Springboard (Dobbantó) Programme, Hungary Szilvia Schmitsek Inclusion- reality or illusion? Ways of educational and social integration of vocational school students with SEN (special education needs) at the risk of drop-out

The foundation The role of the Public Foundation for the Equal Opportunities of People with Disabilities in the inclusion process of persons with various disadvantages in Hungary Founded in 2007, but has a ten – years of past At present the only public foundation in Hungary engaged in disability affairs exclusively.

Aims Aims: To support the equal opportunities, the social inclusion and the complex rehabilitation of people with disabilities; To coordinate the activities of various stakeholders involved in the rehabilitation process. Measures: Call for tenders, service development, 62 different initiatives.

Key activities Providing accessibility to various services; Education and training (inclusive and high quality services for professionals in terms of Lifelong Learning); Rehabilitation (broad and complex services from medical measures to the open labor market integration); Participation in the mainstream cultural life, free time activities and sport.

The operation of the Foundation An Advisory Board with 11 members and a Board of Supervision with 5 members; An Office with 45 colleagues  Admin  Financial Group  Program Office of Education and Training  Program Office of Rehabilitation  Hungarian Sign Language Program Office  Program Office of Accessibility  Project Office of „Dobbantó”

Dobbantó programme Purpose Purpose of Dobbantó is to establish and try out an institution development programme able to prepare vocational schools eff ectively to reduce drop-out rate from and to prepare unskilled early school-leaver adolescents with SEN, suffering from cognitive function and/or behavioural disorders to enter the world of work.

Background Legal background 126§ of the Act LXXIX. of 1993 on Public Education Professional background Prevention – Accomodation – Protection, SZFP-I, SZFP-II, EQUAL, NFT HEFOP and 2.1.b International relations The European Association of Cities, Institutes and Second Chance Schools; APS International, Utrecht

Dobbantó schools Pécs Tapolca Iregszemcse Miskolc Nyírbátor Békéscsaba Szabadkígyós Kiskunfélegyháza Kecskemét Szolnok Budapest

Basic philosophy trust challange support

Participants

Resources of support Student +Teacher individual assessment plan student contract individual development plan competence-based programme package life-career model Teacher +Change facilitating mentor use of adaptive and differentiated teaching methods learning support resources self improvement mentoring career-guidance cooperation School management +edu-coach assessment of school and developing school improvement plan support of implementation relations to the world of work Institution analysis of present state school improvement plan competence- based programme package Change facilitating mentor and edu-coach regular professional support trainings case discussions

Curriculum 1 Aim: each student achieves basic competencies that will enable him/her to plan and organise his/her own career successfully, be it in school (vocational or general) or in the labour market (getting an appropriate job and holding on to it) Competencies to be developed as part of general education Communication competencies Learning competencies Competencies pertaining to social and healthy lifestyle Module system – educational programme package to support personalised teaching-learning process No ‘subjects’ Orientation – acquisition – application, transfer

Curriculum 2 Bridge to the world of work The specific aim of this ‘Bridge’ is to prepare for and assist each student in the transition from education to the world of work: career orientation and guidance. Competencies to be developed as part of ‘Bridge’ Basic employment and career building competences e.g.  Self awareness and self organisation  Competencies for adapting to change  Entrepreneurial skills/competence Labour related competencies School situations, The Be Real Game, job shadowing and real work experiences

Students’ support Efforts for students take as much responsibility for themselves as possible – formative assessment Teachers play key roles Teamwork ‘Supporting partner’ system Contracts Private sessions each week Complex support based on individual needs

Dobbantó project leader: Mari Bognár Dobbantó project manager:Szilvia Schmitsek 1139 Budapest, Pap Károly u (+36-1) mobile: Thank you for your kind attention