CrossOver Centre of Expertise and Innovation: Young People, Disability & Work

Centre of Expertise and Innovation The context Young people are the fastest growing age group of disability benefit recipients in various countries In the Netherlands: 9% of the recipients have a regular job 17% have a job in sheltered employment 66% are considered to be able to work

The horizon The young person with a disability is active in a job that fits to his capacities and his needs Employers hire and employ the young person with a disability The young person with a disability follows education that fits to his capacities and his needs Centre of Expertise and Innovation

The role of CrossOver: A culture change What are our ambitions? What is needed for the change? What do we do? Where are we now?

Aims Structural attitude change of young people with disabilities to make optimal use of their personal capacities o by young people and stimulated by all involved in private life, in school and in work Structural attention for optimum chances to self-development in education o by schools and by those indirectly involved (inspection, care, etc.) and by policy makers Structural attention for optimum use of labour potential o By supervisors and colleagues, by intermediates, by those indirectly involved (municipalities, care, Social Security) and by policy makers

The Teacher The young person with a disability at home and in school The young person at home and in his transition from school to work The citizen at home, and in work The Care Professional School Management Ministry of Education The reintegration professional The Supervisor The Employer Management Reintegration Company Management Care Organisation Ministry of Health Ministry of Employment The Municipality Management Social Benefit Services Service professionals of the Municipality Ministry of Internal Affairs Indication Board The writing media Political parties TelevisionResearch Institutes The Parents The Church Friends Leisure Club Family members AdvocatorsParents’ organizations The ParentsFriendsThe ParentsFriends Family members Internet Social Benefit Professional Colleagues Unions HR-professional Teacher Training College Organisations of Professionals

Only people can make the change Only people can realise inclusion It is their task to take their responsibility All of us need to take our responsibility And take care that changes really occur All areas of inclusion The person Government Care Physical Environment Education Work Neighbour- hood Home

Only a balance between all elements makes the change The impact of the disbalance is huge It is about creating a balance The person Government Care Physical Environment Education Work Neighbour- hood Home

What to prioritise There is no priority If we don’t build at every element at the same time, it will be impossible to realise change

What can we do to realise the change? Developing policy Adapting legislation Adapting rules Developing Instruments Experiments Interventions Implementations

A culture change What do we need to know? Who are the key players? What is their ‘task’? How powerful are they to change? How interested are they to change?  What is the business case for the key player to change?  In what way benefits the young person from the change?

Where are we  We ‘know’ the issues  We ‘know’ factors that influence the change  We know the stakeholders  more than 150 different types of stakeholders  We distinguish the key players  We ‘know’ their power and their interest to change Centre of Expertise and Innovation

Our strategy Step 1Make aware Step 2Provide them with tools to act Step 3Support while acting Step 4Organize consolidation Important! We are not ‘the carrier’ of the problem Stakeholders need to change Stakeholders need to acknowledge the‘problem’ Stakeholders neet to accept their role as‘owner of the problem’  Only then, changes are possible Centre of Expertise and Innovation

The team The board: six vip’s Influencing policy makers and boards, councils Bring Parties together The project leaders: experts in specific fields Developing materials Disseminating all relevant information, materials The inner crew: experts in gathering knowledge and information Gathering relevant information Communication experts Website: different parts for a different audience Support in how to convince stakeholders Centre of Expertise and Innovation

Examples of the first steps of inclusion The person Government Care Physical Environment Education Work Neighbour- hood Home Education

The teacher Teachers think it’s normal that learners with disabilities have equal rights and equal chances in education Teachers regard learners with disabilities as ‘future productive workers’ Teachers feel confident in how to guide and teach learners with a disability Teachers are supported by their managers in guiding and teaching learners with a disability Centre of Expertise and Innovation

The manager of education The manager ‘creates’ a learning environment where students with disabilities have equal rights and equal chances in education The manager regards students with disabilities as ‘future productive workers’ The manager creates a learning environment for teachers to train them in how to guide and teach students with a disability The Manager is supported by the Ministry of Education in creating an optimal learning environment for students with a disability Centre of Expertise and Innovation

The Ministery of Education The managers within the Department of Education ‘create’ an educational system where students with disabilities have equal rights and equal chances in education The Minister of Education regards students with disabilities as ‘future productive workers’ The managers create a learning environment for managers of schools to train them in how to guide and teach their personnel in guiding and teaching students with a disability The Minister of Education formulates rules, legislation and policies that support everything mentioned before Centre of Expertise and Innovation

How to realise this? Influence the teacher Future professionals Influence the schools Boards of Education Influence the Ministry Policy makers Centre of Expertise and Innovation

Results in this area Where are we now?

Examples of the first steps of inclusion The person Die Behörde Care Physical Environment Education Work Nachbar- schaft Home Care

What are the issues in Care? Over protection Non Empowering The perspective of the person is not leading Segregation Either no Regisseur or too many Regisseurs

Actions and results, an example Issue: mental health institutes do not integrate school activities in their ‘treatment’ Action: discuss this issue with the national body of mental health institutes Result: they organise an inventory concerning the structural attention for school and work in mental health institutes while treating young people with disabilities Action: CrossOver and the national body organise a meeting with different individual centres to discuss the results and ‘what to do now?’ Result: a number of mental health institutes organise subsidies to implement a different way of working, including participation issues in their treatment

Cohesion The person Government Care Physical Environment Education Work Neighbourhood Home A long list of issues A long list of actions Some leading to no results yet Some on its way Some making the difference

Successful? The starting situation 2008

Successful? The current situation 2012

Small steps Each step is worth taking and brings us closer to our ambitions Centre of Expertise and Innovation