My work is my future 1st transnational project meeting

MY WORK IS MY FUTURE

1st Transnational Project MeetingPrešov, Slovakia

20th – 22nd October 2015

Results of application assessmentNr. of application: 2015-1-SK01-ka219-008905Name of the project: My work is my future Number of points: 85,5Evaluator´s comments for the applicant: • General evaluation of the project: The application is in accordance with the European

Priorities of KA2. It is linked to two horizontal priorities of the KA2 – Reducing disparities in learning outcomes affecting disadvantaged learners and Enhancing digital integration in learning, teaching, training and youth work at various levels.

• The project clearly identifies target groups and their specific needs: professional and pre-professional education of students with special educational needs (predominantly with mental disabilities).

• Other target group of the project are professionals in education - in regards of gaining new knowledge and skills in this field of Special Educational System in the countries of the EU and Turkey.

• The project is based on excellent analysis of the needs of the target groups.

The strength of the project: Professional skills of all participating partners. Equal distribution of project tasks and outcomes among the partners. Other strength of the project is, that all participants of the short term joint staff

training will acquire, in accordance with recommendation, the Europass mobility certificate to prove the attendance of the training.

All participating schools are active users of eTwinning, which they will use as a platform for the project dissemination and sharing the example of good practice.

The impact of the project at national and European level will be provided by the website, which will be maintain by the applicant for another five year after project completion.

The results, which will be available at the website in English as and Open Educational Resources, will be available for others outside the partnership of the project, which will significantly enlarge the number of people with special educational needs, that can benefit form the project outcomes at their schools and educational institutions.

The weakness of the project: Considering the wide spectrum of special needs, disabilities and age categories

of students, as well as challenging activities, especially for learners with mental disabilities, specifically for students with autism, the project is at risk of not achieving all project aims.

Recommendation: for the school in Slovakia: To clearly declare how will the attained knowledge be

implemented into the Curriculum of students with autism and other pervasive developmental disorders in Practical School. Will there be new subjects? Will you design new vocational program?

Regarding the main project outcome – website – the applicant should invite participant from the United Kingdom – if the website is in English only, the quality of the website will be significantly higher if made in co-ordination of these two partners.

Financial plan

Financing model: in your folders

4O% + 40% + 20% = 100%after signing the after mid term report after final report contract

70% of the first payment has to be spent by 31.8.2015

30% of the Management and Implementation has to be spent on project dissemination

Outcomes

1. Logo and poster- to be presneted and decided at the 1st

meeting

Outcomes2. Website• The main outcome of this project is a website where outcomes in the

form of videos and visual process schemes will be published for public use.

• These outcomes will be created by all partner school's professionals after training in methodology of video-modeling and visual process schemes o pre-vocational and vocational skills and after quality check by website manager and qualified professional from the coordinating school.

• These videos will serve as Open Educational Resources to be used for free by everyone accessing the website, with possibility to download the materials if relevant, or just serve as motivation for creating new videos or schemes tailored for specific tasks or individual.

• minimum nr. of videos and picture work process schemes per participating school: 20 (10/10)

OutcomesWebsiteThe other outcomes of the project, which will be accessible on the website are information about

the project: • aims of the project• information about project partners and know-how of:• creating a realistic employment environment through the many small businesses, setup

within the school• monitoring the process of socialization and assisting with employment of qualified students. • use of occupational therapy to support pre-vocational and vocational skills• presentation of various workshops and vocational fields at partner schools• individual education and training plans• use of ICT in education of pre-vocational and vocational education

we can use tools such as: www.slideshare.net to upload PowerPoint Presentationshttps://en.wikipedia.org/wiki/SlideShare

http://www.slideshare.net/

https://en.wikipedia.org/wiki/SlideShare

Outcomes

3. DVD content: all presented methods and workshops:• Videomodeling• Process schemes• TEACCH• Makaton• Method of practical action• Teaching pre-vocatioanl skills in realistic business environment at school• Recognition and recording pre-vocational and vocational skills• Kinezytherapy• Monitoring the process of socialisation and assisting with employment of qualified students• The importance o social adaptive skills classes• Individual eduation and teaching/training plans• Occupational therapy in special education

Outcomes

4. Booklet - low tech outcome- will contain all picture process schemes

created during the project by all partners(in paper form, in electronic form for upload on EST, TWINSPACE,

FB, Erasmus+ dissemination tool)

see the example

Outcomes

5. Questionnaires for staff• to measure effectiveness of the project• to measure implementation of the methods1 x at the beginning and 1 x towards the end.• to facilitate the application of questionnaires, they

will be in electronic form, send and filled in on-line via e-mail

• results in graphic form will be presented on the website

Outcomes

6. Analysis Analysis of all systems of pre-vocational and vocational education in

all participating countries:

• analysis of specifics in education pre-vocational and vocational skills in educational systems of participating countries (1st short term training in Poland)

• analysis of specifics in transition of students to world of work: link between vocational departments and demand on labour market; specifics of sheltered emplyment and workshops in praticipating countries (2nd short term training in UK)

Implementationof new methods

Picture evidence• each month pictures to be uploaded on

TWINSPACE, FB if possible (child protection)

regarding implementation of new methods:

– using tablets (IWB, computers) with students while using new methods, etc..

Implementation

In folders:• each partner has detailed timetable of tasks

which need to be carried out in chronological order

• timetables contains: • preparation for trainings and meetings,

implementation and dissemination activities

Dissemination1. creating eloquent project logo and poster - to use for recognition and mark of

the project at all tangible outcomes: booklet, website, Facebook promo site, school project displays, Erasmus+ dissemination portal, EST, articles in press and other media..

