Best practices

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Guide - an example of best practices

Name of good practice
Guide computer software
Target group
for people with MDVI and elderly (67+)
Why has the good practice been developed, which need it meets
Assistive technology for elderly visually impared that are starting to use computers in old age and after loosing sight. For highly functioning MDVI that are starting to use computer.
Description of the process
After an assment by a technical advisor, the user (and staff) is provided with the computer software and 3-5 hours of training.
Experiences of the results
The user gains confidence in using the computer and resolving everday tasks i.e. email, browsing etc.
What kind of time consuming, economical an other resources does the execution require
Initially the user (and staff) is provided with 3-5 hours of training and invited to monthly courses and to join a peer to peer network. It is possiable to get an extra hours of training as long as the user and the trainer find nessecary
Products related to good practice (forms, guides, descriptions)
Dolphin Guide
Contacts
rosa@midstod.is

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Building and strengthening social skills with Picture cards

Name of good practice
Building and strengthening social skills with Picture cards
Target group
  • MDVI students
  • Employees and staff members on promoting social skills in Work and Activity Centres and in Supported Working
  • students’ families
  • personal instructors in leisure time
Why has the good practice been developed, which need it meets
  • To build up social skills and communication
  • Employees and staff members in Work and Activity Centres and in Supported Working need material and educational model
    • On talking about emotional skills
    • On promoting MDVI students to name and describe their feelings, thoughts and desires
    • To give each student a chance to reach his or hers full potential
    • On emphasizing meaningful relationships
  • To achieve the goals of promoting social skills – f.e. communication, solving problems, group assignments, making choises
  • In order to develope the know how of staff – To support students experience of participating and belonging to institutions of surrounding society
Description of the process
  • The developing activity was made possible by ESR-funding in Mental well-being project 2009 – 2013
  • Healthy College Material and picture cards are meant for tutors, educational staff and workpalce tutors to stregthen vocational knowledge and skills about mental well-being as a resource
  • Professionals provide both different social situations and training of social skills (encourage to get interested in age-mates, introduce a student to the group, to make friends, social codes)
  • Own feelings can be described by different weather patterns or landscape
    E.g. sunshine, rain, thunder, storm, rainbow, traffic jam, countryside or city
Experiences of the results
  • students: better self esteem, and emotional well being, can better identify and name emotions and feelings, understand how their feelings affects, empathy skills and self regulation E.g. how to take hold own anger, and to give and receive feedback
  • professionals: (new educational tools to support students’ self – confidence. Picture cards help to process different emotions f.ex. success, frustration, aggression)
  • Picture cards help to recognize the meaning of emotions f.ex. in our perception, learnig, remembering and interaction, creating safety atmosphere)
What kind of time consuming, economical an other resources does the execution require
Using Picture cards as educational material require only positive attitude. Picture cards are produced by Mental well-being project 2009 – 2013
Products related to good practice (forms, guides, descriptions)
Dolphin Guide
Contacts
Jaana Aalto, team leader, responsible for the group, lecturer, special education teacher
Tuula Palomäki-Jägerroos responsible for the group, lecturer, special education teacher
Asta Kohtala, instructor, group pedagogue
Zahid Lotfollahi, instructor in movability and Braille
- Personal instructors
Email in the form: firstname.surname@keskuspuisto.fi
Keskuspuisto Vocational College, Arla unit
Puustellinmäki 4-6, 02650 Espoo, Finland
Tel: +358-9-511081 switchboard

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Course on how to work with MDVI students

Name of good practice
Course on how to work with MDVI students
Target group
For all newly employed staff members starting the work in the MDVI program within the Budapest School for the Blind.It is compulsary for everyone regardless of the educational background and past work experience.
Why has the good practice been developed, which need it meets
Giving theoratical knowledge and also practical help for the everyday work with the MDVI population.
Description of the process
It is not organised on different levels as there is always only a few participants and enough time and possibility for the differentiated lectures and discussions.
This training consists of the following presentations:
  • communication (verbal and non-verbal)
  • work activities, preparation for probable future jobs
  • social- emotional development, sexual education, preparation for adult life
  • educational documents, assesment methods
  • cooperation with the partners, working with parents
  • carrier management, burn-out syndrome
  • one topic can be requisted by the participants
Experiences of the results
Not yet assessed.
What kind of time consuming, economical an other resources does the execution require
It is through the whole school-year. One consultation per months (app. 2 hours each). It is for free, the hours are calculated into the normal working hours.
Products related to good practice (forms, guides, descriptions)
We plan to edit a textbook from the lectures and consultations.
Contacts
katona@vakisk.hu

