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TIME@Net - Implementation

Guidelines TIME@Net Project N. 2014-1-IT03-KA205-1295

Transnational Network promoting Innovative Models in Education,

Work Inclusion

EN

Co-funded by the European Union

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TIME@Net – Implementation Guidelines

A protocol including the strategy plan to realize the next steps of the

project; A model for implementing training and work inclusion interventions

targeted to young people with intellectual disabilities.

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TIME@Net - Implementation Guidelines

CONTENT:

Pag.

I. THE PROTOCOL 4 1 Introduction (scope and structure of the document) 4 1.1 Project summary, main results, expected impact, aims and

objectives 4

1.2 Working Methodology 6 1.3 Theory references and main concepts 6 2. Assessment and validation processes of key competences, non-

formal and informal learning of young people with intellectual disabilities.

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3 Key innovative elements for developing successful training and work inclusion interventions addressed to young people with intellectual disabilities

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3.1 Main actors, their role, the cooperation processes between training agencies, companies, educational and inclusion services

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3.2 Processes to involve and integrate companies and educational and inclusion services

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3.3

The key role of work opportunities to support the exercise of an active citizenship

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3.4 Key, relational and specific competences: the relevance of training the person in the whole for an active role in the society

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3.5 Integrate final target and companies’ needs: accompanying measures and supporting interventions

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4 EU Council recommendations 17

4.1 European Union Recommendations on Disability 17 4.2 EUROPEAN UNION RECOMMENDATIONS ON EDUCATION AND

TRAINING 20

II. THE MODEL 24 1. Introduction 24

2. New settings and opportunities for employing young people with intellectual disabilities, a new role of the public institutions.

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3. Assessment and validation processes of competences of young people with intellectual disabilities: inputs from D-ACTIVE project (510773-LLP-1-2010-1-IT-GRUNDTVIG-GMP)

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4. Working Methodologies and Work Groups

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5. Useful suggestions to create practical exercises, training sessions on the job

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I. THE PROTOCOL

1. Introduction (scope and structure of the document)

This protocol contains some brief sections that summarises the strategy plan to

realize the next steps of the Time@Net project.

It represents the reference point for the personnel responsible of project partners

during the whole project implementation.

The document consists of the following 5 sections:

1. Introduction, working methodologies, theory references and main concepts

2. Assessment and validation processes of key competences, non-formal and

informal learning of young people with intellectual disabilities

3. Key innovative elements for developing successful training and work

inclusion interventions addressed to young people with intellectual disabilities:

main actors, their role, the cooperation processes between training

agencies, companies, educational and inclusion services;

processes to involve and integrate companies and educational and inclusion

services;

the key role of work opportunities to support the exercise of an active

citizenship;

key, relational and specific competences: the relevance of training the

person in the whole for an active role in the society;

integrate final target and companies needs: accompanying measures and

supporting interventions.

4. EU Council recommendations:

mobility and employability objectives

criteria for the establishment of a transversal network aimed at research,

the exchange, the development of learning opportunities, work inclusion, the selection

and the searching of companies, the matching, the mobility.

5. Final section: strategy plan to realize the next steps of the project.

1.1 Project summary, main results, expected impact, aims and objectives

The TIME@Net project aims at promoting Social and Work Inclusion, Active

Citizenship and participation to Learning among a target group at high risk of social

exclusion: young people with intellectual disabilities.

The TIME@Net consortium includes both public and private institutions in the

field of education, social, training, research and work inclusion areas with significant

skills and experience and belonging to 8 EU countries where inclusion issues are

relevant.

By the comparison carried out by partners in the frame of methodology and

experiences occurred in previous projects, and taking in account EU guidelines and

recommendations for education, follows the evidence of a cross-cutting difficulty at EU

level in the field of training and work inclusion paths addressed to the mentioned

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target. The need for alternative models able to promote the disadvantaged persons

participation to Learning, the quality in delivering the services through the updating of

the competencies of the personnel dealing with this target, the involvement of

enterprises at the beginning of the training and work inclusions pathways appear as key

factors in promoting their social inclusion.

The project’s basic idea is that it is necessary to upset the processes for

developing training and work inclusion paths addressed to young people with

intellectual disabilities, by identifying and involving the employing companies since the

beginning of the work inclusion pathways: that’s the main way the project is innovative.

The TIME@Net project is developed with a multidisciplinary approach that

integrates the methodologies belonging to the following areas: scientific research and

action research, social and educational sectors, job placement, education and training,

marketing and business.

During the implementation phase, the project will organise five different main

activities, interconnected and progressive, in order to develop at EU level a new model

and innovative practices for the work inclusion for young people with intellectual

disabilities.

The project implementation includes the organisation of a short training event for

education and training staff directly involved in the work with young people with

intellectual disabilities. The event will be a pilot training course aimed at provide the

selected staff with the strategic competences necessary for planning effective and

successfully work inclusion plans for young people with intellectual disabilities.

Main outputs:

-a research at a transnational level in the frame of young people with intellectual

disability work inclusion.

-guidelines including the strategy plan to realize the project and a model for

implementing effective training and work inclusion interventions targeted to young

people with intellectual disabilities.

-a manual and a course model for the development of the competences of the

training and inclusion sectors personnel, in order to enabled them towards the

construction, the promotion and the implementation of effective pathways involving

the companies since the beginning of the processes.

-development of training and work inclusion plans within the n. 6 countries

involved directly in the implementation project stage, each one involving 10

beneficiaries and based on a close cooperation between the training sector, the

educational services and the labour market.

-a permanent online platform for joint reflection and EU co-operation, for mutual

exchange of information, updating of research, promoting innovation and best practice

in the project’s field.

Impact envisaged:

-realizing models shared and usable on an EU scale

-using the products in the training/work inclusion paths and in research actions

-creation of a permanent network at transnational level

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-fulfilment of the objectives set up by the EU Council.

Long-term benefits on the young people with intellectual disabilities:

-Increasing employment and inclusion opportunities

-Improving their Quality of life

-Fostering the exercise of an active citizenship.

1.2 Working Methodology

After the in depth-analyses of the proposal, the partner in charge for O2-A1 has

developed a template containing the key elements connected with each section of the

protocol and to be filled in by partners with additional aspects, according to the steps

shared during first meeting (research on desk, analyses of research results, etc.). The

research results (O1) have represent the main reference point in order to develop the

themes 2 and 3 of this document.

The researcher groups identified in Activity 1and enriched with new experts

(construction, assessment and evaluation of social interventions, education experts

according to addresses and the lines of the European Council, experts in learning

assessment and certification of skills, experts from work) have developed the

procedures included in the Guidelines. The activity focused on the quality and strategic

criteria in order to develop all project outputs.

The activity was carried out through the following steps:

- elaborating the project work plan

- identifying innovative elements to be included in the work inclusion

interventions

- defining contexts and contents key factors for the realization of effective work

inclusion paths addressed to young people with intellectual disabilities.

Following the common discussion, the document was finalized and translated in

all partners’ languages.

1.3 Theory references and main concepts

main sources, frameworks, theoretical references (starting from the project’s

ones with additions provided by each partners)

Main concepts:

the core concept of the project is that it is necessary to upset the processes

for developing training and work inclusion paths addressed to young people

with intellectual disabilities, by identifying and involving the employing

companies since the beginning of the work inclusion pathways

therefore, it is necessary to work in advance together with the companies in

order to identify employment opportunities, so thus define them according to

resources of persons. During this first step, it is important to make the

companies’ representatives aware of the advantages derived from the potential

recruitment. Only after that, it could be possible to plan the training and

insertion path with the involvement of all processes' key actors

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as a consequence, it is necessary to contact and to involve companies and

supporting services, thus the plans combines special needs of the mentioned

target in terms both of competences development and of supporting measures

with the actual job opportunities already identified.

Related concepts:

In order to create concrete opportunities for inclusion and permanent networks

you need:

with reference to the final target, early interventions and at a young age

a closer collaboration between VET professionals, as they know the

competences assessment processes, clinical staff and assistance personnel, as they

know users characteristics and their potential, companies’ representatives, who

know the real market opportunities in a specific way.

personnel provided with adequate competences to meet the needs both of

the target and of the companies and according to the EU recommendations;

new models for the planning and the implementation of inclusion pathways

addressed to young people with intellectual disabilities, for the validation and the

development of their strategic competencies to reach a real working and social

inclusion.

Theoretical references:

a multidisciplinary approach that integrates the methodologies belonging to

the following areas: scientific research and action research, social and educational

sectors, job placement, education and training, marketing and business

an hermeneutic constructivist perspective that enhances the active

participation of beneficiaries;

Career guidance theories and methodologies focused on work inclusion of

mentally disabled persons;

Inclusive education theories which focus on mentally disabled youth;

Self-determination theories and studies focused on development of work

inclusion skills in disabled perosns

ICF -International Classification of Functioning, Disability and Health. The

ICF aims to switch evaluation of models and designs, from the simple identification

of deficiencies of the "handicap" of the individual to an assessment of the level of

wellbeing and participation. The ICF offers to overcome the "diagnostic labels" and

to assess and consider the ability of individuals to "think, plan, and produce

performance". The aim is to evaluate the elements and resources possessed by

individuals, with a view to achieving participation and well-being.

