1. PowerPoint Presentation Social Integration Services Program Direction de la formation générale des adultes (DFGA) Ministère de l’Éducation, du Loisir et du Sport (MELS) June 2006

2. SIS Presentation – DFGA – MELS 2006 2 Social Integration Services Program Social Integration Services Program

3. SIS Presentation – DFGA – MELS 2006 3 Social Integration Services Program Social Integration Services Program Historically, the persons served by adult education centres under the SIS program had intellectual handicaps or mental health problems. In recent years, however, clienteles with other characteristics and different social integration training needs have benefited from these services: Persons having experienced cranial trauma Persons with aphasia Persons with serious social maladjustments Street youth Persons with significant psychosocial difficulties Persons with one or several physical or sensory deficits

4. SIS Presentation – DFGA – MELS 2006 4 Social Integration Services Program This change in clientele, combined with new needs and realties related to social integration, has led those involved in adult education to make numerous modifications to the services offered and to explore innovative means of ensuring the success of training projects available to these new clienteles. The educational work with these adults poses an interesting challenge, but also requires some reconsideration and adjustments.

5. SIS Presentation – DFGA – MELS 2006 5 Social Integration Services Program Admission criteria for the SIS program Adults are not admitted to the SIS program because of impairments or limitations affecting them, but because of the difficulties and social disadvantages experienced by those adults. Characteristics of adults enrolled in SIS: continuing serious difficulties in learning and social adjustment suitability for teaching/learning and an approach favouring group work learning needs in the realm of everyday living and the autonomous functional ability to fulfill their social roles commitment to becoming socially integrated appropriate guidance and support in their learning process by partners with connections to the adults’ respective environments

6. SIS Presentation – DFGA – MELS 2006 6 Social Integration Services Program

7. SIS Presentation – DFGA – MELS 2006 7 Social Integration Services Program Personal life Father or mother, brother or sister, son or daughter of an aging parent, spouse or partner, consumer, head of a household, user of individual recreational services Social life Citizen, friend, consumer, member of an association, member of a religious group, user of community recreational services, user of community resources Working life Worker, colleague, team member School life Learner, colleague, team member SOCIETYCOMMUNITY Social Environment “ECOSYSTEM” 

8. SIS Presentation – DFGA – MELS 2006 8 Social Integration Services Program 1.The program is designed to increase the extent to which adults are integrated into society (“ecosystem”) and is based on social integration training. 2.The program is adapted to each adult’s social integration project. 3.The program is based on preparing students to transfer their learning to their own respective environments. 4.The program is based on cooperation and sharing of responsibilities with outside partners and their participation in different phases of the training.

9. SIS Presentation – DFGA – MELS 2006 9 Social Integration Services Program 1. Generic skills2. Specific skills Problem-solving skills Preparation for the transfer of learning Communication skills Personal and social skills Instrumental mathematical skills Psychomotor skills Management of daily life Domestic skills Family skills Work skills Sexuality Diet and personal care Use of community resources Parenting skills

10. SIS Presentation – DFGA – MELS 2006 10 Social Integration Services Program Part A: minimal autonomy Includes the list of terminal objectives that permit learning that leads to minimal or survival autonomy. Part B: functional autonomy Encompasses the list of terminal objectives that permit learning that leads to functional autonomy. For each of the terminal objectives, the learning menu also includes skills indicators and suggestions for activities.

11. SIS Presentation – DFGA – MELS 2006 11 Social Integration Services Program Social integration project Intentions

12. SIS Presentation – DFGA – MELS 2006 12 Social Integration Services Program Social integration project Intentions Social and occupational integration plan Concrete goals, actions to take, resources

13. SIS Presentation – DFGA – MELS 2006 13 Social Integration Services Program Social and occupational integration plan Social integration project Intentions Student’s list of objectives for a given period Selection of objectives from the learning menu of the program

14. SIS Presentation – DFGA – MELS 2006 14 Social Integration Services Program Andragogical model oriented toward the transfer of learning After training Obtain information on the results of the transfer of learning. During training Focus training on the transfer of learning in accordance with Field 2: Preparation for the transfer of learning. Before training Plan the training to be given on the basis of the everyday situations in which the learning will consistently be required. Use of the learning in everyday life Organization of the transfer Anticipation of the transfer PREPARATION FOR THE TRANSFER OF LEARNING TRANSFER OF LEARNING

15. SIS Presentation – DFGA – MELS 2006 15 Social Integration Services Program When adults apply their learning to everyday situations in order to integrate socially, we say that they are transferring their learning to their own environments. Use of the skills acquired and developed should always be required.

