EU- projectThe pictures want to show some of the staff who are supporting the

pupilswhen it´s about vocational counselling.But it´s important to know that the vocational counselling is a responsibility for the whole school !

EU-projectTHE MOST IMPORTANT PERSONS WHEN IT´S ABOUT STUDY-AND VOCATIONAL COUNSELLING: THE PARENTS AND THE PUPIL, THE HEADMASTER, THE STUDY-AND VOCATIONAL COUNSELLOR, THE REMEDIAL TEACHER/ SPECIAL PEDAGOGUE, THE TEACHER, THE PUPIL WELFARE OFFICER/SOCIAL PEDAGOGUE, THE SCHOOL NURCE AND THE HABILITATION PERSONNAL: THE OCCUPATIONAL THERAPIST, THE PHYSIO THERAPIST, THE PSYCHOLOGIST, THE SPEECH THERAPIST……… AND THE INSTRUCTERS OF THE TRAINEE-COMPANIES .

DISCUSSION AND INTERWIEVS HAVE BEEN DONE TOGETHER WITH: 7 HEADMASTERS, 10 TEACHERS + 4 REMEDIAL TEACHERS/SPECIAL TEACHERS, 33 STUDY-AND VOCATIONAL COUNSELLORS( FROM THE NORTH TO THE SOUTH IN SWEDEN), 12 PARENTS, 31 PUPILS (FROM 5 SCHOOLS), 11 COMPANIES, 2 PUPIL WELFARE OFFICERS/SOCIAL PEDAGOGUES. TOTAL: 110 PERSONS.

A model of study-and vocational counselling

In

12 items

1.Knowledge of what that have an

influence on choice

1.Interplay and process

2.The formulation of the labour market and its rules and regulations.

The supply and demand in labour market

Education and educational system

Knowledge of labour market

The compansation system and more

A model of the guidance

3.Personal qualifications

4. Giudance and follow up

3.Expert on own

qualifications

INDIVIDUAL

3.Personal qualifications

3. The task referenced foundation

COUNSELLORSurvey of experiences and

needs.Preparation/Motivation work/supporting conversation

Experts of support

6. The National Labour market

office.The

Employment Office.

Social Welfare Office.

Regional Social Insurance Office

6. CompaniesTrade Union

6.Experts of support

7.Vision of lifelong career

5.Individualized

support

8.Formulation of the targets

and an individal study

plan

9.Plan of action

10.Carrying through and a

continuous follow up

6.Social welfare officer.

(Social Pedagogue)Psychologist.

Speech therapistOccupational

therapist.Physiotherapist.

Special Pedagogue.Pupil´s Assistent

11.EducWork ?

12.Follow up the former

pupils after 1 and 5years

11.Education/Work ?

EXAMPLE OF SUPPORT MEASURES

INTEREST TESTAPTITUDE TESTFILMS DESCRIBING DIFFERENT OCCUPATIONSSTUDY VISITSPRACTICE AT A PLACE OF WORKPROFESSIONALS INFORMIN PRIVATE COUNSELLINGGROUP COUNSELLINGREDUCE COURSE OF STUDIES/CURRICULUMINTERNETEDUCATIONAL EXHIBITIONSPARTICIPATING IN PROJECTS OF DIFFERENT KINDSADAPTION OF TYPE OF TEACHING AND METHODSGROUP SIZETIME TABLEDIAGNOSTIC TESTSTUDY TECHNIQUEPARTICIPATING OF EXPERTS ( HABILITATION PERSONNAL)

THE CONTENTS1. SUMMARY2. INTRODUCTION3. ANALYSES OF THE DEVELOPMENT AREA4. AIMS AND OBJECTIVES5. METHODS6. A MAP OF THE SWEDISH SCHOOL SYSTEM7. SPECIAL NEEDS EDUCATION WITHIN THE SWEDISH SCHOOL SYSTEM8. A PRESENTATION OF Rg/Rh RIKSGYMNASIET9. WHO HELPS THE PUPILS WITH VOCATIONAL COUNSELLING10. A FORM OF VOCATIONAL COUNSELLING AT Rg/Rh RIKSGYMNASIET11. THE TEAM AT RG/Rh RIKSGYMNASIET12. INTERWIEVS WITH COMPANIES13. INTERWIEVS WITH PUPILS OF Rg/Rh RIKSGYMNASIET14. INTERWIEVS WITH PARENTS15. A PUPIL CASE OF COUNSELLING16. DISCUSSION AND INTERWIEVS WITH STUDY-AND VOCATIONAL COUNSELLORS IN

SWEDEN17. DISCUSSION AND INTERWIEVS WITH HEADMASTERS18. DISCUSSION AND INTERWIEVS WITH TEACHERS AND SPECIAL PEDAGOGUES (REMEDIAL