The Quality of life approach according to the perspective of WHO.

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2. Assessment and validation processes of key competences, non-formal and

informal learning of young people with intellectual disabilities.

The transnational report shows that there are six central aspects that the project

should address and propose solutions for. The interviews/questionnaires that we have

carried out with company representatives and professionals show that they agree that

these six aspects constitute a barrier to more young people with intellectual disabilities

finding their way into the labour market.

1. A lack of skills and competences is pointed out to be the largest obstacles to

create more jobs.

2. There is a need for a better and more qualified model and system to secure

a better assessment of the skills and competences of the intellectually disabled – also

focusing on confidence and ability to take responsibility.

3. In the same way, both interviewed groups point out a need for an

assessment model that can support a better match between the potential job-

opportunities and the skills and competences of the individual young intellectually

disabled person.

4. There is a need for more systematic support for the companies to secure a

better inclusion. The interviewees propose a mentor system or a better spreading of

knowledge as potential tools.

5. A better financial support for the business/companies that employ young

people with intellectual disabilities is also a need that is pointed out by both the

company representatives and the professionals.

6. A majority of the participating interviewees believe that some kind of

politically decided quota-system is a necessary and strong tool, if the aim of including

more young intellectually disabled people into the labour market should be reached.

Proposals for dealing with point 1-3

In the future work, the project group should consider if point 1-3 are coherent

aspects of the same challenge and problem, and therefore require one coherent

solution, which includes the following 3 phases/tasks:

1.) The project group identifies, further develops, adjusts and makes a suggestion

for a quality model of how to make more measurable job descriptions of potential job

possibilities (analyses of activities/tasks), taking into account the central intellectual

areas of function that we know are challenging in relation to young people with

intellectual disabilities.

This means that the workplaces should be motivated to participate and they

should be offered that a professional with special competences comes to the workplace

to identify and analyze the daily tasks that could be simplified and downgraded into

part elements, which can be handled by young people with varying degrees of

intellectual disability. Such measurement analysis tools of jobs and tasks already exist,

and these can be used as a starting point and be further develop by the project group.

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2.) The project group designs a model for how to evaluate the competences of all

young people with intellectual disability early on and continuously (12 – 14 years of

age), on the basis of the competences that are identified and described as central

competences in the measurable job descriptions that are targeted specifically at this

target group.

In some of the partner countries, there are evaluation tools that could be

used as a starting point for a further development work that secures a direct

connection between the personal focus areas of evaluation and the competence areas

that are described in the job descriptions that are targeted at young people with

intellectual disabilities.

3.) The project group describes, based on some concrete examples, how to focus

more concretely on securing that the young people with intellectual disabilities obtain

the competences (degrees of competences) that are described in the job descriptions,

using formal, non-formal and informal teaching offers.

They might come up with ideas for the form and content of a new

vocational education system for young people with intellectual disabilities.

Proposals for dealing with point 4

Both companies and professionals agree that point 4 is a necessary focus area:

There is a need for more systematic support for the companies to secure a better

inclusion. The interviewees propose a mentor system or a better spreading of

knowledge as potential tools.

In connection to this point, the project group should be aware that the

transnational report shows a large difference between the positive self-understanding

of the companies in relation to their willingness to participate in solving this challenge

with young people, and the professionals’ more negative opinion about the willingness

of the companies. In this context it is also interesting, that while the professionals state

that they meet reluctance and lack of interest, more than half of the participating

companies state that they have never been asked. In addition to this, about 30 % of the

companies, that are already taking an active part in the task, state that they have never

been offered any kind of public support.

The project group should develop a model for how to secure an optimal co-

operation between the public authorities and the companies to secure that they

experience each other as partners and not as reluctant opponents.

1. A proposal for a course description (best practice), including material

proposals for how to create and maintain contact to the companies in a constructive

partnership.

2. A competence description of a mentor function and the educational

program for such mentors. The project group should consider if the mentors could be

voluntary seniors with professional insights.

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3. Development of good start-up information materials that can be adjusted to

local needs and distributed to the companies in the local area.

Proposals for dealing with point 5

It is limited how the project group can correspond to this very central financial

problem that both groups of interviewees describe as decisive. A better financial

support for the business/companies that employ young people with intellectual

disabilities is also a need that is pointed out by both the company representatives and

the professionals.

The project group should identify and present a best practice model for how to

handle this subject in the best and most optimal way. The project group could choose

Denmark as an example. Through many years, Denmark has developed a model that is

based on equal civil rights for everyone to be active in the labour market, relative to the

resources that the individual citizen can offer.

In practice, the model contains both:

Flexibility with regard to how long time the person can work (how many

hours per week);

Efficiency in the time (the hours) that the person works;

Wage subsidy for an employed mentor in the company through the start-up

period, which can last for a long time;

Full pay for the intellectually disabled.

Fully aware that this model requires a strong financial basis and probably, to

varying degrees, is out of reach as a short-term goal in the participating partner

countries and other EU countries, the model could be an inspiration to the partner

countries and work as a lighthouse for the long-term development. The model could

contribute to a discussion among the decision-makers, on both national and regional

level, about the level of ambition for this challenge. It could also be used to secure that

the first actions that are planned in the participating countries/regions have a

lighthouse to aim for.

Proposals for dealing with point 6

A majority of the participating interviewees believe that some kind of

politically decided quota-system is a necessary and strong tool, if the aim of

including more young intellectually disabled people into the labour market should

be reached.

The project group should identify best practice legislation for a working quota-

system and, based on a discussion in the partner group, they should comment on the

advantages and disadvantages of a quota-system that forces intellectually disabled to

work.

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The project group should develop an alternative model/proposal/catalogue of

ideas and guidelines for how to make it more attractive for both public and private

companies and their employees to contribute to solving this social task and become an

active part of a good story. The transnational report shows that many of the companies

are ready if they are met and supported in the start-up phase and continuously in the

following course. Such a proposal has to contain the answers to the challenges that the

professionals express in the national reports:

How to motivate companies to hire young people with intellectual disabilities.

Produce and spread the good stories.

How to involve companies in processes of work insertion.

How to develop positive attitudes from the co-workers.

And how the professionals handle and meet the requests from the companies:

How to make it easier for the companies to hire young people with

intellectual disabilities, so they do not experience that it is different from hiring

ordinary employees.

How to identify and offer adequate help from the public sector (almost

50%), and support the companies to get to know the legislation and the opportunities

for funding.

3 Key innovative elements for developing successful training and work

inclusion interventions addressed to young people with intellectual disabilities

3.1 Main actors, their role, the cooperation processes between training agencies,

companies, educational and inclusion services

Under the project’s perspective, training agencies, companies, educational and

inclusion services has been identified and thus represent the main actors of training

and work inclusion processes.

Even if, as outlined within the Time@Net Research Report, it is difficult to compare the

situation in various countries, trends and the strategies and methods can give valuable

insights and inspire new ways to work with work insertion.

The Research Report outlines some trends and points, common to all countries

involved, focusing on the relevance of the connections between the different actors of

training and inclusion processes for young people with intellectual disabilities:

a strong tendency to focus the educational systems on opportunities for future

employment

a legislation that deals with possibilities for education after leaving compulsory

school

an employment legislation that is meant to secure equal treatment and non-

discrimination

a holistic approach to work insertion, that pays attention not solely on finding

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the jobs, but on the individual situations

a general difficulty to assess the competences of young intellectually disabled

people in relation to their skills and readiness for work in ordinary settings

the need for assessment of skills, in order to give the young people with

intellectual disabilities confidence and responsibility

the lack of skills and competences as the largest obstacle to creating more jobs

and to further employment of young people with intellectual disabilities

emphasis on vocational training and development of work competences

through special programs that focus on creating the necessary skills for the

young intellectual disabled in order to create more jobs

the relevance of social skills for young people with intellectual disabilities,

especially related to co-workers and the ability to engage in new networks

a focus on keeping a close relation to the employers, and supporting them and

the pupils before and during the work insertion

a need for support for the inclusion, either through mentors or through

spreading of knowledge to the businesses

the importance to have positive attitudes from the co-workers and getting

them along, so that a lot of effort should be put into informing them, and using

them as resources to increase the chance of a successful work insertion

a focus on job matches, that seems very important, and on the need for focus

on financial support for businesses that employ young people with intellectual

disabilities

in connection with the above, the importance of adequate skills of the

professionals to prepare the young people for all the required competences and

to get the right match

the relevance of supporting the young people, keeping them motivated, while

still keeping a balance where they grow more independent and acquire

responsibilities

the perspective of professionals, according to which businesses do not involve

themselves enough when employing young persons with disabilities, to be

considered together the businesses’ criticism to the educational system and the

employment system (pointing out the lack of skills and the lack of help)

the necessity for have supportive measures for employers as well as better

services and adequate help from the public sector and/or interest organisations

the lack of awareness of the tasks in the field among the different actors

the impression that the cooperation between the educational system, the

employers, and the employment system generally is weak

the weak coherence and cooperation between the different actors/institutions,

like training agencies, public and private services, companies etc.

