Asperger syndrome is a developmental disability on the autism spectrum. It is characterised mainly by difficulties with social interaction, communication and some cognitive processing difficulties, which include executive function, sensory perception and the ability to comprehend the perspective of others. The presence of idiosyncratic interests is also a characteristic of Asperger syndrome. National Autism Indicators Report: Transition into Young Adulthood study from the USA from 2017 found that fewer than 20 percent of college students with autism had graduated or were even on track to graduate five years after high school. A similar study by Arbeidsinstituttet Unginvest (2018) found that 1/3 of the dropouts had psychological issues as the reason for quitting school, and quite many of these had a diagnosis like Asperger. Adolescence is recognised as a time of acute vulnerability during which people with Asperger syndrome become more prone to develop depression and are at increased risk of suicide (Davies, 2005; Konza, 2005). Interventions to promote resilience and improve student’s quality of life is recommended (Davies, 2005). Therefore there is a clear need in initial VET for educating the trainers about how to successfully manage a student diagnosed with Asperger syndrome. Objectives: Develop, test, implement and evaluate a training package and toolkit for trainers in initial VET to make sure students diagnosed with Asperger syndrome will receive the appropriate approach by trainers and staff. 1. Educate trainers and staff in dealing with students in initial VET diagnosed with Asperger 2. Minimize differences in learning outcomes in initial VET between young adult neurotypical students and those diagnosed with Asperger syndrome Secondary objectives: - Contribute to enhancing the completion rates in initial VET of students diagnosed with Asperger - Increase Teacher’s and staff’s awareness of cultural differences in Europe and how different systems provide relevant support and teaching - Provide state of the art strategies for trainers that have transferability to other student categories as well. - Provide support for students in initial VET diagnosed with Asperger syndrome by training trainers so they can do a better job and reach the target group Participants: Trainers, social workers in education. Students diagnosed with Asperger Results envisaged: - A training pack for trainers in initial VET on students with Asperger syndrome - Pilot test of the developed materials - A user guide to Asperger students - Didactic guidelines and curriculum outline - Short term mobility train the trainers' course for trainers - Multiplier event in most partner countries - Participants will learn how to organize and conduct a proper multiplier event - Partners will contribute to a greater understanding and responsiveness to being different, plus social and cultural diversity in VET - The project will also raise awareness and contribute to a social dialogue about how not reaching those diagnosed with Asperger in VET can lead to social exclusion - Better understanding in general of practices, policies and systems in education and training across countries - The project will result in the creation of new Erasmus+ projects- either KA2 or KA1 or even within the Nordplus field with key partners and new partners - More positive attitude towards the European project and the EU values since some partners are new to EU projects - Increased understanding in VET of the complexity of the approaches that have to be adopted when working with young adults diagnosed with Asperger syndrome - Participants have an increased understanding of the elements that must be in place if those diagnosed with Asperger syndrome shall succeed in VET and on the job market. Methodology The strategic partnership uses a collaborative, action-based and stakeholder-empowering methodology, using mixed methods of data collection and analysis. The project has been designed to use methods which will foster practical, real-world outcomes. Long time benefits for target groups: -the project intends to enhance trainers professional competence in order to decrease the number of students diagnosed with Asperger who quit initial VET education before graduating -Increased opportunity for Asperger students to finalize their education -Increased chances for them to enter work life -Via the internal and external dissemination, it will generate social awareness that will increase understanding and eventually lead to a permanent change in attitude and practise.
Inclusion is a basic principle in the Norwegian and partner’s school system and builds upon the United Nations Educational, Scientific and Culture Organization’s (UNESCO) recommendations found in the Salamanca statement from 1994, where inclusion of all is the norm. We wanted to achieve the following: Develop, test, implement and evaluate a training package and toolkit for trainers in initial VET to make sure autistic students will receive the appropriate approach by trainers and staff. 1. Educate trainers and staff in dealing with autistic students in initial VET 2. Minimize differences in learning outcomes in initial VET between young adult neurotypical students and Autistic. 3. Make concrete tools usable for the school and teacher The secondary objectives were: - Contribute to enhancing the completion rates in initial VET of autistic students - Increase staff’s awareness of cultural differences in Europe and how different systems provide relevant support and teaching - Provide state of the art strategies for trainers that have transferability to other student categories as well. - Provide support for autistic students in initial VET by training trainers so they can do a better job
As we know up to 60 % of Asperger diagnosed are outside the job market- so Inclusion is the main priority. (Brussels committee 5. nov 2019) Then within the initial VET it is essential to secure access to education for Asperger by adapting the way we meet them by professional development of trainers and staff in VET (and NGO). In this application, the term “Asperger” refers to persons who do not have an intellectual disability in addition to their diagnosis and who could be in a position to take part in ordinary work life given the right support and adapted education. However, we have chosen to move away from the term Asperger after both Autsim Europe and Autismeforeningen asked us to use the term Autistic students to reach a broader group of the same characteristics. Our project also focused on Europe 2020 headline targets on education: the decrease of early school leaving (ESL). For youth on the autism spectrum, early school leaving is more frequent. According to Eurostat, the number of youngsters aged 18-24 who quit school with a lower secondary education level at most was around 25% for people with disabilities, and 12,4% for others. In the application we refered specifically to Asperger, but we changed to Autistic students.