TEACHERS)19. INTERWIEVS WITH PUPILS (LOWER SECONDARY SCHOOL , FORM 9)

CONTINUATION………………………………………

20. RECOMMENDATION AND ANALYSES OF STRENGHTS AND WEAKNESS OF VOCATIONAL COUNSELLING.

21. FURTHER MORE RECOMMENDATIONS22. A SYSTEMIC ORGANIZATION MODEL OF VOCATIONAL COUNSELLING FOR THE

WHOLE SCHOOL.23. A MODEL OF VOCATIONAL COUNSELLING FOR THE STUDY- AND VOCATIONAL

COUNSELLOR24. CONSCLUSION25. LIST OF RECOMMENDED REFERENCES.

DISCUSSION AND INTERWIEVS WITH COMPANIES

1. DOES YOU COMPANY HAVE EXPERIENCE WITH PUPIL WITH SEN ?2. WOULD IT BE POSSIBLE FOR YOUR COMPANY TO OFFER A PUPIL WHO HAS SEN ANY OF

THE FOLLOWING: X)TEMPORARY WORK PLACEMENT? X)REAL JOB ? X) JOB AFTER WORK PLACEMENT ?

3. IS IT POSSIBLE FOR A PUPIL WHO HAS SEN TO EXPERIENCE ALL ASPECTS OF THE COMPANY OPERATIONS ?

4. IS YOUR COMPANY INTERESTED IN OUTSOURCING SMALL ASSIGNMENTS TO PUPIL WITH SEN AS PART OF COMPANY OPERATION ?

5. ARE YOU PREPARED TO OFFER WORKING TIME FOR COACHING THE PUPIL WITH SEN ?6. DOES THE INTRODUCTION PERIOD AT YOUR COMPANY FUNCTION WELL FOR A PUPIL

WITH SEN ?7. IN THE PUPIL WITH SEN PREPARED FOR THE PRACTICE TRAINING PERIOD?8. SHOULD THE PUPILS´PRACTICE TRAINING PERIOD BE FOLLOWED UP AT THE SCHOOL,

INCLUDING FEEDBACK SENT BACK TO THE COMPANY?9. IS YOUR COMPANY WILLING TO BE INVOLVED IN SCHOOL ACTIVITIES ?10. DO YOU EXPECT SOME KIND OF SUPPORT FROM SCHOOL, JOB CENTRE, ETC.11. DOES THE COOPERATION BETWEEN THE SCHOOL AND YOUR COMPANY FUNCTION WELL?12. DOES THE PERSONS IN YOUR COMPANY WHO SUPERWISE THE TRAINEE PUPILS NEED

FURTHER EDUCATION IN ORDER TO WORK WITH PUPILS WHO HAVE SEN?13. DOES THE SCHOOLS´VOCATIONAL EDUCATION PROGRAMME PROVIDE THE SKILLS

REQUIRED TO WORK IN YOUR COMPANY? X) JOB RELATED SKILLS? X)SOCIAL SKILLS ?

1. WHAT SEN-GROUP DO THE PUPILS BELONG TO ?2. WHO/WHOM IS/ARE RESPONSIBLE OF THE VOCATIONAL COUNSELLING AT YOUR SCHOOL?3. ARE THE SEN-PUPILS INTEGRATED IN A REGULAR CLASS?4. WHO IS THE FIRST PERSON AT YOUR SCHOOL TO TAKE CARE OF INFORMATION ABOUT A

NEW SEN-PUPIL TRANSFERRED FROM ANOTHER SCHOOL LIKE PRIMARY- OR LOWER SECONDARY SCHOOL?

5. WHO STARTS THE PROCESS THAT WILL RESULT IN DIFFERENT VOCATIONAL COUNSELLING/INFORMATION ACTIVITIES FOR THE SEN-PUPILS AT YOUR SCHOOL?

6. WHO MAKES THE ACTION PLAN FOR THE SEN-PUPIL?7. IS A SPECIAL STUDY PLAN/CURRICULUM MADE FOR THE SEN-PUPIL?8. HAS YOUR SCHOOL ”A PUPIL WELFARE TEAM” THAT HAS REGULAR MEETINGS IN ORDER

TO DISCUSS SEN- PUPILS´EDUCATIONAL SITUATION? WHO ARE THE PARTICIPATERS?9. DO STUDY VISITS EXIST AT YOUR SCHOOL FOR THE SEN-PUPILS WITH THE PURPOSES OF

VOCATIONAL COUNSELLING/ORIENTATION ?10. DO PERIODS AS TRAINEE AT A PLACE OF WORK EXIST FOR THE SEN-PUPILS?11. DO THE SEN-PUPILS HAVE ADDITIONAL PERIODS AS A TRAINEE AT COMPANIES?12. SEN-PUPILS PARTICIPATING IN PROJECTS ?13. ”OUT OF SCHOOL ACTIVITIES” THAT SEN- PUPILS PARTICIPATE IN?14. CO-OPERATION WITH SEN-PUPILS´PARENTS15. WHAT SUBJECT/SUBJECTS IS/ARE THE MOST COMMON TO REDUCE OR TO LEAVE OUT

WHEN PLANNING ADAPTABLE EDUCATION FOR THE SEN-PUPILS ?

