Note: reserved for the project 'Samen naar school' (NSGK) until February 22, 2016. If there are still free spaces after February 22, open registrations are still possible.
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Mission of the trainingThe training is based on three frameworks:
(1) the principles of the UN Convention on the Rights of People with Disability;
(2) Quality of Life principles of Schalock (Petry, Maes & Vlaskamp)
(3) the Capability approach (Nussbaum).
These frameworks are also valid for children with very complex and intense support needs but may require a more vigorous energy in their implementation. All children are capable to learn, if they receive the necessary support in order to realize a learning environment. The UN Convention also states the right to an inclusive learning and living environment. In Anglosaxon literature these children are mostly called “PIMD” (profound intellectual and multiple disabilities); in French “polyhandicapés”; we want to introduce the term CISN, in order to stress the needs side and the potential for growth.
Why this training?
The training wants to empower people and to reinforce caregivers, professionals or not, in their capacities to support children with CISN to develop their capacity to learn, and to set up meaningful learning environments, which facilitate maximally participation to society. We want to elicit capacities and values, in order to fulfil their work with an even greater motivation.
Research has shown (Maes,2014) that children with PIMD (profound intellectual and multiples disabilities), with very few exceptions, are capable to learn, and should be activated more. The support staff needs more time to reflect on their own actions and how children can be supported in this way. Recent research showed that supporting staff should be encouraged to have more time and attention to interaction and the learning processes of children (Neerinckx, 2015).
Professionals, in experiencing time pressure, run a risk of becoming overburden, and becoming burn-out . Therefore, they need more suggestions, in order to know more concretely how they can deal with children in a different way and organize their work differently.
Target group students
- Mainstream and special education staff
- personal assistants daily living,
- support staff,
- medical & rehabilitation staff,
- representative organizations for the disabled,
- vocational training staff at secondary and continuous professional development level
… everybody who is involved with children with complex and intensive support needs.
 In Anglosaxon literature mostly called “PIMD” (profound intellectual and multiple disabilities); in French “polyhandicapés”; we want to introduce the term CISN to stress the needs side and the potential.
We want to take into account the following requirements:
- Motivation for learning
- Feeling involved or having an interest in supporting children and young adults with CISN
- Being able to apply or practice the training content
The level of education or degree of the students is not part of the requirements because an interdisciplinary context is the ideal learning context. Of course an inclusive learning approach is an essential part of the course. Learning tasks will be differentiated based on learning styles of the students. For example: for the preparation assignment the students can choose between an observation of a child, watch and reflect on a video, read an article, …. During the following contact sessions, students can give feedback in learning groups to each other, or the assignment can be discussed in the group.
The training can be organised:
- On an interprofessional level (different profession) with students from different or the same organisations
- On a intraprofessional level(same profession) with students from different or the same organisations
- In-service/in-company or extramural
- To raise awareness that it is possible and worthwhile to activate children with complex and intensive support needs (CISN) and creating a shift of mind in this sense.
- To enhance the quality of support as well as contribute to de-institutionalisation and inclusion,
- To promote the quality of life-framework in supporting the development of children and young adults with complex intensive support needs (CISN)
- To stimulate social and educational participation, facilitate activities, learning and development;
- To increase self-efficacy of parents and professionals supporting children and young adults with CISN
- Increase the motivation, fun, satisfaction and inspiration in supporting children with CISN, in order to prevent burnout and empowering professionals and parents
- To enable QOL of children with CISN through the focus on meaningful learning.
- To explore and create individual learning curricula for children with CISN
- To provide a framework, plan for action and toolbox for professionals in special and mainstream schools or care centres for children with CISN
- To promote a standard for guidance/support which provides enough space for individual differences and approach
Competences are described for each module
This pilot is a basic stand-alone training consists of 6 modules. Eventually the modules corresponding with 64 – 90 hours or 3 credits (within ECTS). Each module consists of minimum 10 hours (preparation time, contact hours, deepening or reflection time), of which a minimum of 4 contact hours.
Because it is a pilot, different time per module.
Pilot April (QoL Centre in the Netherlands - Villa Wijhezicht):
Module 1 & 2: preparation time (8 hrs), contact hours (8 hours divided over two days), deepening or reflection time (8 hrs)
April 6th & 7th: 09.30h - 14.30h. It's possible to stay after class for the deepening or reflection time.
Trainers: Mia Nijland, Inge Kroes, Rianne Kleine Koerkamp
Module 3 & 4: preparation time (8 hrs), contact hours (8 hours divided over two days), deepening or reflection time (8 hrs)
April 13th & 14th: 09.30h - 14.30h. It's possible to stay after class for the deepening or reflection time.
Trainers: Mia Nijland, Inge Kroes, Rianne Kleine Koerkamp
Module 5 & 6: preparation time (8 hrs), contact hours (8 hours divided over two days), deepening or reflection time (8 hrs)
April 25th & 26th: 09.30h - 14.30h. It's possible to stay after class for the deepening or reflection time.
Trainers: Mia Nijland, Inge Kroes, Chantal Geerdink, Esmeralda Rietberg
Pilot May (QoL Centre in the Netherlands - Villa Wijhezicht):
Preparation time for the whole week: 8 hours
Module 1: 4 contact hours
May 17th: 09.30h - 14.30h
Trainers: Mia Nijland, Rianne Kleine Koerkamp
Module 2 & 3: 6 contact hours (in 1 day)
May 18th: 09.30h - 16.30h
Trainers: Mia Nijland, Chantal Geerdink, Esmeralda Rietberg
Module 4 & 5: 6 contact hours (in 1 day)
May 19th: 09.30h - 16.30h
Trainers: Mia Nijland, Inge Kroes
Module 6: 4 contact hours
May 20th: 09.30h - 14.30h
Trainers: Mia Nijland, Esmeralda Rietberg
Deepening or reflection time over the whole week: 8 hours
For the evaluation of each student and their personal objectives, assessment takes place in different ways on different moments:
- at the start
- after module 3
- follow up session
2. Ongoing assessment:
- Sharing, discussing, reflections and input during the sessions,
- Preparation and deepening assignments, …
3. Final assessment:
- A presentation of the actions taken and the insights and learning effects arisen from the training. Conform the Universal design learning there is a choice of presentation modality: powerpoint, video, vodcast, paper, artwork, …
Price and registration
Instead of the regular fare, there is a special pilot price (cost-effectively)! Both pilots in April and May in the Netherlands, costs €750,- per person (excluding VAT). You have to buy your own teaching materials (about €150,-). After registration you will receive an email with payment details. The registration is final after payment.
Note: reserved for the project 'Samen naar school' (NSGK)
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