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Developing career guidance of young students with special needs

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1 Developing career guidance of young students with special needs
Developing career guidance of young students with special needs Anneli Muuronen 1 JAO Anneli Muuronen

2 2 JAO Anneli Muuronen

3 Location in Finland Jyväskylä
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4 Jyväskylä 4 JAO Anneli Muuronen

5 Finnish Education System
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6 Finnish Education System
General upper secondary education Upper secondary school provides general education for students who are usually about 16 – 19 years of age. Upper secondary school ends with the completion of the matriculation examination. This will yield eligibility for all forms of higher education. Vocational education and training (VET) Initial vocational education and training is provided in vocational institutions or as apprenticeship training. A three-year vocational qualification provides general eligibility for higher education. A vocational qualification can also be taken as a competence based examination. 6 JAO Anneli Muuronen

7 The Finnish vocational Education System
Youth education mainly takes place in educational institutions Apprenticeships are less common National system: all 52 initial vocational qualifications have the same structure and duration ( 3 years) 7 JAO Anneli Muuronen

8 • Further Vocational Qualification
• Initial Vocational Qualification • Further Vocational Qualification • Specialist Vocational Qualification 8 JAO Anneli Muuronen

9 6 Colleges Youth Education
• Technology College • Business College • Catering College • Conservatory • College of Health and Social Care • Central Finland Institute of Arts and Crafts 9 JAO Anneli Muuronen

10 Colleges Adult Education
Apprenticeship Training (youth and adult training) Education provider: Educational Municipal Federation 13 Owner Municipalities 10 JAO Anneli Muuronen

11 General Education Adult Education
Graduates Graduates Students Total Number of Students Teaching Staff Teaching Staff Other Students with special needs 330 11 JAO Anneli Muuronen

12 Head of vocational education division Class Supervisor
Staff Principal (6) Head of vocational education division Class Supervisor Vocational Studies Teachers Subject Teachers Special Education Coordinating Teachers (9) Special Needs Teachers (23) Special needs assistants (with upper secondary vocational qualification) Student welfare 15 guidance counsellors 5 school social workers School Health Service Student Accomodation Free-time activities 12 JAO Anneli Muuronen

13 Composition of studies Vocational studies 90 credits
Structure of studies The same structure and duration in all examinations A three years vocational studies provides general eligibility for higher education Composition of studies Vocational studies 90 credits - extensive basic studies - specialisation studies - on-the-job learning (minimun 20 credits) Common studies 20 credits Free-choice studies 10 credits 120 credits 13 JAO Anneli Muuronen

14 Common studies Core subjects aim to provide students with the skills and knowledge that they will need at work, in further study and as citizens. Core subjects also include options and they can be replaced with general upper secondary school studies. Upper secondary vocational qualifications include the following compulsory core subjects for all students: native language second national language (Swedish/Finnish) foreign language mathematics physics and chemistry social, business and labour-market subjects physical and health education arts and culture 14 JAO Anneli Muuronen

15 Dual-degree System = Double qualifications
Dual-degree System = Double qualifications Initial vocational qualification + upper secondary school certificate (matriculation examination in Finnish, Swedish, English, Mathematics) 15 JAO Anneli Muuronen

16 Developing career guidance of young students with special needs
Aims of the Project Developing Special Education system in Jyväskylä Vocational institute Making Individual Career Plans for students with special needs Developing flexible methods and tools for guidance and counselling of young people with special needs Good practises to help young people to enter to labour market Models for improved guidance on-the-job training periods Improving the knowledge of staff in special education Supporting students with sign languge JAO Anneli Muuronen

17 Students with special needs in Jyväskylä Vocational institute
The aim is to integrate special needs students into mainstream education and training (equality, can choose from 25 vocational upper secondary qualifications) need-based small groups Special needs education is tailored as much as possible to suit each student´s individual needs 13 special education institutions in Finland provide education and training for students with the most severe disabilities JAO Anneli Muuronen

