MethodologyHandbookEditor:P.Eriksson,ElderberryAB Authors:AnnaNoeBovin,MagdalenaBrzezińska, JacobHicks,IsabelNunes,DavidPowell,MatthewSmith,MonikaSzakacs

Tableofcontents

Preface 3

Introduction 5

TrainingMethodology 6

PedagogicalandeducationalKeyCompetencesforpersonswithspecialneeds 7

AppGenerator 8

UsingtheAppsinPractice 9HowtomakePaperPuppetsandHowtoBindaBook 9PaperBagandPublicTransport 11HowtomakeaChickenBaconSandwichandHowtoworktheCashRegister 13

Trainingforeverydayliving 15WashAppandBreakfApp 15

HowtheAppgeneratorcanbeusedfortrainingofyoungpeoplefromdisadvantagedgroupswithlearningdifficulties 16

Partnerinfo 18TeatrGrodzki(LeadPartner) 18e-LearningStudios 18ElderberryAB 19GAIAMuseumOutsiderArt 19BEST 19Symbiosis 20

Preface“Iwrotethiswhentheskywasstillserene.Whenblossomingboughsbeautifiedtheearth.Whenmankindlabouredlikethehumbleants,Whenspiritsoared,andhandswerehardatwork,Thethoughtfulmindalive,theheartinhopes,Whenpeacecoulddryhertiredbrowatlast,Presentingthatmostgloriousreward,Thehappinessofman,hernobleaim.Allnaturecelebrated,everythingBenignorbeautiful,cameouttofeast.”

ProloguebyMihályVörösmartyTranslatedbyPeterZollmann

Iwouldliketobeginmyrecommendationofthispublication,withthefirstlinesofthepoemProloguebythegreatHungarianpoetMihályVörösmarty.Ithinkthatitshowswhatittakestomakepeoplesatisfied,namelyhardworkandhumaneffort.Theexperience,thathardworkwilleventuallyproducethedeservedfruits,isimportantforeveryoneandwecannotleavepeoplewithdisabilitiesbehind.

ThisisexactlywhatthepartnershipCountmeinToo!(CMI2)isabout:Theaimistodevelopasimpleandfreelydownloadableapplication-creationtoolforanyoneinvolvedinthetrainingofpeoplewithdisabilities.Thisapplicationshouldhelpemployeeswithlearningandintellectualdisabilitiestoworkindependently.Throughitssimple,task-orientedandcustomizabledesignitshouldhavetremendousimpact!TheCMI2partnershipisoftheopinionthatnooneshouldbeexcludedfromeducationoremploymentandthus,theproductsoftheprojectrepresentanessentialtoolforallEuropeanUnioncountries.IhavepersonallyknowntheHungarianmemberorganizationoftheCMI2partnershipforalongtime.TheSymbiosisFoundationinMiskolcinNorthernHungaryhasbeenworkingasanon-profitorganizationforpeoplewithlearningdisabilitiesandautismsince1999,wheretheyprovidedaycare,residentialcare,specialtransportation,employment,leisureandtherapeuticactivitiesforyoungpeople.

Withtheirinitiativeandmypersonalsupport,involvingstate,ecclesiasticalandcivilpartnersweestablishedTheEqualOpportunitiesandRehabilitationEmploymentCouncilinMiskolconMay11,2015.Sinceitsfoundation,ithasbeensuccessfullysupportingemploymentprogramsforpeoplewithdisabilities.Tomygreatpleasuretheirworkisexpandingasgoodpractice:RecentlyprofessionalforumsinGyőrandBudapesthavebeenheldsothatsimilarinitiativescanbecreatedinothercities.

Iamverypleasedandexcitedtopresentthispublicationtoyou.Itnotonlyincludesdescriptionsoftheeducationalmethodologiesproposedbytheapp-creationtoolwithassociatedeLearningmodulesandtrainingcurriculumcreatedbythepartnersoftheproject,butalsoreportsontheresultsoftheproject.

Oneofthemainmessagesoftheprojectandthepublicationitself,nexttothepracticaluseofthedevelopedproducts,isthattheeverydaydistributionofdifferentformsoftoolsofinformationisessential.Applicationsthatdifferintheirformoftransferofcommunicationfromthemainstreamhavetobemoreprominenttoincludedisabledpeople.

Ihopethatthispublicationwillhavepracticalbenefitsandwillspreadthemessage,thattheeverydaylifeofdisabledpeoplecanbemadeeasierthroughmoderntechnology

Letyourhandsfight,yourhearthopeandourworldwillcelebrate.

ÁdámKósa

MemberoftheEuropeanParliament

(Also,FirstDeafMemberoftheEuropeanParliamentusingsignlanguagetocommunicate)

IntroductionElderberryAB,SwedenAuthor:DavidPowellCountmeInToo!takesitsstartingpointwiththeneedtoincludepeoplewhoaremorespecificallydisadvantagedbecauseofcertainphysical,socialandindividuallearningdisabilities.Thepresent-daylabourmarketinEuropecallsforconstantupdatingofknowledgeandprofessionalskillsandtheEuropeanUnionstatesthatlifelonglearningisessentialforeveryone.Itisthereforeofgreatrelevancetostudyanddiscusstheeffortsmadeinimprovingthevocationaleducationandtrainingforpeoplewithspecialneeds,suchaspeoplewithautism,ADHD,Asperger'ssyndromeandlearningdisabilities.

CMI2hasdevelopedseveralinnovativeproductswiththeaimofintegratingpeoplewithspecialneedsintotheworkforceandaidingtrainersofspecialneedsinthistask.Anultra-simpleAppcreationtoolenablesmanagers,supervisors,mentorsandjobcoachestocreatesimple‘taskbasedApps’thatwillempowerworkersandtraineeswithlearningdisabilitiestoworkmoreindependently.

