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Since the mission of a VET school is to make all students employable, the guidelines will present to employers that even people with disabilities can perform tasks. These guidelines will detail which tasks are more suitable for different types of disabilities and how to adjust tasks to match their abilities. By adopting this approach, we can increase the employment of people with disabilities and achieve better results for employers. When preparing these guidelines, we will primarily focus on mild disabilities, which are the most common among VET students in lower-vocational and vocational programs, as well as those already employed in the companies we collaborate with.
The guidelines will demonstrate how to teach a (new) task to someone with a disability and specify the adjustments needed in the work process to enhance the working experience. This will also be beneficial for arboriculture teachers, especially when conducting practical classes with students with disabilities. The guidelines will help teachers identify the strengths of students and guide their development accordingly.
Ultimately, the indirect target group consists of people/students with disabilities, who will benefit from these guidelines by increasing their employability. Additionally, with an improved understanding of how to select and demonstrate tasks appropriately based on abilities, people with disabilities will gain confidence and feel more useful and fulfilled in the workplace.
ADHD (attention deficit hyperactivity disorder) – a developmental behaviour disorder that is manifested by weakening or disruption of the brain in childhood.
ADHD is one of the most common neuropsychiatric disorders of childhood and in most cases persists into adulthood. It can be characterized by three basic symptoms – increased hyperactivity, inattention and impulsivity.
Hyperactivity can be characterized by an excessive or developmentally inappropriate level of vocal and motorically activity. It includes movements that do not correspond to the overall situation. During communication individuals speak excessively, make frequent comments, jump into speech or make atypical sounds. The basic manifestation is the constant movement of the individual, who wiggles, jumps, plays with his hands and disturbs others.
Inattentiveness is manifested by the inability to maintain attention, individuals are forgetful, do not listen, cannot distinguish important from non-essential things and have problems organizing tasks and activities. They have difficulty concentrating on tasks, have problems completing tasks in the specified time and cannot work attentively for long periods of time.
Impulsivity is a way of acting in which an individual reacts to unexpected situations emotionally. These individuals are at increased risk of injury, they cannot wait for final instructions and act immediately.
Impulsivity in an individual manifests itself:
People with ADHD are very active and have trouble maintaining attention. They have trouble sustaining an activity for a long time. Learning is extremely difficult for these people, which also applies when learning practical activities or communication skills.
The main problem for people with ADHD is the inability to control their reactions to signals, stimuli or events that affect them and are not related to what they are doing.
People with ADHD:
Individuals with ADHD can contribute to various areas in our society. Thanks to great creativity and resourcefulness, they are valuable members. Their energy is often transferred to other people, which creates a pleasant working climate. Their strong point is hyper concentration, so when they get excited about something, they can stay on it for hours. Individuals are often curious, interested in new stimuli and like to try new things. Many individuals with ADHD are highly perceptive, good at second-guessing, and natural leaders. They are also characterized by excellent management skills.
Although individuals with ADHD can be valuable members of work teams, we must not forget their weaknesses that prevent them from performing certain activities. They are often characterized by impatience and inattention and impaired memory. Since they have trouble staying still for long periods of time, this leads to risky behavior where they seek out dangerous and exciting situations. They have trouble staying at one activity for a long time. They do not know how to control their emotions very well, they are more impulsive, moodier and often act very quickly and explosively. Individuals are not very good at planning and organizing daily activities. Sometimes they have trouble following instructions because they have reduced responsibility for their behavior. Individuals with ADHD are often aware of their shortcomings, leading to low self-esteem and feelings of inferiority. They use aggressiveness and bossy behavior as a way of defense.
Hearing impairment is a partial or complete loss of hearing, a limited possibility of perception of auditory stimuli.
Hearing impairment is a more or less impaired ability of the auditory analyser to perceive surrounding sounds and speech. The use of the national sign language is characteristic for individuals.
We recognize several groups of people with hearing impairment:
Deaf persons
Hearing impairment represents a person’s life restrictions:
Individuals with this handicap have several strengths that allow them to excel in certain areas. They have more developed visual perception and greater visual concentration than unimpaired people have. A very important strength of the hearing impaired is their excellent observation skills. They often have a developed sense of detail. Individuals with this disability tend to be very sensitive.
The biggest problem with these individuals is communication. If a person has been deaf since birth, his/her pronunciation is impaired, and it is more difficult to understand his speech. These individuals often have impaired speech development, which limits them in establishing communication with other people. They are characterized by a deficit in orientation skills. All these facts can have an impact on their emotional side, which is why these individuals are often unstable and emotionally unbalanced. Their vocabulary is low. In terms of grammar – incorrect timing, inflection, incorrect use of number or prepositional cases may appear in speech.
