COUNSELLING – GUIDING SECONDARY SCHOOL STUDENTS WITH SPECIAL NEEDS INTO ACADEMIC STUDY PROGRAMMES

COUNSELLING – COUNSELLING – GUIDING SECONDARY GUIDING SECONDARY

SCHOOL STUDENTS WITH SCHOOL STUDENTS WITH SPECIAL NEEDS INTO SPECIAL NEEDS INTO

ACADEMIC STUDY ACADEMIC STUDY PROGRAMMESPROGRAMMES

Irena Praznik, univ. dipl. soc. del.Irena Praznik, univ. dipl. soc. del.CIRIUS KamnikCIRIUS Kamnik

CIRIUS Kamnik CIRIUS Kamnik

CENTRE FOR CENTRE FOR EDUCATION, EDUCATION,

REHABILITATION REHABILITATION AND TRAINING AND TRAINING

Established in 1947Established in 1947 A public institute – A public institute –

physically impaired physically impaired children and children and adolescents adolescents (decision on (decision on orientation)orientation)

CIRIUS Kamnik – unitsCIRIUS Kamnik – units

PRIMARY SCHOOLPRIMARY SCHOOL

SECONDARY SCHOOLSECONDARY SCHOOL

RESIDENCE HALL (for pupils, for students)RESIDENCE HALL (for pupils, for students)

OUTPATIENT CLINIC AND MEDICAL OUTPATIENT CLINIC AND MEDICAL THERAPYTHERAPY

CORPORATE SERVICES (counselling CORPORATE SERVICES (counselling service, technical support, library, service, technical support, library, management and accounting department)management and accounting department)

Number of children and adolescents Number of children and adolescents in trainingin training

2008/09 term PRIMARY SCHOOL:

58 children (38 %)

m = 53 %f = 47 %

SECONDARYSCHOOL:

94 adolescents (62 %)

m = 55 %f = 45 %

Physical impairment combined with Physical impairment combined with other special needsother special needs

0

5

10

15

20

25

30

35

40

45

50

mentaldisorder

visualimpairment

hard-of-hearing

speech-language

disorder

long termdisease

specificlearningdifficulties

emotional andbehavioural

difficulties

percentage

Secondary school programmes Secondary school programmes /education /education

levelslevels

0

5

10

15

20

25

30

35

40

nu

mb

er o

f ad

oles

cen

ts

NPI SPI SSI PTI PRP othereducation level

Secondary school programmes Secondary school programmes /field of /field of

studystudy

0

5

10

15

20

25

nu

mb

er o

f ad

oles

cen

ts

NPI SPI SSI PTI PRP othereducation level

electricalengineeringcomputer science

administrativeworkeconomics

special programme

grammar school

Enrolment in academic study programmes after Enrolment in academic study programmes after training and education at CIRIUS Kamniktraining 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 programme

Matura exam (MT)

All study programmes

(including MT)other

2001 13 92 % (12) 8 %

2002 12 67 % (8) 8 % 75 % (9) 25 %

2003 24 79 % (19) 4,5 % 83,5 % (20) 16,5 %

2004 13 85 % (11) 15 %

2005 11 82 % (9) 9 % 91 % (10) 9 %

2006 15 60 % (9) 13 % 73 % (11) 27 %

2007 13 92 % (12) 8 %

2008 7 100 %

2009 5 60 % (3) 40 %

Selected faculty or study programme in Selected faculty or study programme in 2001 – 20092001 – 2009

0

2

4

6

8

10

12

14

16

FU FRI

EF VPŠ

FSD

FDV FF

FVV M

B (štu

dij L

J)

FOV K

R

Visoka

šola

za u

prav

ljanje

NM PF

NTF BF

Visoka

šola

za p

ožar

no v

arno

st TF

EPF VPŠ M

BFM

F ZF

Višja

šola M

T

percentage

Selected (regular) study programmes:Selected (regular) study programmes: University of LjubljanaUniversity of Ljubljana – better study conditions – better study conditions

(support services organised by associations etc.)(support services organised by associations etc.) Faculty courses:Faculty courses:

FF:FF: philosophy, English language, psychology philosophy, English language, psychology FDV:FDV: social informatics, sociology – management of human social informatics, sociology – management of human

resources and knowledge, political and communication resources and knowledge, political and communication sciencescience

BF:BF: Department of agronomyDepartment of agronomy: agriculture – agronomy and : agriculture – agronomy and horticulture; Dhorticulture; Department of animal scienceepartment of animal science: agriculture – : agriculture – animal husbandryanimal husbandry

