Increasing Employability of Disabled People Tutor s Note. Engellilerin İstihdamının Artırılması Eğitici Notları

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1 Bu proje T.C. Başbakanlık DPT AB Eğitim ve Gençlik Programları Merkezi Başkanlığı ( ) Gençlik Programı kapsamında ve Avrupa Komisyonu'ndan sağlanan hibeyle gerçekleştirilmiştir. Ancak burada yer alan görüşlerden AB Eğitim ve Gençlik Programları Merkezi Başkanlığı veya Avrupa Komisyonu sorumlu tutulamaz. This project was funded by T.R. Prime Ministry State Planning Organization Center for European Union Education and Youth Programmes, Lifelong Learning Programme under Leonardo da Vinci, ( and European Commission. This publication reflects on the views only the authors and the Center for European Union Education and European Commission cannot be held responsible for any use of which the information may contain therein.

2 Increasing Employability of Disabled People Tutor s Note Engellilerin İstihdamının Artırılması Eğitici Notları Invalīdu nodarbinātības uzlabošana Pasniedzēja piezīmes Увеличаване на работните места на лица с увреждания Бележки за инструктора Dear Tutor, This manual has been prepared to inform the trainers who will teach the course on Disabled People and Employment for the Increasing the Employment of Disabled People within the scope of Leonardo da Vinci Project. Değerli Eğitici, Engelliler ve İstihdam dersini, bu dersi verecek eğitimcilere tanıtmak için hazırlanmış olan bu rehber, Engellilerin İstihdamının Artırılması isimli Avrupa Birliği, Leonardo da Vinci projesi kapsamında tasarlanmıştır. Cien. Pasniedzēj, Šī instrukcija ir sagatavota, lai informētu pasniedzējus, kas pasniegs kursus ar nosaukumu Invalīdi un Nodarbinātība par tēmu Invalīdu nodarbinātības uzlabošana Leonardo da Vinči Projekta ietvaros. Уважаеми инструктори, Настоящият наръчник е изготвен за информиране на инструкторите, които ще проведат курса за лица с увреждания и заетост за Увеличаване на работните места на лица с увреждания в рамките на проекта Леонардо да Винчи. Sakarya, Turkey,

3 Seyhan FIRAT Mahmut HIZIROĞLU (Authors) (Bölüm Yazarları) Editors (Editörler) Prof. Dr. Recai COŞKUN (Türkiye) Prof. Dr. Marga ZIVITERE (Latvia) Prof. Dr. Svetlana ALEXANDROVA (Bulgaria) Designer (Tasarım) Yusuf DUMANOĞLU (Turkiye) Project Number: LLP-LdV-TOI-2007-TR-039 Aija-Laura ZIVITERE Ralitza PANDURSKA Six institutions has been cooperated in preparation, execution and implementation processes. Aşağıda belirtilen 6 kurumun işbirliği ile bu proje hazırlanmıştır. Bu kurumlar: Šī projekta sagatavošanas, izveidošanas un ieviešanas procesā sadarbojušās sešas iestādes. Шест институции участваха съвместно процеса на изготвяне, изпълнение и реализация. Sakarya University Project co-ordinator (Proje Koordinatörü) Information System and Management Institute, Latvia, University of National and World Economy, Bulgaria, Turkey Disabled s Education and Solidarity Foundation (Türkiye Özürlüler Eğitim ve Dayanışma Vakfı), Republic of Turkey Ministry of Trade and Industry Small and Medium Enterprises Development Organization (Küçük ve Orta Ölçekli İşletmeler Geliştirme ve Destekleme İdaresi Başkanlığı), Sakarya Chamber of Commerce, Turkey (Sakarya Ticaret ve Sanayi Odası, Türkiye) ISBN: Published by Sakarya University,

4 Distance Learning Course Uzaktan Eğitim Dersi Tālmācības kursi Disabled People Engelliler ve Invalīdi un and İstihdam Nodarbinātība Employment Tutor s Note Eğitici Notları Pasniedzēja piezīmes Дистанционен курс за обучение Лица с увреждания и заетост Бележки за инструктора Contents İçindekiler Saturs Съдържание Tutor s Note 1. Scope of the course Aim of the Course Duration of the Course Target Groups Learning Method Helpful Hints for Trainers Literature about the Course Notes Useful Links Conclusion Eğitici Notları 1. Dersin kapsamı Dersin Amacı Dersin Süresi Hedef Gruplar Öğrenme Yöntemi Eğitimci İçin Faydalı Olacak İpuçları Ders Notları Bölümleri İle İlgili Literatür Faydalı İnternet Bağlantıları Sonuç