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Education certified jobcoach - Supported Employment

Name of good practice
Education certified jobcoach - Supported Employment
Target group
Employees working in the field of job mediation and/or who are coaching people at their workingplace. Also employees who want to do this in the future can follow this education.
Why has the good practice been developed, which need it meets
Employees need to have a good base in the methodology Supported Employment, which is worldwide the standard for guiding visual impaired people to employment. From this base they can gather further expertise in practice supported by peer review meetings.
Description of the process
This education consists of the following components:
  • be self-conscious in growing in their own attitude in relation to work, their clients, collegues etc.
  • jobhunting
  • jobfinding
  • job analysis
  • jobmatching
  • regulations
  • types of restrictions
  • coaching techniques
  • casuistry
Experiences of the results
Educated employees need practical experience through work. Supported Employment is a (after research) prooved methodology which is now applied worldwide
What kind of time consuming, economical an other resources does the execution require
This training lasts 11 days (26 sessions)
Products related to good practice (forms, guides, descriptions)
not known
Contacts
www.elantraining.nl

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Enhancing Independence Course

Name of good practice
Enhancing Independence Course
Target group
Educational/Care/support Professionals working with clients with MDVI
Why has the good practice been developed, which need it meets
To support the training needs of the professionals, and bettter enable them to work with and support their clients with MDVI, in maximising independence and supporting development of their social skills.
Description of the process
The course is divided into two parts - Who's in the Driving Seat - to enable self reflection about the role of the professional in maximising indepdendence. Second part -Building Positive Social Skills.
Experiences of the results
Professionals have been enabled to support their clients more positively and to take a different view of this process.
What kind of time consuming, economical an other resources does the execution require
1 - 1.5 days, can be delivered by Positive Eye Ltd, the developer and creator of the course, or by the materials have been made available to partners in the project.
Products related to good practice (forms, guides, descriptions)
Positive Work Planning resource, handouts and resources to accompany the course.
Contacts
gwyn@positiveeye.co.uk
www.positiveeeye.co.uk
Contact Gwyneth McCormack - Director of Positive Eye Ltd Uk
Mobile 07947571559

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Module for the pre-profesisonal workshop for MDVI students

Name of good practice
Module for the pre-profesisonal workshop for MDVI students
Target group
The pre-profesisonal workshop for MDVI students was set up as a result of a JOBS MDVI project targeted for students with vision impairment and multiple disabilities such as neurological disorders, metabolical diseases etc. from 6 to 22 years of age.
Why has the good practice been developed, which need it meets
The pre-profesisonal workshop module for MDVI students was proposed under the JOBS MDVI project as a tool and guide for professionals who are working in practical area with MDVI students. In this respect, the professionals involved within the JOBS MDVI project written down a module for five pre-professional workshop which will be printed out and send it to the local community and District Inspectorate of Cluj.
Description of the process
As a result of the project and due to the creativity of teachers of MDVI groupsm five pre-professional workshops were developed: hand made of gift bags; modeling with clay of different ceramics; different shapes of confetti as a creativity details for gift bags, post cards etc; hand made creativity objects made from unconventional materials. To each workshop was selected a group of MDVi students, after a checklist related to special abilities of each child.
Experiences of the results
Due to the pre-professional workshop the MDVI students have the opportunity to practice their abilities and creativity and than to promote their work at the community level in order to demonstrate that they are able to be trained and work in different area.
What kind of time consuming, economical an other resources does the execution require
Into the pre-professional workshop there are working each day MDVI and visually impaired students in different practical worshops, 1-2 hours per week for each classe, coordinated by a teacher.
Products related to good practice (forms, guides, descriptions)
The pre-professional workshop is based on the special curriculum for deaf-blindness and MDVI students in Romania where the Work training is mentiond as well. Based on the general aim and special objectives, the five pre-professional workshop were developed.
Contacts
rcziker@yahoo.com