Taskssuchas:Readytogotowork-SimulationofJobInterview;PublicTransport,Handicrafts-MakingPaperPuppets,Professionalskills-HowtoWorktheCashRegister;PaperBag;BookBinding;HowtoMakeaChickenBaconSandwich,Socialcompetences-HowtoGreetVisitors/Customers,Everydayskills-HowtoUseaWashingMachine;MuscleRelaxation;TimeforBreakfApparecovered.

EachAppiscomplimentedbyaquest-basedeLearningaimedathelpingtrainersusetheApporcreatetheirown(http://www.cmi2elearning.eu).BycombiningthenewlydesignedAppcreationtoolandeLearningwiththealreadyestablishedVETPROtrainingcourses(http://www.eucourses.eu/en/courses-available/count-me-in)theusabilityandaccessibilityoftheAppsinmanymoreEUcountrieswillbeincreased.

TrainingMethodologyElderberryAB,SwedenAuthor:DavidPowellThispedagogicalframeworkforCMI2isbaseduponthedevelopmentoftrainingprogramsforpeoplewithspecialneedsateachpartnerinstitutionandtheestablishedCountMeIntrainingcoursefortrainersofpersonswithspecialneeds(http://www.eucourses.eu/en/courses-available/count-me-in).TheframeworkiscloselyrelatedtothepossibilityofofferingECVET(EUVocationalEducationTraining)credittotheprofessionaltrainingandatrainingcurriculumisprovidedviatheCMI2website.

Thetrainingcoursematerialincludestrainingmethodologiesforspecialneedsthroughtheculturalsectortobefoundina“GoodPracticePublication”createdinthe“CountMeIn”project,whichhighlightsassociatedpedagogiesthroughoutEurope(http.//www.count-me-in.eu).

ThecontentfortheAppsissupportedcloselywithon-lineeLearningmaterial(http://www.cmi2elearning.eu).Thematerialis“quest-based”andexplainshowtousetheAppand/orcreateyourownAppbyfollowingastandardflowwherethetraineranswersthefollowingquestions:

Introduction(Whatisthisabout?)Task(Whatdoyouwantthelearnerstodoandwhy?)Process(Howdoyouwantthemtodoit?)Evaluation(Howwilltheybeevaluated?)Conclusion(Howdidtheydo?)TheeLearningOERplatforminallpartnerlanguagespresentsthepossibilitytoaddseveralmoreAppsandassociatedeLearning.TheadaptedtrainingmoduledevelopedwithinCMI2-fitsintoacompetencesmatrixbuiltaccordingtotheEQFasasetoflearningoutcomes–intermsofknowledge,skillsandcompetences/attitudes–thatthetraineesareexpectedtoachievebygoingthroughtheCMI2training.TheframeworkissynchronisedwithESQinordertoimplementtheEUframeworkatnationallevel.MostEUcountrieshavesynchronisedtheirnationalframeworkwithEUdirectives;thisshouldbestandard.

PedagogicalandeducationalKeyCompetencesforpersonswithspecialneedsBEST,AustriaAuthor:IsabelNunesTherolespecialneedsschoolsareplayingintoday’swesternsocietiesisrapidlychanging,asareourexpectationsforandwiththem.Thetotalnumberofspecialneedsschoolsisdecreasingastimeprogressesandspecialneedsprofessionalareincreasinglybeingintegratedintothe“regular”classroom.In2009,inordertofurtherpracticesofinclusionandintegration,UNESCOissuedpolicyguidelinesoninclusivenessineducation.Theguidelinesencouragedschoolstobecomeinclusiveandtodevelopwaysandmeansofteachingwhichturndifferencesanddifficultiesintoassetssothatallmaybenefit.So,inclusiveschoolsarenowactivelyworkingtobetterpeople’sattitudestowardsdiversityandserveasastrongbasisforajust,non-discriminatorysociety.

Manyadvanceshavebeenmadeinthetrainingofspecialneedsteachersregardingteachingandlearninginrecenttimes.Theroleandimportanceofspecialneedsteachersandtrainersisnowrecognisedandisbecomingincreasinglybroad.Theincreasedavailabilityofeducationaltechnology,bothinquantityandquality,aswellasonlineresourcesmeanthatbothteachingstaffsandlearnerswithlearningdisabilitiesorspecialneedshaveanincredibleamountoflearningandteachingmaterialsattheirdisposal.Consequently,teachersneedtoincreasetheircompetencestoevaluate,chooseanddeploypropereducationalmaterialsfromanever-wideningrangeofsources.

Nowadays,teachingstaffforspecialneedsneedtohavethecompetencetoconstantlyinnovate,adaptandevolve.Thisincludeshavingcritical,evidence-basedattitudesbothinsideandoutsideoftheclassroom,aswellasbeingabletospeakwithstudentsprofessionally,knowinghowandwhattoinquireandproperlyrespondingtotheoutcomes.ETUCEdescribesqualifiedteachersasbeing“equippedwiththeabilitytointegrateknowledge”,“handlecomplexity”,and“adapttotheneedsofindividuallearnersaswellasgroups”.Teachercompetencesarebuilton“aconceptofteachingaspractice,inwhichtheory,practiceandtheabilitytoreflectcriticallyonone’sownandothers’practiceilluminateeachother,ratherthanonaconceptofteachingastheacquisitionoftechnicalskills”(ETUCE,2008).

