Power Point Presentation Social Integration Services Program Direction

Power. Point Presentation Social Integration Services Program Direction de la formation générale des adultes (DFGA) Ministère de l’Éducation, du Loisir et du Sport (MELS) June 2006

Social Integration Services Program CLIENTELE The Social Integration Services (SIS) program is designed for adults with persistent and significant learning and social adjustment difficulties. These adults with little or average education have serious shortcomings in the exercise of their social roles in their personal, social, school or work life. They have little or no autonomy in taking charge of their lives and need assistance to prepare themselves for everyday living. 2 SIS Presentation – DFGA – MELS 2006

Social Integration Services Program Historically, the persons served by adult education centres under the SIS program had intellectual handicaps or mental health problems. In recent years, however, clienteles with other characteristics and different social integration training needs have benefited from these services: Persons having experienced cranial trauma Persons with aphasia Persons with serious social maladjustments Street youth Persons with significant psychosocial difficulties Persons with one or several physical or sensory deficits 3 SIS Presentation – DFGA – MELS 2006

Social Integration Services Program This change in clientele, combined with new needs and realties related to social integration, has led those involved in adult education to make numerous modifications to the services offered and to explore innovative means of ensuring the success of training projects available to these new clienteles. The educational work with these adults poses an interesting challenge, but also requires some reconsideration and adjustments. 4

Social Integration Services Program Admission criteria for the SIS program Characteristics of adults enrolled in SIS: • continuing serious difficulties in learning and social adjustment • suitability for teaching/learning and an approach favouring group work • learning needs in the realm of everyday living and the autonomous functional ability to fulfill their social roles • commitment to becoming socially integrated • appropriate guidance and support in their learning process by partners with connections to the adults’ respective environments Adults are not admitted to the SIS program because of impairments or limitations affecting them, but because of the difficulties and social disadvantages experienced by those adults. 5 SIS Presentation – DFGA – MELS 2006

Social Integration Services Program • Definition of social integration: A complex operation leading to the exercise of adult social roles, in their concrete, functional aspects, with respect to the spheres of personal, social and school life, and with respect to work. 6 SIS Presentation – DFGA – MELS 2006

Social Integration Services Program Personal life Social Environment Father or mother, brother or sister, son or daughter of an aging parent, spouse or partner, consumer, head of a household, user of individual recreational services “ECOSYSTEM” Social life Citizen, friend, consumer, member of an association, member of a religious group, user of community recreational services, user of community resources SOCIETY Working life COMMUNITY School life Learner, colleague, team member Worker, colleague, team member 7 SIS Presentation – DFGA – MELS 2006

Social Integration Services Program The program of study The fundamental and innovative aspects of the program: 1. The program is designed to increase the extent to which adults are integrated into society (“ecosystem”) and is based on social integration training. 2. The program is adapted to each adult’s social integration project. 3. The program is based on preparing students to transfer their learning to their own respective environments. 4. The program is based on cooperation and sharing of responsibilities with outside partners and their participation in different phases of the training. 8 SIS Presentation – DFGA – MELS 2006

Social Integration Services Program The SIS program comprises 14 fields of skills 1. Generic skills 2. Specific skills • • • • Problem-solving skills Preparation for the transfer of learning Communication skills Personal and social skills Instrumental mathematical skills Psychomotor skills Management of daily life Domestic skills Family skills Work skills Sexuality Diet and personal care Use of community resources Parenting skills 9 SIS Presentation – DFGA – MELS 2006

Social Integration Services Program The program of study Each field of skills is comprised of several themes related to terminal objectives that are divided into two sections, according to the modes of social integration: Part A: minimal autonomy Includes the list of terminal objectives that permit learning that leads to minimal or survival autonomy. Part B: functional autonomy Encompasses the list of terminal objectives that permit learning that leads to functional autonomy. For each of the terminal objectives, the learning menu also includes skills indicators and suggestions for activities. 10 SIS Presentation – DFGA – MELS 2006

Social Integration Services Program The social integration project is expressed through a set of intentions characteristic of the adults with respect to the functional exercise of their social roles. These intentions are related to their social integration situations, to their abilities, and to their learning and social adjustment difficulties. Social integration project Intentions 11 SIS Presentation – DFGA – MELS 2006

Social Integration Services Program The social and occupational integration plan The social integration project is made a reality through the social and occupational integration plan which includes, among other things, concrete goals for social integration, the list of actions to be taken, and the list of resources required. The social integration project is multidimensional and the learning process of the adult in the SIS program is one of these dimensions. Social integration project Intentions Social and occupational integration plan Concrete goals, actions to take, resources 12 SIS Presentation – DFGA – MELS 2006

Social Integration Services Program The student’s list of objectives The teacher, with the adult, selects from the learning menu the terminal objectives to be worked on during a given period, taking into account the possibilities and means for transfer of learning and the contribution of outside partners. Social integration project Intentions Social and occupational integration plan Student’s list of objectives for a given period Selection of objectives from the learning menu of the program 13 SIS Presentation – DFGA – MELS 2006

Social Integration Services Program Andragogical model oriented toward the transfer of learning Anticipation of the transfer Organization Use of the learning in of the transfer everyday life Before training During training After training Plan the training to Focus training on the be given on the basis transfer of learning in of the everyday accordance with Field 2: situations in which Preparation for the learning will transfer of learning. consistently be required. Obtain information on the results of the transfer of learning. PREPARATION FOR THE TRANSFER OF LEARNING 14 SIS Presentation – DFGA – MELS 2006

Social Integration Services Program When adults apply their learning to everyday situations in order to integrate socially, we say that they are transferring their learning to their own environments. Use of the skills acquired and developed should always be required. 15 SIS Presentation – DFGA – MELS 2006