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Open Book

Name of good practice
Open Book
Target group
employees working with EVVB clients (Severe visual and cognitive impairment)
Why has the good practice been developed, which need it meets
Employees working with EVVB clients need a solid base knowledge to work with these particular clients. These include observing the client, recognize certain symptoms or signals and act in an appropriate fashion, and to be aware of the surroundings of the client.
Description of the process
Employees learn to
–observe, use observations in video-analysis
- transcript observations into a signaling plan
- implement and manage contact circle
- recognize health related issues in the EVVB client group.
Observing: employee will be asked to video different observations. Purpose: learn to observe objectively
Video analysis of certain observations: employee learns to describe specific moods and behavior of client by observing video images.
Transcript observations into a signaling plan: employee learns how to transcript observations of a clients moods and behavior into a plan. This plan contains and describes the different mood changes of the client, which senses are used by the client to communicate and how to approach and attend the client appropriately.
Managing contact circle: employee learns how the contact circle (a certain way of contact initiation) is managed in EVVB clients.
Recognize health issues: employee will learn to recognize health related issues in EVVB patients, which issues are most prevalent and how to manage or prevent them.
Experiences of the results
Employee has the specific training to optimally attend to the needs of daily living of the EVVB client and can manage the needs of the client in the appropriate fashion.
What kind of time consuming, economical an other resources does the execution require
This is a one-year training program (fulltime?)
Costs?
Products related to good practice (forms, guides, descriptions)
Signaling plans, video analysis
Contacts
marjoleinhommel@visio.org

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Own Initiative model

Name of good practice
Own Initiative model
Target group
Employees working with MDVI clients
Why has the good practice been developed, which need it meets
Employees need to support the MDVI clients without taking over. It is very difficult for a professional to create the right learning space. We like to take over for many reasons. It is necessary to train the client how to manage a difficult situation. Assist the client during this thinking process in stead of showing the client how it is done.
Description of the process
This education consists of the following components:
  • be self-conscious in growing in their own attitude in relation to work, their clients, colleagues etc.
  • the ability to put the client in the center
  • the ability to support the client without taking over
  • the ability to consult the network of the client
  • the ability to create learning situations for the client
  • the ability to combine this learning situation with the abilities of the client (sensitive responsibility)
  • the ability to ask open questions.

During the course the employees use video to analyze their own actions and the response of the client.
Experiences of the results
The clients that are supported by the EIM methodical have become more self-supporting and are better equipped in dealing with stressful situations
What kind of time consuming, economical an other resources does the execution require
This training lasts 5 days (5 sessions with additional homework)
Products related to good practice (forms, guides, descriptions)
evaluation form for the employee: what do I need to learn to let the client be 'in control' - ADL guidelines
Contacts
willemijnvangogh@visio.org

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PAS - Pedagogical Analysis System

Name of good practice
PAS - Pedagogical Analysis System
Target group
PAS is a programme, a mindset to clarify a persons competences and potential. Specially persons with more than one disability, for example MDVIs. The programme leaves the teacher with a tool to describe/test the potenticials and competences. The PAS results helps to plan and adjust the curriculum/teaching individually with focus on the persons competences and potential. The whole teaching team gets a better understanding of the individual and how to plan an optimal teaching conditions.
Why has the good practice been developed, which need it meets
PAS is suitable for all disability groups. At Ibos (The Institute for Blind and Partially Sightet) the PAS programme is developed further to match the VIP,(a tactile and auditory version), this means, that Ibos is the only place where blind people can be PAS testet.
Description of the process
PAS is developed to observe, to rate, to make hypothesis and pedagogical directions. The person with MDVI has to solve a large range of different tasks while the teacher observes and looks for a pattern. All tasks are taped on video. PAS focus on attention/observation, memory, communication, language, visual function, auditive function, motor function, math and logic plus personal and social kompetences
Experiences of the results
The PAS programme is a new initiative at Ibos which means that we at the moment have few experiences. PAS is used by the team working with teenagers and young persons (STU) and is a very usefull tool. The PAS programme is stil in an implementation phase and two teachers are qualified to use the programme. PAS will be intergrated in the intro periode at the Ibos STU education for first years students and is a useful for planing and documentation.
What kind of time consuming, economical an other resources does the execution require
PAS is devided into several leves, for example a screening (blind persons or low vision and a full PAS on low vision). A screening last 3 - 5 hours and a full PAS depends on the individual and last up to 10 or 20 hours over several days.
Products related to good practice (forms, guides, descriptions)
PAS is developed and based on the zone of proximal development in Vygotsky’s analysis of learning and instruction and A.R. Lurias neuropsychology teoriers plus the study of higher cortical functions together with Howards Gardners theories of multiple intelligences.
Contacts
dljp@ibos.dk