NTF:NTF: graphic technology graphic technology COLLEGECOLLEGE (in Ljubljana or near hometown): postal services, (in Ljubljana or near hometown): postal services,

executive secretary, commercial clerk, multimediaexecutive secretary, commercial clerk, multimedia

AVERAGE AGEAVERAGE AGEat completion of the secondary school programme and training in at completion of the secondary school programme and training in

CIRIUS Kamnik OR at continuation of studies on academic levelCIRIUS 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* Taking MT (matura exam course) for one or two years before enrolment into academic study programme

year:

SSI PTIContinuation into MT* – before

academic studies

Grammar school and economic

vocational programme

After SPI continuation –

economic vocational

programme PTI

Enrolment after SSI

Enrolment after PTI

2001 19 - 21 21 - 23 23

2002 19 - 21 21 - 22

2003 19 - 22 22 - 24 20

2004 19 - 20 21 - 232005 19 - 21 21 - 23 20 232006 19 21 - 23 19 - 21 21 - 23

2007 19 - 21 21 - 25 22

2008 19 21 - 23

2009 20 21

altogether: 19 – 21 (22) 21 – 23 (25) 19 – 21 21 – 23

Study performance in 2001 - 2009Study performance in 2001 - 2009

23%

39%

35%3%

breakoff

completion

stillstudying

other(death)

Counselling in the process of guiding Counselling in the process of guiding secondary school students into academic secondary school students into academic

studiesstudies (1)(1)

WORKING DIRECTLY WITH STUDENTSWORKING DIRECTLY WITH STUDENTS (especially in the (especially in the final term): final term):

INDIVIDUAL WORKINDIVIDUAL WORK with a student: preparation of the with a student: preparation of the individual’s life plan (“plan A and B”); helping at decision individual’s life plan (“plan A and B”); helping at decision making with information and counselling; guiding in looking making with information and counselling; guiding in looking for appropriate solutions, …; helping at application writing … for appropriate solutions, …; helping at application writing …

GROUP WORK GROUP WORK (instruction, juvenile group, activities)(instruction, juvenile group, activities) ORGANIZING VARIOUS ACTIVITIESORGANIZING VARIOUS ACTIVITIES:: presentations of presentations of

study programmes (inviting faculty representatives, students study programmes (inviting faculty representatives, students etc.); visiting faculties and colleges; visiting associations – etc.); visiting faculties and colleges; visiting associations – especially DŠIS; visiting student halls of residence; meeting especially DŠIS; visiting student halls of residence; meeting students with special needs, visiting companies and successful students with special needs, visiting companies and successful disabled managers etc.disabled managers etc.

Counselling in the process of guiding Counselling in the process of guiding secondary school students into academic secondary school students into academic

studiesstudies (2)(2)

WORKING WITH PARENTS:WORKING WITH PARENTS: providing providing information on formal procedures and ways of information on formal procedures and ways of working with students during the term, providing working with students during the term, providing information on opportunities after training information on opportunities after training (continuation of studies, employment, settling other (continuation of studies, employment, settling other statuses), asking for their help at encouraging their statuses), asking for their help at encouraging their child’s independence; child’s independence; relieving parentsrelieving parents

Counselling in the process of guiding Counselling in the process of guiding secondary school students into academic secondary school students into academic

studiesstudies (3)(3)

CONDUCTING formal proceduresCONDUCTING formal procedures at the time of at the time of completing the training programme and applying at completing the training programme and applying at university; monitoring “examination of guidance university; monitoring “examination of guidance appropriateness” with the aim of acquiring expert appropriateness” with the aim of acquiring expert opinion with acknowledged necessary study opinion with acknowledged necessary study adjustmentsadjustments

Counselling in the process of guiding Counselling in the process of guiding secondary school students into academic secondary school students into academic

studiesstudies (4)(4)

““FILE”FILE” with useful information and dates with useful information and dates concerning further procedures and steps (helping concerning further procedures and steps (helping students as well as their parents); from this year on in students as well as their parents); from this year on in electronic form too (obtainable before the end of electronic form too (obtainable before the end of school term)school term)

CENTRE FOR LIFELONG LEARNING AND CENTRE FOR LIFELONG LEARNING AND MOBILE SERVICE: MOBILE SERVICE: counselling and assisting counselling and assisting students and adolescents with special needs, who are students and adolescents with special needs, who are not members of our institution; their parents, not members of our institution; their parents, counsellors – counsellors – on the increase!on the increase!

