Career Education Related Activity In Raikküla School 25th April 2012.

Career Education Related Activity In Raikküla School

25th April 2012

Students, national curriculumThe average number of students in the past years

is 90, of which:with a simplified national curriculum at simplified

study – 75%with a simplified national curriculum at study for

students with learning disabilities – 20%with a simplified national curriculum at study for

students with custodial care – 5%95% of the students come from Rapla County, 5%

from elsewhere in Estonia.55% of the students live in our students' home.

Objective of our schoolPreparing students for life on their own.90% of the students would start learning in a

following educational stage and from there onward they would enter the labour market according to their abilities.

Reasons why a student is studying in a special needs schoolMental retardation that doesn't allow

grasping the national curriculum for basic school.

Mental retardation is accompanied by a health problem that requires specific help.

Support servicesSpeech therapistStudy assistance/small class/individual studySocial skills teacherCareer coordinatorMobility treatmentRhythmicsMedical aid – school nurse, family doctorHobby activity supports studyingStudents' homeHealthy school food

Career education as a topic throughout the national curriculumCareer education is treated as a thorough topic,

“Lifelong education and career”, in school stages I-IV.In school stage I various trades and professions are

introduced via playful activities.In school stage II professions and the main activities of

the representatives thereof are introduced (e.g., activities of a shop assistant in the case of the topic of the shop).

In school stages III-IV lots of attention is paid to socialising into society. Information is passed on to the students concerning study opportunities and the situation in the labour market and opportunities to get career counselling are created for them (in cooperation with the Rapla County Info and Counselling Centre).

Career education as a topic throughout the national curriculumStarting from the 5th grade the number of

manual training classes has been increased to 5-9 hours per week.

Starting from the 6th grade part of the curriculum is reserved for work practice.

The 7th-8th grade have work practice in a company.

Before work practice the application process is undergone.

In mother tongue class a resume, cover letter and application are prepared.

Career education as a topic throughout the national curriculumIn the final grades (8th-9th grade) they get to

know local companies and visit vocational schools.

In the curriculum of the 9th grade there is career education class as an optional course.

After the end of the 9th grade it's possible to stay for an extra year.

Work organisation of the extra year1 year for students with the simplified national

curriculum2 years for the national curriculum for students

with learning disabilitiesThe objective of the extra year for students with a

simplified national curriculum is to fix knowledge in subjects and to participate in preliminary vocational education at a vocational school.

The objective of the extra year for students with learning disabilities is improving social performance and practicing performance in a vocational school.

Work organisation of the extra yearStudents with the simplified national curriculum

study general subjects for 3 days in Raikküla and have preliminary vocational training for 2 days in Vana-Vigala Technical and Service School.

Students with the national curriculum for students with learning disabilities study in Raikküla for 1 year, where improving their social skills is focussed on.

In the 2nd year students with the national curriculum for students with learning disabilities study half the year at a vocational school.

Work organisation of the extra yearIn autumn and spring 2 days a week are

meant for work practice in a company.At the end of the work practice a report and

an evaluation of the work done by the student are submitted.

In spring the practical outcomes are preparing documents for applying for a job and participating in a job interview.

Collaboration with the parentThe parent is constantly involved in observing the

development of the child.Parents aren't overwhelmingly prepared to think

early about the choice of profession of their child.At the end of every school stage there is a student

development evaluation, where one of the topics is the choice of profession.

In the questionnaires of student development evaluations it's necessary to highlight activities liked by the child when at leisure.

The workplaces of the parents are visited if possible.

Collaboration with the parentThe parent will help find a place for work practice

and will be liable for the performance of the practice.

The parent has the opportunity to come to visit vocational schools with their child for training visits.

In school parents are directed at thinking about their child's choice of profession early, since the choice will have to be made after the end of the 9th grade.

Families are also counselled after the end of school.

More career-related activities It's taught what to do if I lose my job. Visits to:1. Unemployment Insurance Fund2. Social Insurance Board It's taught to use the homepages of the respective

institutions, to find required info there. Also applications for allowances are written. It's taught to plan a family budget and to cope with

minimum wages. It's taught to visit shops, draw up a shopping list,

etc.

Differences between children with the simplified national curriculum and with the national curriculum for the disabled to commence workIn Estonia it's possible to commence work after

obtaining a vocation only for children with the simplified national curriculum.

The employment of children with the national curriculum for the disabled is nonexistent.

Graduates under the national curriculum for the disabled can only work in certain centres, for example: Maarja Village, Pahkla Camphill Village, etc.

Schools teach children performance skills required within the limits of their capabilities.

Differences between children with the simplified national curriculum and with the national curriculum for the disabled to commence workAccording to the study programme there are lots of

manual training classes.Cleaning, cooking, gardening, simpler repair works,

etc., are taught in manual training.Children with the national curriculum for the

disabled aren't capable of working independently as a rule.

The parents of children with the national curriculum for the disabled are not ready to let their children be on their own, whereas they need to be supported and their parents need to be demonstrated the skills of the children.

Differences between children with the simplified national curriculum and with the national curriculum for the disabled to commence workOur school prepares all children with the national

curriculum for the disabled for a vocational school.After the end of the vocational school the young

person, however, will remain home.When preparing children with the national

curriculum for the disabled for life, counselling and encouraging the parents has a substantial part.

The parent often agrees to take care for the child for their entire life, rather than to let them go to a supported place of residence or work.

SummaryThe performance of special needs schools is assessed

by the performance of the students in their everyday life.

A significant indicator is the % of students entering vocational schools.

Important tasks are supporting the parents and helping them find opportunities for their children.

Collaboration with vocational schools is of importance.In Estonia it's very hard for graduates from special

needs schools to find a job. It's next to impossible for students with the national curriculum for the disabled.

Liia SuupCareer Coordinator of Raikküla School