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Pre-Braille tactile books for visually impaired students

Name of good practice
Pre-Braille tactile books for visually impaired students
Target group
Blind students from 4 to 8 years of age who are in the process of the development of tactile sensitivity in order to be prepared for reading and writing in Braille.
Why has the good practice been developed, which need it meets
The pre-Braille books were proposed by Roxana Elena Cziker after the first years of activity at the classroom with blind students in order to have access on the second stage of learning theory of Bruner: iconic stage where the children are confronted with the images. This stage was missing in the educational process of learning in Braille and it was introduced in the Liceul Special pentru Deficienti de Vedere in 2005.
Description of the process
The main aim of the pre-Braille books is to develop the tactile sensitivyt in blind children before learning to read in Braille because they have the opportunity to experience different tactile shapes such as vertical, horizontal and oblique lines, geometrical shapes, comparison between different tactile shapes. In thsi respect, 11 module with tactile images were created in order to simplify the process of learning in Braille at the kindergarten and first class.
Experiences of the results
The pre-Braille books are used by all special school for visually impaired children in Romania as a guide for pre-Braile stage of readin in Braille.
What kind of time consuming, economical an other resources does the execution require
The pre-Braille books are used by blind children at the kindergarten and first class in the stage of pre-Braille activity and the main result is to prpare the small area of fingers to fill the small Braille dots of the Braille fundamental group.
Products related to good practice (forms, guides, descriptions)
The pre-Braille books were based on the Theory of Learning developed by Bruner where three stages are mentioned: concrete, iconic and symbolic stage. The iconic stage with facing images were missing into the educational period of blind students. Through these pre-Braille books this stage was covered as well also for blind students.
Contacts
rcziker@yahoo.com

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Pre-professional workshop for MDVI students

Name of good practice
Pre-professional workshop for MDVI students
Target group
The pre-profesisonal workshop for MDVI students was set up as a result of a JOBS MDVI project targeted for students with vision impairment and multiple disabilities such as neurological disorders, metabolical diseases etc. from 6 to 22 years of age.
Why has the good practice been developed, which need it meets
The pre-profesisonal workshop was implemented in order to practice the handycraft abilities of MDVI students. In Romania sheltered workshop for MDVI students are very limited. In this respect, at least the pre-professional workshop were important to be introduced as a prerequisites for the following development of professional skills.
Description of the process
During the project a workshop for MDVI and visually impaired students was set up with the support of Rotary Club Turda, Romania. The room is very well equiped with all necessary materials for clay modeling, special furniture.
Experiences of the results
Due to the pre-professional workshop the MDVI students have the opportunity to practice their abilities and creativity and than to promote their work at the community level in order to demonstrate that they are able to be trained and work in different area.
What kind of time consuming, economical an other resources does the execution require
Into the pre-professional workshop there are working each day MDVI and visually impaired students in different practical worshops, 1-2 hours per week for each classe, coordinated by a teacher.
Products related to good practice (forms, guides, descriptions)
The pre-professional workshop is based on the special curriculum for deaf-blindness and MDVI students in Romania where the Work training is mentiond as well. Based on the general aim and special objectives, the five pre-professional workshop were developed.
Contacts
rcziker@yahoo.com