DISCUSSION AND INTERWIEVS WITH VOCATIONAL COUNSELLORS

CONTINUATION………………………

16. DO YOU HAVE LESSONS ABOUT ETHICS, MORALITY AND RELATIONS FOR THE PUPILS AT YOUR SCHOOL ?17. INFORMATION ACTIVITIES ORGANIZED BY TEACHERS,STUDY-VOCATIONAL COUNSELLOR?18. WITHIN WHAT FIELDS DOES THE SOCIAL PEDAGOGUE/THE SOCIAL WELFARE OFFICER PARTICIPATE IN THE SEN-PUPILS´VOCATIONAL COUNSELLING?19. DOES THE SCHOOL GIVE INFORMATION ABOUT STUDY-AND VOCATIONAL MEDICAL MATTERS AND IN SUCH A CASE WHO GIVES THE INFORMATION TO THE SEN-PUPILS?20. HOW DO YOU OR THE MUNICIPALITY SUPPORT THE SEN-PUPILS CONCERNING

RESOURCES AS SPEECH THERAPIST, PSYCHOLOGIST, OCCUPATIONAL THERAPIST, PSYSICAL THERAPIST,PUPIL ASSISTANT ?

21. DO YOU THINK THAT THE TEACHERS PARTICIPATE IN THE VOCATIONAL COUNSELLING/INFORMATION WHEN IT COMES TO THEIR SUBJECT/SUBJECTS ?

22. DOES YOUR SCHOOL OFFER INFORMATION ABOUT THE POSSIBILITIES TO STUDY OR WORK ABROAD?

23. WHAT SUPPORT DOES THE EMPLOYMENT OFFICE GIVE THE SEN-PUPILS AT YOUR SCHOOL´’

24. DO CONFERENCES TOGETHER WITH COMPANIES CONCERNING PRACTICE/TRAINING FOR SEN-PUPILS AT YOUR SCHOOL ?

13. DISCUSSION AND INTERWIEVS WITH TEACHERS AND SPECIAL PEDAGOGUES ( REMEDIAL TEACHERS)

1.WHAT INFORMATION- AND PRACTICAL COUNSELLING DO YOU THINK ARE USEFUL TO THE SEN-PUPILS?2. WHY IS IT IMPORTANT FOR THE SEN-PUPILS TO GET COUNSELLING/INFORMATION ?3. WHAT FACTORS SHOULD BE CONSIDERED BY ADAPTION OF THE SEN-PUPILS VOCATIONAL COUNSELLING TO THE CONDITIONS OF THE LABOUR MARKET? 4. TELL SOMETHING OF THE SEN-PUPILS SELF-ASSESMENT CONCERNING MATTERS WITHIN THE SCOPE OF THE VOCATIONAL COUNSELLING. 5. WHAT FACTORS SHOULD BE PAID ATTENTION TO BY PLANNING THE SEN-PUPILS CAREER? 6. THOUGHTS YOU MAY HAVE OF THE SEN-PUPILS´ INTEGRATION INTO SCHOOL ? 7. MENTION SOME VOCATIONAL COUNSELLING ACTIVITIES THAT STRENGTHEN THE SELF

VALUE OF THE SEN-PUPIL. 8. IN WHAT WAY CAN YOU TEST OR DISCOVER THE SEN-PIPILS´ABILITIES/TALENTS ? 9. WHAT KIND OF THOUGHTS DO THE PARENTS HAVE WHEN PARTICIPATING IN THE PROCESS

OF THEIR SEN-PUPILS´VOCATIONAL COUNSELLING?10. WITHIN WHAT SUBJECTS DO YOU CONSIDER THAT VOCATIONAL COUNSELLING CAN BE

GIVEN ?11. WHAT CAN YOU CONTRIBUTE WITH WITHIN YOUR SUBJECT/SUBJECTS THAT HAS TO DO

WITH VOCATIONAL COUNSELLING ?12. WHO WOULD YOU CONSIDER HAS THE RESPONSIBILITY FOR THE COUNSELLING AT YOUR

SCHOOL ?

CONTINUATION ………………..

