No . LT/99/1/088102/PI/I.1.1.e/CONT

Socialisation of the Curriculum Content of Vocational Training of Disabled Young People


Lithuanian Rehabilitation Centre of Vocational Training [1] , supported by Government of the Federal Republic of Germany, was established in 1993. This three-year vocational training school for young people who have intellectual and other disabilities, in addition to financial support, has also adopted methods and training concept of South Hessen Enterprise of Vocational Training 2. In order to realize whether work is effective and just and whether German training model is acceptable in Lithuania, specialists have done a social adaptation research of LRPRC graduates. This research, which analysed social adaptation of the first graduates of the school, under the guidance of prof. hab. Dr V.Karvelis, was done in 1997. The obtained results were favourable: more than half of the graduates found jobs even under unfavourable conditions in the labour market and were able to make a living out of their wages. Though there also appeared some negative tendencies: lack of self-dependence, inability to communicate, insufficient skills for employment, a state of being in conflict with themselves and society et al. All those above-mentioned factors prevented young people from finding or keeping a job. All things considered, it was concluded that vocational training of disabled youth has to help them not only to gain qualifications of particular speciality but also to develop their core skills: an extension of the vocational training curriculum had to ensure better results achieved. This problem was analysed by a group of authors from LRPRC (I.Baranauskienė, E.Elijošius, and R.Elinauskas) who developed a project “Socialisation of the Curriculum Content of Vocational Training of Disabled Young People”. The topicality of the project was also assessed and replenished with urgent problems in other institutions: South Hessen Enterprise of Vocational Training (K.-H.Schindler), Germany, and Latvian Rehabilitation Centre of Vocational Training (R.Simsone), who consented to collaborate in the project. The authors and participants of the project were consulted by the scientists’ community of the Faculty of Special Education, Šiauliai University (headed by assoc. prof. Dr J.Pumputis), Social Research Centre, Šiauliai University (headed by assoc. prof. Dr J.Ruškus) (a former Research Centre of Educational Testing, headed by assoc. prof. Dr G.Merkys) and Manchester Metropolitan University (Dr S.G.Jones), Great Britain, as partners. In December 1999 the project was confirmed by Coordination Maintenance Fund of European Union Leonardo da Vinci programme.

Project Partners

Leonardo da Vinci programme

Project Partners

Lithuanian Rehabilitation Centre of Vocational Training (LRPRC)

South Hessen Enterprise of Vocational Training (BBW) – Germany

Latvian Rehabilitation Centre of Vocational Training (RRC) – Latvia

Manchester Metropolitan University (MMU) – England

Faculty of Special Education, Šiauliai University (ŠU) – Lithuania

Ministry of Education and Science of Lithuania

Social Research Centre, Šiauliai University – Lithuania

Žemaičių Naumiestis Polytechnic  School– Lithuania

Kaunas School of Construction – Lithuania

Project Holding Group

Ingrida Baranauskienė (LRPRC) – project contractor (Lithuania)

Egidijus Elijošius (ŠU/LRPRC) – project coordinator (Lithuania)

Karl-Heinz Schindler (BBW)(Germany)

Regina Simsone (RRC)(Latvia)

Sue Jones (MMU) (Great Britain)

Project Executive Group

Augulienė Irena – LRPRC

Bagdonovienė Rita – Žagarė Special Boarding School

Bart Lilli – BBW

Bidvienė Regina - Žemaičių Naumiestis Polytechnic  School

Brokartaitė-Pladienė Indrė – ŠU

Bučinskienė Raisa – LRPRC

Buitvydienė Ona – Linkuva Special Boarding School

Butvilienė Gražina – LRPRC

Baltrukonienė Roma – LRPRC

Dingeldein Heinz – BBW

Dubinienė Danė – Šiauliai Children’s Care Home “Šaltinis”