18 Students with special needs
reading and writing difficulties (dyslexia) other learning difficulties mental health problems alcohol and drug abuse ADHD behavioral problems psysical disabilities etc. IEP in administrative evaluation system makes changing information easier and evaluating the progress of studies more effective JAO Anneli Muuronen

19 Career guidance and counselling services in Jyväskylä Vocational institute
The goal of guidance and counselling is to provide to our students individual support in studies, career planning and employment Information about vocational education and training to students, parents and teachers in secondary schools (parents assembly, open doors, exhibition fair) personal guidance (life planning and career guidance) classroom guidance (free-choice-studies, learning skills etc) small group guidance (job seeking skills, portfolio) web-based services (applying for further education etc) self-help services (computer, books, library) Responsible for: Class supervisors, guidance counsellors, school social workers, special needs teachers, school secretaries JAO Anneli Muuronen

20 vocational special teachers
Support to students with special needs in Jyväskylä Vocational institute flexible small goups same time teaching special need teachers vocational special teachers assistant persons (have vocational qualification) interpreters (sign language) on- the- job training more than 20 credits different learning environments different teaching methods remedial teaching workshops guidance and counselling JAO Anneli Muuronen

21 Developing career guidance of young people with special needs
New special education organisation when mainstreaming (somebody is responsible for) Year planning (preventing problems, a student need not to fail) Regognizing the student with special needs (strengths) Orientation term in the beginning Life and career planning is a part of IEP (individual education plan) Becoming acquainted with vocational education, school experiments Flexible applying for students with special needs Exchanging information (form, permit from parents on www-pages) Education to our teachers about special needs students Education to workplace instructors JAO Anneli Muuronen

22 Developing career guidance of young people with special needs
Cooperation with: Companies which are arranging on-the-job-training (attitudes, vocational skills requirements, training professional skills before, vocational skills demonstration, employment)co-operation with Secondary education schools in Central Finland (guidance counsellors and special needs teachers) Deaf Association (counsellor in beginning of studies, on-the-job- training, educating teachers with students who use sign language) Special schools Employment office JAO Anneli Muuronen

23 Special needs coordinating teachers 2005 - 2006
ERVA-team ( 1 x month) 9 special needs coordinating teachers developing special education and promoting good practises in Jyväskylä Vocational Institute CHANCES Project Manager coordinating Special needs coordinating teacher (ERVA, responsible for special education in own school or vocational field) coordinating planning developing special education in own school or field is participating in ERVA-team for developing and planning special education in Jyväskylä Vocational Institute (6 schools) Special need teachers consulting teachers supporting students with special needs ERKKA-team (2-3 x year) special needs teachers and welfare personal JAO Anneli Muuronen

24 Career anf life planning is part of voluntary studies
need based, invidually planned curriculum in small groups or personal services Two parts: Life planning and Career guidance Studies includes guidance which: promotes students self knowledgement and life management improves self esteem and confidence promotes personal or professional growth supports student to find management strategies supports accessing to the labour market, making portfolio, job seeking skills guidance counsellor, school social worker, special needs teacher etc. Performances will be marked in CAREER PASSPORT , JAO Anneli Muuronen

25 Special needs students in Jyväskylä Vocational institute
JAO Anneli Muuronen

26 CAREER PASSPORT Date Action / Activity Teacher Time allocation
, Date Action / Activity Teacher Time allocation Signature JAO Anneli Muuronen

27 Individual Eduaction Plan Process
Mr Believe Individual curriculum On-the-job-training Commitment Arrival interview CAREER AND LIFE PLANNING GOOD LIFE EMPLOYMENT Learning potential evaluation Getting in touch with the school Vocational skills Choices Personal growth Background Information Portfolio Strengths Developing Skills Ms Hope JAO Anneli Muuronen

28 28 JAO Anneli Muuronen

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