ARE THE MOST COMMON TO REDUCE OR TO LEAVE OUT WHEN PLANNING ADAPTABLE EDUCATION FOR THE SEN-PUPILS ? DISCUSSION AND INTERWIEVS WITH VOCATIONAL COUNSELLORS

  11. CONTINUATION……………………… 16. DO YOU HAVE LESSONS ABOUT ETHICS, MORALITY AND RELATIONS FOR THE PUPILS AT YOUR SCHOOL ? 17. INFORMATION ACTIVITIES ORGANIZED BY TEACHERS,STUDY-VOCATIONAL COUNSELLOR? 18. WITHIN WHAT FIELDS DOES THE SOCIAL PEDAGOGUE/THE SOCIAL WELFARE OFFICER PARTICIPATE IN THE SEN-PUPILS´VOCATIONAL COUNSELLING? 19. DOES THE SCHOOL GIVE INFORMATION ABOUT STUDY-AND VOCATIONAL MEDICAL MATTERS AND IN SUCH A CASE WHO GIVES THE INFORMATION TO THE SEN-PUPILS? HOW DO YOU OR THE MUNICIPALITY SUPPORT THE SEN-PUPILS CONCERNING RESOURCES AS SPEECH THERAPIST, PSYCHOLOGIST, OCCUPATIONAL THERAPIST, PSYSICAL THERAPIST,PUPIL ASSISTANT ? DO YOU THINK THAT THE TEACHERS PARTICIPATE IN THE VOCATIONAL COUNSELLING/INFORMATION WHEN IT COMES TO THEIR SUBJECT/SUBJECTS ? DOES YOUR SCHOOL OFFER INFORMATION ABOUT THE POSSIBILITIES TO STUDY OR WORK ABROAD? WHAT SUPPORT DOES THE EMPLOYMENT OFFICE GIVE THE SEN-PUPILS AT YOUR SCHOOL´’ DO CONFERENCES TOGETHER WITH COMPANIES CONCERNING PRACTICE/TRAINING FOR SEN-PUPILS AT YOUR SCHOOL ?

  12. 13. DISCUSSION AND INTERWIEVS WITH TEACHERS AND SPECIAL PEDAGOGUES ( REMEDIAL TEACHERS) 1.WHAT INFORMATION- AND PRACTICAL COUNSELLING DO YOU THINK ARE USEFUL TO THE SEN-PUPILS? 2. WHY IS IT IMPORTANT FOR THE SEN-PUPILS TO GET COUNSELLING/INFORMATION ? 3. WHAT FACTORS SHOULD BE CONSIDERED BY ADAPTION OF THE SEN-PUPILS VOCATIONAL COUNSELLING TO THE CONDITIONS OF THE LABOUR MARKET? 4. TELL SOMETHING OF THE SEN-PUPILS SELF-ASSESMENT CONCERNING MATTERS WITHIN THE SCOPE OF THE VOCATIONAL COUNSELLING. 5. WHAT FACTORS SHOULD BE PAID ATTENTION TO BY PLANNING THE SEN-PUPILS CAREER? 6. THOUGHTS YOU MAY HAVE OF THE SEN-PUPILS´ INTEGRATION INTO SCHOOL ? 7. MENTION SOME VOCATIONAL COUNSELLING ACTIVITIES THAT STRENGTHEN THE SELF VALUE OF THE SEN-PUPIL. 8. IN WHAT WAY CAN YOU TEST OR DISCOVER THE SEN-PIPILS´ABILITIES/TALENTS ? 9. WHAT KIND OF THOUGHTS DO THE PARENTS HAVE WHEN PARTICIPATING IN THE PROCESS OF THEIR SEN-PUPILS´VOCATIONAL COUNSELLING? 10. WITHIN WHAT SUBJECTS DO YOU CONSIDER THAT VOCATIONAL COUNSELLING CAN BE GIVEN ? 11. WHAT CAN YOU CONTRIBUTE WITH WITHIN YOUR SUBJECT/SUBJECTS THAT HAS TO DO WITH VOCATIONAL COUNSELLING ? WHO WOULD YOU CONSIDER HAS THE RESPONSIBILITY FOR THE COUNSELLING AT YOUR SCHOOL ?