Counselling in the process of guiding Counselling in the process of guiding secondary school students into academic secondary school students into academic

studiesstudies (5)(5)WORKING WITH STUDENTS: WORKING WITH STUDENTS: Providing information on education continuation possibilities on the basis of the Providing information on education continuation possibilities on the basis of the

individual’s secondary school attainment (professional matura exam, professional individual’s secondary school attainment (professional matura exam, professional matura exam + extra matura subject, general matura exam) – designing a table with matura exam + extra matura subject, general matura exam) – designing a table with recommended study programmes, containing information on architectural accessibility recommended study programmes, containing information on architectural accessibility of the institution/faculty/schoolof the institution/faculty/school

Familiarization with designated bodies and formal procedures with the aim of Familiarization with designated bodies and formal procedures with the aim of understanding essential activities (admission service, the meaning of passing the understanding essential activities (admission service, the meaning of passing the matura exam in two parts in the procedure of faculty enrolment)matura exam in two parts in the procedure of faculty enrolment)

Searching the web – improving electronic media literacy: Searching the web – improving electronic media literacy: accommodation possibilitiesaccommodation possibilities (student halls of residence, living communities, private apartments); (student halls of residence, living communities, private apartments); foodfood (the price of (the price of student coupons, restaurant accessibility); student coupons, restaurant accessibility); transport to faculty and home at the end of transport to faculty and home at the end of the weekthe week; ; physical assistancephysical assistance (DŠIS, YHD; expert help – turning to associations); (DŠIS, YHD; expert help – turning to associations);

Looking for possible help provided by associations: financial help (for the rent, 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 transport home, provision of necessary equipment etc); organising expert help (e.g. in the case of exceptional health problems and necessary treatment, organising transport the case of exceptional health problems and necessary treatment, organising transport home at the end of the week etc.)home at the end of the week etc.)

Possibilities of acquiring private accommodation (participating in public tenders for Possibilities of acquiring private accommodation (participating in public tenders for non profit housing etc.)non profit housing etc.)

Employment and employment rehabilitationEmployment and employment rehabilitation

Conditions for faculty admissionConditions for faculty admission

Meeting general requirements for admission Meeting general requirements for admission (accomplished secondary school programme)(accomplished secondary school programme)

The possibility of acquiring the status of a candidate The possibility of acquiring the status of a candidate with special needs in the admission procedurewith special needs in the admission procedure

in 2007 criteria was set for the candidate with special in 2007 criteria was set for the candidate with special needsneeds in the case of limited enrolment – one needs to in the case of limited enrolment – one needs to collect at least 85 % of the minimum required points collect at least 85 % of the minimum required points for the programme (provided the candidate was given for the programme (provided the candidate was given the status (on the basis of all necessary formalities: the status (on the basis of all necessary formalities: written application with supporting documents written application with supporting documents submitted in due time))submitted in due time))

DIFFICULTIES, PROBLEMS, DILEMMAS, DIFFICULTIES, PROBLEMS, DILEMMAS,

EXPERIENCE, PROPOSALSEXPERIENCE, PROPOSALS (1)(1)

ADMISSION REQUIREMENTS at faculties: ADMISSION REQUIREMENTS at faculties: The condition of collecting 85% of the minimum required points - additionally The condition of collecting 85% of the minimum required points - additionally

limiting the choice of study programmes for the physically impaired – all limiting the choice of study programmes for the physically impaired – all faculties, providing necessary conditions (architectural, wished-for etc.) for faculties, providing necessary conditions (architectural, wished-for etc.) for candidates with special needs, are subject to LIMITED ADMISSIONcandidates with special needs, are subject to LIMITED ADMISSION

After the first year, the admission service discovered, that more than a half of 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 the recognized candidates with special needs are individuals having the status of a top sports athleteof a top sports athlete

A case of A case of repeated discriminationrepeated discrimination: unfortunately, physical impairment is an : unfortunately, physical impairment is an “irrevocable” circumstance; the whole life and organisation of support services “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 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 an athlete, who has no limits (with no distinctive development features) and is actually offered more optionsactually offered more options

IT IS INDISPENSIBLE TO STANDARDISE the “special needs” IT IS INDISPENSIBLE TO STANDARDISE the “special needs” criteriacriteria on all education levels (in conformity with ZUOPP) – at university on all education levels (in conformity with ZUOPP) – at university too – and consider “exceptions only exceptionally”too – and consider “exceptions only exceptionally”

DIFFICULTIES, PROBLEMS, DILEMMAS, DIFFICULTIES, PROBLEMS, DILEMMAS, EXPERIENCE, PROPOSALSEXPERIENCE, PROPOSALS (2)(2)

