1. Career Education Related Activity In Raikküla School 25th April 2012

2. Students, national curriculum The average number of students in the past years is 90, of which: with a simplified national curriculum at simplified study – 75% with a simplified national curriculum at study for students with learning disabilities – 20% with a simplified national curriculum at study for students with custodial care – 5% 95% of the students come from Rapla County, 5% from elsewhere in Estonia. 55% of the students live in our students' home.

3. Objective of our school Preparing students for life on their own. 90% of the students would start learning in a following educational stage and from there onward they would enter the labour market according to their abilities.

4. Reasons why a student is studying in a special needs school Mental retardation that doesn't allow grasping the national curriculum for basic school. Mental retardation is accompanied by a health problem that requires specific help.

5. Support services Speech therapist Study assistance/small class/individual study Social skills teacher Career coordinator Mobility treatment Rhythmics Medical aid – school nurse, family doctor Hobby activity supports studying Students' home Healthy school food

6. Career education as a topic throughout the national curriculum Career education is treated as a thorough topic, “Lifelong education and career”, in school stages I-IV. In school stage I various trades and professions are introduced via playful activities. In school stage II professions and the main activities of the representatives thereof are introduced (e.g., activities of a shop assistant in the case of the topic of the shop). In school stages III - IV lots of attention is paid to socialising into society. Information is passed on to the students concerning study opportunities and the situation in the labour market and opportunities to get career counselling are created for them (in cooperation with the Rapla County Info and Counselling Centre).

7. Career education as a topic throughout the national curriculum Starting from the 5th grade the number of manual training classes has been increased to 5-9 hours per week. Starting from the 6th grade part of the curriculum is reserved for work practice. The 7th-8th grade have work practice in a company. Before work practice the application process is undergone. In mother tongue class a resume, cover letter and application are prepared.

8. Career education as a topic throughout the national curriculum In the final grades ( 8th-9th grade ) they get to know local companies and visit vocational schools. In the curriculum of the 9th grade there is career education class as an optional course. After the end of the 9th grade it's possible to stay for an extra year.

9. Work organisation of the extra year 1 year for students with the simplified national curriculum 2 years for the national curriculum for students with learning disabilities The objective of the extra year for students with a simplified national curriculum is to fix knowledge in subjects and to participate in preliminary vocational education at a vocational school. The objective of the extra year for students with learning disabilities is improving social performance and practicing performance in a vocational school.

10. Work organisation of the extra year Students with the simplified national curriculum study general subjects for 3 days in Raikküla and have preliminary vocational training for 2 days in Vana- Vigala Technical and Service School. Students with the national curriculum for students with learning disabilities study in Raikküla for 1 year, where improving their social skills is focussed on. In the 2nd year students with the national curriculum for students with learning disabilities study half the year at a vocational school.

11. Work organisation of the extra year In autumn and spring 2 days a week are meant for work practice in a company. At the end of the work practice a report and an evaluation of the work done by the student are submitted. In spring the practical outcomes are preparing documents for applying for a job and participating in a job interview.

12. Collaboration with the parent The parent is constantly involved in observing the development of the child. Parents aren't overwhelmingly prepared to think early about the choice of profession of their child. At the end of every school stage there is a student development evaluation, where one of the topics is the choice of profession. In the questionnaires of student development evaluations it's necessary to highlight activities liked by the child when at leisure. The workplaces of the parents are visited if possible.

13. Collaboration with the parent The parent will help find a place for work practice and will be liable for the performance of the practice. The parent has the opportunity to come to visit vocational schools with their child for training visits. In school parents are directed at thinking about their child's choice of profession early, since the choice will have to be made after the end of the 9th grade. Families are also counselled after the end of school.

14. More career-related activities It's taught what to do if I lose my job. Visits to: 1. Unemployment Insurance Fund 2. Social Insurance Board It's taught to use the homepages of the respective institutions, to find required info there. Also applications for allowances are written. It's taught to plan a family budget and to cope with minimum wages. It's taught to visit shops, draw up a shopping list, etc.

15. Differences between children with the simplified national curriculum and with the national curriculum for the disabled to commence work In Estonia it's possible to commence work after obtaining a vocation only for children with the simplified national curriculum. The employment of children with the national curriculum for the disabled is nonexistent. Graduates under the national curriculum for the disabled can only work in certain centres, for example: Maarja Village, Pahkla Camphill Village, etc. Schools teach children performance skills required within the limits of their capabilities.

16. Differences between children with the simplified national curriculum and with the national curriculum for the disabled to commence work According to the study programme there are lots of manual training classes. Cleaning, cooking, gardening, simpler repair works, etc., are taught in manual training. Children with the national curriculum for the disabled aren't capable of working independently as a rule. The parents of children with the national curriculum for the disabled are not ready to let their children be on their own, whereas they need to be supported and their parents need to be demonstrated the skills of the children.

17. Differences between children with the simplified national curriculum and with the national curriculum for the disabled to commence work Our school prepares all children with the national curriculum for the disabled for a vocational school. After the end of the vocational school the young person, however, will remain home. When preparing children with the national curriculum for the disabled for life, counselling and encouraging the parents has a substantial part. The parent often agrees to take care for the child for their entire life, rather than to let them go to a supported place of residence or work.

18. Summary The performance of special needs schools is assessed by the performance of the students in their everyday life. A significant indicator is the % of students entering vocational schools. Important tasks are supporting the parents and helping them find opportunities for their children. Collaboration with vocational schools is of importance. In Estonia it's very hard for graduates from special needs schools to find a job. It's next to impossible for students with the national curriculum for the disabled.

19. Liia Suup Career Coordinator of Raikküla School