Indice degli argomenti

  • Introduzione

    • In this section you will find instructions, resources and materials that will enable you to create your own accessibility workshops. Your workshops should cover the following topics:

      1. Vip-Tech-Job: Time 2 Act! in a nutshell – usage/application (VIP strand/employer strand);
      2. Soft skills for VIPs;
      3. Labour market specifics, disability legislation in Europe;
      4. Assistive technology and adaption of the workplace.

      We suggest you to structure the content of your workshop sessions as follows:

      Module (session) Title Duration

      Session 1

      VipTechJob: Time 2 Act! in a nutshell

      2 hours

      Session 2

      Soft skills for VIPs

      2’30 hours

      Session 3

      Labour market specifics, disability legislation in Europe

      2’45 hours

      Session 4

      Assistive technology and adaption of the workplace

      2’45 hours

       

       

      10 hours in total

  • Vip-Tech-Job: Time 2 Act! in a nutshell – usage/application

    Session 1 VipTechJob: Time 2 Act! in a nutshell

    Content

    The aim of this workshop session is to show the participants all the VIPTechJob tools available, coming from VIPTechJob: Easy access to job market and VIPTechJob – Time 2 act! projects. The session provides hands-on exercises and online resources that will enable the participants to leverage the project’s toolkit.

     The topics are divided in two main areas:

    • Resources that provide the participants with knowledge/skills/information (e.g., the VIPTechJob learning platform, VIPTechJob Podcasts)
    • Tools which help the participants to interact, with employers, to look for job opportunities, to create networks with other job seekers/VIP youngsters.

    Aims & Objectives

    Participants will be able to:

    • Effectively use a Moodle platform in general, and more specifically the one developed within VIPTechJob Project.
    • Find good practices examples and inspiring stories in the field of job seeking.
    • Get to know and use online tools to look for a job, and to create different types of CVs according to the preferred job profiles.
    • Establish contact with employers by using VIPTechJob tools.

    Units (click on the names to see the content)

    1 – How to use VIPTechJob Learning Platform

    2 – The VIPTechJob WebApp: your online CV

    3 – The Job podcasts and videos

    Time

    2 hours

    Learners’ requirements

    Basic knowledge about Internet browsing and the use of screen readers and other assistive software.

    Learning outcomes

    At the end of the session, the attendant shall:

     Knowledge:

    • Describe what is a Moodle platform and what is that useful for, in general.
    • Indicate suitable tools available in the Internet for job seeking and networking (in the field of the job market).
    • Explain the importance of developing an adapted CV for each job opportunity.
    • Identify how to overcome barriers which difficult the  relationship with employers, by using online tools and communication techniques.

     Skills:

    • Show abilities to develop a good online relationship with employers and job counsellors.
    • Design and keeping up-to-date different types of CVs.
    • Apply techniques learnt from the good practices and inspiring stories from other youngsters looking for a job.

     Competences:

    • Be aware of the importance of keeping an effective and appropriate online presence.
    • Be aware of the need to continuously improve their own abilities in the field of networking.
    • Understand the benefits of using different tools and resources available in the Internet in their active job seeking strategy.

     

    Resources available/needed

    Available:

    Needed:

    • A room with enough space for all participants
    • Chairs set in a semi-circle
    • A good quality and reliable Internet connection
    • Smartphones, tables, laptops… for all the participants, with assistive software/hardware (each participant could be invited to bring their own devices)
    • Supporting materials (see the description of each unit)

    Learning methodologies

    Theoretical introduction followed by “hands-on” activities.

    Session assessment

    Examples of Questionnaires for participants:
    Pagine: 3

  • Soft skills for VIPs

    Session 2 Soft skills for VIPs

    Content

    The aim of this workshop session is to give useful insights to participants on how to become more aware of their strengths, how to transform their setbacks into assets and how to get prepared for a job interview. The session provides hands-on exercises and online resources that will enable the participants to emphasise and develop their soft skills.


    The topics are divided in two main areas:

    • Resources that provide the participants with knowledge/skills/information
    • Tools which help the participants to get prepared for job opportunities, to boost their confidence in their skills and thus be successful in getting their dream job.