13. CO-OPERATION WITH SEN-PUPILS´PARENTS14. DO YOU HAVE PUPIL ASSISTANTS AT YOUR SCHOOL AND HOW MAY THEY HELP PUPILS AND TEACHERS ?15. IN WHAT FIELD WITHIN SCHOOL IS IT NECESSARY TO CHANGE THE CONDITIONS FOR THE SEN-PUPILS IN ORDER TO MAKE THEIR SITUATION BETTER ?16. ACKNOWLEDGEMENT OF DEVELOPMENT OF GENERAL ABILITIES?17. UNDERSTANDING OF THE CONCEPTION OF THE CONSOLIDATION OF OWN VALUE AND CONSTANT PERFECTION.18. SELF-DEVELOPMENT OF MOTIVATION FOR WORKING ACTIVITIES AND SOCIETAL LIFE.19. ACKNOWLEGEMENT OF RESPONSIBILITY FOR OWN PROFESSIONAL CAREER AND ACTIV PARTICIPATION IN ITS DEVELOPMENT.20. CHANGE OF PSYCHO-SOCIAL ENVIRONMENT.21. SUPPORT IN CONSOLIDATION OF PUPIL´S PERSONAL VALUE.22. SUPPORTING IN CHOOSING A PROFESSION.23. ACCOMPANYING SUPPORT DURING THE VOCATIONAL COUNSELLING.24. SUPPORT IN SOLUTION OF PERSONAL DIFFICULTIES RELATED TO VOCATIONAL

COUNSELLING.

DISCUSSION AND INTERWIEVS WITH HEADMASTERS1. WHAT VISIONS DO YOU HAVE FOR THE SEN-PUPILS AT YOUR SCHOOL ?2. WHO IS THE MOST INFLUENTIAL PERSON RESPONSIBLE OF THE VOCATIONAL COUNSELLING AT YOUR SCHOOL ( EXCEPT THE HEADMASTER)3. WHAT IS THE BEST WAY TO INVOLVE PARENTS IN SCHOOL ACTIVITIES ?4. IN WHAT WAY DOES YOUR SCHOOL DISSEMINATE THE SITUATION OF THE SEN-PUPIL TO

EMPLOYERS AND AUTHORITIES IN ORDER TO STRENGHTEN THE PUPILS´POSITION ?5. DO YOU INVITE REPRESENTATIVES FROM TRADE AND INDUSTRY TO INFORM YOU AND

YOUR STAFF ABOUT THE RAPID CHANGES OF THE LIFE OUTSIDE THE SCHOOL?6. HOW MAY YOU STIMULATE THE SEN-PUPILS TO BE MORE ACTIVE IN CLUB ACTIVITIES?7. DO THE PUPILS HAVE THE POSSIBILITY TO PARTICIPATE IN ENTREPRENEURSHIP ?8. DO YOU NOW AND THEN HAVE CONFERENCES ABOUT THE SEN-PUPILS

PRACTICE/TRAINING IN WHICH THE COMPANIES AND THE EMPLOYMENT OFFICE TAKE PART ?

9. WHAT EDUCATIONAL METHODS MAY BE USED IN ORDER TO STOP DROPOUTS FROM THE SCHOOL ?

10. SYSTEMIC ORGANIZATION OF VOCATIONAL COUNSELLING.11. DIVERSITY OF FORMS OF THE VOCATIONAL COUNSELLING.12. ACKNOWLEDGMENT OF THE VALUE OF THE PROCESS.13. PROVISION OF CONDITIONS FOR VOCATIONAL COUNSELLING ”GROWTH” IN

COMPREHENSIVE SCHOOL.14. CONSTANT REACTION TO CHANGES OF THE LABOUR MARKET.15. FLEXIBLE AND MODERN MODIFICATION OF FORMS OF CURRICULUM,ORGANIZATION AND

MANAGEMENT OF EDUCATION.

Continuation…………….. 16. MAKING THE CONDITIONS FOR EDUCATION CLOSER TO MARKET CONDITIONS.

INTERWIEVS WITH PUPILS ( RG-GYMNASIUM )

1. SATISFACTION WITH THE ORGANIZATION OF THE EDUCATIONAL PROCESS ? (HOW THE LESSONS ARE PLANNED, THE SCHEDULE, TESTS, THE TIME)2. FRIENDLY RELATIONS WITH CLASSMATES ?3. SATISFACTION WITH THE SCHOOLS PHYSICAL INFRASTRUCTURE ? (CLASS ROOM,

CORRIDORS. EXPEDITIONS, LEISURE-TIME ROOM. STEPS )4. HOW IS THE CLIMATE IN YOUR CLASS ROOM ?5. HOW ARE THE RELATIONS TO THE TEACHERS OF SINGLE SUBJECTS ? PARTICIPATION OF PARENTS (ACCORDING TO THE PUPILS/STUDENTS´ OPINION )6. INTEREST IN FORMAL ASSESSMENT7. SUPPORT IN DOING HOMEWORK8. ONE-SIDED SELECTION OF A PROFESSION9. OFTEN CONVERSATION OF FURTHER POSSIBILITIES FOR SELF-EDUCATION10. CONSTRUCTIVE ANALYSES OF YOUR ABILITIES WHEN SELECTING A PROFESSION11. ACTICE INTEREST IN YOUR EDUCATION

CONTINUATION………..