16. SIS Presentation – DFGA – MELS 2006 16 Preparation for the transfer of learning: anticipation of the transfer Outside partner  Provide support in the choice of learning objectives.  Provide information on the everyday situations to be selected for the transfer. Teacher  Select the learning objectives, with the adults.  Select the everyday situations for transfer, with the adults. Outside partner  Support in the choice of objectives  Information Teacher  Selection of objectives and transfer situations, with the adults  Target learning objectives to be included in the students’ lists of objectives, taking into account the possibilities and means for the transfer in everyday life and the support of the outside partners.  Identify the everyday situations targeted by the transfer and define:  the tasks  the context  the skills  Anticipate the effects of the training on the dynamics of the adults’ “ecosystems”:  obstacles  constraints  changes  resources Before training Plan the training to be given on the basis of the everyday situations in which the learning will consistently be required. Aspects to consider  The dynamics of the adults’ “ecosystems”  The adults’ social integration projects in relation to the dynamics of their “ecosystems”  The adults’ social and occupational integration plans  The students’ list of objectives  The adults’ motivation to transfer the learning Cooperation and sharing of responsibilities Facilitating factorsAnticipation of the transfer

17. SIS Presentation – DFGA – MELS 2006 17 Preparation for the transfer of learning: organization of the transfer Teacher:  Organize and prepare for the transfer. Outside partner:  Support the organization and preparation of the transfer.  Facilitate mutual adaptation between the adults and their “ecosystems,” taking into account changes caused by the training. Outside partner Support for the organization and preparation of the transfer Teacher Organization and preparation of the transfer  Focus training on the transfer of learning by means of:  a customized, global approach  an approach that favours the development of metacognitive strategies and transfer strategies  the use of various means to compensate for or remedy difficulties  reality-based andragogy  project-based andragogy  the use of a variety of environments for learning  Guide the adults in developing competence in everyday situations in their “ecosystems” until they attain autonomy.  Adjust or readjust the use of learning to the specifics of the everyday situations and the dynamics of the “ecosystems”; make changes where necessary so that the adults can adapt to their living environments or modify the environments so that the adults can be functionally integrated into them.  Eliminate obstacles and constraints, and focus on resources. Focus training on the transfer of learning in accordance with Field 2: Preparation for the transfer of learning. Cooperation and sharing of responsibilities Facilitating factorsOrganization of the transfer during training During training Transferable learning Before application Supervised application Autonomous application Field 2: Preparation for the transfer of learning

18. SIS Presentation – DFGA – MELS 2006 18 Preparation for the transfer of learning: use of the learning in everyday life Outside partner  Support the adults, if necessary, in using the learning in everyday life.  Give the teacher information. Teacher  Find out from the partner how the adults are using the learning in their everyday lives.  Arrange for support by partners in the adults’ use of their learning in everyday situations, where necessary.  Provide follow-up to the training, if necessary. After training  Obtain information on the results of the transfer of learning. Aspects to consider  The consolidation of the learning process the adults will use in the program  The achievement of the adults’ social integration projects and social and occupational integration plans Cooperation and sharing of responsibilities Facilitating factors Use of the learning in everyday life Outside partner Support for the adults, if necessary, in using the learning in everyday life

19. SIS Presentation – DFGA – MELS 2006 19

20. 20 LEARNINGPROJECT 1. PROBLEM- SOLVING SKILLS 2. PREPARATION FOR THE TRANSFER OF LEARNING 3. COMMUNICATION SKILLS 4. PERSONAL AND SOCIAL SKILLS 5. INSTRUMENTAL MATHEMATICAL SKILLS 6. PSYCHOMOTOR SKILLS 7. MANAGEMENT OF DAILY LIFE 8. DOMESTIC SKILLS 9. FAMILY SKILLS 10. WORK SKILLS 11. SEXUALITY 12. DIET AND PERSONAL CARE 13. USE OF COMMUNITY RESOURCES 14. PARENTING SKILLS

21. SIS Presentation – DFGA – MELS 2006 21 Social Integration Services Program

22. SIS Presentation – DFGA – MELS 2006 22 Social Integration Services Program Cooperation among the school, family and community is essential to the success of the adult learner’s social integration project. This is why it is important to define the areas that are the exclusive domain of the MELS and the different partners (MSSS, MESS, community organizations) as well as those areas that require cooperation among the partners.

23. SIS Presentation – DFGA – MELS 2006 23 Social Integration Services Program Social Integration Services Program

24. SIS Presentation – DFGA – MELS 2006 24 PowerPoint Presentation Social Integration Services Program Production coordinator: Francine Riopel, DFGA Updated by: Hélène Légaré, DFGA (content) Design and preparation: Josée Martin, consultant and professional support officer for the SIS file Layout: Diane Dumont Updated by: Christiane Giroux English version: Direction de la production en langue anglaise, Services à la communauté anglophone