    Aims & Objectives

    Participants will be able to:

    • Self-evaluate their strong and weak points and match their profile with the job they are looking for
    • Train to improve their job profile 
    • Know how to present their challenging points and assets, how to transform disabilities into abilities
    • How and when to tackle the disability point
    • Go through a practical rehearsal via a simulation interview.
    • Establish contact with employers by using VIP-Tech-Job tools.

    Units (click on the names to see the content)

    1: Me and my future job

    2: Cope with myself, cope with others

    3: Let’s get to business! Job interview simulation

    Time

    2 hours and 30 minutes

    Learners’ requirements

    Basic knowledge about Internet browsing and the use of screen readers and other assistive software.

    Learning outcomes

    At the end of the session, the attendant shall:

    Knowledge:

    • Identify the job profiles that match their own profile
    • Describe their skills in an appropriate language.
    • Indicate suitable tools available on the Internet for improving job skills and networking (in the field of the job market).

    Skills:

    • Create a map of personal qualities and improvement areas, in multiple ways, according to the requirements of each job profile. Apply techniques learnt from best practices and inspiring stories from other youngsters looking for a job.

    Competences:

    • Be aware of the importance of appropriate language and posture during a job interview
    • Have a positive approach towards continuous improvement of their own skills and competences.
    • Being able to understand the benefits of using different tools and resources available on the Internet in preparing for a job interview.

    Resources available/ needed

    The best way to conduct these sessions is in pairs or in a small group of four participants.

    • A room with enough space for all participants
    • Chairs set in a semi-circle (with desks if necessary)
    • A good quality and reliable Internet connection
    • Smartphones, tablets, laptops… for all participants, with assistive software/ hardware (each participant could be invited to bring their own devices)
    • Supporting materials (see the description of each unit)

    Learning methodologies

    Theoretical introduction followed by “hands-on” activities.

    Session assessment

    Examples of questionnaires for participants:
    Pagine: 3

  • Labour market specifics, disability legislation in Europe

    Session 3 Labour market specifics, disability legislation in Europe

    Content

    This workshop session aims to encourage participants in having a proactive attitude towards the European and national legislation and regulations connected with the employment of people with visual impairments.

    The session focuses on increasing participants’ skills in searching for the financial/fiscal benefits foreseen for young visually impaired people (Tax reliefs for hiring VIPs, incentives for buying assisting technology for VIPs etc.) that are significant in finding job opportunities.

    Furthermore, the session encourages and trains participants to search for additional incentives (aimed at NEETs, long term unemployed people and young people in general). In addition, it focuses on grants for professional training or retraining, regional or local calls and tenders cumulative to the financial incentives aimed only at VIPs.

    The session provides online resources, which will enable participants to leverage the project’s toolkit.


    The topics are divided in two main areas:

    • Online resources on the European legislation, specific regulations and national legislation and policies connected with the job market accessibility for young VIPs.
    • Online resources that can assist participants in interacting with employment centres, associations for visually impaired people, trade associations of employers and workers, training centres, national and local programmes for social inclusion etc. to receive support in identifying financial benefits that can help with successful inclusion of young VIPs to the labour market.

    Aims & Objectives

    Participants will be able to:

    • Get to know and use online resources to look for legislation and regulations that promote the access of VIPs to the job market on different levels;
    • Get to know and use online resources to look for financial benefits that can boost their job search;
    • Establish contacts with employment centres, associations for visually impaired people, trade association of employers and workers, training centres, national and local programmes/projects on social inclusion.

    Units (click on the names to see the content)

    1: How to search for the European legislate on Job Market Accessibility for VIPs

    2: Financial benefits foreseen for VIPs – National levels

    3: Additional incentives for young VIPs (on an EU and the national levels)

    Time

    2 hours and 45 minutes

    Learners’ requirements

    Basic knowledge about Internet browsing and the use of screen readers and other assistive software, if required by the user.