ASSISTANCE REGULATION NEEDED ASSISTANCE REGULATION NEEDED (introduction of a “home care assistant” (introduction of a “home care assistant” according to Social Assistance Act does not offer a student much help – there is a 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) need to further develop the idea on the basis of practical experience)

(Amending?!) ZUOPP, (Amending?!) ZUOPP, for it makes provision only of guiding children from for it makes provision only of guiding children from preschool education (kindergarten) to the completion of secondary school; after that, preschool education (kindergarten) to the completion of secondary school; after that, i.e. at university, an adolescent with special needs has no legislatively “regulated” i.e. at university, an adolescent with special needs has no legislatively “regulated” rightsrights

POOR MATERIAL CONDITIONSPOOR MATERIAL CONDITIONS for students with special needs: high for students with special needs: high expenses for above standard equipment are difficult to cover by low scholarships; a expenses for above standard equipment are difficult to cover by low scholarships; a huge financial burden – still dependent on parents; student employment possible huge financial burden – still dependent on parents; student employment possible only exceptionallyonly exceptionally

PSYCHOMOTOR RETARDATIONPSYCHOMOTOR RETARDATION often results in often results in lengtheninglengthening the education the education process – this calls for additional provisions of the status of a student with special process – this calls for additional provisions of the status of a student with special needs (needs (entitlement to the scholarshipentitlement to the scholarship for one extra year; for one extra year; the right to prolonged the right to prolonged residing in student halls of residence residing in student halls of residence etc.); etc.);

Organisation and co-funding of adjusted means of transportOrganisation and co-funding of adjusted means of transport during the weekend during the weekend too – encouraging public transport services to finding (new) solutionstoo – encouraging public transport services to finding (new) solutions

DIFFICULTIES, PROBLEMS, DILEMMAS, DIFFICULTIES, PROBLEMS, DILEMMAS, EXPERIENCE, PROPOSALSEXPERIENCE, PROPOSALS (3)(3)

YHDYHD – providing help at organising personal – providing help at organising personal assistance; more government attention needed for assistance; more government attention needed for quality programmes, designed on the basis of quality programmes, designed on the basis of personal experiencepersonal experience

AGENDA 22AGENDA 22: valid for all spheres of life of people : valid for all spheres of life of people with special needs; we should follow its provisions with special needs; we should follow its provisions and use it as a helping hand at providing equal and use it as a helping hand at providing equal conditions and equal opportunities for all people conditions and equal opportunities for all people (including “vulnerable groups”) (including “vulnerable groups”)

Employment Employment after the completion of studiesafter the completion of studies

CONCLUSIONCONCLUSION Feedback (parents, study performance of former students with Feedback (parents, study performance of former students with

special needs) concerning the quality of counselling at the special needs) concerning the quality of counselling at the time of completing training and guiding students into time of completing training and guiding students into university is useful!university is useful!

We are aware that we can do better: we would like to establish We are aware that we can do better: we would like to establish a living community with its own apartment not far from a living community with its own apartment not far from CIRIUS (government attention and help needed) CIRIUS (government attention and help needed) LIVING COMMUNITY for secondary school students during training LIVING COMMUNITY for secondary school students during training

(primarily those who choose to continue their studies and live (primarily those who choose to continue their studies and live independently; it offers training and possibilities for improving social independently; it offers training and possibilities for improving social skills as a preparation for autonomy with all the necessary support skills as a preparation for autonomy with all the necessary support services) – a definitely essential and important step in this fieldservices) – a definitely essential and important step in this field

The success of students with special needs proves the fact, that The success of students with special needs proves the fact, that they have high potential and competitive edge on labour they have high potential and competitive edge on labour market, despite needing more government support and help to market, despite needing more government support and help to reach the goal – therefore: LET’S GIVE IT TO THEM!reach the goal – therefore: LET’S GIVE IT TO THEM!

Research shows the increased quality of life after completed Research shows the increased quality of life after completed trainingtraining

PRAISE goes to:PRAISE goes to:

THE SLOVENIAN ASSOCIATION OF DISABLED THE SLOVENIAN ASSOCIATION OF DISABLED STUDENTS: STUDENTS:

for pioneering in this field; for pioneering in this field; for significant progress in improving studying possibilities for significant progress in improving studying possibilities

and conditions for candidates with special needs (on the and conditions for candidates with special needs (on the basis of personal experience of a handful of former basis of personal experience of a handful of former secondary school students, who went on to university);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 studentsand for further work with our former students

THANK YOU FOR YOUR ATTENTIONTHANK YOU FOR YOUR ATTENTION

andand

have a good day!have a good day!