Prevocational education directions for pupils having special needs :

1. Prevocational training of pupils having special educational needsby Laima Tomėnienė and Liudmila GorškovienėShiauliai Salduve basic school

2. The aim of the prevocational education andrendering of vocational counselling servicesin comprehensive schools is to help pupilsto find out their professional interests and leaning/ tendency, gain the basics of careerplanning abilities and create individual education plan.

3. Prevocational education directions for pupils having special needs: • Prevocational education is individualized (activity is organized by specialor social pedagogue – career consultant). • Prevocational education is started in primary school and is performed inthe following directions: - Development of general abilities (e.g., literacy – it also includes toexpressthoughts verbally; ability to count; social, information technology, etc.); - Development of relatively “vocational” abilities (e.g., hand motor skills aredeveloped, development of diligence and endurance); - Coordination of wishes and real possibilities; - Introduction of activity world to pupils having special needs; - Education of work as a value; - Practical testing of professions (e.g., test oneself for a year in severalprofessions, strengthen work skills).

4. Evaluation Methods, means Content, activity plan Aims and results Evaluation of needs Vision, what we go for? The strategy of Planning

5. Form tutor Teachers Special pedagogue Parents Social pedagogue Other specialists Social partners Those who take part in vocational briefing service A pupil

6. The forms of Vocational Briefing: • The Internet. • Stands, exhibitions, lectures, quizzes, contests. • Career briefing during the lessons (integrated lessons) and form tutor lessons. • Visits to companies, agencies, excursions. • Meetings with the representatives of different professions. • Movies, TV, radio shows. • Projects. • Career days, weeks. • Conferences.

7. Creating the system of career briefing • According to headmaster’s requisition a work-group is formed (the management, teachers, special and social pedagogues, form tutors, pupils, parents) • Every school year while planning year priorities a training career programme is arranged. • Aims and goals are formulated. • The plan of activities is formed. • The analysis of results and evaluation is fulfilled (feedback).

8. Activity subjects Integrated lessons Specialized programmes for training career Activity of a form tutor Activity of other school specialists PPT (Pedagogical Psychological Service) career briefing point (PIT) The system of social partners The pattern of career briefing and consulting

9. Important to train the abilities of pupils: Self-cognition Job and career world cognition Career aims prediction Acceptance of personal decisions Activity planning and organising The integration of vocational training into educational subjects (1)‏

10. Have to take account of the peculiarity of pupils’ age For 1-4 forms – cognitive information about jobs and the world of professions For 5-8 forms – cognitive information about work market, occupations, specialities, way of learning, educational system For 7- 8 formers with special needs - cognitive information about possible careers, educational institutions (rehabilitation centers) etc.. The integration of vocational training into educational subjects (2)‏

11. Methods applied: Problem solution Training of general abilities during lessons The search of information using IT Trips to companies, other educational institutions, excursions, exhibitions. Additional technology lessons, informaleducation ‏ The integration of vocational training into educational subjects (3)‏

12. Integration of the vocational education into studies • Every school year it is agreed with primary and basic school teachers about the number of lessons, integrational links and the time of integrated lessons. • Pupils are offered new practice modules, optional subjects related to professional information.

13. The information about educational opportunities of pupils with special needs is collected in special pedagogue’s classroom. • Files about Lithuania’s rehabilitation, career education centers. • Files about study possibilities and conditions in the town’s scholastic institutions. • Internet tests like “Occupation choice model”, “Tests for self-cognition”, etc. • Career guide

14. Organized events • Meeting the representatives of Shiauliai Career Education centre. Presentation of programmes for studying. • Week of international enterprise. • Trip to “Youth Work centre.” • Trip to training and consulting service of Shiauliai career market . • Presentation of Career Briefing point running in Pedagogical Psychological Service for the pupils with special needs and their parents. • Consultations for subject teachers and form tutors.

15. Specialists’ work goes through: Briefing ↓ Evaluation ↓ Consulting ↓ Advice ↓ Intermediation ↓ Action planning ↓ Training (librarian, career advisor, social pedagogue, Pedagogical Psychological Service)‏

16. Work of a form tutor during the school year • During a school year tutors of 5-8 forms organize about 20 thematic classes concerned professional briefing. • During a school year form tutors include various trips, like “Chocolate way”, “My mother’s/ father’s occupation”, “Toast road”, the Lithuanian crafts, library, kindergarten, child foster homes, etc.

17. Work tendencies: Work with a form as a group (classes, practical activities, trips)‏ Individual work with pupils (conversations, advice, problem solving)‏ Work with parents (presenting of information, partnership)‏ Work with teachers and other specialists (the aim- to help a pupil to expand self-cognition)‏ Self-education (good cognition of class students, development of competence in this field)‏ The role of a form tutor in career briefing

18. Methods and forms of communicating with social partners • Briefing. • Consulting. • Trainings. • Practical activities. • Projects. • Exhibitions.

19. Conclusions: • It is necessary to improve constantly career briefing system so that it is useful. • Prevocational briefing of pupils with special needs has to be kept systematically and in series. • Career briefing has to satisfy the age of students. • Career briefing becomes more effective when using different forms, methods and means. • It is necessary to cultivate cooperation with social partners, improve the quality and variety of career briefing service.