5 Pasniedzēja Piezīmes 1. Kursā tiek ietverti zemāk norādītās nodaļas: Kursa mērķis Kursa ilgums Mērķa Grupas Mācīšanās Metode Noderīgi padomi pasniedzējiem Literatūra, kas attiecas uz Kursa piezīmēm Noderīgas Saites Noslēgums Бележки за Инструктора 1. Курсът включва следните глави: Цел на курса Продължителност на курса Целеви групи Метод на обучение Полезни съвети за инструкторите Използвана литература за курсовите бележки Полезни интернет връзки Заключение

6 Increasing Employability of Disabled People Distance Learning Course Disabled People and Employment Tutor s Note 1. Scope of the course Aim of the Course Duration of the Course Target Groups Learning Method Helpful Hints for Trainers Literature about the Course Notes Useful Links Conclusion

7 1. Scope of the course The course includes the chapters below: Introduction Part I 1. Implemented Politics on the Employment of Disabled People in Turkey, the Responsibilities of the Employers and Promotions by the State 2. European Union Policies Concerning Disabled People 3. Categories of Disability and Professional Life 4. Reality of Disabled Family in Turkey 5. Obstacles that Disabled People Faced in Adopting Social Life and Getting a Profession 6. Employment Obstacles Faced by Disabled People 7. Employment of Disabled People and Inter-Institutional Cooperation 8. Work-Place Design for Disabled Clients and Employees Part II 1. Case 1: Foundation of Physically Disabled People and Happy Disabled Call Center Help Project 2. Case 2: Their Stories Narrated by a Volunteer 3. Case 3: A First Person Story 4. Case 4: The Foundation of Bizimköy (Our Village) Production Centre for the Disabled Result and Evaluation 6

8 Disabled People and Employment course s notes are composed of 8 chapters, 4 case studies and result and evaluation parts. Content of the course includes different subjects like strategies to increase the awareness about the solution ways concerning the disabled people s problems, special needs of the disabled people in professional life, helping people change their approach positively to disabled ones, evaluating the national and international legal arrangements concerning the disabled people. The course aims to discuss different dimensions of the subject, so the subject matter of the course; so it would become easier to understand in course format. This course primarily forms the conceptual frame of the disability and disabled people. Then, the employment policies concerning the disabled people in Turkey and European Union will be analyzed in depth. During the analysis, legal documents and arrangements of the related institutions operating either in Turkey or in the European Union will be used as course materials. In parallel with legal arrangements, following chapters include the responsibilities of the employees and the promotions by the state, disabled people s rights for access to employment, obstacles that disabled people faced in adopting social life and getting a profession and finding a job. Subsequent chapters discuss the problems of disabled people to adopt the social and professional life, the problems in social and inter-family relations, and responsibilities of the related institutions to find solution ways. Then, in order to in depth understanding of the subject matter; the case studies have been discussed. Thanks to the course the students will; Understand and evaluate the developments and changing in the field of employment policies and disabled people s integration to social life both in Turkey and EU, Develop information and strategies on social lives and employment of disabled people, 7

9 Have a new perspective about how to relate and cooperate with different segments of society and socially disadvantageous people better, Gain awareness about the disability problems both in national and international levels. Amid the changing economic competitions, the employers could take advantage of employing a disabled person. The students will grasp that a disabled person could work more efficient than a normal person in some fields. But, it is a fact that employers have generally negative feelings towards disabled people. Findings of a field study about the approach of the employers toward disabled persons are presented in the package. The report of the field study will be discussed in detail in order to help students; To master the subject and terminology, To evaluate the perception of the employers about employing a disabled person and determinant factors of this condition, To understand the benefits of employing a disabled person for an employee. At the same time, the students will have the skills like: Observing and analyzing the real situation, Understanding different people, Defining different problems and setting goals. During the course, different categories of disability will be talked. The students will have an ability and understanding about how to relate with disabled people, about their needs and problems and about the role of the authorized institutions to position disabled persons as economic actors in society. 8