As a result, the points made about better cooperation and dialogue between key

actors, and need for greater awareness of each other’s tasks, are important in order to

improve future cooperation and the possible pathways for young people with

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intellectual disabilities.

Within the current situation, the role of the different actors has to be changed, making

each actors’ tasks more clearly, and by fostering a closer cooperation between training

agencies, representatives of clinical and educational services and companies.

3.2. Processes to involve and integrate companies and educational and inclusion

services

The Research Report underlines a common trend towards an increasingly more

positive view on people with intellectual disabilities, as resourceful and as part of

society. On the other hand, the main differences regards the extent to which there is a

positive view on people with intellectual disabilities, and the extent of the inclusion of

the ICF definition into legislation and the work of professionals.

It seems that there is a positive connection between the development of the

professional definitions, the adaption of definitions in legislation, the extent of media

coverage, and the general attitude of the population.

To reach a goal of creating more pathways into employment, it could be useful to

create greater awareness of the ICF definition and methods. This effort should

primarily be directed at professionals, but obtaining greater political awareness in

legislation could help reach the goal.

In addition, a special effort should concern the promotion of greater awareness among

the different actors of each other’s tasks.

Concerning the educational system and the transition to employment, some relevant

topics are:

too low coherence and a lack of common methods in the work in different

institutions and organisations, and the need for more cooperation

no or too few efforts directed specifically at intellectually disabled people

the lack of individual support for the intellectually disabled

a low number of specialists, and resources and qualifications of the relevant

staff

the need for more support for integration into society during the period after

compulsory school that represents a transition into new phases, with a larger

focus on social, civic, and relational competences

Within the above outlined trends, it is possible to point out some key aspects in order

to involve and integrate companies and educational and inclusion services.

To improve vocational training and development of work competences through

special programs that focus on creating the necessary skills for the young

intellectual disabled, including on-the-job training

To involve the employing companies since the beginning of the paths

To include in the training programs the development of a broad range of social

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skills competences, especially related to co-workers and the ability to engage in

new networks

To keep a close relation to the employers, and supporting them and the pupils

before and during the work insertion

To support the inclusion, either through mentors or through spreading of

knowledge to the businesses

To make effort to have positive attitudes from the co-workers and getting them

along, by informing them, and using them as resources to increase the chance

of a successful work insertion

To focus on proper job matches and on financial support for businesses that

employ young people with intellectual disabilities

To enhance the skills of the professionals in order to prepare the young people

for all the required competences and to get the right match

To support the young people and keep them motivated, while still keeping a

balance where they grow more independent and acquire responsibilities

3.3 The key role of work opportunities to support the exercise of an active

citizenship

As the Research Report points out, there is common focus on a holistic view of

individual, which also includes life outside the educational system and employment. In

general, there is a goal in the countries to enable young persons to be active citizens.

Human rights of disabled people include the following indivisible, interdependent and

inter-related rights:

The right not to be the target of differentiation, exclusion, restrictions or

preferences based on infringements of human rights and fundamental freedom

The right of equal opportunities

The right of complete equality and protection

The right to a high standard of medical, psychological and functional health,

both for medical and social rehabilitation and other services, necessary for the

highest development of skills, abilities and self-confidence

The right to work, in accordance with his/her own skills, and to receive a fair

salary, in order to ensure an adequate standard of life

The right to be treated with dignity and respect.

The civil society and the organisations result to play the most important role in

fostering active citizenship of young people with intellectual disabilities. On the other

hand professionals in either education or employment have a relevant weight, while

families and friends do not play an equally important role.

The development of work opportunities targeted to young persons with intellectual

disabilities can play a key role to support the exercise of an active citizenship.

Therefore, when working with young people with intellectual disabilities, it is

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important to take into account the respect of the above mentioned human rights.

This means to view the disabled person as a person first, removing the label of

“disabled”.

3.4 Key, relational and specific competences: the relevance of training the person in

the whole for an active role in the society

Even if, there is a general acknowledgment, under a training perspective, on adopting a

holistic approach, on focusing on the individual situation of the person and on trying to

create individual paths, there is still the need to direct efforts specifically at

intellectually disabled people.

The project’s Research Report shows that:

the educational legislation of the participating countries have legislated to

create an educational system, which tries to take the individual situation into

account, when dealing with children and young people with disabilities;

there is also legislation in all of the countries that deals with possibilities for

education after leaving compulsory school;

there is a strong tendency to focus the educational systems on opportunities

for future employment.

In fact, it seems that there is not enough focus on strategies aimed at intellectually

disabled people, and that it may be worthwhile to make more strategies and programs

aimed more specifically at the target group.

In particular, the above-mentioned criteria need to be properly adapted into practices

and there is still the need for more programs that support the competences and skills

of the young people with intellectual disabilities.

On another hand, the biggest obstacles pointed out to further employment of young

people with intellectual disabilities are:

the lack of competences and skills

the difficulty to assess the competences of young intellectually disabled people

in relation to their skills and readiness for work in ordinary settings

the lack of a proper job match

the lack of individual support for the intellectually disabled.

It follows that there is the need for special programs that focus on creating the

necessary skills for the young intellectually disabled as well as supporting measures i.e.

through mentors.

In addition, in order to implement successful inclusion pathways, the development of

work competences should include a broad range of social skills, especially related to

co-workers and the ability to engage in new networks.

The social, civic, and relational competences represent the essential basis for

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integration into society, and they should be focused during the transition phase after

the compulsory school.

3.5 Integrate final target and companies’ needs: accompanying measures and

supporting interventions

In order to foster the work inclusion of young persons with intellectual disabilities,

getting a proper job match represents one of the most important goal to be reached,

as the possibility of a good result is best, when there is a good match. However, job

match does not make sense without different adequate supporting measures.

Specific accompanying measures and supporting interventions directed either to the

young people with intellectual disabilities or to the businesses are:

to support the young people and keep them motivated, while still keeping a

balance where they grow more independent and acquire responsibilities

to assess skills in order to give the young people with intellectual disabilities

confidence and responsibilities

to provide the young intellectually disabled with social and relational skills in

order to keep proper relationships with co-workers and be able to engage in

new networks

to direct efforts in order to have positive attitudes from the co-workers and

getting them along

to support the inclusion, either through mentors or through spreading of

knowledge to the businesses

to give businesses adequate help

to focus on financial support for businesses that employ young people with

intellectual disabilities

to support quota system with financial aids

to provide businesses with stronger financial incentives, and the businesses that

live up to a quota with stronger economic benefits

together with economic benefits, to spread knowledge and information to

businesses

to consider different forms of financial support for businesses that employ

young persons with intellectual disabilities

Other ideas for programmes or legislations include specific job fairs, special

responsibilities for big businesses, and voluntary agreements between the different

actors.

The main aim of the project TIME@net (promoting Social and Work Inclusion, Active

Citizenship and participation to Learning among a target group at high risk of social

exclusion: young people with intellectual disabilities) base on the comparison carried

out by partners in the frame of methodology and experiences occurred in previous

projects, and taking in account EU guidelines and recommendations for education,

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follows the evidence of a cross-cutting difficulty at EU level in the field of training and

work inclusion paths addressed to the mentioned target.

The project partners have identified and shared as priorities the following key aspects

(which are also priorities in several EU council recommendations):

- With reference to the final target, the need for early interventions and at

a young age.

- The difficulty related to involve the private market companies in order to

the inclusion paths planning.

4. EU Council recommendations

4.1. European Union Recommendations on Disability

It is well known that European Unión is a strong supporter of social Inclusion and full

participation of disabled people in society, in full compliance with “United Nation

Convention on the rights of people with disability”, which was ratified by European

Union in December of 2010.

For this purpose, European Union launched in 2010 the European Disability Strategy

2010-2020 based on the Convention, with objectives that include 8 priorities:

accessibility, participation, equality, employment, education and training, social

protection, health and external action. These priorities were identified by analyzing the

results of the EU Disability Action Plan 2003-2010 and consultations carried out in

Member States. Among the priorities, we find some which are close related to the

TIME@net project:

1) Education and training of persons with disability;

2) Employment;

3) Accessibility (connected with mobility);

4) Participation (connected with mobility and encouraging active citizenship).