Preparation for the transfer of learning: anticipation of the transfer Anticipation of the transfer Facilitating factors Before training • Plan the training to be given on the basis of the everyday situations in which the learning will consistently be required. § Aspects to consider § The dynamics of the adults’ “ecosystems” § The adults’ social integration projects in relation to the dynamics of their “ecosystems” § The adults’ social and occupational integration plans § The students’ list of objectives § The adults’ motivation to transfer the learning § § Target learning objectives to be included in the students’ lists of objectives, taking into account the possibilities and means for the transfer in everyday life and the support of the outside partners. Identify the everyday situations targeted by the transfer and define: Ø the tasks Ø the context Ø the skills Anticipate the effects of the training on the dynamics of the adults’ “ecosystems”: Ø obstacles Ø constraints Ø changes Ø resources Cooperation and sharing of responsibilities Outside partner § Provide support in the choice of learning objectives. § Provide information on the everyday situations to be selected for the transfer. Teacher § Select the learning objectives, with the adults. § Select the everyday situations for transfer, with the adults. Outside partner § Support in the choice of objectives § Information Teacher § Selection of objectives and transfer situations, with the adults 16 SIS Presentation – DFGA – MELS 2006

Preparation for the transfer of learning: organization of the transfer Organization of the transfer during training Focus training on the transfer of learning in accordance with Field 2: Preparation for the transfer of learning. During training Transferable learning Before application Supervised application Autonomous application Field 2: Preparation for the transfer of learning Facilitating factors v Focus training on the transfer of learning by means of: Ø a customized, global approach Ø an approach that favours the development of metacognitive strategies and transfer strategies Ø the use of various means to compensate for or remedy difficulties Ø reality-based andragogy Ø project-based andragogy Ø the use of a variety of environments for learning v Guide the adults in developing competence in everyday situations in their “ecosystems” until they attain autonomy. v Adjust or readjust the use of learning to the specifics of the everyday situations and the dynamics of the “ecosystems”; make changes where necessary so that the adults can adapt to their living environments or modify the environments so that the adults can be functionally integrated into them. v Eliminate obstacles and constraints, and focus on resources. Cooperation and sharing of responsibilities Teacher: v Organize and prepare for the transfer. Outside partner: v Support the organization and preparation of the transfer. v Facilitate mutual adaptation between the adults and their “ecosystems, ” taking into account changes caused by the training. Outside partner Support for the organization and preparation of the transfer Teacher Organization and preparation of the transfer 17 SIS Presentation – DFGA – MELS 2006

Preparation for the transfer of learning: use of the learning in everyday life Use of the learning in everyday life Facilitating factors Cooperation and sharing of responsibilities Outside partner After training Ø Obtain information on the results of the transfer of learning. Ø Arrange for support by partners in the adults’ use of their learning in everyday situations, where necessary. Ø Support the adults, if necessary, in using the learning in everyday life. Ø Provide follow-up to the training, if necessary. Ø Give the teacher information. Teacher Aspects to consider Ø The consolidation of the learning process the adults will use in the program Ø The achievement of the adults’ social integration projects and social and occupational integration plans Ø Find out from the partner how the adults are using the learning in their everyday lives. Outside partner Support for the adults, if necessary, in using the learning in everyday life 18 SIS Presentation – DFGA – MELS 2006

A tool to facilitate the planning of teaching/learning activities: the “sun” diagram 19 SIS Presentation – DFGA – MELS 2006

8. DOMESTIC SKILLS 9. FAMILY SKILLS 7. MANAGEMENT OF DAILY LIFE 10. WORK SKILLS 6. PSYCHOMOTOR SKILLS 5. INSTRUMENTAL MATHEMATICAL SKILLS LEARNING 11. SEXUALITY PROJECT 4. PERSONAL AND SOCIAL SKILLS 12. DIET AND PERSONAL CARE 13. USE OF COMMUNITY RESOURCES 3. COMMUNICATION SKILLS 2. PREPARATION FOR THE TRANSFER OF LEARNING 1. PROBLEMSOLVING SKILLS 14. PARENTING SKILLS 20 SIS Presentation – DFGA – MELS 2006

Social Integration Services Program PARTNERSHIP ØThe SIS program stresses cooperation and sharing of responsibilities with outside partners (special educator, social worker, immediate or extended family member, etc. ) in providing support and guidance for the adult learners. 21 SIS Presentation – DFGA – MELS 2006

Social Integration Services Program Cooperation among the school, family and community is essential to the success of the adult learner’s social integration project. This is why it is important to define the areas that are the exclusive domain of the MELS and the different partners (MSSS, MESS, community organizations) as well as those areas that require cooperation among the partners. 22 SIS Presentation – DFGA – MELS 2006

Social Integration Services Program REFERENCE DOCUMENTS Program, Social Integration Services (June 2000), ministry code 38 -8369 A Addendum, Program, Social Integration Services (December 2005), ministry code 41 -7014 -A Organization Guide, Social Integration Services (June 1997), ministry code 38 -8370 A Addendum, Organization Guide, Social Integration Services, (December 2005), ministry code 41 -7015 -A Self-Training and Reflection Guide for Social Integration Services (2004), ministry code 41 -8000 A 23 SIS Presentation – DFGA – MELS 2006

Power. Point Presentation Social Integration Services Program Production coordinator: Francine Riopel, DFGA Updated by: Hélène Légaré, DFGA (content) Design and preparation: Josée Martin, consultant and professional support officer for the SIS file Layout: Diane Dumont Updated by: Christiane Giroux English version: Direction de la production en langue anglaise, Services à la communauté anglophone 24 SIS Presentation – DFGA – MELS 2006