1. Developing career guidance of young students with special needs
Developing career guidance
of young students with special needs
Anneli Muuronen
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3. Location in Finland Jyväskylä
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4. Jyväskylä
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5. Finnish Education System
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6. Finnish Education System
General upper secondary education
Upper secondary school provides general education for students who are usually about 16 – 19 years of age. Upper secondary school ends with the completion of the matriculation examination. This will yield eligibility for all forms of higher education.
Vocational education and training (VET)
Initial vocational education and training is provided in vocational institutions or as apprenticeship training. A three-year vocational qualification provides general eligibility for higher education. A vocational qualification can also be taken as a competence based examination.
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7. The Finnish vocational Education System
Youth education mainly takes place in educational institutions
Apprenticeships are less common
National system: all 52 initial vocational qualifications have the same structure and duration ( 3 years)
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8. • Further Vocational Qualification
• Initial Vocational Qualification
• Further Vocational Qualification
• Specialist Vocational Qualification
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9. 6 Colleges Youth Education
• Technology College • Business College • Catering College • Conservatory • College of Health and Social Care • Central Finland Institute of Arts and Crafts
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10. Colleges Adult Education
Apprenticeship Training (youth and adult training)
Education provider: Educational Municipal Federation 13 Owner Municipalities
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11. General Education Adult Education
Graduates Graduates
Students Total Number of Students
Teaching Staff Teaching Staff
Other
Students with special needs 330
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12. Head of vocational education division Class Supervisor
Staff
Principal (6)
Head of vocational education division
Class Supervisor
Vocational Studies Teachers
Subject Teachers
Special Education Coordinating Teachers (9)
Special Needs Teachers (23)
Special needs assistants (with upper secondary
vocational qualification)
Student welfare
15 guidance counsellors
5 school social workers
School Health Service
Student Accomodation
Free-time activities
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13. Composition of studies Vocational studies 90 credits
Structure of studies The same structure and duration in all examinations
A three years vocational studies provides general eligibility for higher education
Composition of studies
Vocational studies 90 credits
- extensive basic studies
- specialisation studies
- on-the-job learning (minimun 20 credits)
Common studies 20 credits
Free-choice studies 10 credits
120 credits
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14. Common studies
Core subjects aim to provide students with the skills and knowledge that they will need at work, in further study and as citizens. Core subjects also include options and they can be replaced with general upper secondary school studies.
Upper secondary vocational qualifications include the following compulsory core subjects for all students:
native language
second national language (Swedish/Finnish)
foreign language
mathematics
physics and chemistry
social, business and labour-market subjects
physical and health education
arts and culture
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15. Dual-degree System = Double qualifications
Dual-degree System = Double qualifications
Initial vocational qualification
+ upper secondary school certificate (matriculation examination in Finnish, Swedish, English, Mathematics)
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16. Developing career guidance of young students with special needs
Aims of the Project
Developing Special Education system in Jyväskylä
Vocational institute
Making Individual Career Plans for students with special
needs
Developing flexible methods and tools for guidance and
counselling of young people with special needs
Good practises to help young people to enter to labour
market
Models for improved guidance on-the-job training periods
Improving the knowledge of staff in special education
Supporting students with sign languge
JAO Anneli Muuronen

17. Students with special needs in Jyväskylä Vocational institute
The aim is to integrate special needs students into mainstream education and training
(equality, can choose from 25 vocational upper secondary qualifications)
need-based small groups
Special needs education is tailored as much as possible
to suit each student´s individual needs
13 special education institutions in Finland provide
education and training for students with
the most severe disabilities
JAO Anneli Muuronen

18. Students with special needs
reading and writing difficulties (dyslexia)
other learning difficulties
mental health problems
alcohol and drug abuse
ADHD
behavioral problems
psysical disabilities etc.
IEP in administrative evaluation system
makes changing information easier and evaluating the
progress of studies more effective
JAO Anneli Muuronen

19. Career guidance and counselling services in Jyväskylä Vocational institute
The goal of guidance and counselling is to provide to our
students individual support in studies, career planning and
employment
Information about vocational education and training to students, parents and
teachers in secondary schools (parents assembly, open doors, exhibition fair)
personal guidance (life planning and career guidance)
classroom guidance (free-choice-studies, learning skills etc)
small group guidance (job seeking skills, portfolio)
web-based services (applying for further education etc)
self-help services (computer, books, library)
Responsible for: Class supervisors, guidance counsellors,
school social workers, special needs teachers,
school secretaries
JAO Anneli Muuronen

20. vocational special teachers
Support to students with special needs in Jyväskylä Vocational institute
flexible small goups
same time teaching
special need teachers
vocational special teachers
assistant persons (have vocational qualification)
interpreters (sign language)
on- the- job training more than 20 credits
different learning environments
different teaching methods
remedial teaching
workshops
guidance and counselling
JAO Anneli Muuronen

21. Developing career guidance of young people with special needs
New special education organisation when
mainstreaming (somebody is responsible for)
Year planning (preventing problems, a student need not to fail)
Regognizing the student with special needs (strengths)
Orientation term in the beginning
Life and career planning is a part of IEP
(individual education plan)
Becoming acquainted with vocational education, school
experiments
Flexible applying for students with special needs
Exchanging information (form, permit from parents
on www-pages)
Education to our teachers about special needs students
Education to workplace instructors
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22. Developing career guidance of young people with special needs
Cooperation with:
Companies which are arranging on-the-job-training (attitudes,
vocational skills requirements, training professional skills before,
vocational skills demonstration, employment)co-operation with
Secondary education schools in Central Finland (guidance
counsellors and special needs teachers)
Deaf Association (counsellor in beginning of studies, on-the-job-
training, educating teachers with students who use sign language)
Special schools
Employment office
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23. Special needs coordinating teachers 2005 - 2006
ERVA-team ( 1 x month)
9 special needs coordinating teachers
developing special education and promoting good practises in
Jyväskylä Vocational Institute
CHANCES Project Manager coordinating
Special needs coordinating teacher (ERVA, responsible for
special education in own school or vocational field)
coordinating
planning
developing special education in own school or field
is participating in ERVA-team for developing and planning special
education in Jyväskylä Vocational Institute (6 schools)
Special need teachers
consulting teachers
supporting students with special needs
ERKKA-team (2-3 x year)
special needs teachers and welfare personal
JAO Anneli Muuronen

24. Career anf life planning is part of voluntary studies
need based, invidually planned curriculum
in small groups or personal services
Two parts: Life planning and Career guidance
Studies includes guidance which:
promotes students self knowledgement and
life management
improves self esteem and confidence
promotes personal or professional growth
supports student to find management strategies
supports accessing to the labour market, making portfolio, job seeking skills
guidance counsellor, school social worker, special needs teacher etc.
Performances will be marked in CAREER PASSPORT ,
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25. Special needs students in Jyväskylä Vocational institute
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26. CAREER PASSPORT Date Action / Activity Teacher Time allocation,
Date
Action /
Activity
Teacher
Time
allocation
Signature
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27. Individual Eduaction Plan Process
Mr Believe
Individual curriculum
On-the-job-training
Commitment
Arrival interview
CAREER AND LIFE PLANNING
GOOD LIFE
EMPLOYMENT
Learning potential evaluation
Getting in touch with the school
Vocational skills
Choices
Personal growth
Background Information
Portfolio
Strengths
Developing Skills
Ms Hope
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