CrossOver Centre of Expertise and Innovation:

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CrossOverCentre of Expertise and Innovation
Young People, Disability Work
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The context

• Young people are the fastest growing age group of
  disability benefit recipients in various
  countries
• In the Netherlands
• 9 of the recipients have a regular job
• 17 have a job in sheltered employment
• 66 are considered to be able to work

Centre of Expertise and Innovation
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The horizon
The young person with a disability is active in
a job that fits to his capacities and his
needs Employers hire and employ the young
person with a disability The young person with
a disability follows education that fits to his
capacities and his needs
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The role of CrossOver A culture change
What are our ambitions? What is needed for the
change? What do we do? Where are we now?
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Aims

• Structural attitude change of young people with
  disabilities to make optimal use of their
  personal capacities
• by young people and stimulated by all involved in
  private life, in school and in work
• Structural attention for optimum chances to
  self-development in education
• by schools and by those indirectly involved
  (inspection, care, etc.) and by policy makers
• Structural attention for optimum use of labour
  potential
• By supervisors and colleagues, by intermediates,
  by those indirectly involved (municipalities,
  care, Social Security) and by policy makers

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Indication Board
The writing media
Political parties
Television
Research Institutes
Internet
Ministry of Health
Ministry of Education
Ministry of Employment
Ministry of Internal Affairs
Unions
The Employer
Management Care Organisation
Management Social Benefit Services
Management Reintegration Company
The Municipality
School Management
HR-professional
Teacher Training College
......................Organisations.............
of........... Professionals....................
Colleagues
The Care Professional
The reintegration professional
Service professionals of the Municipality
Social Benefit Professional
The Teacher
The Supervisor
The young person with a disability at home and in
school
The young person at home and in his transition
from school to work
The citizen at home, and in work
The Parents
The Parents
Friends
The Parents
Friends
Friends
Family members
Family members
Family members
Leisure Club
The Church
Advocators
Parents organizations
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All areas of inclusion

• Only people can make the change
• Only people can realise inclusion
• It is their task to take their responsibility
• All of us need to take our responsibility
• And take care that changes really occur

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It is about creating a balance

• Only a balance between all elements makes the
  change
• The impact of the disbalance is huge

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What to prioritise

• There is no priority
• If we dont build at every element at the same
  time, it will be impossible to realise change

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What can we do to realise the change?

• Developing policy
• Adapting legislation
• Adapting rules
• Developing Instruments
• Experiments
• Interventions
• Implementations

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A culture changeWhat do we need to know?

• Who are the key players?
• What is their task?
• How powerful are they to change?
• How interested are they to change?
• What is the business case for the key player to
  change?
• In what way benefits the young person from the
  change?

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Where are we

• We know the issues
• We know factors that influence the change
• We know the stakeholders
• more than 150 different types of stakeholders
• We distinguish the key players
• We know their power and their interest to
  change

Centre of Expertise and Innovation
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Our strategy

• Step 1 Make aware
• Step 2 Provide them with tools to act
• Step 3 Support while acting
• Step 4 Organize consolidation
• Important!
• We are not the carrier of the problem
• Stakeholders need to change
• Stakeholders need to acknowledge theproblem
• Stakeholders neet to accept their role asowner
  of the problem
• Only then, changes are possible

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The team

• The board six vips
• Influencing policy makers and boards, councils
• Bring Parties together
• The project leaders experts in specific fields
• Developing materials
• Disseminating all relevant information,
  materials
• The inner crew experts in gathering knowledge
  and information
• Gathering relevant information
• Communication experts
• Website different parts for a different
  audience
• Support in how to convince stakeholders

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Examples of the first steps of inclusion
Education
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The teacher
Teachers think its normal that learners with
disabilities have equal rights and equal chances
in education Teachers regard learners with
disabilities as future productive
workers Teachers feel confident in how to guide
and teach learners with a disability Teachers
are supported by their managers in guiding and
teaching learners with a disability
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The manager of education
The manager creates a learning environment
where students with disabilities have equal
rights and equal chances in education The
manager regards students with disabilities as
future productive workers The manager creates
a learning environment for teachers to train them
in how to guide and teach students with a
disability The Manager is supported by the
Ministry of Education in creating an optimal
learning environment for students with a
disability
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The Ministery of Education
The managers within the Department of Education
create an educational system where students
with disabilities have equal rights and equal
chances in education The Minister of Education
regards students with disabilities as future
productive workers The managers create a
learning environment for managers of schools to
train them in how to guide and teach their
personnel in guiding and teaching students with a
disability The Minister of Education formulates
rules, legislation and policies that support
everything mentioned before
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How to realise this?
Influence the teacher Future professionals Infl
uence the schools Boards of Education Influence
the Ministry Policy makers
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Results in this area

• Where are we now?

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Examples of the first steps of inclusion
Care
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What are the issues in Care?

• Over protection
• Non Empowering
• The perspective of the person is not leading
• Segregation
• Either no Regisseur or too many Regisseurs

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Actions and results, an example

• Issue mental health institutes do not integrate
  school activities in their treatment
• Action discuss this issue with the national body
  of mental health institutes
• Result they organise an inventory concerning the
  structural attention for school and work in
  mental health institutes while treating young
  people with disabilities
• Action CrossOver and the national body organise
  a meeting with different individual centres to
  discuss the results and what to do now?
• Result a number of mental health institutes
  organise subsidies to implement a different way
  of working, including participation issues in
  their treatment

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Cohesion

• A long list of issues
• A long list of actions
• Some leading to no results yet
• Some on its way
• Some making the difference

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Successful? The starting situation 2008
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Successful? The current situation 2012
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Small steps
Each step is worth taking and brings us closer
to our ambitions
Centre of Expertise and Innovation