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COUNSELLING – GUIDING SECONDARY SCHOOL STUDENTS WITH SPECIAL NEEDS INTO ACADEMIC STUDY PROGRAMMES Irena Praznik, univ. dipl. soc. del. CIRIUS Kamnik.

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Presentation on theme: "COUNSELLING – GUIDING SECONDARY SCHOOL STUDENTS WITH SPECIAL NEEDS INTO ACADEMIC STUDY PROGRAMMES Irena Praznik, univ. dipl. soc. del. CIRIUS Kamnik."— Presentation transcript:

1 COUNSELLING – GUIDING SECONDARY SCHOOL STUDENTS WITH SPECIAL NEEDS INTO ACADEMIC STUDY PROGRAMMES Irena Praznik, univ. dipl. soc. del. CIRIUS Kamnik

2 CENTRE FOR EDUCATION, REHABILITATION AND TRAINING Established in 1947 Established in 1947 A public institute – physically impaired children and adolescents (decision on orientation) A public institute – physically impaired children and adolescents (decision on orientation)

3 CIRIUS Kamnik – units PRIMARY SCHOOL PRIMARY SCHOOL SECONDARY SCHOOL SECONDARY SCHOOL RESIDENCE HALL (for pupils, for students) RESIDENCE HALL (for pupils, for students) OUTPATIENT CLINIC AND MEDICAL THERAPY OUTPATIENT CLINIC AND MEDICAL THERAPY CORPORATE SERVICES (counselling service, technical support, library, management and accounting department) CORPORATE SERVICES (counselling service, technical support, library, management and accounting department)

4 Number of children and adolescents in training 2008/09 term PRIMARY SCHOOL: 58 children (38 %) m = 53 % f = 47 % SECONDARY SCHOOL: 94 adolescents (62 %) m = 55 % f = 45 %

5 Physical impairment combined with other special needs mental disorder visual impairment hard-of- hearing speech- language disorder long term disease specific learning difficulties emotional and behavioural difficulties percentage

6 Secondary school programmes /education levels

7 Secondary school programmes /field of study

8 Enrolment in academic study programmes after training and education at CIRIUS Kamnik * SSI – secondary professional education; PTI – vocational engineering education The year of leaving CIRIUS Number of students in the final year of secondary school (SSI, PTI, grammar)* Study progra mme Matura exam (MT) All study programmes (including MT) other % (12) 8 % % (8) 8 %75 % (9) 25 % % (19) 4,5 %83,5 % (20) 16,5 % % (11) 15 % % (9) 9 %91 % (10) 9 % % (9) 13 %73 % (11) 27 % % (12) 8 % % % (3) 40 %

9 Selected faculty or study programme in 2001 – 2009

10 Selected (regular) study programmes: University of Ljubljana – better study conditions (support services organised by associations etc.) University of Ljubljana – better study conditions (support services organised by associations etc.) Faculty courses: Faculty courses: FF: philosophy, English language, psychology FF: philosophy, English language, psychology FDV: social informatics, sociology – management of human resources and knowledge, political and communication science FDV: social informatics, sociology – management of human resources and knowledge, political and communication science BF: Department of agronomy: agriculture – agronomy and horticulture; Department of animal science: agriculture – animal husbandry BF: Department of agronomy: agriculture – agronomy and horticulture; Department of animal science: agriculture – animal husbandry NTF: graphic technology NTF: graphic technology COLLEGE (in Ljubljana or near hometown): postal services, executive secretary, commercial clerk, multimedia COLLEGE (in Ljubljana or near hometown): postal services, executive secretary, commercial clerk, multimedia

11 AVERAGE AGE at completion of the secondary school programme and training in CIRIUS Kamnik OR at continuation of studies on academic level : * Taking MT (matura exam course) for one or two years before enrolment into academic study programme year: SSIPTI Continuation into MT* – before academic studies Grammar school and economic vocational programme After SPI continuation – economic vocational programme PTI Enrolment after SSI Enrolment after PTI altogether: 19 – 21 (22)21 – 23 (25)19 – 2121 – 23

12 Study performance in

13 Counselling in the process of guiding secondary school students into academic studies (1) WORKING DIRECTLY WITH STUDENTS (especially in the final term): INDIVIDUAL WORK with a student: preparation of the individual’s life plan (“plan A and B”); helping at decision making with information and counselling; guiding in looking for appropriate solutions, …; helping at application writing … INDIVIDUAL WORK with a student: preparation of the individual’s life plan (“plan A and B”); helping at decision making with information and counselling; guiding in looking for appropriate solutions, …; helping at application writing … GROUP WORK (instruction, juvenile group, activities) GROUP WORK (instruction, juvenile group, activities) ORGANIZING VARIOUS ACTIVITIES: presentations of study programmes (inviting faculty representatives, students etc.); visiting faculties and colleges; visiting associations – especially DŠIS; visiting student halls of residence; meeting students with special needs, visiting companies and successful disabled managers etc. ORGANIZING VARIOUS ACTIVITIES: presentations of study programmes (inviting faculty representatives, students etc.); visiting faculties and colleges; visiting associations – especially DŠIS; visiting student halls of residence; meeting students with special needs, visiting companies and successful disabled managers etc.

