crossover centre of expertise and innovation: young people, disability & work
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CrossOver Centre of Expertise and Innovation: Young People, Disability & Work. The context. Young people are the fastest growing age group of disability benefit recipients in various countries In the Netherlands: 9% of the recipients have a regular job - PowerPoint PPT PresentationTRANSCRIPT
CrossOverCentre of Expertise and Innovation: Young People, Disability & Work
Centre of Expertise and Innovation
The context
Young people are the fastest growing age group of disability benefit recipients in various countries
In the Netherlands:•9% of the recipients have a regular job •17% have a job in sheltered employment•66% are considered to be able to work
The horizonThe young person with a disability is active in a job that fits to his capacities and his needs
Employers hire and employ the young person with a disability
The young person with a disability follows education that fits to his capacities and his needs
Centre of Expertise and Innovation
Centre of Expertise and Innovation
The role of CrossOver:A culture change
What are our ambitions?What is needed for the change?What do we do?Where are we now?
Aims
• Structural attitude change of young people with disabilities to make optimal use of their personal capacitieso by young people and stimulated by all involved in private life, in school and in work
• Structural attention for optimum chances to self-development in education o by schools and by those indirectly involved (inspection, care, etc.) and by policy makers
• Structural attention for optimum use of labour potentialo By supervisors and colleagues, by intermediates, by those indirectly involved (municipalities,
care, Social Security) and by policy makers
The Teacher
The young person with a disability at home and in school
The young person at home and in his transition from school to work
The citizen at home, and in work
The Care Professional
School Management
Ministry of Education
The reintegration professional The
Supervisor
The EmployerManagement Reintegration
Company
Management Care
Organisation
Ministry of Health
Ministry of Employment
The MunicipalityManagemen
t Social Benefit Services
Service professionals of the Municipality
Ministry of Internal Affairs
Indication Board
The writing media
Political parties
TelevisionResearch Institutes
The Parents
The Church
FriendsLeisure Club
Family members
Advocators Parents’ organizations
The Parents
Friends
The Parents
Friends Family
members
Family members
Internet
Social Benefit
Professional
Colleagues
Unions
HR-professionalTeache
r Training College
......................Organisations............. of........... Professionals....................
Only people can make the change Only people can realise inclusion It is their task to take their responsibility All of us need to take our responsibility And take care that changes really occur
All areas of inclusionThe
person
Government
Care
Physical Environment
Education
Work
Neighbour-hood
Home
• Only a balance between all elements makes the change• The impact of the disbalance is huge
It is about creating a balance
The person
GovernmentCare
Physical
Environment
Education
Work
Neighbour-hood
Home
What to prioritiseThere is no priority
If we don’t build at every element at the same time, it will be impossible to realise change
What can we do to realise the change?• Developing policy• Adapting legislation• Adapting rules• Developing Instruments
• Experiments• Interventions• Implementations
A culture changeWhat do we need to know? • Who are the key players?
• What is their ‘task’?
• How powerful are they to change?
• How interested are they to change?
What is the business case for the key player to change? In what way benefits the young person from the change?
Where are we
We ‘know’ the issues We ‘know’ factors that influence the change We know the stakeholders
more than 150 different types of stakeholders We distinguish the key players We ‘know’ their power and their interest to change
Centre of Expertise and Innovation
Our strategyStep 1 Make awareStep 2 Provide them with tools to actStep 3 Support while actingStep 4 Organize consolidation
Important!•We are not ‘the carrier’ of the problem•Stakeholders need to change•Stakeholders need to acknowledge the‘problem’ •Stakeholders neet to accept their role as‘owner of the problem’
Only then, changes are possible
Centre of Expertise and Innovation
The teamThe board: six vip’s
• Influencing policy makers and boards, councils• Bring Parties together
The project leaders: experts in specific fields• Developing materials • Disseminating all relevant information, materials
The inner crew: experts in gathering knowledge and information
• Gathering relevant information
Communication experts• Website: different parts for a different audience• Support in how to convince stakeholders
Centre of Expertise and Innovation
Examples of the first steps of inclusion
The person
Government
Care
Physical Environment
Education
Work
Neighbour-hood
Home
Education
The teacher
Teachers think it’s normal that learners with disabilities have equal rights and equal chances in education
Teachers regard learners with disabilities as ‘future productive workers’
Teachers feel confident in how to guide and teach learners with a disability
Teachers are supported by their managers in guiding and teaching learners with a disability
Centre of Expertise and Innovation
The manager of educationThe manager ‘creates’ a learning environment where students with disabilities have equal rights and equal chances in education
The manager regards students with disabilities as ‘future productive workers’
The manager creates a learning environment for teachers to train them in how to guide and teach students with a disability
The Manager is supported by the Ministry of Education in creating an optimal learning environment for students with a disability
Centre of Expertise and Innovation
The Ministery of EducationThe managers within the Department of Education ‘create’ an educational system where students with disabilities have equal rights and equal chances in education
The Minister of Education regards students with disabilities as ‘future productive workers’
The managers create a learning environment for managers of schools to train them in how to guide and teach their personnel in guiding and teaching students with a disability
The Minister of Education formulates rules, legislation and policies that support everything mentioned before
Centre of Expertise and Innovation
How to realise this?Influence the teacher Future professionals
Influence the schools Boards of Education
Influence the Ministry Policy makers
Centre of Expertise and Innovation
Results in this areaWhere are we now?
Examples of the first steps of inclusion
The person
Die Behörde
Care
Physical Environment
Education
Work
Nachbar-schaft
Home
Care
What are the issues in Care?• Over protection• Non Empowering• The perspective of the person is not leading• Segregation• Either no Regisseur or too many Regisseurs
Actions and results, an example
• Issue: mental health institutes do not integrate school activities in their ‘treatment’
• Action: discuss this issue with the national body of mental health institutes
• Result: they organise an inventory concerning the structural attention for school and work in mental health institutes while treating young people with disabilities
• Action: CrossOver and the national body organise a meeting with different individual centres to discuss the results and ‘what to do now?’
• Result: a number of mental health institutes organise subsidies to implement a different way of working, including participation issues in their treatment
CohesionThe person
Government
Care
Physical Environment
Education
Work
Neighbourhood
Home
• A long list of issues• A long list of actions• Some leading to no results yet• Some on its way• Some making the difference
Successful?The starting situation 2008
Successful?The current situation 2012
Small stepsEach step is worth taking and brings us closer to our ambitions
Centre of Expertise and Innovation