ABOUT PRACTICE AND COUNSELLING

12. HOW DID YOUR PRACTICE FUNCTION ?13. WHAT IN YOUR OPINION ABOUT THE PREPARATION OF YOUR PRACTICE ?14. HOW WAS THE FOLLOW UP OF YOUR PRATICE ?15. WHAT DOES THE CONCEPTION VOCATIONAL COUNSELLING/ORIENTATION MEANS TO YOU ?16. WHAT ARE THE MOST IMPORTANT VOCATIONAL COUNSELLING/ORIENTATION FOR YOU?

INTERWIEVS WITH PARENTS

1. DID YOUR DAUGHTER/SON GET ENOUGH STUDY- AND VOCATIONAL COUNSELLING WHEN TRANSITION FROM THE INTERMEDIATE LEVEL- TO THE LOWER SECONDARY SCHOOL OR

ALTERNATIVELY FROM THE LOWER SECONDARY –TO THE UPPER SECONDARY SCHOOL ?2. TELL SOME ACTIVITIES IN SCHOOL OR IN LEISURE TIME OF IMPORTANCE FOR YOUR

DAUGHTER´S/SON´S CHOICE OF EDUCATION OR OCCUPATION ?3. IN WHAT WAY CAN YOUR DAUGHTER/SON BY THEMSELVES GET INFORMATION ABOUT

OCCUPATIONS AND EDUCATION ?4. WHAT IS A GOOD VOCATIONAL COUNSELLING/ORIENTATION FOR YOU AND YOUR

DAUGHTER/SON IN YOUR OPINION ?

CONTINUATION……………..

5. IN WHAT WAY DO YOU TAKE ACTIVE PART IN YOUR CHILDRENS/YOUTHS SCOOL WORK ?6. WHAT CAN THE SCHOOL DO IN ORDER TO ACTIVATE THE PARENTS MORE IN SCHOOL WORK ?7. WHAT ROLE DO YOU HAVE WHEN YOU DAUGHTER/SON IN GOING TO CHOOSE COURSES

SCHOOL ACTIVITIES AND FURTHER EDUCATION ?8. HOW DO YOU LIKE THE COMMUNICATION BETWEEN YOU AND THE REPRESENTATIVES OF

THE SCHOOL ? (TUTOR/MENTOR, COUNSELLOR, SOCIAL PEDAGOGUE, TEACHER, PUPIL ASSISTANT )

9. DO YOU CONTACT THE SCHOOL WHEN YOUR DAUGHTER/SON HAS PROBLEM IN THE SCHOOL ?

10. DO YOU HAVE ENOUGH KNOWLEDGE ABOUT YOUR DAUGHTER´S/SON´S PRACTICE? ( PREPARATION, CARRYING THROUGH, FOLLOW UP)11. WHO DO YOU CONTACT AT THE SCHOOL WHEN YOU WISH TO DISCUSS YOUR DAUGHTER

´S/SON´S CHOICE OF COURSES, SUBJECTS, EDUCATION AND OCCUPATIONS?12. DOES THE SCHOOL HAS ENOUGH RESOURCES TO LET YOUR DAUGHTER/SON GET A

GOOD EDUCATION ?

EXAMPLES ON ANSWERS OF THE QUESTIONNAIRESTHE COMPANIES:

IS IT POSSIBLE FOR A PUPIL WHO HAS SEN TO EXPERIENCE ALL ASPECTS OF THE COMPANY OPERATIONS ?THERE ARE RESTRICTIONS DEPENDING ON THE AGE OFTEN YOU HAVE TO BE 18 YEARS OLD TO WORK WITH MACHINES. OF COURSE THE COMPANY INFORM ABOUT ALL OPERATIONS BUT SOMETIMES THE PUPILS ONLY HAVE TO BE SPECTATORS. HALF OF THE COMPANIES SAID IT´S OK BUT IT DEPENDS ON THE PUPILS´ FUNCTIONAL DISORDER. THE PUPILS MOTOR ACTIVITY IS IMPORTANT. SOMETIMES THE PUPILS NOT ARE ALLOWED TO BE CLOSED TO CUSTUMER AND SOMETIMES YOU MUST HAVE A BASIC VOCATIONAL EDUCATION.