Sinceteachingchildrenoradultscannotbeconsideredasasingulartaskorsetoftasks,butitalsoinvolveshavingvaluesand/ormakingassumptionsabouttheverynatureofeducation,learningandsociety,theconceptofteachercompetencesmightresonatequitedifferentlyinvariouscontextsandsettings.Arguably,therangeandcomplexityofcompetencesneededinthe21stcenturyforteachingspecialneedspersonsorgroupsissohighthatanyoneindividualisunlikelytohaveallofthoseatonce,letalonehaveallofthemdevelopedtothesame,hopefully,highdegree.Therefore,besidesfocusingoneducationaltechnology,itisalsovitaltofocusattentiononthosecompetencesfromateamperspective.

Theteachersaredevelopingtheirskillsandareevolvinginordertocoverabroadrangeofqualificationsandcompetencesinordertomeetwithpeoplewithspecialneedsandhelpthemevolvefrombeingmerepassivereceiversofinformationandknowledgeintoindependentorganisersoftheirownknowledge,attheirownlevel,therebyturningthemselvesintoevenmoreactivemembersofsociety.

TheAppGeneratorcanbeatremendoushelpinraisingteachers’pedagogicalandeducationalkeycompetencesneededinassistingspecialneedspersonstochangetheirwayofthinking(creativity,criticalthinking,decision-making,problem-solving,learning),enhancetheirsocialskills(communication,collaboration),givethemtoolsforworking(includinginformationandcommunicationstechnologies),givethemskillsarounddailylifeandcareerandteachthemaboutpersonalandsocialresponsibilityforsuccessinworkingenvironments.

AppGeneratoreLearningStudios,UKAuthor:MatthewSmith&JacobHicksTheCountMeInTooAppgeneratorisanultra-simpleApp-creationtoolthatwillenablevocationaltrainingprofessionals,managers,supervisors,mentorsandjobcoachestocreatesimpletask-basedtrainingAppsthatwillempowerworkersandtraineeswithlearningdisabilitiestoworkmoreindependently.

Whoit’sfor:vocationaltrainingprofessionals,managers,supervisors,mentorsandjobcoaches.

Whatyoucancreate:taskbasedAppstowalktheworkerortraineestep-by-stepthroughaseriesofinstructions.Eachstepcanincludeavideo,image,textandaudio.Inadditiontotheseeachstepcanincludeupto4checkboxestohelptheworkerortraineekeeptrackofwhattheyhavecompleted.TheAppearanceoftheAppcanbecustomisedtochangethecoloursaswellasthefontstyle.

Whatskillsyouneedtousethegenerator:theAppcreationtooldoesnotrequireadvancedtechnicalskillsandhasbeendesignedtobeassimpletouseaspossible.ThereisahandytutorialinsidethegeneratortointroduceyoutothefeaturesandguideyouthroughcreatingyourfirstApp.

Howtogetstarted:youcanregisterforfreethroughthefollowinglink:

https://www.cmi2.eu/en-gb/accounts/register/

AppsgeneratedbythepartnersbaseduponthepartnersownpracticeCMI2hasstartedtheballrollingwitheightpartnerspecificAppsthatwillsupporttraineeswithlearningdisabilitiestoworktheirwaythroughaspecifictask.Thesehavebeentestedandusedbyeachpartnerorganisation.

UsingtheAppsinPractice

HowtomakePaperPuppetsandHowtoBindaBook

TEATRGRODZKI,PolandAuthor:MagdalenaBrzezińskaTheGrodzkiTheatre(TEATRGRODZKI)createdtheAppsandassociatedeLearning:HowtomakePaperPuppetsandHowtoBindaBook.TheTheatrewasestablishedin1999andisanon-profitorganizationlocatedinsouthernPolandthatprovidesarangeofartisticandeducationalprogramstocombatsocialexclusionforpeoplewithdisability.Thegeneralprogramcontains,amongstotherthings,artworkshops,drama,puppetry,storytelling,computeranimation,aswellasfinearts.Thetrainingprogramsconcentrateondramaeducationandsocialeconomy.Apartfromsociallyexcludedgroups,thebeneficiariesoftheCMI2trainingmaterialwillbe:instructors,teachers,therapists,artists,volunteersandemployeesofNGOs,whowillbeabletousethematerialintheirprofessionalpractice.

ThefirstAppHowtoMakePaperPuppetswascreatedinresponsetothefactthatmakingpaperpuppetsisapartofdramaandpuppetryworkshopsforgroupsofpeoplewithlearningdifficultiesandothersthreatenedwithsocialexclusion.Inthiscase,aninstructorcanusetheAppwhileteachingsuchworkshops.ThealreadycreatedAppandtheAppgeneratorwillhavebeenintegratedintovocationaltrainingduringtrainingsessions,sincemakingapaperfigurecanempowertheusersbyequippingthemwithadvantageousmotorskills,self-assuranceorproblem-solvingtechniques,etc.,thuspromotingtheirautonomyandincreasingtheirchancesforemployment.Theinstructionalvideo(onYouTube)andtheApphavebeenintegratedintotheworkofGrodzkiTheatreandarealreadyestablishedasgoodpractices,e.g.withintheframeworkofEUprojects.TheAppshavebeenusedinTheatreandDigitalStorytellingforTeachingandTrainingDevelopment(http://artescommunity.eu/storytelling/)orMEDART-MethodsofEducationforDisadvantagedAdultsRootedinTheatre(http://www.divadlobezdomova.sk/divadlobezdomova/MEDART.html).

TheAppsweretestedbytwelvespecialeducationteachersfromRethymno,Crete,whoparticipatedinatheatreworkshopinKrakow,Poland,-organizedwithintheErasmus+KA1project.Theparticipantswereencouragedtousethepuppet-makingmaterialsintheirprogramsfordisabledstudentsandexpressedtheirinterestinsodoing.Itisenvisagedthattheywillembracetheavailable,simpleandeasy-to-followAppwhencreatingsimilarprogramsshowingthemultiplicityofthematerial.