  13. CONTINUATION ……………….. 13. CO-OPERATION WITH SEN-PUPILS´PARENTS 14. DO YOU HAVE PUPIL ASSISTANTS AT YOUR SCHOOL AND HOW MAY THEY HELP PUPILS AND TEACHERS ? 15. IN WHAT FIELD WITHIN SCHOOL IS IT NECESSARY TO CHANGE THE CONDITIONS FOR THE SEN-PUPILS IN ORDER TO MAKE THEIR SITUATION BETTER ? 16. ACKNOWLEDGEMENT OF DEVELOPMENT OF GENERAL ABILITIES? 17. UNDERSTANDING OF THE CONCEPTION OF THE CONSOLIDATION OF OWN VALUE AND CONSTANT PERFECTION. 18. SELF-DEVELOPMENT OF MOTIVATION FOR WORKING ACTIVITIES AND SOCIETAL LIFE. 19. ACKNOWLEGEMENT OF RESPONSIBILITY FOR OWN PROFESSIONAL CAREER AND ACTIV PARTICIPATION IN ITS DEVELOPMENT. CHANGE OF PSYCHO-SOCIAL ENVIRONMENT. SUPPORT IN CONSOLIDATION OF PUPIL´S PERSONAL VALUE. 22. SUPPORTING IN CHOOSING A PROFESSION. 23. ACCOMPANYING SUPPORT DURING THE VOCATIONAL COUNSELLING. 24. SUPPORT IN SOLUTION OF PERSONAL DIFFICULTIES RELATED TO VOCATIONAL COUNSELLING.

  14. DISCUSSION AND INTERWIEVS WITH HEADMASTERS 1. WHAT VISIONS DO YOU HAVE FOR THE SEN-PUPILS AT YOUR SCHOOL ? 2. WHO IS THE MOST INFLUENTIAL PERSON RESPONSIBLE OF THE VOCATIONAL COUNSELLING AT YOUR SCHOOL ( EXCEPT THE HEADMASTER) 3. WHAT IS THE BEST WAY TO INVOLVE PARENTS IN SCHOOL ACTIVITIES ? IN WHAT WAY DOES YOUR SCHOOL DISSEMINATE THE SITUATION OF THE SEN-PUPIL TO EMPLOYERS AND AUTHORITIES IN ORDER TO STRENGHTEN THE PUPILS´POSITION ? DO YOU INVITE REPRESENTATIVES FROM TRADE AND INDUSTRY TO INFORM YOU AND YOUR STAFF ABOUT THE RAPID CHANGES OF THE LIFE OUTSIDE THE SCHOOL? HOW MAY YOU STIMULATE THE SEN-PUPILS TO BE MORE ACTIVE IN CLUB ACTIVITIES? DO THE PUPILS HAVE THE POSSIBILITY TO PARTICIPATE IN ENTREPRENEURSHIP ? DO YOU NOW AND THEN HAVE CONFERENCES ABOUT THE SEN-PUPILS PRACTICE/TRAINING IN WHICH THE COMPANIES AND THE EMPLOYMENT OFFICE TAKE PART ? WHAT EDUCATIONAL METHODS MAY BE USED IN ORDER TO STOP DROPOUTS FROM THE SCHOOL ? SYSTEMIC ORGANIZATION OF VOCATIONAL COUNSELLING. DIVERSITY OF FORMS OF THE VOCATIONAL COUNSELLING. ACKNOWLEDGMENT OF THE VALUE OF THE PROCESS. PROVISION OF CONDITIONS FOR VOCATIONAL COUNSELLING ”GROWTH” IN COMPREHENSIVE SCHOOL. CONSTANT REACTION TO CHANGES OF THE LABOUR MARKET. FLEXIBLE AND MODERN MODIFICATION OF FORMS OF CURRICULUM,ORGANIZATION AND MANAGEMENT OF EDUCATION.