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Teachers' work practice

Name of good practice
Teachers' work practice
Job mediation (job coaching): give people with MDVI mentors / job coaches in the work place, work with employers, to help their approach and attitude, find suitable jobs, and establish an appropriate support mechanism
Target group
  • The Personnel of the Work and Activity Centre
  • The Personnel of Supported Working
  • Cooperation partners of the third sector (NGOs)
Why has the good practice been developed, which need it meets
This activity has been developed:
  • to confirm the cooperation regarding the work activities between the college and the home communes of the students
  • to educate the employees of the work activities of the home communities of the students in meeting visually impaired students and students with multiple disabilities
  • to create networks and be a part of developing new procedures in work activities
  • to explore the work and daily activities of disabled persons, possibilities to work in special conditions and getting supported work.
  • to develop work activities together with the actors of home communities of the students
The focus is training for developing evaluation of work coaching and finding new forms of cooperation in work activities. The aim is also to exchange knowledge and skills
Description of the process
This developing activity was made possible by ERS-funding. Our College participates in the Work, Knowledge and Involvement project, which makes it possible for the teacher to experience a work period in real environments. Regarding teachers this means working in work and actions centres and in centres for supported working. At the end of the period they write a report which includes for instance suggestions for development for additional work.
Experiences of the results
The aim of the work coaching process is to develop the training process: finding the right work coaching place for the student, evaluation of the period and to develop the follow-up procedures (for instance renewing the forms) and developing the teaching and guiding material related to work coaching.

Results from the teachers’ work practice: New work experiences and view on work coaching, new, personal contacts, information of a new way to execute work activities, new knowledge of where the students will be placed after studies.
  • Possibility to share knowledge of the education of MDVI student team in Arla and the education offer of the College
  • The possibility to share knowledge and guide in issues of visually impaired (help devices for visually impaired persons, mobility skills)
  • The need to develop common customs for guiding and evaluation (for example picture communication in different ways in different places, the challenge of transition of information)
Teacher’s job TODAY in the work is highlighted: how to act in a community, doing things together, focus on work life
  • TODAY the teacher is a NETWORKING COACH and the work is more and more mosaic like, multifaceted cooperation with different kind of actors
  • Teachers also need today coaching in a new way of doing their work
  • Teachers need a chance to solve together different kinds of teaching and guiding challenges. Expertise in not only expertise of an individual! In the work the focus should be in shared expertise of different actors.
What kind of time consuming, economical an other resources does the execution require
The work period comes true with ESR- funding (Work, knowledge and Involvement project). With the help of the funding it is possible to get a substitute for me teachers’ work period (5 weeks).
Products related to good practice (forms, guides, descriptions)
  • New teaching and guiding material for work coaching
  • New follow-up and evaluation material for work coaching
  • Better cooperation regarding work coaching (especially in the transition phase)
Contacts
Jaana.Aalto@keskuspuisto.fi and Tuula.Palomaki-Jagerroos@keskuspuisto.fi

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The Specialist vocational qualification of the instructor of skills for VI

Name of good practice
The Specialist vocational qualification of the instructor of skills for VI
Description

Services for visually impaired people are being improved with the help of educated instructors in Finland

Professional tutors for visually impaired have been working in Finland since the beginning of the 1970s in tutorial assignments for the functional skills of visually impaired people in hospitals, associations, schools and colleges and different units of social work, such as residential assisted living facilities. There are around 150 trained remedial tutors for visually impaired people in Finland. The training of remedial tutors for visually impaired was actualized in the former Arlainstituutti as a vocational supplementary training, but at that time it was not a part of the degree determined educational system.

The Finnish National Board of Education set up in the spring of 2010 a project group which is meant to compile the basics of the special vocational examination of the instructor of Skills for visually impaired. The new Specialist vocational qualification of the instructor of Skills for visually impaired is officializing the education to the Finnish degree system as a competence-based qualification from the spring of 2012.