GrodzkiTheatrehasalsousedtheAppduringtheinterculturalmeetingofstudentsoftwoeducationalinstitutionsforadults,organizedbytheZIARNOEcologicalandCulturalAssociation,whereeducatorsfromPoland,Denmark,Belgium,Nepal,Canada,Greenland,Ghana,IsraelandEritreaandCostaRicaparticipated.Forthemajorityofpeoplewhowereintroducedtopuppetryasaneducationalortherapeutictool,itwasacompletelynewmethodofwork.Almosteveryonepointedtothesignificantpotentialofsuchactivities,especiallywhenusedforcombatingandovercomingshyness,phobiasorcommunicationbarriers,acquiringgroupworkskills,expressingoneself,ordevelopingmotorskills.Theparticipantsalsonoticedthevalueofskillsacquiredbypersonswithvariousdisabilitiesand

learningdifficultiesinthecontextoftheiremployment:paperpuppetsandotherpaperartefacts,theysaid,canbemadewhileworkingwithchildren,andalsoforsale.Here,theparticipantsstressedthesimplicityofthetechniqueandthelowcostofmaterialsandhowthetrainingtheAppcanhelptofacilitatetheprocess.

TheoriginaltargetgroupfortheAppis18+traineeswithvariouslearningdisabilities,butitcanbeadoptedtosuittheneedsofanyagegroup,includingchildrenandseniorcitizens.Asaconsequenceofusingit,thetraineeslearnhowtomakeapaperpuppet(whichcanbeusedasatheatricalprop,atoy,anadornment,etc.),andhowtodoitinaskilledmanner,withlimitedassistance.TheywillbeabletousetheAppandpracticethenewlyacquiredskill,makingtheirownartefactsorgivingworkshopsinkindergartens,schools,etc.UsingtheApphelpsincreasetheirITskillsandtheirself-confidence,leadingtogreaterindependence.

TheHowtoBindaBookApporiginatedinresponsetotheneedsexpressedbythePrintingandBookbindingWorks,i.e.theoccupationalworkshopthatactivatespersonswithvariousdisabilities,whichwascreatedbytheBielskoArtisticAssociationGrodzkiTheatrein2004.TheWorks,focusedonactivationandsocialrehabilitationofworkers,offerawiderangeofprintingandbookbindingservicesforvariousinstitutionsandforthegeneralpublic.ThePrintingandBookbindingWorks,whichemploy40peoplewithvariousdisabilitiesandlearningdifficultiesand16staffmembers,aimtomakeaprofit,tobeproductive,andtohelptheiremployeesinsocialrehabilitation.MakingandbindingbooksisoneofthemajortasksperformedintheWorks.SincethisisalsothetaskwithwhicheachemployeeoftheWorksbeginstheirvocationalactivation,itisfrequentlytaught,whichjustifiesthecreationoftheApp.

TheoriginaltargetgroupfortheAppisthe18+employeesoftheBookbindingandPrintingWorks,andtheAppistohelpthemmakeandbindabookinaskilledmanner,withonlylimitedassistance.Whenemployeesoftheoccupationalworkshoplearnthiscraftandacquirenicheskills,atthesametime,theirfinemotorskillsgetimprovedandtheirautonomyincreases.Hence,theirself-confidence,independenceandself-esteemgrow.TheAppalsoallowsemployeesandtraineestorepeatproductionprocessesandinstructionsoverandagain,whichisoftenatime-consumingtask.Forexample,inaninterviewwithMs.BeataMoskała,theProductManageroftheBookbindingandPrintingWorks,aCMI2projectmemberlearnedthattheAppcanalsogreatlyfacilitatethetasksofaninstructorintheWorks.Ifabeneficiaryhasasmartphonewithinternetaccess,andtheyareusingtheApp,theinstructorcanfocusonprovidinggreaterassistancetotheremaining14or15employeesoftheWorks(dependingontheshift),whichmeansthatthemoreemployeesusetheApp,themoreefficienttheinstructor’sjobis.WiththehelpoftheApp,beneficiariescanevenmakeandbindabookoutsideoftheprofessionalsettingiftheyhaveappropriatematerials,ascertainsubstitutes(e.g.chipboardandacrylicsheetsforapress,orapunchtoolandahammerforapaperdriller,oraknifeforasquaringshear)makeitfeasible.

PaperBagandPublicTransport

SymbiosisFoundation,HungaryAuthor:MonikaSzakacsSymbiosisisanNGOlocatedinNorth-Hungaryandfoundedin1999.Itsmissionistoimprovethequalityoflifeofpeoplewithdisabilities,specialregardtopeoplewithintellectualdisabilitiesandautism.Firstactivitiesofthefoundationwereparents’clubandpuppettherapybutafterawhileitstartedpermanentserviceslikeresidentialcareordaycaresupport.Aswellasprovidingsocialcare,thefoundationalsoemployspeoplewithspecialneedsandnow70%ofstaffarefromthisgroup.Inordertoachievesuccessinemploymentitisessentialtotrain,teachandmentorthetargetgroupandprovidespecialpersonalassistance.ThePaperBagAppislinkedtoinstitutionalemploymentactivitywhilstthePublicTransportAppisrelatedtoskillsdevelopment,soastomakeapersonwithspecialneedsreadyforopenlabourmarketemployment.