THE STUDY- AND VOCATIONAL COUNSELLOR

DOES THE SCHOOL INFORM ABOUT STUDY- AND VOCATIONAL MEDICAL MATTERS ?STUDY-AND VOCATIONAL MATTERS IS IMPORTANT WHEN YOU HAVE TO STOP THE PUPILS CHOOSE EDUCATION/JOB THAT THE MENTAL HEALTH OR THE PHYSICAL CONDITION OF THE PUPIL NOT IS SUITABLE FOR THEM.THE SCHOOLS INFORM ABOUT IT BUT NOT ALWAYS IN CLASSES BUT DISCUSS IT IN THE CASE IN POINT. (IN PRIVATE) . THE SCHOOL NURCE AND THE STUDY- AND VOCATIONAL COUNSELLOR MUST HAVE GOOD KNOWLEDGE ABOUT MEDICAL COUNSELLING

THE TEACHERS AND THE SPECIAL PEDAGOGUES (REMEDIAL TEACHERS)SUPPORTING IN CHOOSING A PROFESSION

SUPPORT DURING VOCATIONAL COUNSELLING IN PRIVATECOMMUNICATION IF YOU THINK THAT THE PUPIL IN ON THE RIGHT WAY.THE PUPIL SAYS: I THINK IT SUITS ME TO TAKE CARE OF OLD PEOPLE, ENCOURAGE HER/HIMSAY TO THE PUPIL: YOU ARE GOOD AT COLOURS AND FORMS DON´T YOU LIKE TO WORK WITH SOMETHING SIMILAR ?DISCUSS ”WHERE ARE YOU TODAY?” ”WHAT CAN YOU DO TO GET THERE YOU WISH TO BE?”MANY PUPILS ONLY SEE OCCUPATIONS THEY KNOW, WE CAN INFORM THEM ABOUT OCCUPATIONS THEY NEVER HAVE HEARD ABOUT.DON´T BE AFRAID TO SAY: YOU WANT TO BE A MEDICAL DOCTOR BUT YOU ARE NOT INTERESTED OF NATURE SIENCE SUBJECTS AND YOU HAVEN´T PASSED (BAD MARKS)EXPAND THE PUPILS´ SELF IMAGE.IF THE PUPILS ARE UNSURE OF A CERTAIN OCCUPATION GIVE SOME EXTRA DAYS AS TRAINEE.SHOW MANY FILMS ABOUT OCCUPATIONS.INVITE PROFESSIONALS TO THE SCHOOL.LET THE PUPILS INTERWIEV THE PROFESSIONALS.ARRANGE STUDY VISITS.

CONTINUATION …………….WHAT CAN YOU CONTRIBUTE WITH WITHIN YOUR SUBJECT/SUBJECTS THAT HAS/HAVE TO DO WITH VOCATIONAL COUNSELLING ?WITHIN TECHNOLOGY WE ARE WORKING WITH PROJECTS (EX. HOW TO BUILD A BRIDGE)THE PHYSICS AND THE CHEMISTRY HAVE USEFUL LABORATORY LESSONS (EVERYTHING OUTSIDE SCHOOL IS ABOUT PHYSIC AND CHEMISTRY)I BIOLOGY YOU SEE YOURSELF WITH LIMITATIONS, RESOURCES, QUESTIONS OF SOCIAL LIFE AND OWN DEVELOPMENT.COMMERCIAL SUBJECTS:THEY DO MANY STUDY VISITS TO SHOPS,STORES AND THE WORKING ENVIRONMENT WILL BE STUDIED AND THE COMMERCIAL SYSTEM.IN MANY SUBJECTS THEY TALK ABOUT SELF-CONFIDENCE,WEAKNESS,STENGHTS,TALENTS…….IN MOST OF THE SUBJECTS THE TEACHERS CAN TELL WHAT OCCUPATION THE PUPILS CAN APPLAY FOR THAT HAVE CONNECTION WITHIN THEIR SUBJECTS.THE SUBJECT TEXTILE HANDICRAFT CONSISTS OF MUCH TECHNOLOGY AND ALSO MATHS: SQUARES, TRIANGLES, DIVISION, MULTIPLICATION.KNOWLEGDE OF LIFE ETHIC AND MORALITY. SUBJECT RELIGION.KNOWLEDGE OF LANGUAGES ARE ALWAYS GOOD TO HAVE.THE ART SUBJECT: COLOUR, FORM, AESTHETICS, CIRCLES, MOTOR ACTIVITY.PHYSICAL EDUCATION:ERGONOMICS, MOVEMENT,PATTERNS, MOTOR ACTIVITY,ADAPTED EXERCISES ……..THE SUBJECT SHOP (WOODEN AND METAL):MOTOR ACTIVITY,PLAN,DESIGN,DRAW SCETCH, REFRECTION OF COULERS, MILLING CUTTER AND FANTASY.SOCIAL SIENCE (CIVICS): LABOUR MARKET MATTERS,TRADE AND INDUSTRY,POLITICS……….