14 Counselling in the process of guiding secondary school students into academic studies (2) WORKING WITH PARENTS: providing information on formal procedures and ways of working with students during the term, providing information on opportunities after training (continuation of studies, employment, settling other statuses), asking for their help at encouraging their child’s independence; relieving parents WORKING WITH PARENTS: providing information on formal procedures and ways of working with students during the term, providing information on opportunities after training (continuation of studies, employment, settling other statuses), asking for their help at encouraging their child’s independence; relieving parents

15 Counselling in the process of guiding secondary school students into academic studies (3) CONDUCTING formal procedures at the time of completing the training programme and applying at university; monitoring “examination of guidance appropriateness” with the aim of acquiring expert opinion with acknowledged necessary study adjustments CONDUCTING formal procedures at the time of completing the training programme and applying at university; monitoring “examination of guidance appropriateness” with the aim of acquiring expert opinion with acknowledged necessary study adjustments

16 Counselling in the process of guiding secondary school students into academic studies (4) “FILE” with useful information and dates concerning further procedures and steps (helping students as well as their parents); from this year on in electronic form too (obtainable before the end of school term) “FILE” with useful information and dates concerning further procedures and steps (helping students as well as their parents); from this year on in electronic form too (obtainable before the end of school term) CENTRE FOR LIFELONG LEARNING AND MOBILE SERVICE: counselling and assisting students and adolescents with special needs, who are not members of our institution; their parents, counsellors – on the increase! CENTRE FOR LIFELONG LEARNING AND MOBILE SERVICE: counselling and assisting students and adolescents with special needs, who are not members of our institution; their parents, counsellors – on the increase!

17 Counselling in the process of guiding secondary school students into academic studies (5) WORKING WITH STUDENTS: Providing information on education continuation possibilities on the basis of the individual’s secondary school attainment (professional matura exam, professional matura exam + extra matura subject, general matura exam) – designing a table with recommended study programmes, containing information on architectural accessibility of the institution/faculty/school Providing information on education continuation possibilities on the basis of the individual’s secondary school attainment (professional matura exam, professional matura exam + extra matura subject, general matura exam) – designing a table with recommended study programmes, containing information on architectural accessibility of the institution/faculty/school Familiarization with designated bodies and formal procedures with the aim of understanding essential activities (admission service, the meaning of passing the matura exam in two parts in the procedure of faculty enrolment) Familiarization with designated bodies and formal procedures with the aim of understanding essential activities (admission service, the meaning of passing the matura exam in two parts in the procedure of faculty enrolment) Searching the web – improving electronic media literacy: accommodation possibilities (student halls of residence, living communities, private apartments); food (the price of student coupons, restaurant accessibility); transport to faculty and home at the end of the week; physical assistance (DŠIS, YHD; expert help – turning to associations); Searching the web – improving electronic media literacy: accommodation possibilities (student halls of residence, living communities, private apartments); food (the price of student coupons, restaurant accessibility); transport to faculty and home at the end of the week; physical assistance (DŠIS, YHD; expert help – turning to associations); Looking for possible help provided by associations: financial help (for the rent, transport home, provision of necessary equipment etc); organising expert help (e.g. in the case of exceptional health problems and necessary treatment, organising transport home at the end of the week etc.) Looking for possible help provided by associations: financial help (for the rent, transport home, provision of necessary equipment etc); organising expert help (e.g. in the case of exceptional health problems and necessary treatment, organising transport home at the end of the week etc.) Possibilities of acquiring private accommodation (participating in public tenders for non profit housing etc.) Possibilities of acquiring private accommodation (participating in public tenders for non profit housing etc.) Employment and employment rehabilitation Employment and employment rehabilitation

18 Conditions for faculty admission Meeting general requirements for admission (accomplished secondary school programme) Meeting general requirements for admission (accomplished secondary school programme) The possibility of acquiring the status of a candidate with special needs in the admission procedure The possibility of acquiring the status of a candidate with special needs in the admission procedure in 2007 criteria was set for the candidate with special needs in the case of limited enrolment – one needs to collect at least 85 % of the minimum required points for the programme (provided the candidate was given the status (on the basis of all necessary formalities: written application with supporting documents submitted in due time)) in 2007 criteria was set for the candidate with special needs in the case of limited enrolment – one needs to collect at least 85 % of the minimum required points for the programme (provided the candidate was given the status (on the basis of all necessary formalities: written application with supporting documents submitted in due time))