MakingaPaperBagisanactivityofsocalledsouvenirworkshop,wherepeoplemakethreetypesofpaperbagsofdifferentsizesandpatterns.TheAppitselfshowshowtomakethelargestbagsuitableforwinebottles.Thestoryofpaperbagsgoesbackintimeto2012,whenaspecialartprogrambeganinSymbiosis:autisticclientstookpartinrealartprogramsupervisedbyacontemporaryartist(https://www.youtube.com/watch?v=mJz2u8BNpG8).Theartprogram,besidesitstherapeuticresults,hadothereffectsontheindividual,onclientsasacommunityandontheorganizationaswell.Afewdrawingswereselectedforcommercialpurposeandbecameabasisforsilkscarfsorwinelabels.Symbiosiscombinesartwiththehandicraftworkshopandmakessouvenirpaperbagswithpeoplewithdisabilities.ThetargetgroupsfortheApparethe18+employeesofthehandicraftworkshop,thesupervisorsandoccupationaltherapists.Whenemployeesoftheoccupationalworkshoplearnthiscraft,theyareabletocalculateproduction,prepareahigh-qualitydesignproductandworkprecisely.TheactivitiesdevelopmotoricandtimingskillsaswellandhavepositiveeffectontheirpersonalityandITskills.Itisalsoveryimportantthatifsomethingischangedintheproduction(e.g.newdesign,newtools)itcanbeeasilymodifiedinthee-learningtoolandintheApp.Ithashighimportancewhenworkingwithautisticclients.Thehandicraftworkshopemploys15youngpeoplewithintellectualdisabilitiesandautism.Theyworkonaregularbasisaspart-timeemployees(4-6workinghours).Employeeshavetwosupervisorsandoneoccupationaltherapistwhosupporttheirdailyworkandpersonaldevelopment.APaperBagisaproductthatcanbesoldquiteeasily.Asitprovidesjob,Symbiosis-decidedtomakeatrainingmaterialincludingamoviein2015.TheCMI2projectisanexcellentopportunitytomakethetrainingavailableinsmarttoolswhichismuchmoreeffectiveandpersonalizedthanwrittenprintedmaterials.

ThePublicTransportAppisagoodexampleofhowanAppcanbepersonalisedwiththeAppGenerator.ThisAppwascreatedforLaszlo,a45-yearoldclientofSymbiosisFoundationwholivesinoneoftheSymbiosis’residentialhomesandworksinarestaurantintown.Whenwetalkaboutemploymentweneedtofindtheproperworkplacefortheindividualandwehavetoprepareandtrainourclientssoastoreachlong-termemployment.

SymbiosisFoundationprovidessupportedlivingserviceforpeoplewithintellectualdisability.Itisaveryimportantissuethatresidentscanworkoutofasocialserviceproviderandtheyhaveajobintheopenlabourmarket.Inmostcasespeoplewithdisabilitiesusespecialtransportservicesinsteadofpublictransporttogettotheworkplace.Thisisexpensiveandtimeconsuminganditdoesnothelppersonaldevelopmentandsocialinclusion.SomepeoplecannotusepublictransportwithouthelpwhichiswhyavisualAppcanhelpalotandtravellingindependentlycanbecomereality.Peoplewithspecialneedshavetogetallhelpandinformation,includingspecialtrainingsandtoolssothattheycantravelalone.Itisimportantforthewholesocietyaswell:theyarenotinvisibleorhiddencitizensandalsoitisanenvironmentallyconsciouswayoftravelling.TheAppwasdesignedforabustransportforacertainindividualbutwecantransformitanytimeaccordingtotheneedsoftheclient.TheAppdevelopscommunicationsandtimemanagementskills,orientationandself-confidence.

WherecanasocialserviceprovideruseCMI2productsbesidestraining?PersonaldevelopmentplanDailyroutineBasiclifeskilltrainingIndividualtaskmanagementGroupworkWhytheAppGenerator?Noneedforspecialsoftwareand/ortrainingtocreateaprocessdescriptionYoucanaddpersonalcontent(photo,sound)YoucaneasilyrefreshyourAppswithinafewsecondsYoucansaveuptimeandmoneyEasytouseevenforpeoplewithintellectualdisabilities

HowtomakeaChickenBaconSandwichandHowtoworktheCashRegister

GAIAMuseumOutsiderArt,DenmarkAuthor:AnnaNoeBovinGAIAcreatedtheAppsandassociatedeLearning:HowtoMakeaChickenBaconSandwichandHowtoWorktheCashRegister.GAIAMuseumOutsiderArtislocatedinRanders,Denmark.Itwasfoundedin2002asamuseumforoutsiderartwithaninternationalartcollection.In2012theartschool,GAIAAcademy,wasestablishedasasisterorganisationtoGAIAMuseum.

GAIAMuseumisauniquemuseuminDenmark.Themuseumexhibitsartcreatedbypeoplewholiveoutsidetherealmsofsocialnormalityandcreatetheirartoutsidethemainstreamandestablishedartworld.GAIAMuseumisalsoaculturalenterprisestaffedbyprofessionalsandpeoplewithspecialneeds.Atpresent,thereare50peoplewithvariousdegreesofdisabilitiesemployedinthemuseum'sshop,cafe,creativeworkshop,framingworkshopandintheday-to-dayrunningofthegallery,workingsidebysidewithaprofessionalstaffofpedagogues,artteachersandskilledpersonnel.

GAIAMuseumhasabroadinternationalnetworkwhichincludesEuropeandbeyond.Themuseuminitiatedandco-foundedTheEuropeanOutsiderArtAssociationandrunsthesecretaryoftheorganisation.ApartfromtheEuropeanprojects,suchas“COUNTMEINTOO”,GAIAMuseumiscurrentlyparticipatingintheEuropeanCapitalofCultureandanewNordiccooperationwithartschoolsandartfestivalsinFinland,SwedenandIceland.