THE HEADMASTERS

WHAT EDUCATIONAL METHODS MAY BE USED IN ORDER TO STOP DROPOUTS FROM SCHOOLS ?

MAKE THE EDUCATION ADAPTABLE.IF IT´S NECESSARY REDUCE ONE OR EVEN NORE SUBJECTS IN ORDER TO MAKE THE PUPIL FULFIL THEIR EDUCATION.MAKE AN EARLY PEDAGOGICAL MAPPING OF THE PUPILS.THE PUPIL SHOULD CHOOSE THE RIGHT EDUCATION FROM THE BEGINNING. TALK TO THE STUDY- AND VOCATIONAL COUNSELLOR AT THE LOWER SECONDARY SCHOOL.FOLLOW UP THE PUPILS OF THE DANGER-ZONE AND GIVE RAPID SUPPORT.ARRANGE SMALLER CLASSESCREATE EARLY AN ACTION PLAN FOR THE PUPILS OF THE DANGER-ZONECREATE ALSO ADAPTABLE STUDY PLANS.PERHAPS ONE EXTRA SCHOOL YEAR WILL BE OFFERED TO MAKE IT EASIER FOR THE PUPILS.

THE PUPILS

WHAT DOES THE CONCEPTION VOCATIONAL COUNSELLING/ORIENTATION MEANS TO YOU?TO GET HELP TO CHOOSE MY OCCUPATIONAL FUTURE BY MYSELF.SOMEBODY HELPS TO DECIDE WHAT I´M GOING TO WORK WITH.I GET COUNSELLING BEFORE THE WORKING LIFE.THEY HELP ME TO GET AN ADAPTED OCCUPATION.SOMEBODY HELPS ME TO FIND OUT WHAT OCCUPATION WILL SUIT ME AND WHAT EDUCATION I NEED TO GET THE OCCUPATION.COMMUNICATION WITH THE STUDY-AND VOCATIONAL COUNSELLOR.

THE PARENTS

WHAT IS A GOOD VOCATIONAL COUNSELLING/ORIENTATION FOR YOU AND YOUR DAUGHTER/SON IN YOUR OPINION ?MEETING WITH THE STUDY-AND VOCATIONAL COUNSELLORMEETING WITH THE VOCATIONAL TEACHERSSOMEBODY WHO HELPS AND SUPPORTSTO MEET A VOCATIONAL COUNSELLOR WITH A SENSITIVE EAR.TO FIND A SUITABLE TRAINEE POSTA PERSON WHO IS A GOOD LISTENERIF YOU CAN TEST DIFFERENT KINDS OF TRAINEE POSTS.REGURLARLY MEETINGS WITH THE STUDY-AND VOCATIONAL COUNSELLOR

USEFUL INFORMATION AND- PRACTICAL COUNSELLINGA DEVELOPMENT PLAN OR A STUDY PLANDISCUSSION ON PROGRESS (TEACHERS, PARENTS,PUPILS)LOGBOOKPORTFOLIOSTUDY VISITSCOACHINGGUIDING, COUNSELLINGTEACHING/LESSON IN LIFE STYLE- AND CHOICE OF WAYSTEACHING BASED COUNSELLINGCOUNSELLING BASED TEACHINGINFORMATION ABOUT THE LABOUR MARKETPRACTICE AT A PLACE OF WORKINVITATION OF PROFESSIONALS TO THE SCHOOL

TO BE ABLE TO MAKE WELL-FOUNDED STUDY-AND VOCATIONAL CHOICES THE PUPIL NEEDS THE FOLLOWING:PUT KNOWLEDGE INTO PRACTICEFORMULATE AND PRODUCE IDEAS AND DREAMSSEARCH FOR AND SORT OUT INFORMATIONBE ABLE TO COMMUNICATE, STRUCTURE AND PLAN.CHOICE COMPETENCE, LEARN HOW TO CHOOSE, CONSEQUENCES OF DIFFERENT AKTERNATIVES OF CHOICES.CONT EMPORARY SOCIAL AND ENVIRONMENTAL STUDIES LOCAL - GLOBAL

CONTINUATION………..

RESPONSIBILITY OF OWN DECISIONSREFLECT ON LIFE-STYLE AND CAREEREXPERIENCES OF WORKING LIFE AND SOCIAL LIFEPREPARE ONESELF FOR THE ADULT LIFE.DEVELOPE: THE ATTITUDE TO EQUALITY, AN ACTIVE CITIZENSHIP, POWER OF INITIATIVE, MOTIVE FORCE, CREATIVITY, SELF-KNOWLEDGE AND OWN RESPONSIBILITY, SPIRIT OF ENTERPRISE.