  15. Continuation…………….. 16. MAKING THE CONDITIONS FOR EDUCATION CLOSER TO MARKET CONDITIONS. INTERWIEVS WITH PUPILS ( RG-GYMNASIUM ) SATISFACTION WITH THE ORGANIZATION OF THE EDUCATIONAL PROCESS ? (HOW THE LESSONS ARE PLANNED, THE SCHEDULE, TESTS, THE TIME) FRIENDLY RELATIONS WITH CLASSMATES ? SATISFACTION WITH THE SCHOOLS PHYSICAL INFRASTRUCTURE ? (CLASS ROOM, CORRIDORS. EXPEDITIONS, LEISURE-TIME ROOM. STEPS ) HOW IS THE CLIMATE IN YOUR CLASS ROOM ? HOW ARE THE RELATIONS TO THE TEACHERS OF SINGLE SUBJECTS ? PARTICIPATION OF PARENTS (ACCORDING TO THE PUPILS/STUDENTS´ OPINION ) INTEREST IN FORMAL ASSESSMENT SUPPORT IN DOING HOMEWORK ONE-SIDED SELECTION OF A PROFESSION OFTEN CONVERSATION OF FURTHER POSSIBILITIES FOR SELF-EDUCATION CONSTRUCTIVE ANALYSES OF YOUR ABILITIES WHEN SELECTING A PROFESSION ACTICE INTEREST IN YOUR EDUCATION

  16. CONTINUATION……….. ABOUT PRACTICE AND COUNSELLING 12. HOW DID YOUR PRACTICE FUNCTION ? 13. WHAT IN YOUR OPINION ABOUT THE PREPARATION OF YOUR PRACTICE ? 14. HOW WAS THE FOLLOW UP OF YOUR PRATICE ? 15. WHAT DOES THE CONCEPTION VOCATIONAL COUNSELLING/ORIENTATION MEANS TO YOU ? 16. WHAT ARE THE MOST IMPORTANT VOCATIONAL COUNSELLING/ORIENTATION FOR YOU? INTERWIEVS WITH PARENTS DID YOUR DAUGHTER/SON GET ENOUGH STUDY- AND VOCATIONAL COUNSELLING WHEN TRANSITION FROM THE INTERMEDIATE LEVEL- TO THE LOWER SECONDARY SCHOOL OR ALTERNATIVELY FROM THE LOWER SECONDARY –TO THE UPPER SECONDARY SCHOOL ? TELL SOME ACTIVITIES IN SCHOOL OR IN LEISURE TIME OF IMPORTANCE FOR YOUR DAUGHTER´S/SON´S CHOICE OF EDUCATION OR OCCUPATION ? IN WHAT WAY CAN YOUR DAUGHTER/SON BY THEMSELVES GET INFORMATION ABOUT OCCUPATIONS AND EDUCATION ? 4. WHAT IS A GOOD VOCATIONAL COUNSELLING/ORIENTATION FOR YOU AND YOUR DAUGHTER/SON IN YOUR OPINION ?

  17. CONTINUATION…………….. 5. IN WHAT WAY DO YOU TAKE ACTIVE PART IN YOUR CHILDRENS/YOUTHS SCOOL WORK ? 6. WHAT CAN THE SCHOOL DO IN ORDER TO ACTIVATE THE PARENTS MORE IN SCHOOL WORK ? WHAT ROLE DO YOU HAVE WHEN YOU DAUGHTER/SON IN GOING TO CHOOSE COURSES SCHOOL ACTIVITIES AND FURTHER EDUCATION ? HOW DO YOU LIKE THE COMMUNICATION BETWEEN YOU AND THE REPRESENTATIVES OF THE SCHOOL ? (TUTOR/MENTOR, COUNSELLOR, SOCIAL PEDAGOGUE, TEACHER, PUPIL ASSISTANT ) DO YOU CONTACT THE SCHOOL WHEN YOUR DAUGHTER/SON HAS PROBLEM IN THE SCHOOL ? DO YOU HAVE ENOUGH KNOWLEDGE ABOUT YOUR DAUGHTER´S/SON´S PRACTICE? ( PREPARATION, CARRYING THROUGH, FOLLOW UP) WHO DO YOU CONTACT AT THE SCHOOL WHEN YOU WISH TO DISCUSS YOUR DAUGHTER´S/SON´S CHOICE OF COURSES, SUBJECTS, EDUCATION AND OCCUPATIONS? 12. DOES THE SCHOOL HAS ENOUGH RESOURCES TO LET YOUR DAUGHTER/SON GET A GOOD EDUCATION ?