AspartofaneducationalprogramforyoungpeoplewithlearningdisabilitiesinDenmark,GAIAMuseumhasa3-yearlongeducationinvisualartsattheArtSchoolGAIAAcademy.Theeducationismeanttogivethestudentsanopportunitytolearnaboutvariousartisticdisciplinesandexplorenewwaysofexpressingthemselves.GAIAAcademyisalsoastudioforadultoutsiderartistsandworksasadailyactivitycentre.Atpresent,thereare20peoplewithvariousdegreesofdisabilitiesworkingwithartatGAIAAcademy.

ThefirstApp,HowtomakeaChickenBaconSandwich,wascreatedtohelpdevelopthemathematicalskillsandawarenessofGAIAsemployeeswithspecialneeds.Atthesametime,theAppsupportsthememoryandworkflowinGAIAskitchen.Thekitchenmakes150-200piecesofDanish“Smørrebrød”andanumberofsandwicheseverydaytoanexternalcustomerandtheymakeahotdishandfreshsaladbartoserveatthemuseumscafé,CaféGAIAPapaya.ThepotentialoftheAppisthusverypromising.YoucanforinstancedevelopwholemenustoassigntotheAppusers.Also,therearegreatpossibilitiestomakedifferentcleaningtasksandqualitycontrolsystemsintheAppgenerator,tofurtheremploytheprojectinthedailyroutineinrunningaprofessionalcafé.Herethecheckboxoptionisaverysmartfunction.

Originally,beforethefirstCountMeInprojectwascreated,GAIAMuseumhadaseriesofpicturesonthewallinthekitchen,describingdifferentworkprocessestotheemployeeswithspecialneeds.ThispictureseriesformedabigpartoftheinspirationforthecurrentCOUNTMEINTOO-project’swayofaddressingthedevelopmentofVETandsocialinclusion.

ThesecondApp,HowtoworktheCashRegister,isalsodirectlylinkedtotheeverydayworkatGAIAMuseum.Thereareseveralpositionsinthehousewhereyouneedtoworkthecashregister:CaféGAIAPapaya,GAIAShopandGAIAVIA,whichisacanteenatVIAUniversityCollegeinRandersservingfoodtopedagogues,nursesandrelaxationtherapistsatadailybasis.ThecashregisterAppis,likethesandwichApp,focusedondevelopingandsupportingthemathematicalskillsoftheemployee.

However,thereisofcourseamuchbroaderrangeofimplicitlearninginbothApps-howtointeractwiththecustomerbeingjustoneofthem.ThetwoAppsareverydifferent.InthesandwichApp,stillpicturesareusedtodescribethesequenceoftheworkprocessalongwithveryprecisemeasurementandingredients.InthecashregisterApp,videoclipscombinedwithveryshorttextspresentedincheckboxesareused.Thecashregistercanbeaverydiscerningworktask,becausetherearenumerousbuttonsandfunctionsanditcanbeconfusing.Thevideotakesitdowntoearthandoffersaneasystep-by-stepinstruction.Youcanuseitasanoverviewtogettoknowallworkprocessesoryoucanpickjusttheclipyouneedforrememberingaspecificfunction,e.g.howtouseamobilephonetopay.

ThevalueofsocialinclusionisevidentatGAIAMuseum.Forover14years,theorganisationhasdevelopedvocationaleducationandtrainingforpeoplewithdisabilitiesintheframeworkofaculturalinstitution.Byusingaculturalinstitutionasaframe,themuseumnotonlypromotestherightsofparticulargroupstobeinvolvedinandhaveaccesstoartisticandculturalactivities,italsoenhancestheiropportunitiestoworkinareasinteractingwiththegeneralpublic.TheAppgeneratortoolisveryeasytouseandafunwayoflearningnewtasksandenhancingorsupportingexistingworkskills.

GAIAMuseumhasbeenincontactwithaverybroadrangeoforganisationsandcompaniesinrelationtothisproject,andthewaytheAppsandtheAppgeneratorhavebeenreceivedisverypromisingnotonlyforworkingwithgroupswithspecialneeds,butalsoforavarietyoflearningandsupportingsystems.

Trainingforeverydayliving

WashAppandBreakfApp

ElderberryABAuthor:DavidPowellThesetwoAppsgrewoutofastudyvisitthatwasmadeduringthetrainingcoursewithspecialneedsteachersinRandersinDenmark.Elderberryvisitedseveralorganisationswherepeoplewithlearningdifficultieswerebeingpreparedtoliveontheirowntermsandbytheirownmeans.ThisisofcourseatrendthroughoutEuropewhereitisrecognisedthatmanypeoplewhoformerlywouldhavebecome“institutionalised”incarehomescanbeindependentifpreparedandsupportedproperly.Somepeoplewithspecialneedsfinditbeneficialwhenlearningatasktorepeatitoverandagain.

Beingabletodothingsonyourownisself-empoweringandthekeytoindependentliving.Togivesomeonethetoolstobuildskillsandconfidenceiswhatmosttrainersreallyloveabouttheirjobs.

ElderberrythereforedecidedtotrytocreatetwoAppsthatwouldsupportpeopletrainingforindependentlivingandworkingwithsuchseeminglysimpletasksaswashingyourownclothesandmakingyourownbreakfast,henceWashAPPandTimeforBreakfAPP.AneLearninghasalsobeencreated,meanttocomplimentthetrainingApp.TheeLearningisimportantastherangeofclothesandthetypesofwashingmachinesavailableisendless,asarethetypesofbreakfast.ThismeansthattrainersneedtobeabletocreatepersonalisedandspecifictrainingAppsforthepeopletheyareworkingwith.ThematerialshowshowtobuildatrainingAppforhelpingsomeonewithspecialneedstowashhis/herclothesinawashingmachine.YoustartwithanAppthatalreadyhasafewready-madeframes,andadaptittoyourspecialneeds.TobuildanAppiseasy–andfun!