1.) Education and training of persons with disability

According to the data obtained by European Commission through the online public

consultation previous to the formulation of “The European Disability Strategy 2010-

2020”, the most important barriers related to the education area that persons with

disability face (we should highlight that some of these barriers have also appeared in

the initial complementary research of Time@net project), are:

• Lack of accessibility to learning materials;

• The accessibility of buildings;

• Need of scholarship and grants;

• Awareness-raising to increase social acceptance of persons with disability;

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• Specific training for teachers.

And the most important action lines proposed by the Commission in the “Initial Plan to

implement the European Disability strategy 2010-2020” relevant for the “TIME@net”

Project are:

• Increase knowledge on education levels and opportunities of people with

disability

Improve e-skills of persons with disabilities,

• Increase the mobility of people with disability through enhancing their

participation in the Lifelong Learning programme and the Youth in Action program

• Maintain the priority given to young people with fewer opportunities

(including young people with disabilities) in the implementation of the Youth in Action

Programme.

2.) Employment

Related to the employment of persons with disabilities, the same online public

consultation states that actions should be aimed at:

• Promotion of self-employment,

• Training to jobseekers,

• Provision of assistive technologies.

To this, the European Commission suggests in its strategy the following actions:

• Focus on what people can do and persuade potential employers with convincing

arguments and support to employ people with disability

• Encourage employers to commit to Diversity policies in the workplace, in particular

through the signing of Diversity Charters

• Encourage social entrepreneurship with concrete actions to be rolled out in a

“Social Business initiative” to support and accompany the development of socially

innovative corporate projects within the single market.

• Give special attention to difficulties of young people with disabilities in transition

from education to employment and address intra job mobility including those working

in sheltered workshops (Access to and retention in employment)

• Involvement of Public Employment Services (PES) at EU level:

• Screening of national/regional measures (e.g. quotas, social partnerships,

cooperatives, supported employment, transport)

• Analysis of the employment effects of informal and family care, with particular

attention to gender issues.

19

3.) Accessibility

Accessibility as one of priority action area of European Disability Strategy 2010-2020

has a great role in promoting the mobility of persons with intellectual disabilities.

People with disabilities must have access to goods, services and assistive devices.

Similarly, their access to transport, facilities, and information and communication

technologies must be ensured in the same way as for able-bodied people.

Accessibility is a precondition for participation in society and in the economy, but the

EU still has a long way to go in achieving this.

EU action will support and supplement national activities for implementing accessibility

and removing existing barriers, and improving the availability and choice of assistive

technologies.

In accordance with the aims of the TIME@net project, this has significant influence on

encouraging people with intellectual disabilities to participate in lifelong learning and

to obtain employment.

4.) Participation

Project Time@net gives great emphasis also on encouraging active citizenship of

people with intellectual disabilities. One of the priority action areas of European

Disability Strategy 2010-2020 highlights encouraging active citizenship.

There are still many obstacles preventing people with disabilities from fully exercising

their fundamental rights -including their Union citizenship rights- and limiting their

participation in society on an equal basis with others. Those rights include the right to

free movement, to choose where and how to live, and to have full access to cultural,

recreational, and sports activities. For example a person with a recognized disability

moving to another EU country can lose access to national benefits, such as free or

reduced-cost public transport.

People with disabilities must be able to fully exercise their fundamental rights as

regards European citizenship. This Strategy must contribute to:

• Overcoming obstacles to the mobility of people with disabilities –as individuals,

consumers, students, and economic and political actors-;

• Guaranteeing the quality of hospital care and accommodation in residential

institutions, financed by the Structural Funds;

• Guaranteeing accessibility of organizations, venues and services, including those

relating to sports and culture.

EU action will support national activities to:

• Achieve the transition from institutional to community-based care, including use of

Structural Funds and the Rural Development Fund for training human resources and

20

adapting social infrastructure, developing personal assistance funding schemes,

promoting sound working conditions for professional carers and support for families

and informal carers;

• Make sports, leisure, cultural and recreational organisations and activities

accessible, and use the possibilities for exceptions in the Directive on copyright.

According to Inmaculada Placencia Porrero (Deputy Head of Unit DG Employment

social affairs and equal opportunities), to achieve the objectives of the strategy,

European Union will put into action the following tools:

• Legislation: e.g. explore the possibility of a “European Accessibility Act”,

• Mainstreaming: ensure that all relevant EU initiatives promote equal opportunities

for people with disability,

• Cooperation between Member State and civil society

• Funding,

• Awareness-raising,

• Data collection and monitoring,

• Internal application UN Convention

• Governance UN Convention

The following documents are also considered relevant in the scope of social and labour

integration of young people with intellectual disability in European Union:

• Disability Action Plan (2004-2010)

• Youth on the move (Policy initiatives on employment and education of young

people in Europe)

To finish, we would like to advise the readers that the objectives and actions showed in

this section are only an extract (that pertinent to the TIME@net project) of the

information contained in the following documents:

• “The European Disability Strategy 2010-2020”,

• “Preparation of a new EU disability Strategy 2010-2020”,

• “Initial plan to implement the European Disability Strategy (2010-2020). List of

Actions 2010-2015”. (COM (2010) 636 final) (SEC (2010) 1323 final)

4.2. EUROPEAN UNION RECOMMENDATIONS ON EDUCATION AND

TRAINING

Strategic framework – Education & Training 2020

Through the strategic framework for education and training, EU countries have

identified four common objectives to address these challenges by 2020:

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• Making lifelong learning and mobility a reality;

• Improving the quality and efficiency of education and training;

• Promoting equity, social cohesion, and active citizenship;

• Enhancing creativity and innovation, including entrepreneurship, at all levels of

education and training.

The TIME@Net project fits within the priorities declared in the ET2020, particularly

with reference to:

• The increasing of the level of employability of European citizens;

• the development of a closer cooperation between training agencies, educational

services and companies, thus that education could meet the needs of the labor

market;

• The development of employment opportunities addressed to young people

together with a decrease of public assistance expenditure;

• To promote the exercise of an active citizenship towards the development of the EU

community.

EQF framework and subsequent recommendations of the Council

The European Council, particularly through the EQF reference framework, proposes a

system of reference levels that take into account the degree of skill awareness, the

ability to use skills in groups and contexts, and the ability to use the skills to play active

roles in society and in work groups.

In the Recommendation of the EU Parliament and Council of 18th December 2006, the

Council indicated the essential elements that should be part of any training system,

and that should enable people to become aware and participatory in European politics.

In this case, the European Council shifted the attention from the concept of "notion",

to the concept of useful points for participation in community life and to the concept of

well-being in this context.

“Strategic framework for cooperation in education and training activities"

(ET2020)

With a particular reference to the following priorities: to increase of the level of

employability of European citizens, to develop a closer cooperation between training

agencies, educational services and companies, thus that education could meet the

needs of the labor market, to develop employment opportunities addressed to young

people together with a decrease of public assistance expenditure, to promote the

exercise of an active citizenship towards the development of the EU community.

CRITERIA FOR THE ESTABLISHMENT OF A TRANSVERSAL NETWORK

The criteria is aimed at research, the exchange, the development of learning

opportunities, work inclusion, the selection and the searching of companies, the

matching, the mobility.

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If it wished to create a network among several entities aimed at improving the labour

integration of young people with disability, it is crucial to take into account the

following criteria:

• Creation phases,

• Type of network,

• Partner drivers to create and participate in the network,

• Network objectives and partners objectives: “the social impact”.

a) Phases to create a network

The creation of a network implies to follow several compulsory phases:

1. Searching the perfect partners,

2. Negotiation and determination of the network structure,

3. Implementation and monitoring

b) Type of network that could be created

Some examples would be: co-operative, social business, joint venture, alliance…

c) Partners and network drivers

For the TIME@net Project is relevant to know the drivers why private companies are

taking part in this kind of networks. Common reasons for private companies to take

part are:

• Improve the company image,

• Improve the relationship with workers or entities linked with people with disability,

• To have access to cheaper workforce,

• To improve the job performance,

• Ethic reasons,

• To be excellent in compliance with the Law.

Every organization must know the drivers to take part in the network. The coordination

body and the rest of the partners must also know these drivers. This will help to

establish the network objectives and will contribute to foster confidence among the

partners, avoiding opportunistic behaviors.

d) Network and partners´ objectives

An important task for the network management is to develop clear, measurable and

23

achievable network objectives. It is also important to establish appropriate evaluation

and monitoring mechanisms; and a pertinent decision making process.

The network objectives can be of different types. The initial Time@net research has

found out some of which could be achieved through a network:

• To improve the services provided to companies,

• Creation, implementation and validation of specific formative programmes,

• Creation of helping tools to evaluate competences,

• Raise-awareness campaigns,

It is crucial that every participant entity or company establishes its own objectives. One

of the most used criteria is the partner satisfaction level with the network results.

Lastly, one of the criteria must be taken into account by companies when the creation

of a network is considered is the “Social impact” of the network outcomes.

