Power Point Presentation - Day 1 of 1st Transnational Project Meeting of Erasmus+ Project MY WORK IS MY FUTURE

1. MY WORK IS MY FUTURE
1st Transnational Project Meeting
Prešov, Slovakia
20th – 22nd October 2015

2. Results of application assessment
Nr. of application: 2015-1-SK01-ka219-008905
Name of the project: My work is my future
Number of points: 85,5
Evaluator´s comments for the applicant:
• General evaluation of the project: The application is in accordance with the
European Priorities of KA2. It is linked to two horizontal priorities of the KA2 –
Reducing disparities in learning outcomes affecting disadvantaged learners and
Enhancing digital integration in learning, teaching, training and youth work at
various levels.
• The project clearly identifies target groups and their specific needs: professional
and pre-professional education of students with special educational needs
(predominantly with mental disabilities).
• Other target group of the project are professionals in education - in regards of
gaining new knowledge and skills in this field of Special Educational System in the
countries of the EU and Turkey.
• The project is based on excellent analysis of the needs of the target groups.

3. The strength of the project:
Professional skills of all participating partners.
Equal distribution of project tasks and outcomes among the partners.
Other strength of the project is, that all participants of the short term joint
staff training will acquire, in accordance with recommendation, the
Europass mobility certificate to prove the attendance of the training.
All participating schools are active users of eTwinning, which they will use as a
platform for the project dissemination and sharing the example of good
practice.
The impact of the project at national and European level will be provided by
the website, which will be maintain by the applicant for another five year
after project completion.
The results, which will be available at the website in English as and Open
Educational Resources, will be available for others outside the partnership
of the project, which will significantly enlarge the number of people with
special educational needs, that can benefit form the project outcomes at
their schools and educational institutions.

4. The weakness of the project:
Considering the wide spectrum of special needs, disabilities and age
categories of students, as well as challenging activities, especially
for learners with mental disabilities, specifically for students with
autism, the project is at risk of not achieving all project aims.
Recommendation:
for the school in Slovakia: To clearly declare how will the attained
knowledge be implemented into the Curriculum of students with
autism and other pervasive developmental disorders in Practical
School. Will there be new subjects? Will you design new vocational
program?
Regarding the main project outcome – website – the applicant should
invite participant from the United Kingdom – if the website is in
English only, the quality of the website will be significantly higher if
made in co-ordination of these two partners.

5. Financial plan
Financing model: in your folders
4O% + 40% + 20% = 100%
after signing the after mid term report after final report
contract
70% of the first payment has to be spent by 31.8.2015
30% of the Management and Implementation has to be spent on
project dissemination

6. Outcomes
1. Logo and poster
- to be presneted and decided at the 1st
meeting

7. Outcomes
2. Website
• The main outcome of this project is a website where
outcomes in the form of videos and visual process schemes
will be published for public use.
• These outcomes will be created by all partner school's
professionals after training in methodology of video-modeling
and visual process schemes o pre-vocational and vocational
skills and after quality check by website manager and
qualified professional from the coordinating school.
• These videos will serve as Open Educational Resources to be
used for free by everyone accessing the website, with
possibility to download the materials if relevant, or just serve
as motivation for creating new videos or schemes tailored for
specific tasks or individual.
• minimum nr. of videos and picture work process schemes per
participating school: 20 (10/10)

8. Outcomes
Website
The other outcomes of the project, which will be accessible on the website are
information about the project:
• aims of the project
• information about project partners
and know-how of:
• creating a realistic employment environment through the many small businesses,
setup within the school
• monitoring the process of socialization and assisting with employment of qualified
students.
• use of occupational therapy to support pre-vocational and vocational skills
• presentation of various workshops and vocational fields at partner schools
• individual education and training plans
• use of ICT in education of pre-vocational and vocational education
we can use tools such as: www.slideshare.net to upload PowerPoint Presentations
https://en.wikipedia.org/wiki/SlideShare