    Learning outcomes

    At the end of the session, the attendant shall:

    Knowledge:

    • Identify suitable websites with contents related to the accessibility of VIPs to the job market and financial benefits for their employment.
    • Identify available financial benefits that are thought for broader target groups, like NEETs, long term unemployed or young people in which VIPs may belong to as well.
    • Identify the authorities or entities that derogate the benefits or perform the assistive services.

    Skills:

    • Identification of policies and financial benefits that can facilitate VIPs’ employment.
    • Acquiring support and assistance from various entities that may facilitate access to financial benefits and other services easing the transition to the labour market.
    • Search for cumulative financial benefits (those specific to VIPs and those eligible to broader target groups).

    Competences:

    • Pro-activity in searching for incentives aimed at young VIPs and other related legislation.
    • Continuous update on legislation and incentives connected with inclusion to work of young VIPs.
    • Understanding the benefits of using resources and information available online for the successful and active job seeking strategy of young VIPs.

    Resources available/ needed
    • Room with enough space for all participants
    • Good quality and reliable Internet connection
    • Projector
    • Coffee tables and Chairs set in a semi-circle
    • Smartphones, tablets, laptops for all participants with assistive software/hardware if required.

    Learning methodologies

    Theoretical introduction followed by practical activities.

    Session assessment

    Examples of Questionnaires for participants:
    Pagine: 3

  • Assistive technology and adaption of the workplace

    Session 4 Assistive technology and adaption of the workplace

    Content

    The aim of this workshop session is for the participants to learn about the workplace arrangements needed in order to allow for easier access of visually impaired persons. The session provides hands-on exercises and online resources that will enable the participants to not only learn about the available means in regards to the environment and equipment, but also develop their interpersonal skills for the creation of a truly inclusive and collaborative environment and put them into practice.


    The topics are divided in two main areas:

    • Resources that provide the participants with knowledge/skills/information regarding the assistive and universal technology and techniques, as well as the ways in which the working environment can be arranged to be accessible also to employees with visual impairments.
    • Tools which help the participants to interact with their co-workers with visual impairment and collaborate with each other in the working environment.

    Aims & Objectives

    Participants will be able to:

    • Develop interpersonal skills in being inclusive when interacting with co-workers with visual impairments
    • Adapt/arrange the physical working environment to increase accessibility
    • Cooperate with each other in a mutual way regardless of differences
    • Identify and use part of the assistive technology available (very basic use)

    Units (click on the names to see the content)

    1: Workplace Adaptation

    2: Assistive Technology

    Time

    2 hours and 45 minutes

    Learners’ requirements
    • Basic knowledge about Internet browsing.
    • Basic knowledge and use of assistive software (if applicable).
    • Basic knowledge about the characteristics of vision impairment (blindness and low vision) and their needs.

    Learning outcomes

    At the end of the session, the participants are expected to:

    Knowledge:

    • Know and explain the importance of universal workplace access.
    • Describe the various types of workplace adaption/arrangement for universal access.
    • Understand and practice ways that promote a respectful and inclusive working (and not only) environment.

    Skills:

    • Show abilities to arrange the physical working environment for easier access.
    • Develop inclusive mentalities in collaborating with persons with visual impairments.
    • Basic use of some of the assistive technology software and/or hardware.
    • Apply techniques learnt from good workplace practices experienced by people with visual impairments.

    Competences:

    • Be aware of the importance of keeping an inclusive behaviour in the workplace.
    • Actively support the development of an inclusive working environment.
    • Be especially able to cooperate/collaborate with a co-worker with visual impairment in cases there are problems with their assistive technology software/hardware (not in a technical aspect but through finding alternatives that work in a mutually effective way)

    Resources available/ needed
    • A room with enough space for all participants
    • Chairs set in a semi-circle
    • A good quality and reliable Internet connection
    • Smartphones, tables, laptops for all the participants, with assistive software/hardware if it’s possible (each participant could be invited to bring their own devices and install the assistive software)

    Learning methodologies

    Theoretical introduction followed by “hand-on” activities.

    Session assessment

    Examples of questionnaires for participants:
    Pagine: 2