1 / 17

Categorization of barriers_Learners Centre de la Gabrielle - MFPASS at Claye-Souilly, France

BITSE Project An examination of barriers which inhibit the transition from school to employment for persons with disabilities ». Categorization of barriers_Learners Centre de la Gabrielle - MFPASS at Claye-Souilly, France. Centre de la Gabrielle.

tegan
Télécharger la présentation

Categorization of barriers_Learners Centre de la Gabrielle - MFPASS at Claye-Souilly, France

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. BITSE ProjectAn examination of barriers which inhibit the transition from school to employment for persons with disabilities » Categorization of barriers_Learners Centre de la Gabrielle - MFPASS at Claye-Souilly, France 06/02/2013

  2. Centre de la Gabrielle • A service provider for people with mental disability • Created in 1972 by MFPass • 250 professionnels daily assist 500 children, teenagers and adults in special education, vocational training, housing, work and artistic mediation. • It develops autonomy, inclusion and competencies. • Among the 12 services of Centre de la Gabrielle, ther are 2 sheltered employment companies (gardening, industriel laundry, packaging). • CAP VAE project : helps adults in sheltered environment to access qualification and integrate the open labour market. 06/02/2013 2

  3. Adolescents from 14 years old with impaired cognitive functions , inducing learning disabilities. The IMPRO To introduce them to a pre-professional training in order to promote their social and professional integration. Why ? For whom? In alternating time:Class for school learning.Prevocational training workshops.Educational and therapeutic support if needed. How ? 06/02/2013

  4. Social Skills Behaviour Life in Society Means : Sport, board games, theatre, creative activities. Know How Civic skills Public transportation use Autonomy Care Speech-therapy Psychotherapy Psychomotor 06/02/2013

  5. Learning Skills Based on the Common Base Skills: Skills which must be acquired by the end of a regular French schooling. Communicate Talk Develop Personal expression Live Together Essential Skills Write/ Read Count / Calculate Promote integration CFG "General Certificate of Training"APER "First Certificate in Road Education“ (Cross the road , respect traffic lights, stay on the sidewalks)ASSR 1 and 2 “Road safety School Certificate “ (required to apply for a driving license).B2i “Computing & Internet Certificate" 06/02/2013

  6. Vocational training The skills learned are all based and adapted on the CAP (Professional Aptitude Certificate) reference level for the appropriate workshop. HygienePunctualityTeamwork Professional Behaviour Know-how GesturesTechnical professionalsSafety Procedures PromoteIntegration Internship preparationPerfecting techniques 06/02/2013

  7. The DISPEH Is a new system created 5 years ago to try to reduce some barriers from school to Employment led by the Ministry for education Pooling three technical platforms that teach and validate professional acts : 1 - IMPRO 2 - CFA (Apprenticeship centre) 3 - Companies. The DISPEH can develop bridges between special schools (IMPRO) mainstream training centres and employers in order to give people with learning disability the opportunity to develop professional skills and facilitate their integration into the labour market. The goal : 06/02/2013

  8. The principles Introduction to various technical platforms that are available at different IMPROs through trade accessibility introductory internships 14 to 16 years old : Start a training during 3 years or 2,000 hours .The training consists on : a time in an Apprenticeship centre + IMPRO + 8 weeks of internship in a company. 16 to 20 years old : Goal : Based on the validations, the student may join a regular environment. 06/02/2013

  9. At the end of IMPRO When the awareness of work , the rhythm, the respect of safety rules are not acquired, an orientation to an occupational centre is selected. The work doesn't make " sense " : Professional skills are being acquired and require additional training, in this case, the sheltered environment can be a bridge. Adaptation appears required: Professional gestures, rhythm, teamwork, safety regulations, the taking of initiative are acquired. The mainstream orientation is evaluated. Deemed ready for work: 06/02/2013

  10. Categorization of barriers, our results and suggestions… Attitudes / perception • Stereotypes: learners feel judged because of their disability • Better to change the point of view about People with disabilities • Not enough skills to work in regular environment • Need more time to acquire more skills • They are lacking autonomy (socially and professionally) • More work experience is required 06/02/2013

  11. Categorization of barriers, our results… Structural/administrative • 70% find an internship with trainer’s help • Only 8% of families participate in search for internship • 40% have a negative vision of the internship • Forced to make internships which do not correspond to their wish 06/02/2013

  12. Categorization of barriers, our results… Environmental Difficulties during their vocational training because of : • Rhythm of work • Demands of regular work (the mobilization of specific knowledge that they don’t have yet) • Relationship with the hierarchy • Lack of support • Lack of transport 06/02/2013

  13. Categorization of barriers, our results… Education/training • Not enough time and experience • The classrooms are overcrowded • Not enough link between the school and the company • Lack of knowledge and experience to work in regular environment • The education not adapted to the intellectual disability (« to much to learn ») 06/02/2013

  14. Categorization of barriers, our results… Ressources/ opportunities/ information • The jobs are not diversified • The learners can’t find easily the information about their futur job • Lack of individual accompaniment • Difficult to find internships well adapted to their skills • Lacking information about other opportunities 06/02/2013

  15. Categorization of barriers, our results… Accessibility • Schools too much far from the place of residence • Easier to find an internship in big cities • More logistic means towards small towns 06/02/2013

  16. Categorization of barriers, our results… Economic reason • The current economic situation in France would not allow to find a job easily 06/02/2013

  17. Thank you for your attention!!!!! Lucas MAQUIN Özlem SAYLAM Micheline DUBOIS And Centre de la Gabrielle 06/02/2013

More Related