LEONARDO DA VINCI - Transfer of Innovation 01/11/2012-31/10/2014AGREEMENT NUMBER - LLP-LDV-TOI-12-AT-0011 PROJECT NUMBER - 2012-1-AT1-LEO05-06976

T-EST Transfer of Employment Support Tools for People with Disabilities

Possible ways for qualification and further integration for people with disabilities inAustria

ISCED: International Standard Classification of Education (UNESCO)

Austrian Educational SystemM

aste

r pr

ogra

mm

e m

in.

4 se

m.

(ISCE

D 5A

)

Fachhoch- schulen

Post

grad

uat

e un

iver

sity

cour

se m

in.

2 se

m.

(ISCE

D 5A

)

Universities

University Colleges ofTeacher Education

Doct

oral

pr

ogra

mm

e m

in.

6 se

m.

(ISCE

D 6)

Ag

Master ...

Master ...Mag., Dipl.- Ing. Mag. (FH),

Dipl.-Ing. (FH)

Bac.

Post

-gr

adua

te

cour

sem

in. 4

se

m.

(ISCE

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Bach

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pr

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8 se

m.

(ISCE

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Dipl

oma

prog

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(ISCE

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Cour

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Dipl

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MSc, MBA …

MEd, MSc ...

Dr., PhD

Post

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cour

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BEd

Mas

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Primary school (ISCED 1)

Academic secondary

school Lower level (ISCED 2)

General secondary school

(ISCED 2)

Vocational school for apprentices

up to 4 years

(ISCED 3B)

Pre-vocational school (ISCED 3C)

14-

181 9

10-

14

New secondary school (ISCED 2)

Higher education entrance examination,Berufsreifeprüfung

Secondary school leaving certificate (“Matura”), VET diploma examination

Kindergarten (ISCED 0)

6- 10- 6

Spec

ial (

SEN)

sc

hool

(IS

CED

1,2)

Intermediate technical and vocational school up

to 4 years(ISCED 3B)

Higher technical

and vocational college (ISCED 3A/4A)

Academic secondary school

Upper level (ISCED 3A)

Austrian

Conventional schools

Special schools

• A defining characteristic of the Austrian system is the 4-year primary education, followed by a secondary education

• Austria has a free and public school system, and• 9 years of education are mandatory• The decision whether a disadvantaged child will be educated in a

special needs school or in a conventional school rests with the parents of the child or other persons vested with the right of education.

Conventional schools (primary and secondary schools)

• Special Education and Integration: legal regulations provide for the possibility of integrated teaching of disadvantaged and non-disadvantaged pupils in primary schools and (since 1997) in lower secondary schools and in the lower level of secondary academic schools.

• There are specially trained teachers to whom students may turn for information, guidance, counselling in decision taking processes, assistance and individual counselling.

• They provide students in certain subjects (2 to 4 hours a week) and in general study work (2 to 6 hours a week).

Sonderschulen

• Sonderschulen, name for special schools (classes) introduced in 1956• Such schools were first established in Austria in 1885, at first only for

mentally handicapped children• From 1959 the name was also used for schools for physically

handicapped children (Schools for the Disabled)• The system was re-organised comprehensively in 1962• Nowadays, in addition to Sonderschulen for children with learning

difficulties there are also Sonderschulen for physically handicapped children, children having speech impediments, auditively challenged children, visually handicapped, blind and severely disabled children; and special schools for children with challenging behaviour.

• As far as possible, children attending Sonderschulen are taught the same curricula as children primary schools and secondary schools

VET-training models for PwD (by the example of Jugend am Werk)

• „Integrative Berufsbildung“ - Integrative Vocational Training (including professional orientation and preparation) – students (age 15-25)

• „Eingliederungshilfe Arbeitstraining“ - Integration Assistance – Vocational training (independent of age)

• „Werkstätten“ - Workshops (for people with a serious disability -independent of age)

I. Integrative Vocational Training (including vocational orientation and profession preparation)

• Supervision is incumbent by the Federal Ministry of Economics and Labour (national level) and regulated in the vocational training act (Berufsausbildungsgesetz) since 2003

• The contracting authority: Public Employment Service

Target groupYoung people between age 15-25, which …• could not be placed in a regular apprenticeship• had special educational needs at school• have special needs because of learning disabilities• have an official reply to support the occupational integration (as

defined by Austrian law: Styrian Provincial Disability Act)

Framework conditions• 6 months voctional orientation (inhouse workshops:

metalworking, woodworking, electronics, trade and cleaning, kitchen range)