  18. EXAMPLES ON ANSWERS OF THE QUESTIONNAIRES THE COMPANIES: IS IT POSSIBLE FOR A PUPIL WHO HAS SEN TO EXPERIENCE ALL ASPECTS OF THE COMPANY OPERATIONS ? THERE ARE RESTRICTIONS DEPENDING ON THE AGE OFTEN YOU HAVE TO BE 18 YEARS OLD TO WORK WITH MACHINES. OF COURSE THE COMPANY INFORM ABOUT ALL OPERATIONS BUT SOMETIMES THE PUPILS ONLY HAVE TO BE SPECTATORS. HALF OF THE COMPANIES SAID IT´S OK BUT IT DEPENDSON THE PUPILS´ FUNCTIONAL DISORDER. THE PUPILS MOTOR ACTIVITY IS IMPORTANT. SOMETIMES THE PUPILS NOT ARE ALLOWED TO BE CLOSED TO CUSTUMER AND SOMETIMES YOU MUST HAVE A BASIC VOCATIONAL EDUCATION. THE STUDY- AND VOCATIONAL COUNSELLOR DOES THE SCHOOL INFORM ABOUT STUDY- AND VOCATIONAL MEDICAL MATTERS ? STUDY-AND VOCATIONAL MATTERS IS IMPORTANT WHEN YOU HAVE TO STOP THE PUPILS CHOOSE EDUCATION/JOB THAT THE MENTAL HEALTH OR THE PHYSICAL CONDITION OF THE PUPIL NOT IS SUITABLE FOR THEM.THE SCHOOLS INFORM ABOUT IT BUT NOT ALWAYS IN CLASSES BUT DISCUSS IT IN THE CASE IN POINT. (IN PRIVATE) . THE SCHOOL NURCE AND THE STUDY- AND VOCATIONAL COUNSELLOR MUST HAVE GOOD KNOWLEDGE ABOUT MEDICAL COUNSELLING

  19. THE TEACHERS AND THE SPECIAL PEDAGOGUES (REMEDIAL TEACHERS) SUPPORTING IN CHOOSING A PROFESSION SUPPORT DURING VOCATIONAL COUNSELLING IN PRIVATE COMMUNICATION IF YOU THINK THAT THE PUPIL IN ON THE RIGHT WAY. THE PUPIL SAYS: I THINK IT SUITS ME TO TAKE CARE OF OLD PEOPLE, ENCOURAGE HER/HIM SAY TO THE PUPIL: YOU ARE GOOD AT COLOURS AND FORMS DON´T YOU LIKE TO WORK WITH SOMETHING SIMILAR ? DISCUSS ”WHERE ARE YOU TODAY?” ”WHAT CAN YOU DO TO GET THERE YOU WISH TO BE?” MANY PUPILS ONLY SEE OCCUPATIONS THEY KNOW, WE CAN INFORM THEM ABOUT OCCUPATIONS THEY NEVER HAVE HEARD ABOUT. DON´T BE AFRAID TO SAY: YOU WANT TO BE A MEDICAL DOCTOR BUT YOU ARE NOT INTERESTED OF NATURE SIENCE SUBJECTS AND YOU HAVEN´T PASSED (BAD MARKS) EXPAND THE PUPILS´ SELF IMAGE. IF THE PUPILS ARE UNSURE OF A CERTAIN OCCUPATION GIVE SOME EXTRA DAYS AS TRAINEE. SHOW MANY FILMS ABOUT OCCUPATIONS. INVITE PROFESSIONALS TO THE SCHOOL. LET THE PUPILS INTERWIEV THE PROFESSIONALS. ARRANGE STUDY VISITS.