10 After reading and discussing the related chapters in the course notes, the students will have knowledge about; Basic characteristics of the different categories of disability, How to approach towards disabled persons, How to design and organize the workplaces of the disabled persons, The responsibilities of governments and authorized institutions to include disabled persons in society as economic actors. Thanks to this, the students will have skills like; Being able to make interviews with disabled persons, Understanding them better, Being able to share their values. Having an ability to connect with disabled persons and managing their problems more professionally will become functional; when the governments, NGO s that bring together employers, worker s representatives, trade unions, unions and foundations of disabled persons cooperate together. International Labour Organization (ILO) promotes related institutions in this matter. Thanks to the discussions and course notes, the students would have an ability and knowledge to develop ideas about possible social partners of the disabled people in local, national and international level in order to make cooperation with employers. In this respect, it will be easier to find the related institutions and organizations in order to take advices and counseling about the management of the disabled persons in work places. In this framework, it would be easier to evaluate that which problems of the business life could be solved with the help of this institutions and organizations. At the end of the discussion about the related chapter, the students will develop skills and have knowledge like; The partners that would make cooperation about disabled people, 9

11 Cooperation ways and methods, Role of the education factor in employment. The students who gained the knowledge mentioned above will have ability; To develop new strategies to make cooperation, To make new plans for cooperation, To make planning for advertisings, campaigns and other initiatives, To reach different resources. 2. Aim of the Course The main aim of the course is to help disabled people getting a job to be included in social life and then to gain them required professional knowledge and skills to stay in work and advance. 3. Duration of the Course Every person has his/her own peculiar learning style. For this reasons, duration of the learning process changes according to persons. However, the content of the course is prepared supposing that it will be lasted for 14 weeks. That is to say, it is suggested that the trainer will lecture one topic every week in 14 weeks duration. Because of this course has been prepared based on the distance learning method, there are some advantages in favor of the students. The content of the course will be loaded to the distance learning program weekly. But, if the content of any chapter is founded insufficient by the trainer, the trainer could make attachments. Apart from that, some chapters could be complicated for some students. In this case, the trainer could make a decision to simplify the topic and eliminate some titles. It should be kept in mind that course notes which have been enriched with case studies will need to be updated in time. 10

12 While making necessary updates, the trainer have the right to simplify the topic or deepen it. 4. Target Groups This has been prepared to be presented as a selective master course in the fields like social services, social politics, professional relations, educational sciences for graduate studies. The course is prepared to contribute the existent employers and directors as well as students. Apart from that, the content of the course will be beneficial both for the persons who give services in rehabilitation centers for disabled people professionally and the directors and experts of the related NGO s. 5. Learning Method The method of the course is determined as distance learning method. An inexperienced trainer could also apply this method. The books about learning and teaching methods listed below are suggested for both the experienced inexperienced trainers: Corder, N., Learning to Teach Adults: An Introduction, London and New York: Ruotledge, Implementing and Managing Flexible Learning: Role of Tutor, London: Pitman Publishing, Tutors Toolkit: An Open Learning Resource for First Time Tutors, Cambridge: National Extension College, Distance learning has advantages as compared to traditional classroom learning because it enables the students to reach the course whenever and wherever they want to learn. Because of the students don t have an obligation to attend the lectures at a particular time and place; the learning process could be expanding to a longer time period. The students will be responsible from 11

13 their own studies. But, it should be kept in mind that the trainers have to support the students along the learning process. The trainer should consult the students to access the necessary information. 6. Helpful Hints for Trainers Listed below are some advices for the trainers to make distance learning courses more effective of. In this framework, there are some explanations about the trainer s duties and responsibilities. What are the duties of the trainer? The duty of the trainer is not only giving a lecture. At the same time, it is expected him/her to guide and orient the students. The trainer should present a definitive introduction at the beginning of each lecture. The trainer should prepare a creative introduction to encourage students to think, read, research and solve problems in accordance with the subject matter of the course. In this way, the student will understand that reading the course notes is not sufficient to learn the subject. The trainer should enable and promote students to converse the discussion questions at the end of each lecture. The trainer should also promote students to discuss the chapters including case studies. General Trainer Responsibilities Preparing and presenting an introduction seminary either will be realized in virtual space or face to face at the beginning of the course, Introducing himself/herself and explaining that the responsibility of the course belong to him/her on distance learning platform, giving the 12