Džiautienė Janė – LRPRC

Elijošiūtė Rasa – ŠU

Elinauskas Romas – LRPRC

Fischer Vera – BBW

Gabartienė Lionė – Gelgaudiškis Special Boarding School

Grėbliūnienė Rima – LRPRC

Ivoškis Alfonsas – LRPRC

Jannelli Susanne – BBW

Jurkšaitienė Rūta – Gelgaudiskis Special Boarding School

Kasparavičienė Laimutė – LRPRC

Karečkienė A. – Žagare Special Boarding School

Krasta Dace – RRC

Kubaitytė Jūratė -  Žemaičių Naumiestis Polytechnic  School

Lacienė Vida – LRPRC

Lapėnienė Asta – Kaunas Boarding School for Weak-sighted People

Lieke Renate – BBW

Meškauskienė Daiva – “Gyvenimo kelias” (“The Way of Life”) Special School (Šiauliai)

Mineikienė Regina - Žemaičių Naumiestis Polytechnic School

Minkevičius Almantas – LRPRC

Murina Julija - Žemaičių Naumiestis Polytechnic School

Nemeikšienė Virginija – ŠU

Paskočimienė Nijolė – LRPRC

Petrauskienė Daiva – LRPRC

Povilianskienė Džana – LRPRC

Pravilonienė Nijolė – LRPRC

Raščius Virginijus - Kaunas Boarding School for Weak-sighted People

Rimkuvienė Adelė - Žemaičių Naumiestis Polytechnic School

Rutkauskienė Vitalija – LRPRC

Rutkauskienė Mėta – Lithuanian Educational Centre for Blind and Weak-sighted People

Skriptienė Lena – LRPRC

Summerauer Horst – BBW

Šmukšta Virginijus – LRPRC

Vaitkienė Rasa - Kaunas Boarding School for Weak-sighted People

Vismantienė Irena - Žemaičių Naumiestis Polytechnic School

Zakienė Loreta – LRPRC

Žemaitienė Irena – Gelgaudiskis Special Boarding School

Wissmann Christine – BBW

Expert Group

Alifanovienė Daiva – Šiauliai University

Ambrukaitis Jonas - Šiauliai University

Elijošienė Irena - Šiauliai University

Garbinčiūtė Ilona - Šiauliai University

Juodraitis Adolfas - Šiauliai University

Karvelis Vytautas - Šiauliai University

Kaukėnaitė Liudvika - Šiauliai University

Merkys Gediminas - Šiauliai University

Morozova Gražina - Šiauliai University

Pravilonis Jonas – Lithuanian Rehabilitation Centre of Vocational Training

Pumputis Juozas - Šiauliai University

Ruškus Jonas - Šiauliai University

Štitilienė Ona - Šiauliai University

Urnavičius Algirdas Kostantas –Ministry of Education and Science of Lithuania

Ideas of the Project

“I know that this world is not perfect and it cannot be perfected but I must endeavour to live and think, as though it could become different; I know that people are not perfect and they cannot be perfected but I must endeavour to live and think, as though they could become more perfect”.

                                                                                    A.Šliogeris, philosopher

This Lithuanian philosopher’s thought as if has united us – all the partners from Germany, England, Latvia and Lithuania - of Leonardo da Vinci project “Socialisation of the Curriculum Content of Vocational Training of Disabled Young People”. While thinking about the change of vocational training of disabled youth in partner countries, first of all we think about integration of core skills into curriculum of vocational education.

In Germany core skills were started to analyse and were described in the 1990s and in 1993 they were included in vocational training curricula. The importance of core skills was admitted in the United Kingdom, the United States of America, Austria and other countries.

In Lithuanian scientific issues the importance of core skills was firstly investigated by prof. hab. Dr R.Laužackas, who used a term “core qualifications”. There is still no agreed definition of core skills. It depends on the starting point. Therefore we, the project partners, will define core skills as skills, which could be applied in activities of various vocational fields and which are necessary to a person who wants to improve and adapt successfully. In our case, it is a very important precondition and one of our aims, i.e. social adaptation of disabled youth in working places.