9. Outcomes
3. DVD content:
all presented methods and workshops:
• Videomodeling
• Process schemes
• TEACCH
• Makaton
• Method of practical action
• Teaching pre-vocatioanl skills in realistic business environment at school
• Recognition and recording pre-vocational and vocational skills
• Kinezytherapy
• Monitoring the process of socialisation and assisting with employment of
qualified students
• The importance o social adaptive skills classes
• Individual eduation and teaching/training plans
• Occupational therapy in special education

10. Outcomes
4. Booklet
- low tech outcome
- will contain all picture process schemes
created during the project by all partners
(in paper form, in electronic form for upload on EST, TWINSPACE,
FB, Erasmus+ dissemination tool)
see the example

11. Outcomes
5. Questionnaires for staff
• to measure effectiveness of the project
• to measure implementation of the methods
1 x at the beginning and 1 x towards the end.
• to facilitate the application of questionnaires,
they will be in electronic form, send and filled in
on-line via e-mail
• results in graphic form will be presented on the
website

12. Outcomes
6. Analysis
Analysis of all systems of pre-vocational and vocational
education in all participating countries:
• analysis of specifics in education pre-vocational and
vocational skills in educational systems of participating
countries (1st short term training in Poland)
• analysis of specifics in transition of students to world of work:
link between vocational departments and demand on labour
market; specifics of sheltered emplyment and workshops in
praticipating countries (2nd short term training in UK)

13. Implementation
of new methods
Picture evidence
• each month pictures to be uploaded on
TWINSPACE, FB if possible (child protection)
regarding implementation of new methods:
– using tablets (IWB, computers) with students
while using new methods, etc..

14. Implementation
In folders:
• each partner has detailed timetable of tasks
which need to be carried out in chronological
order
• timetables contains:
• preparation for trainings and meetings,
implementation and dissemination activities

15. Dissemination
1. creating eloquent project logo and poster - to use for recognition
and mark of the project at all tangible outcomes: booklet, website,
Facebook promo site, school project displays, Erasmus+
dissemination portal, EST, articles in press and other media..
2. creating project display - Erasmus+ corner at premises of each
participating school
3. organizing Open Days at school in correlation with project meetings
and training events held at participating schools
4. creating a project website - promoting the aim of the project,
informing of the participants, disseminating outcomes and
evaluations; platform for Open educational resources - video-
modeling of work tasks and work process schemes.
5. promotion project at school websites
6. setting up the project on the eTwinning portal - use of TWINSPACE,
EU Gateway

16. Dissemination
7. creating Facebook promo site - invite people to like page
and regularly upload posts to reach the audience and
spread the social network by linking other similar pages
8. training sessions for school staff after returning from short
term joint staff training event
9. regular uploading project results made by all project
partners, specifically videos and process schemes from
their workshops and pre-vocational classes on the project
website
10. meetings with local authorities - in personnel
11. organizing information seminars about project outcomes
at universities

17. Dissemination
12. using existing network to inform about the project
aim and outcomes - via e-mail contacts - to reach
professionals in SEN education, NGO, regional,
national authorities, counseling centre professionals,
social workers, potential donors and politics
13. workshops for SEN teachers and other professionals
via adult course provided by a coordinator school
14. articles in relevant press
15. contacting media (local TV, radio - interviews)
16. flayer/handout with brief description of project and
link for website, FB site, eTwinning site, etc
17. using Erasmus+ dissemination portal

18. Dissemination
Coffee break
30 minutes

19. Quality and
quantity measures
1. Questionnaires – all professionals of partners school
will attend the dissemination seminars about the
content of the short term joint staff training. They all
will attempt to apply new methods in their practice
(take picture as evidence)
The second application of the questionnaire should
show clear evidence of improvement of students pre-
vocational and vocational skills after implementation
of new methods and improvement of knowledge of
staff at partner school.