WashinginstructionsonclothesfollowtradingstandardregulationsandarecommonalloverEurope.Therefore,traineescanusestandardframes,alreadyintheApp.Washingmachines,ontheotherhand,havenostandardwayofsettingthetemperature,lengthofprogrametc.Likepeoplewithspecialneedstheyareallunique.TheAppgeneratorallowstrainerstocreateapersonalisedApptogivethebestpossiblesupportwhentrainingsomeonepreparingforindependentlivingtowashtheirownclothes.

Makingbreakfastissomethingeveryoneprobablydoeswithoutthinkingtwice,or,indeed,atall.Youhavedoneitamilliontimesbefore,and–hey,it’stooearlytothink!Butifyoudonexttime,youwillrealisetherearealotofthingsgoingon.Thekettleissimmering,thebreadisinthetoaster,thehobisheatingupandyouarewhiskingeggsforyouromelette.Intotal,therearefourparallelprocessestakingplace–andthatisalot.Formanypeoplewithspecialneeds,thatamountofactivityhastobebrokendowntosingle,discretesteps.AndthisiswhattrainerswilldobycreatingapersonalisedBreakfApp.

BycreatingandtestingthetwoAppsandwritingtheeLearningElderberryrealisedthathadbeguntodefineamethodology.Trainersneedtoonanindividualisedlevelandthisprocesscanbeusedformanyareasofeverydayliving:

1. Analysethetrainingneedsandsuitabilityofyourtraineeforindependentliving2. Learnthebasicinstructionsfoundonallitemsofclothingspecifyingthe

recommendedwashingtemperaturesandprogramsneeded/similarwithitemsoffoodetc

3. Identifythespecificsettingsofthetraineesownwashingmachine/oven/stoveetc4. LearntocreateanindividualisedtrainingAppfortrainingthetraineestowashtheir

ownclothes/maketheirownbreakfastTobeabletodothingsonyourownisself-empoweringaswellasthekeytoindependentliving.IntheeLearning,trainerswilllearnhowtocreatepersonalisedandspecifictrainingAppsforthepeopletheyareworkingwith.ItismeanttocomplimentthetrainingBreakfAppandWashApp.Thetrainersaresupplyingtheirlearnerswiththetoolstobuildskillsandconfidence.

HowtheAppgeneratorcanbeusedfortrainingofyoungpeoplefromdisadvantagedgroupswithlearningdifficultiesBEST,AustriaAuthor:IsabelNunesNotadaygoesbythatthereisnotanarticleaboutdigitalisationineducationandtheadvancementofeducationaltechnology.Especially,Appsarebecomingmoreandmorecommonineducation.Theyoffertheflexibilityofviewingthelearningcontentfrommobiledevicesandaredesignedtobemadeavailabletolearnerswithintheirwork-flow.Appscanaddressawiderangeoflearningneeds,preferences,interestsandabilities.Theyrequireminimumeducators’assistance,havemultipleoptionstoexploreandcanbeembeddedintodailylearningand/orwork-basedroutine.Appsencouragelearnerstobeinteractiveandtofindanswerstoproblems.

AccordingtotheDivisionforEarlyChildhoodoftheCouncilforExceptionalChildren(DEC),Appshavethepotentialtohelpyoungpeoplewithdisabilitiesparticipatemoreeasilyineducationprogrammesaswellasobtainaccesstonaturalenvironment.DECalsostatesthattheuseoftechnologyineducationmayimprovestudent'squalityoflife(Stremmel,2005).Appscannotonlybeusedtoimproveinstruction,theymayalsoprovidetoassesspersonaldevelopment(Mulligan,2003).MakingAppsaccessibletothelearnersontheirdevicesencouragesthemtouseitinthework-basedenvironment,joband/orintrainingsettings.Furthermore,itcostslesstoestablishandmaintainprovidersthateducateyoungpeopleviaAppsthantosetupmorecomplexlearningsystemsspecialisedindifferentneedsoflearners.

Forexample,inAustria,productionschoolswerefoundedbythepublicauthoritiesaseducationprogrammesforyoungpeopleundertheageof25whohavenotcompletedcompulsorysuccessfullyformaleducation,havedroppedoutofschoolorarenotqualifiedtostartaregularqualifyingeducation.TheexperienceofBESTInstitutfürberufsbezogeneWeiterbildungundPersonaltrainingGmbHinimplementingproductionschools’

programmestargetingyoungsterswithspeciallearningneedshasshownthatthisspecifictargetgroupcanbenefitfromtheuseofAppsinlearningprocess.

Partofthemissionoftheproductionschoolsistostrengthenthepersonaldevelopmentofdisadvantagedyoungstersandimprovetheirchancesinthelabourmarketandtheeducationsystembytrainingthemonsoftandvocationalskills.Asproductionschoolsorvocationalschoolsingeneralarebuiltontraining,coachingandknowledgeworkshops,theAppgeneratorisanaddedvaluetooltobeused.Especiallysincethenumberofspecialneedsschoolsismoreandmoredecreasingandtheuseoftechnologyintrainingandworkingenvironmentincreasing,therelevanceofusingAppsishigh.Therefore,VETinitiativeslikeproductionschoolsneedtochangetheirtraditionaldidacticapproachesaswellastheirformsoftrainingyoungpeoplefromdisadvantagedgroupsand/orwithlearningdifficulties.Inthiscontext,theAppgeneratorcanbespecificallyusedto:

giveyoungpeoplethepossibilitytobetterdevelopbasiclifeandworkskills,includingsocialskills,andthereforetobemorepreparedtoenterthejobmarket;respondtoindividualneedsbyofferingtailoredsolutions;supportthedevelopmentofyoungadultsintofullyautonomouslifelonglearners;changeattitudestowardsdiversityandformthebasisforajust,non-discriminatorysociety;Furthermore,theAppscanbeusedaspracticesessionsorreinforcementofformaltrainingthroughvideos,scenariosandexamples.