In order to ascertain the importance of core skills to vocational activities and adaptation of disabled people, we have done a research in Lithuanian Rehabilitation Center of Vocational Training and South Hessen Enterprise of Vocational Training (Germany). Lithuanian Rehabilitation Center of Vocational Training was developed thanks to support of Federal Government of Germany and active assistance of colleagues from South Hessen Enterprise of Vocational Training; therefore we may affirm that LRPRC and BBW are analogical educational institutions.

The aim of the project is to look for criteria, which could enable to select core skills that have to be developed. The goals of the project are:

-         to ascertain relative importance of core skills to vocational training and adaptation of disabled youth,

-         referring to the results of the research, to forecast preconditions, which could determine successful vocational training and adaptation of disabled youth.

Basic skills. Firstly, they include literacy and numeracy. In partner countries basic skills are given undeniable priority in vocational training of disabled youth. Though there also exists a certain differentiation. Despite the fact that the skills of numeracy are interpreted as a “consolidation” means of vocational activities, teaching of literacy in a few of partner countries is not recognized as very important neither in opinion of pedagogues nor students. In this case the experience of South Hessen Enterprise of Vocational Training is of the utmost importance because teaching of literacy is linked with teaching of skills for employment. It is important to learn appropriate ways of applying for the job: know how to write a letter of application, present yourself to employers in the first job interview and, finally, later be ready to communicate with employers and colleagues. Such a synthesis of literacy and skills for employment induces students’ motivation and consciousness.

Life skills. These are the skills of managing yourself and growth relating to another person or other people; they refer to specific situations, such as education, work, home, leisure and community. Attention to life skills is paid in all partner countries, though the results are different. The results of our research show that the estimation of life skills of Lithuanian young people is very uneven. We have assessed that the answers about the first salary and flat appointment have a decreasing tendency. Young people realise their first salary in a sense of earnings quite realistically. Though a number of students would spend it as soon as they got it buying confection, clothes, tape- recorders (CD players) or paying debts. Also we make a presumption that own premises for Lithuanian young people seem hardly perceivable and not very realistic. This understanding could have been more realistic in other economic conditions. The answers of young people from South Hessen Enterprise of Vocational Training about their dream premises are more concrete: their premises should be modern, comfortable, luxurious, moreover, some students already have them.

We think that not only different economical conditions determine better assessment of life skills in South Hessen Enterprise of Vocational Training but also successful methodology of development core skills. Development of core skills was integrated in students’ leisure; teachers of vocational training closely collaborated with tutors and department of social-psychological service. In certain situations responsibility was imposed on students themselves and during leisure some probationary situations were created. A number of young people from South Hessen Enterprise of Vocational Training live and successfully manage household outside the Center in rented houses under minimal supervision of social workers. This kind of project has been implemented for years and is of benefit: students learn how to manage and plan their time, manage household and surroundings, make collegial decisions, and get on with neighbours.


Key skills. They include communication, application of number, information technology, improving learning and performance, problem solving and working with others.

While comparing the results of our research we could state that key skills have an increasing tendency: young people are able to evaluate their achievements and professional abilities. A lot of students identify their professional shortages and hope to improve their professional knowledge and skills. Though, at the same time some communication problems appear:  relationships with future employers are described in an abstract way: good and friendly, or a conformist way: students hope to have good relationships treating people after getting their first salary, ingratiating or pleasing them. German young peoples’ answers are similar, too (except conformist relations with the future colleagues).

We think that it is indispensable to develop key skills and it is urgent to all the partner countries.

Latvian Rehabilitation Center of Vocational Training and South Hessen Enterprise of Vocational Training have achieved good results developing key skills during the project. It was realised that knowing the facts, information or theory will not suffice young people because everything changes, gets older and is, finally, forgotten. It is very important to enable students to put their skills and knowledge into practice and apply them in various situations.

Youth is taught not only to acquire practise passively but also to be able to reflect it. Practice is used for testing new ideas and examining presumptions. Such a methodology helps students to develop their core skills and accommodate them in real life situations.

Social and citizenship skills. They include communication, being socially active, working with others, nature of community, roles and relationships in a democratic society, duties, responsibilities and rights, moral codes and values, rules of law and human rights.