To identify, prevent and mitigate the adverse impact of companies is a key element of

their Social Corporate policies. It must be reminded that European Commission put

forward in 2011 a new definition of C.S.R.: “the responsibility of enterprises for their

impacts on society” (COM (2011) 681)

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II. THE MODEL 1. Introduction

In recent years we have witnessed a significant change in the direction of positive

attitude to the intellectual disabled people. It happens at different levels - individuals,

communities, institutions, NGOs and states. The essence of this change is that we begin

to appreciate diversity rather than fear it. To a large extent the changes taking place in

public life are provoked by the rapid development of science and technology, affecting

social relationships and culture of broad layers of the population. Consequently, the

fight against discrimination (overt or covert) becomes more important goal, combined

with the need to ensure full inclusion of everyone in society and equal opportunities for

personal fulfillment.

One of the groups at highest risk of discrimination is the people with disabilities

and especially those with intellectual disabilities. Within the general category ,,people

with disabilities" and “people with intellectual disabilities” are separate subgroup to

which discrimination in certain sectors is strengthened. Studies have shown that they

are more vulnerable to labor discrimination of persons with injuries and diseases

because of the peculiarities of the stigma shared by most employers in the world.

Intellectual disability and psychic problems are often equated although they are very

different. These misconceptions influence especially on the implementation of the

labor market because they associate intellectual disabilities with expectations of

increased aggressiveness, defective performance, reduced labor manageability

unpredictability of employee risks to other employees and customers, etc., which

makes people with intellectual disabilities reluctant to hire.

On the other hand, people with disabilities are often presented as needing care,

unable to cope. This is related to medical science, in which the term "disability" does

not unambiguously content, but in general and non-specific interpretations taken as

inferiority. Near him on the nature and importance term disability. This concept limits

the approaches to these people, reducing it to search the defect. As a result of this

understanding, people with intellectual disabilities did not exist for society, hidden from

the eyes of others, isolated, without the possibility of inclusion.

As a result of scientific advances, development of systems of social services and

changes in public attitudes towards different, understanding, attitudes and behavior

towards people with intellectual disabilities suffer significant changes. Increasing

popularity acquires the so called "Social model", which replaces the medical and

represents a new paradigm in the treatment and care of people with intellectual

disabilities. This paradigm includes the perspective of lifelong learning, in search of

strengths and capabilities to be developed. The individual is no longer the one who has

to adapt to the environment, but the environment must respond to people with all

their different needs, and treat them as equal members of society. In line with these

trends, the UN Convention on the Rights of Persons with Disabilities (2010) formulated

the following definition: "people with disabilities" include persons with long-term

physical, mental, intellectual or sensory impairments which in interaction with various

25

barriers may hinder their full and effective participation in society on an equal basis

with others. "There is also the replacement of the term "mental retardation "(and

related to it- idiot) with "intellectual disabilities" because of stigma and negative

connotations.

Detailed analysis of the factors influencing the process of integration helps to

make clear all achievements, and to provide a starting point for the needs to be done in

the future.

Changes in legislation. All EU countries have special provisions in the legislation

relating to people with disabilities. They concern the right to equal opportunities and

treatment, the effective exercise of human rights of persons with disabilities on an

equal level with other citizens through the promotion of personal autonomy, universal

accessibility, access to employment, involvement in the community, independent living,

and eradication of all forms of discrimination. But the law is still based on deficits and

to be adapted, focusing on capacity, encouraging these people to take an active role in

life, through the so-called. empowerment. In terms of employment, there are some

differences between employers and professionals working with people with disabilities

on employment and guaranteed quota principle of employment. In different countries

these contradictory concepts are reflected in the legislative provisions.

The change in public attitudes, overcoming stereotypes and prejudices is a slow

process. He is assisted by conducting active campaigns to inform citizens and increasing

intolerance of discrimination. The intolerance to overt discrimination is increasingly a

fact, but still the society struggles with the hidden one. An example is the refusal of

employment of people with intellectual disabilities under the reason that there are no

vacancies (but they have been announced), setting requirements which doesn’t

correspond with the occupied position, conducting exams and others.

Access to the labor market for young people with intellectual disabilities largely

dependent on qualifications acquired through vocational training. It can only be

initiated after the acquisition of educational minimum. This means that for people with

disabilities to participate more actively in the labor market, it is necessary first to be

provided with greater access to the education system. Despite its rigidity and

clumsiness, there was a shift in the educational system (formal and informal learning)

from segregated to integrated education and learning at least to lifelong learning. The

main goal of education for young people with intellectual disability is to provide them

with the necessary knowledge, skills and competencies with which to become

independent, actively involved in the lives of the elderly and to implement labor

market. People with intellectual disabilities constitute a significant part of the

population and the potential workforce. It is important to provide the appropriate tools

to improve their knowledge and social skills to acquire vocational education, adequate

labor market. This is an important economic issue, problem which will reduce their

dependence on public welfare and subsidies. Their professional training required supply

of various forms of training for different age stages adapted to the individual

characteristics of individuals. For the realization of the main objective, namely finding

26

jobs for people with intellectual disabilities, the education system should pay particular

attention to the following:

- good knowledge of the specifics in the development of persons with intellectual

disabilities;

- development of daily habits and skills for independent living;

- Mastering communication skills;

- Development of handiness and pre-vocational skills;

- Providing support in the broadest sense of the word.

The main factor for the development of skills and employment of persons with

intellectual disabilities is the application of functional and person-centered approach

that would ensure success.

The process of active inclusion of people with intellectual disabilities requires

specific tasks to scientific communities. Conducting research, developing methods for

the assessment of resources, creating different learning methods, etc., are directly

related to the quality of delivery of social services. One of the decisive factors for

effective preparation of people with intellectual disabilities is their early diagnosis.

Good diagnostic methods provide professionals the tools by which quickly and reliably

collect information needed to devise a plan for individual work, consistent with the

specific characteristics of this case.

Another significant factor is the family. From it the young person gets the care

needed to cope with the tasks of growing up. Parents and relatives are people who

cannot provide adequate medical, educational, social and professional support. The

ability of family members to motivate and stimulate the child depends on whether it

will have the desire to implement and integrate into society. The family itself also needs

support, both financial and expert, but still the social system does not provide enough

opportunities for services, activating this precious resource.

Another important factor is the availability of adequate and open labor market.

The business environment has its own natural laws that set high requirements to the

persons included in it. Overcome prejudice by employers is one of the key factors for

the integration of persons with intellectual disabilities. Also, some of these people have

the provision of trained mentors, the training of the team, which will work to adapt the

working environment. It's debatable who should provide funding for this training and in

different countries there are different solutions to this issue. Another aspect is the

establishment of a working network linking vocational training centers, job centers,

specialists and professional career counseling and business. Synergy in the work of all

these units helps to adequately prepare young man and rapid realization of the labor

market.

Indisputable is the role of trained social workers and other professionals working

with young people. Their expert intervention facilitates the way the person with

intellectual disabilities from the time of his/her diagnosis to his/her employment and

independent living.

And last but not least is the active work of NGOs that implement multiple

27

activities, subject to the cause to ensure a dignified and fulfilling life.

These qualitatively new guidelines require comprehensive, innovative approach

combining various areas of science, society and public policy: legislation guaranteeing

the rights of these citizens; education adapted to their needs; overcoming prejudice

and building positive attitudes in society; trained professionals; scientific research;

open labor market. Synchronizing all areas is a huge challenge and requires active work

of specialists with different expertise, uniting their efforts in one direction and

exchanging best practices. This guide is intended to help this process by bringing in

themselves the knowledge and experience of different specialists from different

countries united in their efforts to contribute to the active inclusion of young people

with intellectual disabilities in public life.

The reasons for its creation is to develop and present a model to work, providing

equal opportunities for young people with intellectual disabilities for their social

inclusion and employment in the labor market.

The presented model concerns the four main groups of units which are involved

in the preparation of young people for work, and finding employment:

1. providers of formal and informal education for young people with intellectual

disabilities;

2. vocational guidance and employment services,

3. The health and social services and related professionals (psychologists, special

educators, social workers and others.);

4. employers.

Due to large differences in legislation, the organization of the social system and

the specifics of the labor market, the model presented here could be applied uniquely

in all European countries, but provides valuable direction to work towards improving

labor market integration of young people with intellectual disabilities. On one hand,

the model outlines long-term development in this direction, and on the other hand

provides specific techniques and examples of the work of various specialists:

• how to reach and motivate employers to hire people with ID;

• create collaboration between training agencies, health, social and employment

services, and the companies;

• identify areas and sectors providing concrete opportunities of employability

and their professional need.

• strategies to support the change of young people with ID;

• how to provide volunteering for young people with ID;

• how to evaluate the resources available to young people and to plan their

development;

28

• identify individual and group activities could be implemented to include the

youth of the open labor market;

• specific social skills necessary for the realization of the labor market;

• usefull tips and shared experiences.

