career guidance - of students with disabilities
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Career guidance - of students with disabilities. Anders Dræby Sørensen Head of Counselling , Aarhus University. International background. UN convention on the Rights of People with Disabilities recognize the right of persons with disabilities to work, on an equal basis with others (2006) - PowerPoint PPT PresentationTRANSCRIPT
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Career guidance- of students with disabilities
Anders Dræby SørensenHead of Counselling, Aarhus University
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International background
• UN convention on the Rights of People with Disabilities recognize the right of persons with disabilities to work, on an equal basis with others (2006)
• EU-level cross-sector social partners agreement on achieving an inclusive labour market (2010)
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Local background
• Local Employment Council in Aarhus/Samsoe in financial support of establishment of Education in“Career Guidance for People with Disabilities” at Counselling and Support Centre, Aarhus University
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A learning-based perspective on career counselling
A process that does not match job or diagnoses career skills and opportunities but facilitate learning processes thatsupports career development and interventions byfocusing on the stimulation of abilities, interests,assumptions, values , and personality
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A learning-based perspective on enabling people with disabilities
Medical perspective on diagnosing impairment
Learning-based perspective on understanding,stimulation and development of challenges and abilities
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A learning-based model for career counselling of people with disabilities
1. Career vision
2. Ressources Challenges
3. Opportunities Barriers
4. Goals and strategies
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Stage 1: Career vision
An image that makes you able to see your future work and career in a way that is personally meaningful, stimulating, inspiring and self-fulfilling in accordance with the life you live and want to live
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Qualities of a good career vision
• Positive: Always a wish• Not too big, but concrete and visible• Significant • Realistic• Awareness that it requires effort• Look at the beginning and not at
the end
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Stage 2: Resources and challenges(Employability assessment)
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Resources
A primary focus on the identification and stimulation of each individual's competencies and resources in relation to
career and work situation
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Challenges
A focus on understanding the implications of the individual's disability not just as limitations but as challenges in relation to career and work
situation and on the stimulation of ways to handle them in
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Example of employment challenges to people with ADHD and ADD
• Cognitive (inattentive, distractable, hyper focus, memory)• Emotional (impulsivity)• Workproces (schedule, involvement, paperwork, organizing, monitoring, coordination)• Social (invasion, keep appointments, forget others, distract others, restlessness, sensitive to criticism, authority problems)
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Example of ways of addressing employment challenges to people
with ADHD and ADD1. Use a quet workplace, headphones earplugs2. Look for jobs, that fits your needs and talents, for example
without much routine and structure, maybe with movement3. Use the breaks for ’work-out’ 4. Look for a job that doesn’s demand many details, deadlines
and paperwork5. Use special time-management, calendar systems etc.6. Practice social competences, explain that you are
distractable, seek independent employment
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Example of ways of reformulating employment challenges to people
with ADHD and ADD1. Superobserving rather than distractable2. Concentration capacity rather than hyperfocusing3. High level of energy rather than hyperactive4. Innivation capacity rather than restless
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Stage 3: Opportunities and barriers
Inner
Barriers Opportunities
Outer
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Barriers
Inner- Negative expectations, low self-
esteem- Closedness to the worldOuter- Prejudice- Structural problems on labour market
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Opportunities
Inner- Positive expectations and self-esteem- Openness to the worldOuter- Organisations with inclusion strategies- Special disability-friendly
opportunities
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Learning-based coping with barriers
Handling of negative expectationsWorking on openness
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Stage 4: Goals and strategies
• Activation of hope and optimism, handling of dissapointments and anxiety
• Motivational interviewing (discrepancies, self-efficacy)
• Setting of SMART-goals especially important– Specific– Measurable – Achievable– Realistic– Time-bound
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Disclosure
• No rules• By invisible disabilities, only when
other efforts fail• Positive and focused on solutions rather
than negative and focused on problems• Best, of a positive reaction might be
expected