LetustakeabrieflookataconcreteexamplefromtheproductionschoolatBEST:LearnerAhasdifficultymaintainingattention,haslimitedreceptiveandexpressivevocabularyandhasfinehearingdifficulties.SincecolourfulandinterestingAppsmayhelpLearnerAtostayontasksforlongerperiodsoftimeaswellasaddresshislanguagehearingneeds,theAppgeneratormakessurethatLearnerAwillgetahandfulofAppsthatmightworkforhimwhileheusesthem.TheAppgeneratorgivesLearnerAtoolsforworking,dailylifeandcareerandteachhimaboutpersonalandsocialresponsibilityforsuccessindailylifeandworkingenvironments.

Partnerinfo

TeatrGrodzki(LeadPartner)

TeatrGrodzkiestablishedbyartists,pedagogues,culturepromotersandentrepreneurshasengagedinsupportingchildren,teenagers,adultsandtheelderlyfromthesociallyexcludedgroups.TeatrGrodzkiistheonlynon-profitorganizationintheregionofsouthernPolandwithsuchacomplexandwideartisticandeducationalprogramtocombatsocialexclusion.

www.teatrgrodzki.pl

e-LearningStudios

Weprovidethelearningtechnologysolutionsourclientsneedformodernworkplacelearning-inwhatevercombination,andonwhateverscalethey,andtheirlearnersrequire.Ourbespokecreationsarefoundedininstructionaldesignpedagogies,designtheories,andanunderstandingofhuman-computerinteractions.Itisofutmostimportancetousthatlearningtechnologyisanaide,andnotabarriertothelearners,andwearepassionateaboutharnessingthebestoftechnologyforlearning.

www.e-learningstudios.com

ElderberryAB

ElderberryABundertakescurriculumdevelopmentandstrategicstudies,authoring,testing,editingandpublishingwithinschool,youth,adult,teacherandVETeducation,oftenwithsocio-culturalandurbanimplications.ThecompanyisexperiencedwithtraditionalmethodsforeducationalmaterialaswitheLearningandeCulture.

www.elderberry.nu

GAIAMuseumOutsiderArt

GAIAMuseumisamuseumforoutsiderart.AsaculturalorganisationGAIAMuseum’sprimaryobjectiveistoprovideculturalexperiences,knowledgeandeducationforthegeneralpublic.Themuseumhas3to4specialexhibitionsayearandapermanentcollectionthatshowthebroadnessofartbynationalandinternationalartistswithlearningdisabilitiesandmentalhealthproblems.GAIAisalsosecretariatoftheEuropeanOutsiderArtAssociation.

www.gaiamuseum.dk

BEST

BESTInstitutfürberufsbezogeneWeiterbildungundPersonaltrainingGmbHwasfoundedin1990asanindependentAustrianorganisationforprovidingcontinuoustraining,vocationalqualificationandcareerservices.Itsmainactivitiescomprisethedevelopmentofinnovativetrainingprogrammesforyoung(+16)individualsandadults,manyofthemdisadvantaged

andwithmigrationbackground,oncontinuousandvocationaltraining,counselling&coachingandactivationforjobseekersandemployees.

www.best.at

Symbiosis

SymbiosisFoundationisanon-profitserviceproviderorganizationinthefieldofdisability.Itworksforpeoplewithintellectualdisabilitiesandautism.From1999itrunsthefollowingservices:day-caresupport,livingcentres,specialtransport,employment,free-timeactivities,andtherapies.SymbiosisFoundationoperatesinNorth-Hungaryinfourseatsandgivesjobsforalmost200employees.Throughdifferentservicesthefoundationhasmorethan300clientsinthewholecountry.

www.szimbiozis.net

ThispublicationisaresultoftheErasmusplusprojectCountMeInToo!No:2015-1-PL01-KA202-016439

Thetextandimagesofthepublicationmaybereproduced,storedinaretrievalsystemortransmittedinanyformorbyanymeans,electronic,mechanical,photocopying,recordingorotherwise,withoutthepriorpermissionoftheindividualpartnerfornon-commercialpurposesandtrainingpurposesonly.Pleaseleavereferencetotheoriginalmaterialandauthorsifreproducing.

AllpartnerscontributingtothispublicationsignedanagreementregardingIntellectualPropertyRightsandCopyrightandthusbarethesoleresponsibilityforanybreachinIPRorCopyrightlaws.I.e.TheresultsofanybreachofIPRorCopyrightwillfalldirectlyuponthepartnerwhosubmittedtheindividualmaterialcausingthebreachandnotuponthecollectivepartnershiporanyotherindividualpartner.Thisincludesmaterialintextorpictureformat.

Forcommercialreproductionandanyotherquestionregardingthispublicationcontact:JolantaKajmowicz-Sopicka,jolanta@teatrgrodzki.pl,CMI2ProjectCoordinator.

AdownloadablePDFversioninGerman,Danish,Swedish,PolishandHungarianisavailableatwww.cmi2.eu

Copyright©2017

CMI2project(2015-1-PL01-KA202-016439)hasbeenfundedwithsupportfromtheEuropeanCommission.ThisdocumentreflectstheviewsonlyoftheauthorandtheCommissioncannotbeheldresponsibleforanyusewhichmightbemadeoftheinformationcontainedherein.