This guide can be a useful tool in the work of all these different institutions and

organizations because of its broad applicability. The specific guidance, advice and the

challenge are formulated based on the long experience of different organizations from

different European countries which share the common mission of integration of people

with intellectual disabilities.

2. New settings and opportunities for employing young people with

intellectual disabilities, a new role of the public institutions.

The key innovative settings in TIME@NET model are focused to:

- create collaboration between training agencies, health, social and

employment services, and the companies;

- develop methods to involve the employing companies at the beginning of

the path,

- identify areas and sectors providing concrete opportunities of

employability and their professional need.

It has to be very clear for the readers, that the proposals in this chapter of new

settings and opportunities for employing young people with intellectual disabilities, and

suggestions and ideas of collaborations between the different public and private

stakeholders has to be adjusted to regional and local conditions and environments.

There are big differences in the challenges and opportunities from one EU country to

another and by that, the need and opportunities to establish specific initiatives will be

very differently. What makes sense in one eu-country/eu region may not be possible in

another eu-country/region.

High-technology companies characterize some countries/regions with high numbers

of employees, with many different units and a huge diversity of productive forms. Other

regions are more characterized by low technological companies – with very specific

productive forms and a few employee.

In this second part of this chapter “New settings and opportunities for employing

young people with intellectual disabilities, a new role of the public institutions, ideas and

examples will be presented as inspiration for players/staff with specific responsibilities for

solving this challenges on daily basis . The ideas and ways of organizing the work trying to

solve this specific problem is Danish and have of course to be adapted to local conditions

and challenges.

Each regional/local authority responsible for this task, have of course to innovative

about developing the best solutions and actions reflecting and matching their specific

29

reality.

It is important to start in a development phase of options or an impending

development and qualification of existing initiatives and organization, is aware of two

very basic and traditional “sales tricks”.

You dispose or persuade not necessarily a business/company owner or entrepreneur

to undertake a large and challenging task the first time you meet.

You do not sell a car to a stranger, the first time you meet him, and certainly not if

you are not sure that the question at all knows that he needs a car "

The best communicator is a person the recipient can identify with.

The experience from Denmark show that good results are obtained by developing

and implementation of a long-term strategy. A strategy with special focus on relations

building and networking by the public responsible persons into the circles of private

entrepreneurs and company owners.

Edification of good, strong and durable relationships and networks takes time and

must be supported by many different initiatives.

Experience shows that a good and effective strategy is to focus on establishing a

local / regional steering committee.

By establishing a steering committee, local public authorities should focus on

identifying the most significant business people in the local/regional area. Choose one or

two of them and invite them into the steering committee. Often it is not necessary to

point out the Branding values of the company – showing Civil Social Responsibilities. An

alternative experience, that also works, is to invite the spouse of a significant business

leader or entrepreneur into such a steering committee. Having the right private business

person as the first one makes it very much easier to have the next private company

people.

A place in the steering committee gives at a start private business person (s) public

credit to engage in regional / local issues.

It is vital that it is a central public leader being chairman of the steering committee

(like the mayor, head of administration) or equivalent senior responsible person, who can

match the private business people when it comes to status. It is important that the

steering committee qua high-ranking public officials is and will be a quorum. It is crucial

that decisions can be taken, if top businesspersons are to be motivated to participate, get

involved and spend time to participate in such work.

It has a much bigger and much stronger effect if the task and challenges is published

30

and presented by a highly respected private business person, or at least with the

participation of a highly respected private business person. It has far more impact if and

when a well-known local highly respected business profile goes into the public presenting

the issue, the task and the benefit for companies getting involved in this matter, than a

random unknown caseworker goes public or even a high ranked public servant goes

public.

It often creates more responsiveness among the small audience, you want to

communicate on this specific topic, but who are the key players when it comes to solve

this specific challenge. Listening to one private business men/company owners identifies

with, may help to increase the interest and at least help to minimize a possible automatic

response by these recipients

"that now the public force new initiatives, new costs over the companies”.

Cooperation by setting up such a management group also marks from the start an

important signal.

“This task can be and should be resolved in a public / private cooperation – and the

basis for solving the task is conceived and crafted by a private / public cooperation.”

Tasks of the steering committee might include:

Formulate goals and targets for the local / regional efforts in the short and long

term. Determine a strategy for action over the next several years.

Prioritize and qualify the operational initiatives and campaigns to be launched the

next period. (lobby)

Taking responsibility for development and production of launch material that

works.

The private company representative will ensure that all materials designed for

the launch of the task and the opportunities for companies, have a business approach

when it comes to language and signals.

That all outgoing material communicate the right people in the right way in the

companies.

The involved business people will be co- signer and co-sender of the material.

It is important that all communication – public material not only become a "social

work initiatives and social call” to businesses and companies. It does not work.

A powerful tool or step to take for involvement of companies in the solution of

societal challenges has emerged in many countries, to be the presence of public key

people from the different public task areas, in the places and contexts in which the

company’s top executives typically occur in the local environments and where networks

are established and develops

• VIP lounge for local sports clubs, football clubs, horse racing,

• Clubs for theater / opera.

• The golf course

31

• And so on..

Basic rule: Don`t bring the task on the agenda the first – second or third time.

Material as Inspiration

The picture shows the front of the publications distributed to companies with

the aim of getting companies to engage in the solution of different social tasks

in the local community of Aarhus-Denmark

The headline says:

"Social responsibility pays off"

“Get inspiration for your business.”

Stated as sender: “Business Forum for

Social Responsability” “Business Network

for Social Responsability "CABI”* - Network and knowledge

centre for social responsibility

All 3 senders are committees involving private

company and business people It is important

to dwell on the pictorial image and text building on the front.

It is not a request from a public authority.

* CABI is a committee where all the public & private expert knowledge about opportunities,

challenges, legislation, etc. are represented.

CABI is the public part of this collaboration and is an established committee/unit

that holds all the public and private experts, which are and may be involved in the

successful placement of all types of socially vulnerable - including those of people with

intellectual disabilities.

The committee supports all actors in the process of family-school-education-social

services-live support - job centers, private user / member organizations and business,

with everything from legislation - ensuring interaction of various legislative options and

practical challenges (social , interior design and need for aids or adaptations to the

workplace (s).

Steps to take based on the Danish experience and inspiration:

Establishing an expert unit involving all public/private bodies, levels and areas. (like CABI)

32

Establishing a public/private Steering committee (Like Business Forum for Social Responsibility.)

Establish a company network for social responsibility.

Based on the setting up such a construction, work is continuing to establish

business-sub networking forums for further focus and concretization and sharing

inspiration about how it can be done / could be done within different specific

business fields.

Identifying areas and sectors providing concrete opportunities of employability

and their professional need;

There are several tasks to do at the beginning for an established cross-sector unit

on local or regional level.

Develop a catalogue of all the opportunities/types of work implementation of intellectual disabled. The unit should of course look abroad to find inspiration – but in the end, it has of course to be realistic on the specific local and regional context.

Develop or adapt already developed models for more precise job-descriptions knowing that the target group for these jobs are Young People with intellectual handicaps.

Develop or adapt already developed models for more precise competence profiles showing the level of competences regarding a number of physical, psychological, social and mental skills – for a more precise match between better and clearer job-descriptions.

Prepare educational opportunities to secure/educated the youth specific to close the gap between the demands – presented and described in the more specific job-descriptions and the level of presented and evaluated competences of the different young people with intellectual disabilities.

It could be done in cooperation with local vocational educational institutions – develop a new more open and personal adaptable social/mental and psychological educational program – having its own specific and personal diploma when the intellectual disabled student graduate.

Experiences from countries ahead handling this specific challenge, shows that all

workplace areas, sectors company types and productive methods are able to find

or isolate jobs, tasks or functions, which successfully can be solved or taken care of

by young people with intellectual disabilities.

Experiences from more countries also shows, when the break through take place

and it become more common for companies to be involved in solving these social

issues, there is no one better to identify new job areas and job opportunities, than

the companies and the company staff themselves.

The following presentations areas and sectors providing concrete

33

opportunities of employability and their professional need is only for

inspirations.

Jobs in ordinary companies

The headline says

“ More intellectual disabled got jobs”

This announcement on the webpage belonging to a part of the main national television channel in Denmark – tells that more than 120 young people with intellectual handicaps and other special challenges has got a new job.

Especially is mentioned supermarkets to be very good of identifying tasks and jobs for this group. Filling up the shelves, taking away what has crossed the deadline for selling

The headline says: “ Here is people suffering from autism secured jobs” The headline says: “ Intellectual disabled on practical training at McDonald`s” Subline: The burger chain has good experiences hiring intellectual disabled youngster in practical training – aiming a job later on.

This article is from another

region and the headline says: “

100 Intellectual disabled in

job”

The picture is from a

restaurant in the city of

Aarhus.

