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WP8 – TESTING II coordinated by IFI

WP8 – TESTING II coordinated by IFI. Summary of Local Seminars & Focus Groups 20/06/2013 - Athens. Aim of Testing II (WP8 – Deliverable 14):

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WP8 – TESTING II coordinated by IFI

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  1. WP8 – TESTING IIcoordinated by IFI Summary of Local Seminars & Focus Groups 20/06/2013 - Athens

  2. Aim of Testing II (WP8 – Deliverable 14): • To organise a 1 day seminar in all partner countries for professionals and practitioners working with people with Intellectual Disabilities, at best with PID. • To build up a focus group during the local seminars. • To improve / implement the products with national professionals / practitioners. Implementation between February-March 2013

  3. Evaluation Report by AUXILIUM Overview

  4. Testing II results: • 8 Local Seminars involving between 13 and 42 participants (experts, representatives of the target group ad relevant stakeholders). • Content: Project presentation, aims, objectives, main products. • Outcome: Global evaluation • 8 Focus Groups formed with 5 to 10 participants. • Content: Project presentation, aims, objectives, main products. • Outcome: more target evaluation on Family Buddies Online Training and European Family Set.

  5. LOCAL SEMINARS

  6. Evaluation of the Local Seminar (main results 1/2): • Total of 207 people took part in local seminars • 86% of the total (179) were women. • 91% responded either positive or very positive about the relevance of PID outcomes to their own daily needs. • In terms of personal interest in PID outcomes and results 86% were either positive or very positive. • 84% were positive or very positive about the relevance of the European Family Set to the target group. • 88% were positive or very positive about the relevance of the Family Buddies to the target group

  7. Evaluation of the Local Seminar (main results 2/2): • 84% responded positively or very positively concerning the general pedagogic concept behind the training with blended learning solution (e-learning) • 68% of respondents were positive or very positive about the PID project’s chances of improving overall structures and standards • 93% were positive or very positive concerning the overall impression of the PID project and its products • 76% were definitely interested in learning more about PID training and 85% said they would definitely recommend the training to others • 93% said they were satisfied with the way the local seminars were organised and implemented

  8. Other comments & suggestions: Set of generally positive comments from the different partner countries. It is clear that the products developed by the project are needed, however a number of challenges were pointed out. • To disseminate the project to a wider audience so that the target group are aware of the opportunities the project presents to them. • To turn a set of theoretical concepts and training courses into ones that are used in practice across Europe. • One comment suggested that the members of the target group need considerable support in order to benefit from the project’s training courses, as it involves complicated situations where both parents and their children can have learning disabilities.

  9. FOCUS GROUPS

  10. Evaluation of the Focus Groups (main results 1/2): • Total of 50 people took part in Focus Groups • 88% were women. • The majority of participants were specalists and/or from service organisations. • Consider whether users of the training need further support in order to benefit fully from it, e.g. IT training. Peer support so that learners are not isolated was suggested. • How the project outcomes can be disseminated as widely as possible to ensure that the target group across Europe is aware of the opportunities that could be available to them as a result of the project.

  11. Evaluation of the Focus Groups (main results 2/2): • Greater clarification of the role and tasks of family buddies was suggested • PID curriculum to include details and links to relevant local and regional support resources could be helpful to learners • The curriculum could be adapted to meet the specific needs of the different countries • Lack of material in the training relating to issues specific to children and teenagers and also to relations between parents and children/teenagers • Training could include more good practice examples, links to relevant video resources to reinforce the messages in the training and also include bibliographies.

  12. PID curriculum – all elements and areas covered to reach project aims? • Recurring themes: • Clarifying further the role and tasks of volunteer buddies, • providing details of support services at the regional and local levels to help those undertaking the training • the curriculum could be adapted to suit the specific needs and circumstances of different countries. • Add short pedagogical and methodological guidelines for a good work flow between different agents (buddies, practitioners, friends, family, parents...) and between learning environments: eLearning, mobile learning, face to face meetings… • Certification for participants • Etc.

  13. Training content – relevant training and learning content • Lack of relevant bibliographies. • Lack material dealing with the issues specific to children and when they reach teenage. • Specific relations between parents and children / teenagers. • One useful suggestion is including links to relevant video resources to reinforce the training content. • One comment questioned the length of the training, whether there is too much to fit into a short timeframe.

  14. Pedagogic concept and didactic approach • Several comments stress the value of having person orientated and blended learning approaches as well as using different forms of media to deliver the training. • Risks of learners being isolated, without sufficient peer and expert support to benefit fully from the course. • Another aspect seen positively is the online training approach as it is both low cost and time-efficient, which will appeal to many potential learners.

  15. E-learning platform • Most participants seem to think that it is easy to use, has a good structure and is user-friendly. • It offers flexibility of learning time and is very accessible and intuitive. • However potential users will have different levels of IT skills, with younger people being generally more competent in using new technologies. • Suggestion of providing users with some initial training to get them started with the e-learning course.

  16. European Family Set • It is complete and a helpful document. Many positive comments from each country focus group. Range of suggested improvements. • Numerous requests for more good practice examples and links to regional support that is available. • Information about volunteers working with people with intellectual disabilities is also recommended. • The format needs tidying up before the final version is produced as well as thorough proof-reading of the final text.

  17. THANK YOU FOR YOUR ATTENTION

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