14 necessary information about the course like response papers, examinations and grading after the registration process completed, Explaining the vital importance of the introduction seminary and the obligation to attend the seminary for efficiency of the future lectures, Establishing good relations with students in order to discuss the topics without hesitation. (The trainer could determine the communication way with students via the , phone call or face to face interviews- it is based on trainer s choice. While determining the communication way, the trainer should keep in mind the special cases of students.), Electronic communication should be preferred while handing out the course materials. The trainer should participate to the evaluation in person. Evaluating the studies of the students and making feedbacks has a prominent value in making the learning process effective. The trainer should rebuild professional relations with students. In this regard, the trainer should support the students intellectually, not emotionally. First Meeting with Students First meeting with students should be realized during the introduction seminary. The introduction seminary could be organized either in virtual space or in a hall of a university or an education center as a face to face meeting. First meeting is very important. Because it will be the first coming together with students and first impressions are very important for the future lectures. Introducing yourself to the students is very critical. So, you should prepare a presentation that introduces yourself to the students. It would be a good idea to talk about your experiences and special skills as well as your professional expertise. The students should respect to your advices and to your style of responding to complex questions. This is your ability to gain respect of them. 13

15 Besides, you should emphasize that no one know everything, even if you are an expert of your field. You remember that some students could be more experienced and more informed in than you. Apart from this, you can state that some of your colleagues have expertise in different fields and the students also can apply to them in order to take support. You certainly specify your contact information on the homepage of the course. The students also have problems with administrative affairs and could apply to you for your help. In this case, you should explain that what you are doing is teaching them and then orient them to the staff of the administrative office. You inform the students about how they could reach to the resources about the subject matter and to the related institutions and libraries. Basic Characteristics of Students You keep in mind that the adults who follow the distance learning program are certainly different from the students who get formal education. Basic characteristics of students of distance learning programs could be described as follows: Most of the students take the courses and working seriously. Some of them could have still a professional life. In this case, they know their needs and aim at practicing the knowledge they took in their professional life. Distance learning program is an opportunity for them to improve themselves. For this reason they have high expectations. The students who have a professional life aim at having a better career, improving their economic status, having higher wages and developing their social status. The students who are unemployed also want to have a good job. No matter in which category they are included, the students who want to have a better living conditions believe that it is possible with getting a good education. 14

16 Whatever the reason might be, if their expectations are not met, they feel disappointed. Therefore, they the trainers should fulfill the expectations of the students. Helping the student at the right time would prevent the possible problems along the learning process. Possible Problems along the Learning Process 1. Occupational problems Job change Taking part in specific projects, business trips Occupying with other courses and other activities Second jobs 2. Educational problems Deficiencies in understanding the concepts and theories Incompetence to value the leisure time and unwillingness to discipline him/herself to study Not to prepare sufficiently for the exams and not to understand the questions of the tests 3. Personal Problems Getting ill of the student or his obligation to take care of someone else's patience Pregnancy of a married student or wife of a married male students pregnancy problem Financial problems Emotional problems Moving the house 15

17 It would be helpful to know the basic characteristics of the students enrolled in the distance learning program and to support them considering the possible problems in the educational session. In this way, they would feel themselves as part of a collective and will be more ambitious to attend the courses. Despite the fact that even if they support the students in all spheres, there will be naturally some students who will not attend the courses regularly or withdraw the course or be unsuccessful. In this case, the students have the right to withdraw from the course or to repeat the course. It will be fair to give them a right to repeat the course in next semester. The underperformance of the student during the previous semester should not be determinant over the next semester. This should be reminded that it can be resulted from many different reasons like professional or personal problems. Besides, the trainer should keep in mind that a student has the right to withdraw the course or not to repeat the course. In this case, the trainer should inform the student about contacting with the system administrator. The role of the trainer is to support psychologically the unsuccessful student who wants to withdraw the course and to encourage him/her to continue the education. Supporting Unsuccessful Students It is important to support the students and making presentations interesting in order to accelerate their performance improvements along the education process. It can be useful to support unsuccessful students by making face to face interviews or providing consultancy by . During the consultancy, the trainer should find favorable to encourage them. In case of need, the trainer can ask for support to another trainer to help unsuccessful students. Examinations It is very critical how to evaluate the examinations of the students who enrolled in a distance learning program. It would be appropriate to make 1 16