The competence-based Specialist vocational qualification of the instructor of Skills for visually impaired has brought along some changes. Working life oriented approaching, collaboration of different professionals and mutual planning of the instructing with the visually impaired clients are developed. Teaching skills for visually impaired requires usually multidisciplinary and multiadministrative collaboration. For example communities, associations and entrepreneurs can all take part in the planning and offering of services used by visually impaired people.

The new competence-based Specialist vocational qualification offers an inspiring possibility for those working with visually impaired to apply and deepen ones own expertise and also develop the skills needed in entrepreneurship. Keskuspuisto vocational college actively builds and utilizes national and international networks. In the national and international projects for developing vocational education for visually impaired, our students, teachers and instructors cooperate with professionals of other educational colleges and NGOs.

Download
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Training courses for employability

Name of good practice
Training courses for employability
Target group
  • Young people (14 to 20 years old) who have a school career focused on professionnal interests or which are integrated in national structures of education (UPI, vocational schools)
  • Individuals with multiple disabilities and visual impairments who can optimize their potentiality
  • Adults (18 to 50 years) engaged into a preparatory phase to integrate vocational training and who present important difficulties
  • Young people which engaged a course qualifying in direct way but who have difficulties
  • Young people in search of orientation
  • Individuals on standby for an occupational home.
Why has the good practice been developed, which need it meets
Few courses are accessible to the visually impaired people, which raises even more difficulty for professional insertion of those with an associated handicap. Taking into account the concept of profitability today required in the ESAT (sheltered workshop), the level of recruitment of the employees is higher. All constitute a public whose difficulties require the mobilization of many professionals such as educators, vocational trainers, special education teachers…and partners:
  • ESAT: within the framework of the SPFP, four young people benefit of a partnership. They are once a week in total immersion with the workers and the professionals of the sheltered workshop.
  • .O.S animals: Every week, the young people take part in the care and the education of the dogs and the cats of the sanctuary so that they can be sold to the public easyer.
  • Training courses: many training course are searched in order to offer transitions towards work and help the visually impaired people to find their career path in various ESAT or in ordinary commercial sector
Description of the process
A heterogeneous public
With the diversity of the public, we offer a common, but flexible service to allow them:
  • To become aware of realities of the work world, to make discoveries.
  • To build a project according to the capacities of each one,
  • To allow the person to mobilize itself on her project by taking account of its acquisitions, its degree of autonomy, its socialization…
Experiences of the results
The approach that we have with the CRDV of the employability of visually impaired people with or without multiple disabilities answers partly the expectation of the young people and their families. Indeed, if the ESAT and the companies of the traditional employment market play the game of the training courses for the discovery of jobs, they still hesitate to hire people visually impaired and more particularly people with multiple disabilities and visual impairment.
For a disabled person, and especially for those with multiple disabilities, reaching the labour market is a major challenge.
What kind of time consuming, economical an other resources does the execution require
2 employees for 10 clients
Products related to good practice (forms, guides, descriptions)
not known
Contacts
v.lambert@crdv.org

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Workshop Activities

Name of good practice
Workshop Activities
Target group
Deafblind and Multisensory Impaired ChildrenYoung and Adults
Why has the good practice been developed, which need it meets
Need to develop their potential to achieve maximum independence in all areas (area), including for adults occupational/work
Description of the process
Checking the skills through specific evaluation forms. Personalization of the educational program through the application of curricula adapted to the abilities of the user. Clients are taught how to understand learning basics, various types of communication, orientation and mobility, use of technology, how to achieve personal autonomy and how to play and work.
Experiences of the results
Experience has showed the need to support the learning processes through specialististic and structured methods. In this way there are more possibilities to develop their skills making them functional also in the workplace.
What kind of time consuming, economical an other resources does the execution require
The Government supplies only part of the funding. Most of the activities of diagnosis, assistance, rehabilitation and implementation of new projects are made possible by the fund raising.
Products related to good practice (forms, guides, descriptions)
Impact Forms, Evaluation notes for adults, Evaluation forms of employment activities (curriculars)
Contacts
Patrizia Ceccarani, director of the Rehabilitation Centre (ceccarani.p@legadelfilodoro.it). For more information about the Lega del Filo d'Oro Onlus:
www.legadelfilodoro.it

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