CrossOver Centre of Expertise and Innovation: Young People, Disability & Work

1. CrossOverCentre of Expertise and Innovation: Young People, Disability & Work

2. The context • Young people are the fastestgrowingagegroup of disability benefit recipients in variouscountries • In the Netherlands: • 9% of the recipients have a regular job • 17% have a job in shelteredemployment • 66% are considered to beable to work Centre of Expertise and Innovation

3. The horizon The young person with a disability is active in a job that fits to his capacities and his needs Employers hire and employ the young person with a disability The young person with a disability follows education that fits to his capacities and his needs Centre of Expertise and Innovation

4. The role of CrossOver: A culture change What are our ambitions? What is needed for the change? What do we do? Where are we now? Centre of Expertise and Innovation

5. Aims • Structural attitude change of young people with disabilities to make optimal use of their personal capacities • by young people and stimulated by all involved in private life, in school and in work • Structural attention for optimum chances to self-development in education • by schools and by those indirectly involved (inspection, care, etc.) and by policy makers • Structural attention for optimum use of labour potential • By supervisors and colleagues, by intermediates, by those indirectly involved (municipalities, care, Social Security) and by policy makers

6. The writing media Political parties Research Institutes Indication Board Internet Television Ministry of Health Ministry of Employment Ministry of Education Ministry of Internal Affairs Unions The Employer Management Care Organisation Management Social Benefit Services Management Reintegration Company The Municipality School Management HR-professional Teacher Training College ......................Organisations............. of........... Professionals.................... Colleagues The Care Professional The reintegration professional Social Benefit Professional Service professionals of the Municipality The Teacher The Supervisor The young person with a disability at home and in school The young person at home and in his transition from school to work The citizen at home, and in work The Parents The Parents Friends The Parents Friends Friends Family members Family members Family members Leisure Club The Church Advocators Parents’ organizations

7. Onlypeoplecan make the change Onlypeoplecanrealiseinclusion It is theirtask to take theirresponsibility All of usneed to take ourresponsibility And take care that changes reallyoccur All areas of inclusion The person Education Home Physical Environment Neighbour-hood Care Work Government

8. Only a balancebetweenallelementsmakes the change The impact of the disbalance is huge It is about creating a balance The person Education Home Physical Environment Neighbour-hood Care Work Government

9. What to prioritise There is no priority If we don’t build at every element at the same time, it will be impossible to realise change

10. What can we do to realise the change? Developing policy Adapting legislation Adapting rules Developing Instruments Experiments Interventions Implementations

11. A culture changeWhat do we need to know? • Who are the key players? • What is their ‘task’? • How powerful are they to change? • How interested are they to change? • What is the business case for the key player to change? • In what way benefits the young person from the change?

12. Where are we • We ‘know’ the issues • We ‘know’ factors that influence the change • We know the stakeholders • more than 150 different types of stakeholders • We distinguish the key players • We ‘know’ their power and their interest to change Centre of Expertise and Innovation

13. Our strategy • Step 1 Make aware • Step 2 Provide them with tools to act • Step 3 Support while acting • Step 4 Organize consolidation • Important! • We are not ‘the carrier’ of the problem • Stakeholders need to change • Stakeholders need to acknowledge the‘problem’ • Stakeholders neet to accept their role as‘owner of the problem’ • Only then, changes are possible Centre of Expertise and Innovation

14. The team • The board: six vip’s • Influencing policy makers and boards, councils • Bring Parties together • The project leaders: experts in specific fields • Developing materials • Disseminating all relevant information, materials • The inner crew: experts in gathering knowledge and information • Gathering relevant information • Communication experts • Website: different parts for a different audience • Support in how to convince stakeholders Centre of Expertise and Innovation

15. Examples of the first steps of inclusion The person Education Home Physical Environment Education Neighbour-hood Care Work Government

16. The teacher Teachers think it’s normal that learners with disabilities have equal rights and equal chances in education Teachers regard learners with disabilities as ‘future productive workers’ Teachers feel confident in how to guide and teach learners with a disability Teachers are supported by their managers in guiding and teaching learners with a disability Centre of Expertise and Innovation

17. The manager of education The manager ‘creates’ a learning environment where students with disabilities have equal rights and equal chances in education The manager regards students with disabilities as ‘future productive workers’ The manager creates a learning environment for teachers to train them in how to guide and teach students with a disability The Manager is supported by the Ministry of Education in creating an optimal learning environment for students with a disability Centre of Expertise and Innovation

18. The Ministery of Education The managers within the Department of Education ‘create’ an educational system where students with disabilities have equal rights and equal chances in education The Minister of Education regards students with disabilities as ‘future productive workers’ The managers create a learning environment for managers of schools to train them in how to guide and teach their personnel in guiding and teaching students with a disability The Minister of Education formulates rules, legislation and policies that support everything mentioned before Centre of Expertise and Innovation

19. How to realisethis? Influence the teacher Future professionals Influence the schools Boards of Education Influence the Ministry Policy makers Centre of Expertise and Innovation

20. Results in this area Where are we now?

21. Examples of the first steps of inclusion The person Education Home Physical Environment Care Nachbar-schaft Care Work Die Behörde

22. What are the issues in Care? Over protection Non Empowering The perspective of the person is not leading Segregation Either no Regisseur or too many Regisseurs

23. Actions and results, an example Issue: mental health institutes do not integrate school activities in their ‘treatment’ Action: discuss this issue with the national body of mental health institutes Result: they organise an inventory concerning the structural attention for school and work in mental health institutes while treating young people with disabilities Action: CrossOver and the national body organise a meeting with different individual centres to discuss the results and ‘what to do now?’ Result: a number of mental health institutes organise subsidies to implement a different way of working, including participation issues in their treatment

24. Cohesion The person Education Home Physical Environment Care Neighbourhood Work • A long list of issues • A long list of actions • Some leading to no results yet • Some on its way • Some making the difference Government

25. Successful? The starting situation 2008

26. Successful? The current situation 2012

27. Small steps Each step is worth taking and brings us closer to our ambitions Centre of Expertise and Innovation