  20. CONTINUATION ……………. WHAT CAN YOU CONTRIBUTE WITH WITHIN YOUR SUBJECT/SUBJECTS THAT HAS/HAVE TO DO WITH VOCATIONAL COUNSELLING ? WITHIN TECHNOLOGY WE ARE WORKING WITH PROJECTS (EX. HOW TO BUILD A BRIDGE) THE PHYSICS AND THE CHEMISTRY HAVE USEFUL LABORATORY LESSONS (EVERYTHING OUTSIDE SCHOOL IS ABOUT PHYSIC AND CHEMISTRY) I BIOLOGY YOU SEE YOURSELF WITH LIMITATIONS, RESOURCES, QUESTIONS OF SOCIAL LIFE AND OWN DEVELOPMENT. COMMERCIAL SUBJECTS:THEY DO MANY STUDY VISITS TO SHOPS,STORES AND THE WORKING ENVIRONMENT WILL BE STUDIED AND THE COMMERCIAL SYSTEM. IN MANY SUBJECTS THEY TALK ABOUT SELF-CONFIDENCE,WEAKNESS,STENGHTS,TALENTS……. IN MOST OF THE SUBJECTS THE TEACHERS CAN TELL WHAT OCCUPATION THE PUPILS CAN APPLAY FOR THAT HAVE CONNECTION WITHIN THEIR SUBJECTS. THE SUBJECT TEXTILE HANDICRAFT CONSISTS OF MUCH TECHNOLOGY AND ALSO MATHS: SQUARES, TRIANGLES, DIVISION, MULTIPLICATION. KNOWLEGDE OF LIFE ETHIC AND MORALITY. SUBJECT RELIGION. KNOWLEDGE OF LANGUAGES ARE ALWAYS GOOD TO HAVE. THE ART SUBJECT: COLOUR, FORM, AESTHETICS, CIRCLES, MOTOR ACTIVITY. PHYSICAL EDUCATION:ERGONOMICS, MOVEMENT,PATTERNS, MOTOR ACTIVITY,ADAPTED EXERCISES …….. THE SUBJECT SHOP (WOODEN AND METAL):MOTOR ACTIVITY,PLAN,DESIGN,DRAW SCETCH, REFRECTION OF COULERS, MILLING CUTTER AND FANTASY. SOCIAL SIENCE (CIVICS): LABOUR MARKET MATTERS,TRADE AND INDUSTRY,POLITICS……….

  21. THE HEADMASTERS WHAT EDUCATIONAL METHODS MAY BE USED IN ORDER TO STOP DROPOUTS FROM SCHOOLS ? MAKE THE EDUCATION ADAPTABLE. IF IT´S NECESSARY REDUCE ONE OR EVEN NORE SUBJECTS IN ORDER TO MAKE THE PUPIL FULFIL THEIR EDUCATION. MAKE AN EARLY PEDAGOGICAL MAPPING OF THE PUPILS. THE PUPIL SHOULD CHOOSE THE RIGHT EDUCATION FROM THE BEGINNING. TALK TO THE STUDY- AND VOCATIONAL COUNSELLOR AT THE LOWER SECONDARY SCHOOL. FOLLOW UP THE PUPILS OF THE DANGER-ZONE AND GIVE RAPID SUPPORT. ARRANGE SMALLER CLASSES CREATE EARLY AN ACTION PLAN FOR THE PUPILS OF THE DANGER-ZONE CREATE ALSO ADAPTABLE STUDY PLANS. PERHAPS ONE EXTRA SCHOOL YEAR WILL BE OFFERED TO MAKE IT EASIER FOR THE PUPILS.