SPECIAL NEEDS EDUCATION IN SWEDEN

COMPULSARY SCHOOL, UPPER SECONDARY SCHOOL, STATE-RUN SCHOOLS AND RESOURCE CENTRES, HEARING CLASSES, RESOURCE SCHOOLS, FREE-SCHOOLS, Rg/Rh –NATIONAL RIKSGYMNASIET/REHABILITATION SCHOOLS, SPECIAL SCHOOLS SUPPORT FOR SEN-PUPILS COULD INCLUDE VARIATIONS OF THED FOLLOWING OPTIONS:-ALL PUPILS IN NEED OF SPECIAL SUPPORT HAVE WRITTEN PLANS OF DEVELOPMENT - SET UP IN COOPERATION WITH THE PUPILS THEMSELVES,PARENTS AND PROFESSIONALS INVOLVED.-THE TEACHERS OF THE PUPIL ARE CONSULTED BY A SPECIALIST TEACHER.-A SPECIALIST TEACHER OR ASSISTANT HELPS THE TEACHER OR WORKS WITH THE PUPIL CONCERNED FOR LINGER OR SHORTER PERIODS WITHIN THE FRAMES OF THE ACTIVITIES OF THE LARGER GROUP.-THE PUPIL RECEIVES TEAHING MATERIALS ADAPTED FOR HIS OR HER NEEDS.-THE PUPILS LEAVES THE LARGER GROUP FOR LIMITED PERIODS OF WORK WITH A SPECIAL TEACHER.-A CLASSROOM ASSISTANT WORKS WITH THE PUPIL IN NEED OF SPECIAL SUPPORT IN A CLASS OF THE PUPIL CONCERNED.-THE PUPIL IN NEED OF SPECIAL SUPPORT WORKS IN A GROUP FOR PUPILS WITH SIMILAR NEED FOR LONGER OR SHORTER PERIODS WITHIN THE SAME ORGANIZATION.

CONTINUATION…….-TEACHER ARE SUPPORTED BY A RESOURCE CENTRE AT THE LOCAL LEVEL.-RESOURCE CENTRES AT THE LOCAL LEVEL MAY BE SUPPORTED BY AN ADVISOR AT THE NATIONAL AGENCY FOR SPECIAL NEEDS EDUCATION AND SCHOOLS. ”(FROM THE NATIONAL AGENCY FOR EDUCATION SWEDEN)

RECOMMENDATIONS, STRENGHTS AND WEAKNESS(only some..)STRENGTHS :-OFTEN GOOD INFORMATION ABOUT MEDICAL VOCATIONAL COUNSELLING IN ORDER TO STOP PUPILS TO MAKE A WRONG CHOICE BECAUSE OF THE HEALTH OR FUNCTIONAL DISORDER.-THE PUPIL WELFARE TEAM/THE TEAM FUNCTION WELL.-THE ”EDUCATION EXHIBITIONS” ARRANGED EVERY YEAR GIVE THE PUPILS A LOT OF USEFUL KNOWLEDGE FOR THEIR FUTURE CHOICES.WEAKNESS:-NOT ENOUGH INFORMATION ABOUT THE CHANGES ON THE LABOUR MARKET TO THE TEACHERS.-TRY TO DO THE PREPARATION AND THE FOLLOW UP BETTER OF THE PUPILS´ PRACTICE AT A PLACE OF WORK.-THE STUDY-AND VOCATIONAL COUNSELLOR SHOULD SUPPORT THE TEACHERS WHEN IT´S ABOUT VOCATIONAL COUNSELLING/INFORMATION MATTERS.-USE THE PUPILS´ EXPERIENCES OF THE PRACTICE/TRANING AT A PLACE OF WORK AS A RESOURCE FOR THE ORDINARY SUBJECTS.

”THE OBJECTIVE OF THE SWEDISH DISABILITY POLICY MUST BE A SOCIETY THAT ENABLES PEOPLE WITH DISABILITIES TO PARTICIPATE FULLY IN THE LIFE OF THE COMMUNITY ”

NOTICE !!!!VOCATIONAL COUNSELLING IS INSEPARABLE FROM THE NOTION ”PRE-VOCATIONAL TRAINING” ( IN OU PROJECT, THESE NOTIONS ARE USED SYNONYMOUSLY, I.E BEAR THE SAME MEANING)

(FROM THE METHODS FOR RESEARCH OF VOCATIONAL COUNSELLING FOR CHILDREN AND YOUTH WITH SPECIAL EDUCATIONAL NEEDS (SEN) MADE BY PROFESSOR INGRIDA BARANAUSKIENE, CO-ORDINATOR OF THE PROJECT AND LIUDA RADZEVICIENE)