Jobs In own companies (established by the intellectual disabled themselves)

This article is from a local newspaper

telling that Intellectual disabled has been supported

to open a shop in a shopping center named Mary`s selling handicrafts

in the city of Vejle estimated 50.000 citizens.

The headline says.

“Intellectual disabled open shop a Mary`s”

Jobs in established social enterprise which works on normal commercial

terms.

Skovsgaard hotel is established as a social enterprise, with the purpose of

offering jobs to people with special challenges and requires a more inclusive

workplace. The hotel is located in a building that previously has been the

settings for hotel and catering business. The hotel is placed in a small town with

approximately 1,000 inhabitants, where time had run from hotel operations of

departure was possible to run at sufficiently attractive financial conditions for

35

private owners.

Now the hotel is run by the competences and power of young people with

various types and degrees of intellectual disability, managed by a non-

handicapped director for the enjoyment of the community residents who have

both been given a daily catering services and a place to hold their family reunions

again. Cooperation between local people and young employees with intellectual

disabilities, of course sometimes develop different than customers would

normally expect as guests at a hotel. It requires both inclusiveness and extra

smile and sometimes a little extra patience from all partners. However, everyone

in the region agree that it is a win-win situation for all. Someone gets a job they

might not otherwise get - local residents get an offer and a service in everyday

life they wouldn’t have access to.

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Job as a volunteer for the benefit of peers

Mikael is 25 years old and have his own radio program every Sunday from 19.00

– 19.30, using most of the week to plan and produce the program. Mikael with

Down Syndrom offer his radio program in the small City of Ringkøbing – a society

of approximately 5000 people. In the municipality of Vejle Denmark (50.000)

young intellectual disabled are trained and instructed to act as Mentor to other

young intellectual disabled people.

Job as a volunteer for the benefit of the community

It was a big problem in the local football club, as the municipality due to the

financial crises had to cut the budget covering the cut of the grass of the play

grounds of the local football club. The challenge was solved of the club by an

agreement with young people with intellectual disabilities from a living and

staying facilities in the local area, about having the job done. A short course in

running a small tractor and a "business" with eight young people, all with

intellectual disabilities was established.

The eight youngsters now take care of the grass on all lanes once a week and

according to the chairman of football club:

"have the grass never been taken care of so frequently and

stable as now and it works much better than ever before."

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The perspectives are, that many other private people and companies in the area

also might benefit of the establishment of this small business.

Job portals to establish direct contact between public and private companies

and people with reduced level of functionality.

The homepage presenting the Job caravan – established as a national tour by the LEV

(national association for intellectual disabled people) in 2014 – to inform and increase the awareness

for more jobs to intellectual disabled people.

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3. Assessment and validation processes of competences of young people

with intellectual disabilities: inputs from D-ACTIVE project (510773-

LLP-1-2010-1-IT-GRUNDTVIG-GMP)

Two important aspects highlighted by the Time@Net research regard:

a general difficulty to assess the competences of young intellectually

disabled people in relation to their skills and readiness for work in

ordinary settings;

the need for assessment of skills, in order to give the young people with

intellectual disabilities confidence and responsibility.

Bearing in mind that the following procedures for effective competence

certification have to be in line with the corresponding legislative systems of the

member states, the essential steps in the assessment process could be the

following:

first of all, it is necessary to identify the competences related to the

aspects to be evaluated

secondly, it is necessary to isolate the knowledge and skills connected

with the competence to be evaluated;

the third step would be the design of tests that identify the knowledge

and skills possessed, as well as the ability to make use of these when

required to produce a performance.

Even if the D-ACTVE project focuses on social and civic competences, it offers

tools, ICF’s related, that can be used to assess the key competences of persons

with intellectual disabilities as well as any other competence; in this regard, the

main references can be found in the Appendix of “CityHandbook”

http://www.dactive.eu/

Depending on the kind of disability as well as the aspect/specific aim in question,

different assessment methods have to be applied, such as role-­‐play, simulation

tests, practical technical tests (directed to skills), interviews/short

questionnaires, knowledge-­‐tests (directed to knowledge and attitudes),

pictograms, use of images, pictures and even objectives etc.. The tests and

assessment methods should be as similar as possible for all participants. How to

best assess the aims is up to the creativity and professional competence of the

educationalists.

-Development of work inclusion pathways targeted to young people with

intellectual disabilities

Matching the needs of the person and the inputs provided by the companies and

the labour market within the EU LL framework.

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As the protocol outlines, in order to develop effective work inclusion pathways

targeted to young people with intellectual disabilities some key and interrelated

elements to be considered are:

getting a proper job match;

adequate accompanying measures and supporting interventions directed

to the young people and focusing on keeping them motivated, promoting

the awareness on their skills as well as providing them with social and

relational skills in order to keep proper relationships with co-workers and

be able to engage in new networks, supporting their inclusion through

mentors;

adequate accompanying measures and supporting interventions directed

to the businesses and focusing on to direct efforts in order to have

positive attitudes from the co-workers and getting them along, spreading

of knowledge and information to the businesses together with adequate

help and financial support/incentives, promoting the development of

voluntary agreements between the different actors;

promoting a greater awareness among the different actors of each

other’s tasks as well as a better cooperation among them, especially

through the involvement of the employing companies since the beginning

of the paths.

-Models and tools to support the work inclusion on a long-term perspective

According to the research carried out within the first stage of the Time@Net

project, in order to support the work inclusion of the young people with

intellectual disabilities on a long-term perspective it seems to be essential:

to keep on the holistic approach to the individual

to assess skills in order to give the young people with intellectual

disabilities confidence and responsibilities

to provide the young people with all the required competences

to provide the young intellectually disabled with social and relational

skills in order to keep proper relationships with co-workers and be able to

engage in new networks

to get a right job match

to direct efforts in order to have positive attitudes from the co-workers

and getting them along

to support the inclusion, either through mentors or through spreading of

knowledge to the businesses

to give businesses adequate help

to focus on financial support for businesses that employ young people

with intellectual disabilities

to provide businesses with stronger financial incentives, and the

businesses that live up to a quota with stronger economic benefits.

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Therefore, the preparation of the professionals is crucial for assess the

competences of the persons with intellectual disabilities, for developing training

interventions directed to them and for involve businesses since the beginning of

the paths in order to realize a proper match.

4. Working Methodologies and Work Groups

Methods of fostering active participation:

The first thing we should hightlight is that active participation is only a means to achieve equal oportunities. The lack of active participation of people with disability in our society must be tackled by developing integrated strategic plans (never isolated actions). A convenient plan should take into account the following: • A model focused on the quality of life of the person with disability. To offer the support needed by people with disability to achieve the basic competences. • The participation of all key stakeholders (NGOs, public bodies, governments, service providers, universities, volunteer organizations…) • To tackle the problem of accessibility (architecture barriers, communication, citizenship attitudes…) • A long-term process of deinstitutionalisation: moving to smaller and community-based homes. Trying to achieve the highest level of autonomy and independent life. Two good examples what it means active participation of intellectual people with disability could be: • To develop mechanisms (easy-lecture guides, drawings, videos, specific training courses) to empower people with intellectual disability to vote. • Creation of self-managed teams being represented by a person with intellectual disability. These teams would make most of the key decisions so that people with disability judges themselves to be in control of the supports they get.

Evaluation models

The “City Handbook”, belonging to the European project DACTIVE, is offering a

good example of what it should be an evaluation model for people with

intellectual disability.

Based on the International Classification of Functioning, Disability and Health

(ICF) and the key competences proposed by the European Union

(Recommendation/prescription of the European Parliament and Council-

18/12//2006), DACTIVE project has developed a learning innovative approach in

which is included a model of evaluation 8 key competences (Communication in

mother tongue language, communication in foreign languages, Mathematical

competences and basic competences in scientific and technological fields, digital

competence, learning to learn, social and civic competences, sense of initiative

and entrepreneurship, cultural awareness and expression)

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According to DACTIVE project:

• The competence is considered acquired when, at the end of the

intervention, young people with intellectual disability are able to produce a

performance (if they can put it into practice and can activate the acquired

resources in the proper context -in our case the context related to job

performance- producing a behavior through an attitude (CITYHANDBOOK, page

18).

• Related to the evaluation of key competences, some tools might be taken

into account: role-play, simulation tests, practical technical tests (skills),

interviews/short questionnaires, knowledge-tests, pictograms, uses of images,

pictures… (CITYHANDBOOK, page 8)

Scenarios forecasting

To establish scenarios is a mechanism of thinking about the future, trying to

indentify how far a person with disability can reach and preparing him/her for a

variety of situations.

About scenario forecasting:

• It can help organizations and professionals to develop a strategic vision and

monitor the results,

• It is designed to reduce risk in professionals interventions,

• It is not dependent of past results,

• Should be created for every person with intellectual disability,

• It helps to create a diagnosis of strengths and weaknesses of the process and

the person with disability.

