Procedures of assistance and support for students with mild intellectual disability

Osebe z lažjo motnjo v duševnem razvoju (kasneje LMDR) se poleg primanjkljajev na področju intelektualnega delovanja soočajo tudi s primanjkljaji na področju prilagoditvenih zmožnosti, ki pri vključevanju teh oseb pogosto odigrajo ključno vlogo. Potencial oseb z LMDR za vključevanje v širše socialno okolje obstaja, a se pogosto ne udejani. Ker osebe z LMDR običajno zaključijo nižje oblike formalnega izobraževanja in se soočajo z izrazitejšimi primanjkljaji na področju prilagoditvenih zmožnosti, predstavljajo ranljivo skupino iskalcev zaposlitve. Med populacijo oseb s posebnimi potrebami, kamor spadajo tudi osebe z LMDR, je stopnja brezposelnosti veliko višja kot pri splošni populaciji. Kljub številnim pobudam in primerom dobrih praks v Sloveniji še niso izoblikovani sistematizirani programi pomoči in podpore dijakom z LMDR pri prehodu na višjo stopnjo izobraževanja ali na trg dela. Prav tako ni sistemsko rešeno izobraževanje svetovalnih delavcev, ki bi tem dijakom nudili storitev kariernega načrtovanja in vodenja. Namen našega magistrskega dela je bil izoblikovati program pomoči in podpore dijakom z LMDR pri prehodu na višjo stopnjo izobražavenja ali na trg dela in preveriti njegove učinke. Program pomoči in podpore dijakom z LMDR smo zasnovali na podlagi modela DOTS (slo. sprejemanje odločitev, zavdanje priložnosti, tranzicijske veščine, samozavedanje) avtorjev Lawja in Wattsa. Ta model proces kariernega načrtovanja in vodenja deli na štiri korake, ki si sledijo v naslednjem vrstnem redu: 1. zavedanje priložnosti, 2. samospoznavanje, oblikovanje samopodobe, 3. učenje odgovornega sprejemanja odločitev, 4. učenje za prehod. Cilj našega magistrskega dela je bil preko multiple študije primera, kvantitativne in kvalitativne obdelave pridobljenih podatkov ugotoviti, kateri izvedeni postopki pomoči in podpore so učinkoviti. Na podlagi pridobljenih razultatov smo zapisali smernice za delo z dijaki z LMDR na področju kariernega načrtovanja in vodenja. Čeprav pri obravnavi tako majhnega vzorca težko posplošujemo, lahko rečemo, da smo pri vseh obravnavanih dijakih z LMDR zaznali napredek na področjih samospoznavanja in oblikovanja samopodobe, spoznavanja možnosti/zbiranja informacij in učenja za prehod. Ugotavljamo, da se za najuspešnejše pri kariernem načrtovanju in vodenju dijakov z LMDR izkažejo postopki pomoči in podpore, ki temeljijo na konkretizaciji procesa prehoda in so podprti z učnimi pripomočki (koraki dela). Prav tako je na pozitivno spremembo v znanju dijakov vplivalo tudi večkratno ponavljanje posameznih vsebin.People with mild intellectual disabilities (later MID) are faced with significant limitations in both intellectual functioning as well as adaptive behaviour. Limitations in the field of adaptive behaviour are crucial for a successful integration in the society. Although people with MID have potential to achieve complete integration in society and labour market, this potential has often not been reached. Due to low educational achievements and significant limitations in adaptive behaviour, people with MID represent vulnerable group of people entering the labour market. Population of people with special needs, including people with MID have been faced with higher unemployment rates than general population. Recently in Slovenia there have been a lot of iniciatives and good practises in the field of career planning for students with MID. However, systematized programmes for career planning for students with MID have still not been developed. Furthermore, there are no educational programmes for counselling workers who advise students with MID on career planning. Purpose of our master thesis was to create a programme to help and support students with MID as they progress to a higher level of education or to labour market. The effects of this transition have been studied and evaluated. We based our programme on DOTS model (decision making, opportunity awareness, transition learning, self-awareness) by the authors Law and Watts. This model divides the process of career planning into four steps: 1. opportunity awareness, 2. self-awareness, 3. learning how to make important decisions, 4. transition skills/learning. The goal of our master thesis was to discover which performed processes of help and support for students with MID are effective. Based on several case studies’ results which had been analysed qualitatively and quantitatively, we have assessed which used programmes of help and support are effective and used them to write guidelines for counselling students with MID in the field of career planning. Although it is challenging to draw conclusions by analysing such a small group of students, we can say that we have achieved progress in knowledge of students with MID in these fields: self-awareness, opportunity awareness, transition skills/learning. Based on our research, the most effective programs of help and support for students with MID are the ones which are based on actual examples of transition process and supported by didactic accessories. Furthermore, multiple revision of some topics has also proven as effective