  22. THE PUPILS WHAT DOES THE CONCEPTION VOCATIONAL COUNSELLING/ORIENTATION MEANS TO YOU? TO GET HELP TO CHOOSE MY OCCUPATIONAL FUTURE BY MYSELF. SOMEBODY HELPS TO DECIDE WHAT I´M GOING TO WORK WITH. I GET COUNSELLING BEFORE THE WORKING LIFE. THEY HELP ME TO GET AN ADAPTED OCCUPATION. SOMEBODY HELPS ME TO FIND OUT WHAT OCCUPATION WILL SUIT ME AND WHAT EDUCATION I NEED TO GET THE OCCUPATION. COMMUNICATION WITH THE STUDY-AND VOCATIONAL COUNSELLOR. THE PARENTS WHAT IS A GOOD VOCATIONAL COUNSELLING/ORIENTATION FOR YOU AND YOUR DAUGHTER/SON IN YOUR OPINION ? MEETING WITH THE STUDY-AND VOCATIONAL COUNSELLOR MEETING WITH THE VOCATIONAL TEACHERS SOMEBODY WHO HELPS AND SUPPORTS TO MEET A VOCATIONAL COUNSELLOR WITH A SENSITIVE EAR. TO FIND A SUITABLE TRAINEE POST A PERSON WHO IS A GOOD LISTENER IF YOU CAN TEST DIFFERENT KINDS OF TRAINEE POSTS. REGURLARLY MEETINGS WITH THE STUDY-AND VOCATIONAL COUNSELLOR

  23. USEFUL INFORMATION AND- PRACTICAL COUNSELLING A DEVELOPMENT PLAN OR A STUDY PLAN DISCUSSION ON PROGRESS (TEACHERS, PARENTS,PUPILS) LOGBOOK PORTFOLIO STUDY VISITS COACHING GUIDING, COUNSELLING TEACHING/LESSON IN LIFE STYLE- AND CHOICE OF WAYS TEACHING BASED COUNSELLING COUNSELLING BASED TEACHING INFORMATION ABOUT THE LABOUR MARKET PRACTICE AT A PLACE OF WORK INVITATION OF PROFESSIONALS TO THE SCHOOL TO BE ABLE TO MAKE WELL-FOUNDED STUDY-AND VOCATIONAL CHOICES THE PUPIL NEEDS THE FOLLOWING: PUT KNOWLEDGE INTO PRACTICE FORMULATE AND PRODUCE IDEAS AND DREAMS SEARCH FOR AND SORT OUT INFORMATION BE ABLE TO COMMUNICATE, STRUCTURE AND PLAN. CHOICE COMPETENCE, LEARN HOW TO CHOOSE, CONSEQUENCES OF DIFFERENT AKTERNATIVES OF CHOICES. CONT EMPORARY SOCIAL AND ENVIRONMENTAL STUDIES LOCAL - GLOBAL

  24. CONTINUATION……….. RESPONSIBILITY OF OWN DECISIONS REFLECT ON LIFE-STYLE AND CAREER EXPERIENCES OF WORKING LIFE AND SOCIAL LIFE PREPARE ONESELF FOR THE ADULT LIFE. DEVELOPE: THE ATTITUDE TO EQUALITY, AN ACTIVE CITIZENSHIP, POWER OF INITIATIVE, MOTIVE FORCE, CREATIVITY, SELF-KNOWLEDGE AND OWN RESPONSIBILITY, SPIRIT OF ENTERPRISE.