• 6 months vocational (profession) preparation (inhouse workshops and practical courses in cooperation with enterprises)

Extended apprenticeship training

partial qualification

Assignmentvia Labour

Market Services

Electronic area

Kitchen-area

Wood-working

Metal working

Trading/ Cleaning

Taster-daysInternal

workshops

Information

Voca

tiona

l orie

ntat

ion

Voca

tiona

l pre

para

tion

Initi

al e

duca

tion

cour

ses

After 1 year of vocational orientation and preparation , the training provides for two alternatives:

• Extended apprenticeship - prolongation of an apprenticeship training duration by one year or, in exceptional cases, by up to two years

• Partial qualification (of one to three years' training duration) by restriction to certain parts of an occupational profile of an apprenticeship.

Extended apprenticeship

training

partial qualification

Electronic area

Kitchen-area

Wood-working

Metal workingTrading/ Cleaning

Voca

tiona

l orie

ntat

ion

Voca

tiona

l pre

para

tion

Initi

al e

duca

tion

cour

ses

Benefits for young people

• Vocational orientation and preparation:

- get self-confidences and as a result develop their capacities and skills by doing in a sheltered surrounding

- diagnostic about occupational aptitude- practical workshop training and practical training in

enterprises

• Integrative vocational training:- long-time practical training in enterprises- individual coaching- social and educational care- professional school

The final goal of the vocational training is:- a final apprenticeship examintion or- an acquisition of the partial qualification… and finally employment and integration

into the labour market

II. Integration Assistance – Vocational training

Supervision is currently incumbent by the Provincial Government of Styria

The prerequisite for people to get this „service“ is …

• to have an official reply for „Integration assistance and vocational training“(as defined by the Styrian Provincial Disability Act, including the corresponding service and fee regulation (LEVO)) – timely limited to a maximum of 1 or 2 yearsOUR Target group

• Mostly younger people who are not able to attend a integrative vocational training

• People with multiple disabilities (e.g. autismus…) and therefore with with a barrier related to the fact that they are not able to learn or work over a specific period of time to, make the access of these groups to vocational training and working opportunities very restricted

The procedure is individual and depents on the special needs of the client:

• Practical work-ability testing (by integration assistance)• Profession orientation • Vocational preparation during practical work placements• Training of orientation and mobility training as well as living

skills The aim should be …

- starting a job - or if possible, for young people to start an integrative

vocational training

Benefits are ….

• At the beginning of the training there is no bound to schedule (could be between 1 hour up to 8 hours per day)

• The vocational plan of each client is individual and depents on the special needs

• Work-ability testing allows to learn practical skills • Practical work placements create certainty and trust in their

own personality • Starting with an allowance during the work-ability testing – up

to cover of living by the Public Employment Service

III. „Werkstätten“ - Workshops

Sheltered work gives people with disabilities the opportunity to take part in daily work in a sheltered setting where they receive personal support services. • Trainees are mostly producing goods that have a commercial

value.• The clients are performing a variety of tasks and are provided

with work experience and the opportunity to socialize with peers.Benefits for PwD Disadvantages for PwD

- socialize with peers - no salary (just allowance)

- daily structure - low self-empowerment

- sheltered working-area - less possibilities for development

- exclusion from society

JaW is running several Workshops (for sale of products) in the province of Styria:

Restaurants & catering

Wood production

Metal working

dislocated workshopsAdd-on offers:

in cooperation withDigital competence

companiesArtistic / creative focus

(series production)Outdoor activities / sport

Practical life skills

Gardening

Ceramic

Workshops - new Paths in the Employment of People with Disabilities

- Person-centred approaches- System-benefit: use this working pre-accession process for

training and preparation in the labour market (for each person individually)

- Vocational orientation through the ability to move between different working environments

- Gaining knowledge through work-placement activities on the free labour market

Our goal: getting PwD out of “sheltered” Workshops and into the labour market

Success-Story :I‘m fine! I like my job at the dry cleaner‘s very much. I manage to work with the machines. I learned a lot at the workshop but it‘s good to work here now. And it was good that jobcoaching had started during internship. I was well-prepared and supported. I‘m still in touchwith my advisor from the workshop. I‘m glad that everything worked out so well.“After 15 years, Martina R. had managed the transfer from the ironing services at the workshops to regular employment. In the meantime, she has got her own flat, her employers are very satisfied and she leads a self-determined and autonomous life.Ms Martina Rosenkranz‘ success is representative of our employees‘ ambition to qualify our clients for the first labour market. She is one example of many that shows us why we give our energy to our customers, even if the general conditions are a real challenge.