The results of our research showed that social and citizenship skills may also be assessed as having increasing tendencies. While answering the question “what would I like to achieve during the first year in a new working place?” students understand that it is important to consolidate in this new position, raise qualifications and, if working well, win the recognition. German young people’s answers are similar, too.

Students have relatively real plans about their future families: they believe that some time they will have a family and bring up their children. Though a number of young people do not take that seriously, some of them think that it is of minor importance and emphasize material wealth.

The results show students’ distressing experience concerning life disasters (alcoholism and drug abuse). A big number of students approve alcohol consumption in moderation but have negative attitude towards drugs. The answers to the questions “what do I want to achieve in my life?” have a decreasing tendency. Young people from Lithuania as well as young people from Germany use abstract concepts, such as “a lot”, “all the best” etc. Moreover, they often have irrational plans to become a millionaire or astronaut.

LRPRC positive methodology enabled them to benefit and achieve good results developing social and citizenship skills. The pedagogues who work in the Centre believe that some responsibility of young people’s vocational training and leisure should be imposed on students themselves.

Skills for employment include communication, information processing, adaptability, independent decision-making, learning and self-development, initiative, critical ability (reasoning), self-confidence in uncertainty.

We could determine that skills for employment have the utmost decreasing tendency. Lithuanian students did not know where they were going to do their practical training period even a few weeks before it had to start. A number of students do not realize that in order to start and continue professional activities they have to progress to further education and raise their qualifications; they expect to overcome employment difficulties easily (some of the answers are unfounded and optimistic, such as: there will be no obstacles); they do not prospect their future working place. The answers of German students assert that development of employment skills may bring good results. Development of skills for employment is a system, which is applied to all the courses. It is a compatible strategy that ensures that all centre of vocational training follows a common compatible point of view; officers render active assistance, which prevails; specialists prospect systematic initial procedure of assessment and it determines further education. Development of skills for employment is closely connected with main curricula. The variety of teaching methods and means is offered; students’ progress is observed constantly; pedagogues have all favourable conditions to raise their qualifications and share experience.

Our experience shows that development of core skills is an important part of vocational training system. It does not suffice that a disabled young person gains qualifications of particular speciality (e.g. a metal worker (locksmith), tailor etc.) and then is “thrown” to the labour market. Young people may have a lot of difficulties integrating in labour market and society, on the whole, if they lack knowledge of literacy and numeracy (basic skills); are not able to manage themselves and grow, solve problems concerning residence, household and leisure (life skills); lack skills of communication, do not understand the importance of constant improvement and are not able to work in a team (key skills); do not have a sense of responsibility, fall short of accepted moral norms and laws (social and citizenship skills); cannot adapt in a new working place, are not critical enough and lack self-confidence in difficult situations and are not able to present themselves to a potential employers (skill for employment).

Therefore we state that:

  • it is important to aim at interaction of vocational training and core skills of disabled young people;
  • core skills may be developed most effectively applying active teaching and learning methods and linking them with practice and real life situations;
  • preparing appropriate teaching and learning materials it is important to realize what skills and of what  levels should be developed during lessons of each subject;
  • if the importance of core skills is not taken into consideration, work adaptation and  socialization, on the whole, will not be successful.

Urgent Problems in Lithuania in Project Partners’ Opinion

In the documents of European Community: White book “The Way to Cognitive Society” (Weissbuch “Auf dem Weg zur kognitiven Gesellschaft“, 1996), Green book for mobility (Grünbuch „Zur Mobilität“,, 1996) and White book “European Social Policy” (Weissbuch „Europäische Sozialpolitik“, 1996) there is a tendency that in the coming 10-15 years in industrial countries working places for people who do not have education will be reduced. At the same time there is a requisition, that economical strength of integrated Europe could be accessible to the weakest members of the Union, i.e. disabled people. The following principles have to protect disabled people from unemployment and help to acquire qualified vocational education.