  25. SPECIAL NEEDS EDUCATION IN SWEDEN • COMPULSARY SCHOOL, UPPER SECONDARY SCHOOL, STATE-RUN SCHOOLS AND RESOURCE CENTRES, HEARING CLASSES, RESOURCE SCHOOLS, FREE-SCHOOLS, Rg/Rh –NATIONAL RIKSGYMNASIET/REHABILITATION SCHOOLS, SPECIAL SCHOOLS • SUPPORT FOR SEN-PUPILS COULD INCLUDE VARIATIONS OF THED FOLLOWING OPTIONS: • ALL PUPILS IN NEED OF SPECIAL SUPPORT HAVE WRITTEN PLANS OF DEVELOPMENT • SET UP IN COOPERATION WITH THE PUPILS THEMSELVES,PARENTS AND • PROFESSIONALS INVOLVED. • THE TEACHERS OF THE PUPIL ARE CONSULTED BY A SPECIALIST TEACHER. • -A SPECIALIST TEACHER OR ASSISTANT HELPS THE TEACHER OR WORKS WITH THE • PUPIL CONCERNED FOR LINGER OR SHORTER PERIODS WITHIN THE FRAMES OF • THE ACTIVITIES OF THE LARGER GROUP. • -THE PUPIL RECEIVES TEAHING MATERIALS ADAPTED FOR HIS OR HER NEEDS. • -THE PUPILS LEAVES THE LARGER GROUP FOR LIMITED PERIODS OF WORK WITH A • SPECIAL TEACHER. • -A CLASSROOM ASSISTANT WORKS WITH THE PUPIL IN NEED OF SPECIAL SUPPORT IN • A CLASS OF THE PUPIL CONCERNED. • -THE PUPIL IN NEED OF SPECIAL SUPPORT WORKS IN A GROUP FOR PUPILS WITH • SIMILAR NEED FOR LONGER OR SHORTER PERIODS WITHIN THE SAME • ORGANIZATION.

  26. CONTINUATION……. -TEACHER ARE SUPPORTED BY A RESOURCE CENTRE AT THE LOCAL LEVEL. -RESOURCE CENTRES AT THE LOCAL LEVEL MAY BE SUPPORTED BY AN ADVISOR AT THE NATIONAL AGENCY FOR SPECIAL NEEDS EDUCATION AND SCHOOLS. ” (FROM THE NATIONAL AGENCY FOR EDUCATION SWEDEN) RECOMMENDATIONS, STRENGHTS AND WEAKNESS(onlysome..) STRENGTHS : -OFTEN GOOD INFORMATION ABOUT MEDICAL VOCATIONAL COUNSELLING IN ORDER TO STOP PUPILS TO MAKE A WRONG CHOICE BECAUSE OF THE HEALTH OR FUNCTIONAL DISORDER. -THE PUPIL WELFARE TEAM/THE TEAM FUNCTION WELL. -THE ”EDUCATION EXHIBITIONS” ARRANGED EVERY YEAR GIVE THE PUPILS A LOT OF USEFUL KNOWLEDGE FOR THEIR FUTURE CHOICES. WEAKNESS: -NOT ENOUGH INFORMATION ABOUT THE CHANGES ON THE LABOUR MARKET TO THE TEACHERS. -TRY TO DO THE PREPARATION AND THE FOLLOW UP BETTER OF THE PUPILS´ PRACTICE AT A PLACE OF WORK. -THE STUDY-AND VOCATIONAL COUNSELLOR SHOULD SUPPORT THE TEACHERS WHEN IT´S ABOUT VOCATIONAL COUNSELLING/INFORMATION MATTERS. -USE THE PUPILS´ EXPERIENCES OF THE PRACTICE/TRANING AT A PLACE OF WORK AS A RESOURCE FOR THE ORDINARY SUBJECTS.

  27. ”THE OBJECTIVE OF THE SWEDISH DISABILITY POLICY MUST BE A SOCIETY THAT ENABLES PEOPLE WITH DISABILITIES TO PARTICIPATE FULLY IN THE LIFE OF THE COMMUNITY ”

  28. NOTICE !!!! VOCATIONAL COUNSELLING IS INSEPARABLE FROM THE NOTION ”PRE-VOCATIONAL TRAINING” ( IN OU PROJECT, THESE NOTIONS ARE USED SYNONYMOUSLY, I.E BEAR THE SAME MEANING) (FROM THE METHODS FOR RESEARCH OF VOCATIONAL COUNSELLING FOR CHILDREN AND YOUTH WITH SPECIAL EDUCATIONAL NEEDS (SEN) MADE BY PROFESSOR INGRIDA BARANAUSKIENE, CO-ORDINATOR OF THE PROJECT AND LIUDA RADZEVICIENE)

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