Functional Diversity Management Methodological Guide to the Access of Persons with Disabilities to the

Recognition, Validation and Certification of Skills

AVA - Jour Fixe

Vienna, 13-10-2015

Contextualization

Methodological Guide to the Access of Persons with Disabilities to the Recognition, Validation and Certification of Skills Aims

Accessibility

Functional Diversity Management

Hearing

Vision

Mental Functions – Intellectual

Mental Functions – Mental Illness

Neuromuskular/skeletal and Voice and Speech Functions

Correlation Matrix – Key Competences Referential and Body Functions

Results

Contextualization

The Portuguese System of Recognition, Validation and

Certification (Ordinance n.º 1082-A/2001 de 5 de Setembro, Ordinance

n.º 86/2007 de 12 de Janeiro) aims to recognise, validate and certify skills

developed in formal and informal contexts during a person’s life cycle,

thereby increasing the level of qualification of Portuguese citizens.

Cerebral Palsy Association of Coimbra – APCC works in the area of

recognition of skills with people with and without disabilities and is

specialised in providing technical support to other institutions when dealing

with people with disabilities. It is a local service focused on the individual,

working in close collaboration with the community.

Methodological Guide to the

Access of Persons with

Disabilities to the Recognition,

Validation and Certification of

Skills

Openness and Flexibility

Plurality and Diversity

Widening the interventions

Promotion of the Quality of Life

Individualization of the process

Valuing the acquired skills and competences

Active participation

Support and mobilization

Networking

Attitudinal accessibility

Equal Opportunities/Equality of Participation/Equality of Condition

Conceptual Framework

Aims

To ensure that people with disabilities have the right to formal certification

of the skills developed during vocational training or those related to

personal and professional experiences (formal, non-formal and informal

contexts).

To ensure equal opportunities for people with disabilities in relation to the

processes of Recognition, Validation and Certification of Skills.

To raise people’s awareness with regard to the importance of lifelong

learning.

To promote self-knowledge and empowerment of the individual since he is

the key-actor of the process.

To enhance the profile of employability by increasing the levels of

qualification, particularly in terms of academic certification (4th, 6th and 9th

grade) or secondary education (12th grade).

Reception Evaluation and

Guidance

Recognition, Validation and Certification

of Competences

Personal Development

Plan

Activities and Processes

4th, 6th or 9th Grade Certification

12th Grade Certification

Professional Certification

Levels of Qualification

Resources and

Strategies for

Inclusion

Support products/technical

help

Significant others and attitudes

Services, systems and policies

Accessibility as a requirement for

the inclusion of functional diversity:

Architectural accessibility

Communicational accessibility

Methodological accessibility

Instrumental accessibility

Programmatic accessibility

Attitudinal accessibility

Body Functions

and Structures

Participation Activity

Environmental

Factors

Personal

Factors

Health Conditions

(disturbance or disease)

The International Classification of Functioning, Disability and Health - Practicality of the Biopsychosocial

Model

Interaction between the Components of the Functionality Process

Which criteria can be compromised in a situation

where there is a compromise in a certain body function /structure?

E.g.: fluently may be a problem for people with compromise in their voice and speech by functions but that does not mean that within his functional framework the person does express himself with fluency

What are the strategies (facilitators) to mobilize in

order to overcome the obstacles?

The resource to technical help for face to face communication can be a facilitator to use within the process of recognition and validation presenting itself as

facilitator to participation so it is possible to demonstrate that skill

with the resource of the facilitators that ensure

communication.

Express yourself fluently,

articulating ideas and justifying

opinions.

Hearing Functions

The utilization of the Portuguese Sign Language as the mother tongue in all

questions regarding the Portuguese Language

Adaptation of evidence criteria not demining its complexity – the

adaptation concerns the ways of interaction between the person and the

context

Problem situations must be supported with exemplifications, drama or

schemes or the realizations of practical tasks

All criteria concerning communication via Portuguese Sign language are

possible of being demonstrating trough different and alternative forms of

communication (drama, video, ppt, images, schemas, etc.)