·        Disabled people are ensured to acquire qualified vocational education;

·        In order to acquire qualified vocational education a variety of means is proposed. A targeted trend is common coordinated work of the EU countries training disabled people for professional activities;

·        Competent vocational counselling. It includes the range of establishment of Counselling Centres in every EU country and European Vocational Counselling Centres for disabled people. Vocational counselling covers a wide range of issues: from offered assistance in choice of profession to finding a working place, support during the first months of employment and, if there is a need, supervision within all professional career;

·        Acknowledgement of vocational qualification in all the European countries;

·        Maintenance of the candidate countries in the field of vocational training of disabled people.

Those aforementioned principles are successfully put into practice:  European Vocational Counselling Centres were established and joined to the international common network of European Vocational Counselling Services. Another example is a restoration of European Enterprise of Vocational Training in Bitburg. There are all conveniences for disabled people from European countries to acquire vocational qualifications: bilingual training, industrial practice in neighbouring countries, graduation certificates are acknowledged in European countries. This vision of vocational training of disabled people discloses the dimension of European rehabilitation institutions.

Another step forward, activating vocational training of disabled people in Europe, is EU Leonardo da Vinci programme. The sphere I.1.1.e induces the initiative of practicians and scientists to seek quality change of the curriculum content of vocational training of disabled people, following the idea of  “overcoming an exclusion”. In 1995 there were 3, in 1996 - 4, in 1997 – 4, in 1998 – 3 Pilot projects concerning this problem. Vocational training of disabled people was influenced by a number of Exchange projects, which were maintained by EU Leonardo da Vinci programme (Tutscher, 2000).

Despite the fact that Lithuania as well as Latvia still negotiates an agreement for the membership in the EU, this project is not the first for LRPRC and RRC in Latvia. It all goes to show that in the EU much attention is paid to vocational training of disabled people and candidate countries are not excluded.

From the assessment results of factors of political-cultural vocational training and integration in Europe we may affirm that theoretical tendencies that were developed 4-5 years ago rapidly become practical. Apart from the aforementioned examples we would like to emphasize the establishment of Rehabilitation Centres of Vocational Training in Lithuania and Latvia (with the support of Federal Government of Germany), maintenance of active and professional local initiative (work of Leonardo da Vinci fund in Lithuania), conferment of international speciality certificates to LRPRC graduates (thanks to South Hessen Enterprise of Vocational Training and Friedberg House of Industry and Trade (Germany) et al.

These practical examples of vocational training of disabled people in different levels as well as scientific issues and review of the EU documentation highlight common tendencies of vocational training of disabled people in the EU. Present situation and revealed facts induce specialists to take a new view of vocational training of disabled people in partner countries and to be open to the change. That was one of the aims of our project.

Cultural-historical factors predetermined similarities and differences of vocational training of disabled people in Europe. The EU policy does not aim to unify existing differences but suggests analysing vocational rehabilitation as a complex process pointing out:

·        Competent vocational counselling

·        Vocational training

·        Assistance for employment

·        Support in working places (duration and support character depend on a disability).

Every country, taking into consideration traditions, regulations and economical conditions, chooses the ways to achieve integration and what educational paradigm to follow.

The results of the compared characteristics of vocational rehabilitation of disabled people in Germany, England and Latvia show that:

·        vocational counselling in partner countries is not of the same level: In Germany and England it 1-2 years, in Lithuania, and might be only in LRPRC, it lasts 2-3 weeks. That is all available data about vocational guidance. In Latvia this stage of vocational rehabilitation also lack attention. The possible change will be presented in the following chapter of this article;

·        vocational training as one of the stages of vocational rehabilitation is mostly developed in all the partner countries. Though despite the variety of vocational training structures all the partner countries have a common aim – to become open to a change. It is induced by the tendencies of European integration and a need to cooperate in order to improve vocational training of disabled people. One of the trends of vocational training change of disabled people - socialisation of the curriculum content of vocational training – drew much attention (in the chapter “The Tendencies of Vocational Training Change for Young People Who Have Mild Intellectual Disabilities”).