19 DIFFICULTIES, PROBLEMS, DILEMMAS, EXPERIENCE, PROPOSALS (1) ADMISSION REQUIREMENTS at faculties: The condition of collecting 85% of the minimum required points - additionally limiting the choice of study programmes for the physically impaired – all faculties, providing necessary conditions (architectural, wished-for etc.) for candidates with special needs, are subject to LIMITED ADMISSION The condition of collecting 85% of the minimum required points - additionally limiting the choice of study programmes for the physically impaired – all faculties, providing necessary conditions (architectural, wished-for etc.) for candidates with special needs, are subject to LIMITED ADMISSION After the first year, the admission service discovered, that more than a half of the recognized candidates with special needs are individuals having the status of a top sports athlete After the first year, the admission service discovered, that more than a half of the recognized candidates with special needs are individuals having the status of a top sports athlete A case of repeated discrimination: unfortunately, physical impairment is an “irrevocable” circumstance; the whole life and organisation of support services of such person are subject to this fact and he/she has NO CHOICE compared to an athlete, who has no limits (with no distinctive development features) and is actually offered more options A case of repeated discrimination: unfortunately, physical impairment is an “irrevocable” circumstance; the whole life and organisation of support services of such person are subject to this fact and he/she has NO CHOICE compared to an athlete, who has no limits (with no distinctive development features) and is actually offered more options  IT IS INDISPENSIBLE TO STANDARDISE the “special needs” criteria on all education levels (in conformity with ZUOPP) – at university too – and consider “exceptions only exceptionally”

20 DIFFICULTIES, PROBLEMS, DILEMMAS, EXPERIENCE, PROPOSALS (2)  ASSISTANCE REGULATION NEEDED (introduction of a “home care assistant” according to Social Assistance Act does not offer a student much help – there is a need to further develop the idea on the basis of practical experience)  (Amending?!) ZUOPP, for it makes provision only of guiding children from preschool education (kindergarten) to the completion of secondary school; after that, i.e. at university, an adolescent with special needs has no legislatively “regulated” rights  POOR MATERIAL CONDITIONS for students with special needs: high expenses for above standard equipment are difficult to cover by low scholarships; a huge financial burden – still dependent on parents; student employment possible only exceptionally  PSYCHOMOTOR RETARDATION often results in lengthening the education process – this calls for additional provisions of the status of a student with special needs (entitlement to the scholarship for one extra year; the right to prolonged residing in student halls of residence etc.);  Organisation and co-funding of adjusted means of transport during the weekend too – encouraging public transport services to finding (new) solutions

21 DIFFICULTIES, PROBLEMS, DILEMMAS, EXPERIENCE, PROPOSALS (3)  YHD – providing help at organising personal assistance; more government attention needed for quality programmes, designed on the basis of personal experience  AGENDA 22: valid for all spheres of life of people with special needs; we should follow its provisions and use it as a helping hand at providing equal conditions and equal opportunities for all people (including “vulnerable groups”)  Employment after the completion of studies

22 CONCLUSION Feedback (parents, study performance of former students with special needs) concerning the quality of counselling at the time of completing training and guiding students into university is useful! Feedback (parents, study performance of former students with special needs) concerning the quality of counselling at the time of completing training and guiding students into university is useful! We are aware that we can do better: we would like to establish a living community with its own apartment not far from CIRIUS (government attention and help needed) We are aware that we can do better: we would like to establish a living community with its own apartment not far from CIRIUS (government attention and help needed) LIVING COMMUNITY for secondary school students during training (primarily those who choose to continue their studies and live independently; it offers training and possibilities for improving social skills as a preparation for autonomy with all the necessary support services) – a definitely essential and important step in this field LIVING COMMUNITY for secondary school students during training (primarily those who choose to continue their studies and live independently; it offers training and possibilities for improving social skills as a preparation for autonomy with all the necessary support services) – a definitely essential and important step in this field The success of students with special needs proves the fact, that they have high potential and competitive edge on labour market, despite needing more government support and help to reach the goal – therefore: LET’S GIVE IT TO THEM! The success of students with special needs proves the fact, that they have high potential and competitive edge on labour market, despite needing more government support and help to reach the goal – therefore: LET’S GIVE IT TO THEM! Research shows the increased quality of life after completed training Research shows the increased quality of life after completed training

23 PRAISE goes to: THE SLOVENIAN ASSOCIATION OF DISABLED STUDENTS: for pioneering in this field; for pioneering in this field; for significant progress in improving studying possibilities and conditions for candidates with special needs (on the basis of personal experience of a handful of former secondary school students, who went on to university); for significant progress in improving studying possibilities and conditions for candidates with special needs (on the basis of personal experience of a handful of former secondary school students, who went on to university); for successful cooperation (with our institution too) for successful cooperation (with our institution too) and for further work with our former students and for further work with our former students

24 THANK YOU FOR YOUR ATTENTION and have a good day!


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