2. creating project display - Erasmus+ corner at premises of each participating school

3. organizing Open Days at school in correlation with project meetings and training events held at participating schools

4. creating a project website - promoting the aim of the project, informing of the participants, disseminating outcomes and evaluations; platform for Open educational resources - video-modeling of work tasks and work process schemes.

5. promotion project at school websites6. setting up the project on the eTwinning portal - use of TWINSPACE, EU

Gateway

Dissemination7. creating Facebook promo site - invite people to like page and

regularly upload posts to reach the audience and spread the social network by linking other similar pages

8. training sessions for school staff after returning from short term joint staff training event

9. regular uploading project results made by all project partners, specifically videos and process schemes from their workshops and pre-vocational classes on the project website

10. meetings with local authorities - in personnel 11. organizing information seminars about project outcomes at

universities

Dissemination12. using existing network to inform about the project aim and

outcomes - via e-mail contacts - to reach professionals in SEN education, NGO, regional, national authorities, counseling centre professionals, social workers, potential donors and politics

13. workshops for SEN teachers and other professionals via adult course provided by a coordinator school

14. articles in relevant press15. contacting media (local TV, radio - interviews) 16. flayer/handout with brief description of project and link for

website, FB site, eTwinning site, etc17. using Erasmus+ dissemination portal

Dissemination

Coffee break

30 minutes

Quality andquantity measures

1. Questionnaires – all professionals of partners school will attend the dissemination seminars about the content of the short term joint staff training. They all will attempt to apply new methods in their practice (take picture as evidence)

The second application of the questionnaire should show clear evidence of improvement of students pre-vocational and vocational skills after implementation of new methods and improvement of knowledge of staff at partner school.


2. Quality feedbackImpact on professional directly participating in

project short term joint staff mobilities will be measured by simple feedback form, which will be carried out after each short term joint staff training activity to reflect the satisfaction with its content and quality.


3. Testing students + case study1st week 2nd week 3rd week 4th week 5th week

Student carry out the task without videomodeling/process scheme

XDo not

test

XDo not

test

XDo not test

Student carry out the task with videomodeling/process scheme


• Scale 1 to 5:

5 – cannot carry out the task independently, full dependency, full physical and (or) full verbal prompt

4 – cannot carry out the task independently, full dependancy, full physical prompt BUT without verbal prompt

3 – partial physical prompt (sometimes need physical prompt)2 – almost independent, without physical prompt, with request for

help1 – fully independent, without physical prompt, without verbal propt,

without request for help


We recommend: • To choose task, which can be repeated and practised every day.• To carry out chosen task every day.• To test student 1x a week. The aim is to achieve the highest grade of independence – student will carry out the task without the

direct intervention of adult person. Independence: • student to not rely on physical promt • student do not rely on verbal prompt • student is able to ask for help • student is able to finish the task • student is able to orientate in the environment• student is able to follow the instructions (picture/written/oral)


Case study: example Name: Richard M.Age: 11Sex: maleDiagnosis: F 84.0, autismFamily anamnesis: is it necessary? Child from functional family backround. Second from three children. Caring and supportive

environment at home. Personal anamnesis: is it necessary? Second child from second gravidy. Labour withou difficulties and complications. Early

psychomotoric development in norm. From age of three the ASD symptoms. Enrolled on Nursery for children with autism, where he attended only occasionally. At the moment in year 5 of Primary school for children with autism. Richard is verbal but with moderate speach and communication difficulties. Understanding of speech is limited. Anxiety is present. Obsedant washing of hands. Školská anamnéza: Student attends year 5 of primary school, 6th year of compulsory schooling, he attends school 5 every day for four hours/20 hours a week.

Area of observation: daily self-careTask: independent dressing up of winter clothes in correct order. Description of area of observation: student is quite independent in daily self-care tasks. He needs help with dressing up, ex.: – do

the button, fasten the belt, do the laces, order in dressing up in witnter. Student has a problem with dressing up in winter. He puts on the coat, scarf, hat and gloves and because of the last, he can not put the shoes on. He stops with hands pointing up and waits for help. Without verbal or physical prompt he is not able to take the gloves off and put shoes on. Training process during 5 weeks:

Initial situation: Student has a persistent problem with dressing up in winter. He puts on gloves before putting on shoes. He is stack and can not proceed. He keeps hands up and waits for help. Occasionally asks for help.

We have prepared a picture process scheme. We were working with the scheme at the table and in natural situations. In first three weeks the student needed partial physical prompt and pointing at the process scheme. In the last week the student did not need the help and could carry out the task even without the process scheme. The student became fully independent in putting clothes in winter in correct order.


Case study1st week 2nd week 3rd week 4th week 5th week

Student carry out the task without videomodeling/process scheme

5 XDo not

test

XDo not

test

XDo not test

1

Student carry out the task with videomodeling/process scheme

3 3 3 2 1


Case studyFinal assessment:Process scheme consisting of pictures reflected the need of the

student. All prompts – physical and verbal well gradually removed in order to achieve full independence.

Recommendation: (next step)To teach student put the gloves into the pockets of his coat and put

them on when outside. In the future we would like to teach the student: to use a key to unlock the doors, to buy a ticket and in order to achieve this we need to teach him to put the gloves in the pockets when outside.


Thank you for your attention

Lunch time