18 midterm exam, 1 final exam and to give 2 response papers. A remarkable proportion of the grading could be determined by the papers. It would be appropriate to realize midterm exam in virtual space and to organize final exam in a hall of an education center at the same time for all students. The response papers should be announced via the and should be submitted to the trainer by again. The trainer should promote the students to submit their midterm exams in time. But, in case of a personal excuse, the deadline could be extended. If the student could not be able to submit his/her answers in time, s/he should allege an excuse. With the approval of the trainer, a new deadline is decided. The student has to submit the answers until decided deadline. It should be reminded that the students have to answer the questions themselves. It is appear that when they answer the questions of the midterm exams themselves, they are able to be more successful in final exam. If there is a plagiarism, the answers will not be accepted by the trainer. It is natural to benefit from other resources. But, when they utilize other resources, they have to refer to the resource they used and they have to make their own interpretations and additions. If there is a student who make plagiarism during the examination; the trainer should make an interview with him/her and explain that it is a big problem. Then, the trainer should demand him/her to prove that the questions are answered by him/her. If the student could not prove this, the trainer should inform the program coordinator about the situation. Evaluating the Examinations The mission of the trainer is to read the answers of the midterm exams carefully and to feedback the students with an electronically-prepared form. Because of the final examination is suggested to be realized in virtual space; 17

19 the examination results should be announced also by . Using a similar form and making interpretations to the answers is important for students. Interpreting the Examinations The trainer has to interpret the examinations while grading them no matter it is midterm or final exam. While making his/her interpretation, s/he should be encouraging and promoting without lowering the student. For example; the statements like you answered the question quite good... I liked your interpretation... will be honored. It is necessary to avoid from general statements. For example; such an answer is not effective: The student handled the matter here... The trainer should make positive criticisms. If the student is still unsuccessful, the trainer should explain the deficiencies of the student. Instead of making only an outcome evaluation, the detailed feedbacks that evaluate all the questions in detail and interpret the answers can be more effective over the student. The trainer should send his/her grading and interpretations at most in one week after the submission date. If a student object to the exam result, it would be fair to evaluate the exam again by another trainer. Feedback A reliable feedback is very important for both the trainer and the students. The content of the course, the quality of the course materials, the education process and evaluation of examinations would be more improved in this way. For feedback, the trainer needs to prepare an evaluation form. The main duty of the trainer is to explain the importance of filling the evaluation forms and sending them back to the trainer. 18

20 The trainer should send the photocopies of the forms to the people who organize the lessons and to the experts who prepares the course materials. In this way, the quality of the educational process could be improved. The feedbacks by students should be under the light of criterias listed below: It should be constructive (should not be negative criticism and should have a purpose) It should be objective It should be definitive It should be useful It should be made in time It should not be rhetorical or it should not include ambiguous statements It should be persuasive and it should not be fictitious. Utilization of the Course Material Course materials have been prepared as on-line resources. These resources are composed of course notes, PowerPoint presentations and video records. But, the package is available in CD format and hard copy. The students should be encouraged that they have the right to choose the best method in accordance with their learning style. This choice is based on their past experiences, learning styles, skills, daily habits and perceptions of distance learning method. Special conditions and psychological factors are also an important variable for this choice. Every student should have a personal user name and a password to access the on-line package. The way to use the distance learning program is based on how the system has been designed. The students could learn to use the system 19

21 by trial and error. But, the trainer also should support the students to teach the system. 7. Literature about the Course Notes The books, articles and other materials are listed below concerning the course content. Naturally all resources specified are not required readings. But, these could be used as reference sources in case of need. The resources listed below could be useful when a student needs to make a research in depth. Chapter 1: Applicable Policies Regarding The Employment Of Disabled People In Turkey; Obligations And Incentives That These Policies Introduce For Employers Aktaş, Canan vd (2004), Türkiye Korumalı İşyerleri Araştırması, Öz-Veri, Cilt:1, Sayı:2, Ankara, s: Akyiğit, Ercan (2005), Yeni Mevzuata Göre Hazırlanmış İş Hukuku, Seçkin Yayınevi, Ankara Baybora, Dilek (2006), Çalışma Hayatında Özürlülere Karşı Ayrımcılık, Sosyal Siyaset Konferansları, 51 Kitap, İstanbul, s: Çelik, Nuri (1998), İş Hukuku Dersleri, Beta Yayınları, İstanbul Erdiken, Behram (2005), Anadolu Üniversitesi Engelliler Yüksekokulu ndan Mezun Olmuş İşitme Engelli Öğrencilerin İstihdamı, İş Durumu ve Ayrımcılık, Öz-Veri, Cilt:2, Sayı:1, Ankara, s: Hasırcıoğlu, Abdullah (2006), İşverenlerin Özürlü İstihdamına Yaklaşımı (Sakarya Örneği, Basılmamış Yüksek Lisans Tezi, Sakarya Üniversitesi Sosyal Bilimler Enstitüsü 20