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REHABILITATION PRACTICAL PROGRAMME
Suzana KRANJC JOLDIKJ
Centre for Education and Rehabilitation of
Physically Handicapped Children and Adolescents Kamnik, Slovenia
Abstract
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Centre for Education and Rehabilitation of Physically Handicapped Children and Adolescents Kamnik (Zavod za usposabljanje invalidne mladine Kamnik; hereinafter: ZUIM) perform verified or state-ap-proved programme the Rehabilitation practical pro-gramme. The programme is intended for all those young people, who have completed primary school education, but cannot continue regular schooling in secondary school programmes. The programme con-sists of several equivalent parts: education, practical work, training work, health, therapeutic, psychologi-cal, and other activities. For every beginner in the first month of education members of the operative team create an individualized programme, which in-cludes individualized school work, individualized training programme, and other expert activities. The programme can last for 6 years maximum, it can however be completed earlier, when the operative team feels the training is no longer necessary. Pro-gress of a young person is what matters the most, and if there is no progress, the training is brought to an end. Training of young people in the Rehabilitation practical programme is only the beginning. The country will have to start considering social enter-prises, which are found elsewhere in the world, for example in Scandinavian countries and in the USA.
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-Key words: Rehabilitation practical programme,
children and young people with mobility impair-ments and with chronic illnesses, individualized programme.
А : Address requests for reprint to:
АЈ ЦЈ Ќ Suzana KRANJC JOLDIKJ
Ш ќ 78/
3312 , ј
e-mail: [email protected]
Šešče 78/a
3312 Prebold, Slovenia
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Rehabilitation practical programme
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Introduction
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Centre for Education and Rehabilitation of Physically Handicapped Children and Adolescents Kamnik (Zavod za usposabljanje invalidne mladine Kamnik; hereinafter: ZUIM), which represents the central Slovenian specialized institution for education, schooling, and training of children and young people with mobility impairments and with chronic illnesses, provides the Rehabilitation practical programme. Initially the programme has been implemented as an experimental programme. But since 2001 it has been carried out as a verified or state-approved pro-gramme, which has been confirmed by the Council of Experts of the Republic of Slovenia for General Edu-cation.
The programme is intended for all those young peo-ple, who have completed primary school education, but cannot continue regular schooling in secondary school programmes. Likewise, the number of physi-cally impaired young people is increasing, in par-ticular the number of young people with head inju-ries. Students are encouraged to enrol in these pro-grammes through various direction committees. Be-fore a young person arrives to the ZUIM, profes-sional staff members precisely introduce the pro-gramme to him or her and their parents. Young peo-ple and their parents can get acquainted with the pro-gramme on the information day or individually.
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1. Programme content
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The programme consists of several equivalent parts:
• Education;
• Practical work;
• Training work;
• Health, therapeutic, psychological, and other activities.
1.1.
1.1.Education
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Other programmes, such as professional training programmes, do not implement this.
Education takes place in two forms. A special in-ternal education programme comprises adapted contents of Slovenian language, mathematics, and environmental education, and also art, music, and physical education. Special emphasis is given to contents, which young people can use in everyday life, in concrete situations (in shops, in banks, on the garden, etc.). The second part of education takes place in the form of inclusion of young peo-ple in individual subjects from full-time secondary school programmes, which take place in the ZUIM. All students join individual subjects on the basis of their own abilities, capabilities, and inter-ests. A teacher teaching in such a programme must adapt forms of teaching, examination, and evalua-tion of knowledge. “Our mission is training of in particular children and young people with moder-ate and severe mobility impairments, whereas in recent years more children and young people with combined disturbances have been sent to us,” re-lates Zdravka Slavec (1). So it is important to look for new active forms of teaching, examination, and evaluation of knowledge.
1.2.
1.2. Practical work
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Practical work takes place in workshops under the guidance of a work instructor and an art educator. Personal assistants, who offer physical help to physically impaired students, are also included in the implementation of the education and schooling process.
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Students are trained to perform work they can do at home with minimum help from their families, relatives, and others.
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1.3. Training work
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Training workrefers to an individual and a group. Training work is not a theory, but practice. Train-ing for life means improvTrain-ing everythTrain-ing what peo-ple with certain hindrances are able to do in the optimal sense, i.e. within their abilities. Training work comprises oriented and non-oriented free time of a young person. The emphasis is on the development of positive and above all realistic self-image, on the learning of social and communi-cation skills, development of independence, etc.
Young people have a more active role, because they cooperate in planning, in the contents and timing of implementation of individual activities. We jointly define rules, which we all must follow. Dr Rutar believes this is why there are no “prob-lematic” students (2).
But what really matters is that a great part of the training work takes place outside the institution, which means in everyday social and life situations, and in the form of various thematic programmes. This is why we organize camps, weekends, and excursions for students. This is a good way for young people to acquire missing experiences re-quired for life.
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1.4. Health, therapeutic, psychological
and other activities
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Health, therapeutic, psychological and other ac-tivities take place parallel with all other acac-tivities. Young people are included into modern therapeu-tic procedures. Every person is offered the things he or she needs.
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2. Individualized programme
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For every beginner in the first month of education members of the operative team create an individu-alized programme, which includes individuindividu-alized school work, individualized training programme, and other expert activities. Our interdisciplinary team the so–called “operative team” is composed of: educator, teacher, doctor, nursing sister, nurs-ing assistant, assistant, physiotherapist, occupa-tional therapist, speech therapist, psychologist and social worker. The educator prepares timeline of activities for every individual young person. The programme is introduced to parents and we jointly define goals, which will be followed during edu-cation and training of their child. Young people themselves are actively included in the prepara-tion, planning, and follow-up of the individualized programme. At the end of the school term we regularly perform evaluations and manage docu-mentation. Regular follow-up and flexibility are of particular importance in this specific Rehabilita-tion practical programme. It is possible to adapt contents, work methods, tempo of complexity, and finally the duration of the programme. The pro-gramme can last for 6 years maximum, it can how-ever be completed earlier, when the operative team feels the training is no longer necessary. Progress of a young person is what matters the most, and if there is no progress, the training is brought to an end.
Conclusion
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Training of young people in the Rehabilitation practical programme is only the beginning. The country will have to start considering social enter-prises, which are found elsewhere in the world, for example in Scandinavian countries and in the USA.
Literatura / References
1. Slavec Z. (Post)rehabilitacijski praktikum–
nova priložnost za mladostnike po poškodbi glave. Rehabilitacija, 2002: 1(1/2): 59-61.
2. Rutar D. (Post)rehabilitacijski praktikum.
Vzgoja in izobraževanje, 2003:34 (5): 57-58.
3. Kroflič M. Socialna politika v Evropski uniji z
vidika integracije invalidov: zbornik predavanj s simpozija / European Union social policy from the aspect on integration of people with disabilities: report of the symposium (9. No-vember 1998).
4. Neuman Z. Psihologija telesno prizadetih.
(Psychology of the Physically Disabled). Ljub-ljana: Faculty of Arts. Pedagoško znanstvena enota za psihologijo (Psychology Pedagogic Research Unit), 1976.
5. Robert W, Reasoner, Gail Dusa. Razvijanje
pozitivnega samovrednotenja mladostnikov. Priročnik za mentorje. Ljubljana: Inštitut za razvijanje osebne kakovosti, 1999.
6. Pravilnik o smeri in stopnji izobrazbe