·        assistance for employment and support in working places are mostly developed in England and Germany (though, according to the partners’ reports, we may affirm that despite the variety of support given, there are elements that could be changed). Assistance for employment in Lithuania and Latvia refer to personal initiative. Support in working places is not offered at all. Therefore there is a need to develop the system of support in working places even though the resources are limited. That may be a theme of a new project.

The Tendencies of Vocational Training Change for Young People Who Have Mild Intellectual Disabilities.

results of the project

The project “Socialisation of the Curriculum Content of Vocational Training of Disabled Young People” was aimed at the first two stages of vocational rehabilitation: vocational counselling and vocational training. The results of the project (textbooks, methodical appliances, a scene film and web site) will be applied to improve the aforementioned stages. The main idea of the project is to bring together the efforts of all the participants of educational process (teachers, students, tutors, specialists of social-psychological service, parents and carers, employers etc.) improving vocational readiness and skills of self-dependant work and life of young people who have mild intellectual disabilities.

·        Methodical appliance “The Time of Vocational Self-determination”, the author E.Elijošius, assistant of the Department of Social Pedagogy and Psychology, basing on the experience of specialists from Germany and England and his own empirical researches discusses vocational self-determination of disabled young people and possibilities to improve vocational training in the stages of mainstream and vocational education. Qualitative and systemic analysis and theoretical comparison of different training systems help to get a versatile view of vocational training as a logical continuation of mainstream education.

Methodical appliance “Work and Vocational Training of Disabled People: Content Change” assesses the achievements of partner countries in the process of rehabilitation. Firstly, this publication is useful to the Lithuanian specialists of special education because it analyses all work training system of students who have intellectual disabilities – handicrafts → handicrafts and household culture → vocational training. The most attention is paid to the question: how to broaden the limits of vocational qualifications integrating the development of core skills into teaching of vocational subjects. As practical examples could be mentioned the textbooks prepared and applied in practise aiming to improve the interaction of vocational training and development of core skills of young people who have mild intellectual disabilities:

·        “Decorator’s Guide-book” gives not only necessary professional knowledge but also develops skills for employment (R.Elinauskas and I.Baranauskienė).

·        “Cook’s Adviser” extends professional knowledge, develops skills of numeracy and helps to solve problems in specific to cook’s life situations (R.Bučinskienė, I.Baranauskienė, G.Butvilienė, L.Kasparavičienė, V.Lacienė and R.Grėbliūnienė).

·        “Cultivation of Out-door Plants” gives the knowledge of florist’s profession, develops understanding that work is one of the mail life values, develops life skills (I.Augulienė, I. Baranauskienė, V.Rutkauskienė).

·        “Guide-book of Social Behaviour” presents the experience of the colleagues from South Hessen: how to develop social competence of disabled youth during the lessons of profession. This methodical appliance was prepared in German, translated into Lithuanian and Latvian and adapted to the needs of Lithuanian and Latvian disabled youth. The publication is supplemented with a CD-ROM and film, which will help young people to learn laws and rules of social behaviour.

·        “Hotel Worker’s Practical Guide-book ” is a new pedagogical orientation in all the countries participating in the project. It is an attempt to aim at a particular category of practical training. This publication is provided for a student who is going to have a practical training period in small and medium enterprises. In project partners’ opinion, work and social adaptation is more effective in smaller enterprises (I. Baranauskienė, R.Baltrukonienė and J.Džiautienė).

·        Scene film “Development of Core Skills in Partner Countries” (Germany, England, Latvia and Lithuania) will broaden the outlook of the specialists who work with disabled people and it will reveal the importance of core skills , which have to be developed. The film is introduced in Lithuanian and English.

q       The Internet web site will supplement data basis about vocational training of disabled people in partner countries. The page in the Internet will develop personal competence of disabled people and improve the dissemination of the project results. The web site is introduced in all the project partners’ languages.

q       Methodical appliance “Vocational Education and Training of Young People Who Have Mild Learning Disabilities in England” (prepared by S.G.Jones) helped understand the aims and process of social inclusion in England and to get new ideas preparing other publications. The publication is introduced in English, Lithuanian and Latvian.

q       Methodical appliance “Vocational Training of Disabled Youth in Germany” (prepared by K.-H.Schindler) has presented not only specific features of vocational training in Germany but also has showed how to enlarge the limits of vocational qualifications. The methodical appliance is introduced in all the project partners’ languages.