Scenarios must be designed by taking into account all the key stakeholders

(family, companies…) and all professionals involved in the pathway inclusion

itinerary. They must be specific for every person and focused on the person

needs.

Supporting changes

The two most important models of disability intervention in which

Time@net projects actions might be integrated are:

• “Quality of life” It is an internationally validated framework proposed by

Dr. Robert Shalock. According to Shalock, quality of Life for people with a

disability has the same aspects and relations as for every human being. The

Quality of Life can be improved by involving the persons in making the decisions

concerning their own life, and by fully including them in the community. This

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model understands that the quality of life of people with disability depends on

three essential areas (Independence, social participation and well-being) which

integrate eight dimensions: emotional well-being, interpersonal relations,

material well-being, personal development, physical well-being, self-

determination, social inclusion and rights.

• The International Classification of Functioning, Disability and Health

(ICF) establishes another view of people with disabilities, focused on their

capacities and limitations in everyday life. Based on the biopsychosocial model of

disability, several basic concepts are defined (DACTIVE EDU-HANDBOOK, page 4):

o Body functions are the physiological functions of body systems (including psychological functions).

o Body structures are anatomical parts of the body, such as organs, limbs and their components.

o Impairments are problems in the body function or structure, such as a significant deviation or loss.

o Activity is the execution of a task or action by an individual. Participation is involvement in a life situation.

o Activity limitations are difficulties an individual may have in executing activities.

o Participation restrictions are problems an individual may experience in involvement in life situations.

o Environmental factors make up the physical, social and attitudinal environment in which people live and conduct their lives (WHO 2001: 10)

5. Useful suggestions to create practical exercises, training sessions on

the job

For people with intellectual disabilities, especially for those who find

themselves in the open labor market, procedures and approaches in finding a job

are similar as for others. They should follow modern job searching methods and

they have to be familiar with the situation on the labor market.

Effective job searching methods and practical exercises

1.Getting to know the labor market

Participants expand their knowledge of the labor market and get new ideas

for the realization of career goals.

Practical exercise

Familiarization with the labor market: short intensive informing on the

labor market. Participants learn about open and hidden labor market, statistics

on the labor market (shortage, oversupply professions ...), legislation, various

forms of employment and opportunities in the environment and with the help of

a mentor identify their position in the labor market. They get acquainted with

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the services of the Employment Service and other institutions aimed at

supporting jobseekers.

2. Support in defining employment objective and motivation for an active

participation in the labor market

Through practical exercises (individual plan, conversation, simulation, case studies…) it is important to:

- identify person’s attitude towards employment activities aimed at improving self-efficacy and beliefs about their own ability to deal with unemployment

- modify the views that persons identified as barriers to effective job searching

- learn about effective behavior in overcoming obstacles, effective communication and effective problem solving,

- give support in defining employment objective for participants who do not have a clearly defined employment objective and their employment goals are not realistic in regards to the demand in the current labor market

- define skills, competencies and attributes that a participant can offer in the labor market,

- determine how to use learning tools for self-management of career and labor market data.

3. Gaining job searching skills

The one who gets the job is the one who presented himself better and that

does not mean that he is actually better. That is why the job searching skills are

very important and we can learn them.

Gaining skills consists of:

- familiarizing with job searching and gaining skills for a successful job

search (by means of practical exercises)

- familiarizing with social networking and various job portals,

- learning the skills of communication with the employer,

- producing a CV and publication thereof in e-exchange;

- learning the efficient use of different job portals and other alternative

forms of job searching.

The first step is to analyze the current methods of job searching with the

person and design an individual plan to improve their employment

opportunities.

Throughout the program/individual counselling, participants do different

activities and monitor the implementation of their goals and in this way they

recognize their position in the labor market.

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a.Searching for information on job vacancies and information on

companies

Internet is the main source of information (job portals, corporate websites).

Practical exercise Exploring job portals and finding information about specific companies via

the Internet.

b.Creating network

If a person doesn`t have important contacts that would help him/her to get

a job easier, it is necessary to start from the fact that he/she can create her/his

own network of contacts with important people and not from the fact that

he/she doesn`t have them. Everybody knows somebody. Within the existing

network there are probably jobs that would be appropriate for her/him, but the

people who could help open doors to those jobs just haven’t thought of him/her.

Practical exercise

Making a list of everyone you know. Setting a goal to get in touch with

three people you have not talked to for a year or more. Meet one of them for

coffee or lunch. Identify the 25 most influential people in your network and

brainstorm ways to strengthen your relationships with each.

c. Creating a Job application and CV

Job application and CV are the basis of a successful job searching. A job

application is an application for employment used by companies to hire

employees. A job application can be completed in several ways. There are paper

job applications forms that you fill out if you apply in person for a position. There

are also online job applications, typically completed at a company website or at a

hiring kiosk in a store or business. Employers accept job applications via email,

fax, or mail. In those cases your job application consists of a resume and cover

letter.

The most common form to create CV is Europass CV. It’s a document to

present your skills and qualifications effectively and clearly.

Practical exercise

Writing a job application and a CV with the help of good examples and

templates.

d.Creating a CV - business card

A resume business card lets you share what you do and what you’re

looking for in a simple way. A resume business card doesn’t have to follow the

kind of rules your resume does. It can have colors and graphics, and it can say

whatever you want, so it can be much more memorable and really express your

personality, which makes a big difference in getting people to remember you,

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and getting them to remember to pass it along to someone who might have a job

for you.

Practical exercise

Creating own CV business card with the help of good examples and

templates.

e. Attending events

Attending events such as job fairs or open days of companies and other

organizations are an ideal opportunity for networking.It is important to get

contacts with at least one person at every meeting or event. This increases the

chances of obtaining employment.

Practical exercise

Searching for actual events. Preparing for a visit to counselor or mentor,

visiting event and making analyzes after the event.

f. Using social networks

Facebook or LinkedIn are powerful tools to easily connect with the right

people and to search your target market based on your industry, qualifications,

university and interests and connecting with the people who interest you.

Practical exercise

Creating a profile on one of the social networks (for example Facebook)

and creating a profile for job searching, sending invitations to companies.

g.Creating portfolio

By using the portfolio (in conventional or electronic form), knowledge,

experiences and competencies can be demonstrated in a systematic way.

Portfolio consists of the following sections: personal information, training and

education, work experience, references and supporting documents.

Practical exercise

Gathering supporting documentation for education (certificates), work

experiences (job contracts), references (recommendation letter from a previous

employer, products, articles…) and creating a portfolio. Creating a profile and e-

portfolio as application to a specific job vacancy and sending it to companies.

h.Gaining communication skills

Persons need to learn how to communicate effectively and how to gain

social skills, which will contribute to effective entering the labor market.

Practical exercise on effective communication:

- public image and appearance (conversation, debate with mentor,

counsellor),

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- written and oral presentation (simulation, performances and analyses),

- Improving the performance at the job interview (simulation and

analyses),

- Interpersonal relations in the workplace - work in a team, resolve

misunderstandings (case studies, simulations),

- Producing a CV and publication thereof in e-exchange;

- Rules of writing applications and offers

- job interview (simulation, SWOT analyses),

- elevator pitch (simulations of short presentation for employers)

- creating video CV (video short presentation on basic personal data,

experiences, knowledge and competences)

Career guidance and tailored made programs/workshops as support to find

appropriate jobs for people with intellectual disabilities

The Research Report outlines some trends and points, common to all

countries involved and the relevance of the connections between the different

actors of training and inclusion processes on labor market for young people with

intellectual disabilities.

In accordance with Research Report tailor made programs on the job or

individual help of career counsellor to people with intellectual disabilities has to

give emphasis on:

- a holistic approach to work insertion, that pays attention not solely on

finding the jobs, but on the individual situations

- gaining social and communication skills (related to future employer and

to co-workers and the ability to engage in new networks),

- personal approaches of job searching and networking,

- recognition of competencies of persons and appropriate presentation of

these competencies to the employers.

The career guidance counselor helps people with intellectual disabilities by:

- placing of employment and career goals (making individual plans and

monitoring realization of activities)

- finding new opportunities, finding their potential, interests, talents,

- identifying where and in which area of work to seek employment,

- directing persons with intellectual disabilities in the training programs to

gain appropriate knowledge, skills and competencies for a specific job,

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- improving job searching skills (searching for current vacancies using

modern approach).

Another important task of a career guidance counsellor (in accordance with

the needs and characteristics of people with intellectual disabilities) is to

represent clients at employers, employment agencies, educational institution,

employment servicer or institution for disabled people (care and work centers,

residential units …). Counsellor is a link between these institutions, companies

and parents. It is also important that the person with intellectual disabilities is

monitored by the counsellor during introductory work period and thus

contribute to the timely removal of any obstacles.