20. Quality and
quantity measures
2. Quality feedback
Impact on professional directly participating in
project short term joint staff mobilities will be
measured by simple feedback form, which
will be carried out after each short term joint
staff training activity to reflect the satisfaction
with its content and quality.

21. Quality and
quantity measures
3. Testing students + case study
1st week 2nd week 3rd week 4th week 5th week
Student carry
out the task
without
videomodeling/
process scheme
X
Do not
test
X
Do not
test
X
Do not test
Student carry
out the task
with
videomodeling/
process scheme

22. Quality and
quantity measures
• Scale 1 to 5:
5 – cannot carry out the task independently, full dependency,
full physical and (or) full verbal prompt
4 – cannot carry out the task independently, full dependancy,
full physical prompt BUT without verbal prompt
3 – partial physical prompt (sometimes need physical prompt)
2 – almost independent, without physical prompt, with
request for help
1 – fully independent, without physical prompt, without
verbal propt, without request for help

23. Quality and
quantity measures
We recommend:
• To choose task, which can be repeated and practised every day.
• To carry out chosen task every day.
• To test student 1x a week.
The aim is to achieve the highest grade of independence – student will carry out the
task without the direct intervention of adult person.
Independence:
• student to not rely on physical promt
• student do not rely on verbal prompt
• student is able to ask for help
• student is able to finish the task
• student is able to orientate in the environment
• student is able to follow the instructions (picture/written/oral)

24. Quality and
quantity measures
Case study: example
Name: Richard M.
Age: 11
Sex: male
Diagnosis: F 84.0, autism
Family anamnesis: is it necessary? Child from functional family backround. Second from three children. Caring and supportive
environment at home.
Personal anamnesis: is it necessary? Second child from second gravidy. Labour withou difficulties and complications. Early
psychomotoric development in norm. From age of three the ASD symptoms. Enrolled on Nursery for children with autism,
where he attended only occasionally. At the moment in year 5 of Primary school for children with autism. Richard is verbal
but with moderate speach and communication difficulties. Understanding of speech is limited. Anxiety is present. Obsedant
washing of hands. Školská anamnéza: Student attends year 5 of primary school, 6th year of compulsory schooling, he
attends school 5 every day for four hours/20 hours a week.
Area of observation: daily self-care
Task: independent dressing up of winter clothes in correct order.
Description of area of observation: student is quite independent in daily self-care tasks. He needs help with dressing up, ex.: – do
the button, fasten the belt, do the laces, order in dressing up in witnter. Student has a problem with dressing up in winter.
He puts on the coat, scarf, hat and gloves and because of the last, he can not put the shoes on. He stops with hands pointing
up and waits for help. Without verbal or physical prompt he is not able to take the gloves off and put shoes on. Training
process during 5 weeks:
Initial situation: Student has a persistent problem with dressing up in winter. He puts on gloves before putting on shoes. He is
stack and can not proceed. He keeps hands up and waits for help. Occasionally asks for help.
We have prepared a picture process scheme. We were working with the scheme at the table and in natural situations. In first
three weeks the student needed partial physical prompt and pointing at the process scheme. In the last week the student
did not need the help and could carry out the task even without the process scheme. The student became fully independent
in putting clothes in winter in correct order.

25. Quality and
quantity measures
Case study
1st week 2nd week 3rd week 4th week 5th week
Student carry
out the task
without
videomodeling/
process scheme
5 X
Do not
test
X
Do not
test
X
Do not test
1
Student carry
out the task
with
videomodeling/
process scheme
3 3 3 2 1

26. Quality and
quantity measures
Case study
Final assessment:
Process scheme consisting of pictures reflected the need of
the student. All prompts – physical and verbal well
gradually removed in order to achieve full independence.
Recommendation: (next step)
To teach student put the gloves into the pockets of his coat
and put them on when outside. In the future we would like
to teach the student: to use a key to unlock the doors, to
buy a ticket and in order to achieve this we need to teach
him to put the gloves in the pockets when outside.

27. Quality and
quantity measures
Thank you for your attention
Lunch time