Vision Functions

Adaptation of evidence criteria in order to be demonstrated by Braille and

all material regarding the process must be available in Braille or audio

Software and equipment accessible for people with changes in the vision

function

Manipulable materials and equipments (audio, embossed material)

Mental Functions - Intellectual

Adaptation of evidence criteria not demining its complexity – the

adaptation concerns the ways of interaction between the person and the

context

The formulation of the criteria must be more close to the person life

context and with concrete references to the daily life

The person must be allowed to demonstrate his competences using his

particular and specific way of being, acting and communicating (using

pictoric images to exemplify the criteria “to communicate results of a

project using Portuguese Language”)

Mental Functions - Mental Illness

The operationalization of the process regarding people with mental illness

reports mostly to interpersonal relationships and the affective valorisation

of the process

The criteria that mobilize attention, memory, emotions, perception,

cognition are to be conducted carefully (medication)

They can express difficulty coordinating certain oculomotor movements so

it may be necessary to mobilize technical assistance/ support product

Understand that there is no rigid boundary between the end of "normality"

and the onset of the mental disturbance: there is a continuity either on the

severity of symptoms either on duration

Neuromuskular/Skeletal and Voice and

Speech Functions

More common: paraplegia , quadriplegia , hemiplegic , cerebral palsy

Architectural, communicational and instrumental accessibility

Adaptation of evidence criteria not demining its complexity – the

adaptation concerns the ways of interaction between the person and the

context

The person must be allowed to demonstrate his competences using his

particular and specific way of being, acting and communicating

(communicational software)

The person needs support to be physically comfortable (bathroom, thirst,

etc.)

Medium Time

Total Duration (includes autonomous

work)

Total Duration – In Presence

Sessions of

Recognition

Total Duration - Complementary

Training

Quality Chart 200-600h 25-40h 25-50h

Vision and

Hearing

>600h 70-100h >50h

Intellectual

Functions

Flexible Recognition/Training (in presence

sessions) 150h

Mental Illness Flexible Recognition/Training (in presence

sessions) 150h

Functions related

to Movement and

Voice and Speech

200-840h 25-56h 27-70h

Correlation Matrix – Key

Competences Referential and

Body Functions – Basic Level 9th

Grade

National Results

45

148

201

141

185

0

50

100

150

200

250

2008 2009 2010 2011 2012

Certificates

Graph representing

the % of certified

clients with and

without disabilities

Graph representing

the % of certified

clients with disabilities

by level of qualification

Graph representing

the % of prevalence of

specific disabilities

among clients

171 certifications clients disabilities

APCC Experience: Stakeholders Focus Group

Mental Illness

Adults

Constraints: difficulty in developing the activities at the hospital, lack

of ability to concentrate, difficulty in maintaining the confidentiality

of the work done

"... put in memory and stay there!”

"I had a hard time concentrating on the study because of all the lights and

curiosity of people around here ....”

APCC Experience: Stakeholders Focus Group

Mental Illness

Professionals

Constraints: Institutional and political/strategic

"There are no educational responses because they are sick ...”

Capital gains: training autonomy skills, increased educational

qualifications, positive reinforcement for the rehabilitation process

"They felt valued, even in the training in public transportation ...”

APCC Experience: Stakeholders Focus Group

Mental Illness

Adults

Capital gains: computer skills, socialization, learning, perception of

independence

"I also did not leave the hospital unless with my family, but now I go alone”

"The computer ... everything!”

"I learned about equipments, health, I also learned a bit of economy. All

these themes."

"Active Inclusion - Active inclusion of young people with disabilities or

health problems " was the study conducted by the European Foundation

for the Improvement of Living and Working Conditions (Eurofound) which

analyzed the situation of young people with disabilities or health problems

in 11 countries (Denmark , Finland, France , Germany, Ireland , Netherlands,

Poland , Portugal , Spain and the UK) .

This inclusive experience was identified as an example of good practice

regarding the integration of people with and without disabilities. The study

highlighted the fact that APCC provided an inclusive service that was

directed at all citizens, particularly those who are disabled and therefore

face barriers when it comes to training and employment, and considers that

the rights of people with disabilities were guaranteed and community

outreach was promoted.

Gains

Ensured that people with disabilities or in disadvantage are entitled

to formal certification of skills acquired during training processes or

from personal and/or professional experiences (formal, non-formal

and informal contexts)

Guaranteed equal opportunities for people with disabilities or in

disadvantage regarding the access to the process of Recognition,

Validation and Certification

Promoted the awareness of people with disabilities or in

disadvantage regarding to the importance of life long learning

Promoted self-knowledge and empowerment of the individuals as

they are the key players in this process

Improved the employability profile of the population with special

needs by raising their qualification´s level, especially in terms of

academic certification (4th , 6th , 9th and 12th grade )

The process oriented the client towards the future by concluding

with a Personal Development Plan

Promoted the self-determination of people with disabilities and

people in situation of disadvantage

Promoted the recognition by the local community of the needs of

people with disabilities since it was an integrative project that

worked with ALL citizens

Gains

Functional Diversity Management Methodological Guide to the Access of Persons with Disabilities to the Recognition,

Validation and Certification of Skills

dora.redruello@apc-coimbra.pt