Information about the Institution of the Contractor


Lithuanian Rehabilitation Centre of Vocational Training (further – Centre) offers young people who graduated from special, general and secondary schools to acquire a profession and prepare for self-dependant life. The Centre provides teaching to 500 students who have developmental disorders and physical disabilities. The Centre was established in 1st May 1994. The shops have comfortable, safe and hygienic conditions corresponding to the world standards.

The Centre admits students to acquire a chosen speciality and provides psychological, medical and social rehabilitation.

The aims of the Centre implemented by the staff:

q       Propose the values of open democratic society.

q       Develop students’ skills of self-dependant life.

q       Assist students in choice of vocation giving an opportunity to test their skills practically and to reconcile wishes and interests with abilities.

q       Provide teaching of perspective professions, taking into consideration the character of disability and situation in the labour market.

q       Develop practical skills.

q       Collaborate with vocational training specialists from Lithuania and foreign countries.

q       Use the EU requirements for qualification standards. The staff of the Centre is 92 pedagogues – 10 teachers of therapy, 55 teachers of profession, 22 tutors, 5 teachers of hobby groups.


The staff of the Centre wants to establish Methodological Centre for the pedagogues of vocational and special schools who work with students having intellectual and physical disabilities. The officials of the Centre try to make educational system favourable to students’ motivation in learning and developing process. If disabled people develop their skills and abilities and acquire a profession they will become a wholesome member of our society, Radviliškis community, non-governmental organizations and various educational institutions. Professional pedagogues are open to novelties; they work in teams and individually meeting students’ needs. The most important is to help disabled people to adapt in the world of changing technologies and be self-dependant.

The Centre community takes part in a number of international projects and projects of our republic which aim at better adaptation and integration of disabled youth.

The Opportunity of Choice of Vocation

The department of Vocational Aptitude Ascertainment and Guidance is a minicentre working in four rooms. There within two weeks a student finds out what vocation he/she may choose. Every year over 200 students from special, general and secondary schools visit this department and make their choices. Vocational counseling is organized according to the following stages: medical, social, diagnostic and psychological work. It provides social help for orphans, families raising children who have developmental disorders and intellectual disabilities, incomplete (one-parent) families etc.

People who have physical disabilities may not only study but also spend their leisure actively: attend driving, sewing courses etc. The accommodation is offered in specially arranged hotel of the Centre.

In 2001/2002 school year students will be admitted to learn:

We offer disabled young people to acquire such specialities:

q       Joiner

q       Tailor (of light clothes)

q       Metal worker (welder, fitter)

q       Decorator

q       Hotel worker

q       Agricultural worker (gardening cultivator)

q       Countryside worker (green plantation cultivator)

q       Agricultural worker (field cultured plants cultivator)

q       Countryside worker (household and repairs worker)

Students who have general and secondary education are offered such specialities:

q       Auto mechanic (II and IV levels)

q       Mender of car bodies (II level)

q       Cook and waiter (II level)

Contact Organization:

81 Gedimino Str.
5120 Radviliškis
LRPRC, Lithuanian Rehabilitation Centre of Vocational Training
tel.:      (8-292) 53957
            (8-292) 53682

Am Heroldsrain 1
D-61184 Karben
BBW, Berufsbildungswerk (Germany)
Tel.: 8-10 49 6039 482 100
Fax: 8-10 49 6039 482 199

Sloka 72
Rehabilitationszentrum Der Republik Lettland
tel.:8-10 371 7769495 fax.:8-10 371 7765046

799 Wilmslow
Road Didsbury
UK-Manchester M202 RR
Manchester Metropolitan University
United Kingdom
tel.: 44(0)1612472060

[1] Further LRPRC.

2 Further BBW