Down syndrome is neurodevelopmental, genetic disorder that occurs due to an excess of chromosome or part of a chromosome most often in chromosome 21 (Windsperger & Hoehl, 2021).
The prevalence of Down syndrome in Europe is around 1 in 1000/1500 births so around 417,000 people with Down syndrome live in Europe (de Graaf, Buckley & Skotko, 2021). However, this rate can vary significantly among different regions and countries within Europe.
People with DS have complex symptomatology that includes physical growth delays such as delays in motor and language development, they have distinctive facial features, difficulties in verbal memory and mild to moderate intellectual disability. Individuals with Down syndrome may also have some associated medical problems, such as congenital heart defects, hearing loss, and thyroid disorders (Windsperger & Hoehl, 2021).
The severity of symptoms can vary widely among individuals with Down syndrome, and many individuals with this condition lead fulfilling lives with proper support and care. With early intervention, education, and access to medical care, individuals with Down syndrome can achieve developmental milestones and live productive lives within their communities.
The main features and characteristics of individuals with Down syndrome are:
Individuals with Down syndrome are valuable members of the community and can contribute in various fields.
What is often emphasized is that they are hardworking and reliable workers, often exhibit warm, friendly, and affectionate personalities, they can be empathetic and form strong emotional connections with others, demonstrate remarkable resilience in facing life’s challenges and often maintain a positive outlook and can demonstrate determination and high motivation to achieve their goals. While communication abilities may vary, individuals with Down syndrome typically possess strong social skills; they enjoy interacting with others and can be socially perceptive.
Many individuals with Down syndrome have a natural inclination towards inclusivity and acceptance of others they often promote a sense of belonging and community.
Individuals with Down syndrome, like all individuals, have a unique combination of strengths and weaknesses. It is essential to recognize and support both aspects to help them thrive.
Despite the rehabilitation of people with Down syndrome, there are some “weaknesses” that can be noticed. Most often, these “weaknesses” result from insufficient work with people with Down syndrome. This can most often be seen in ignorance of social norms and crossing personal boundaries (for example hugging strangers).
Due to frequent health difficulties, individuals with Down syndrome are often unable to perform tasks for which they have contraindications. Which means that, for example, students with hearing impairments (hearing problems) must not/cannot work at heights, and students with heart disease can’t work in extreme heat or cold (e.g. refrigerators). For students with Down syndrome, it depends on their health condition, but most often it is work at heights, jobs that require great physical effort or jobs that are done in extreme weather conditions. In addition, most students with Down syndrome need more time to perform complex tasks, they need additional support when performing tasks that require well-developed fine motor skills, gross motor skills, or coordination (walking, running, and handwriting).
Sometimes they have difficulty expressing themselves verbally what can affect communication and social interactions.
Attention deficits and difficulties with concentration may be present in some individuals with Down syndrome, which can affect academic performance and daily tasks. Some of them may be more sensitive to sensory stimuli, such as noise or bright lights, which can affect their comfort and ability to focus in certain environments.
Dyslexia, dysgraphia and dyscalculia or specific learning difficulties (SLD) are neurodevelopmental disorders, which are most often, discovered when student starts school (APA, 2013).
Most important is that individuals with SLD have a range of cognitive strengths and weaknesses, which are on a continuum in the general population (Butterworth & Kovas, 2013).
Prevalence of specific learning difficulties (SLD) in Europe may vary depending on the country and the specific learning difficulty being considered.
Dyslexia is a learning disability that affects reading, literacy and language skills. People with dyslexia have problems in accurate or fluent recognition of words (and symbols in the form of letters, numbers), poor decoding and poor spelling skills (Shaywitz & Shaywitz, 2008).
Dysgraphia is a learning disability that affects the skill of writing, and difficulties in the accuracy of spelling, grammar and the clarity or organization of written expression stand out (APA, 2013).
Dyscalculia is a learning disability that affects mathematical skills. There are difficulties in acquiring and understanding the concept of number, performing mathematical/arithmetic tasks (APA, 2013)
Students with dyslexia, dysgraphia and dyscalculia have average or above-average intelligence and do not need content adaptation or reduction of work tasks.
Individuals with dyslexia have difficulties in connecting sounds and syllables into words, they change words by moving or inserting syllables, they omit letters and syllables, when reading they go back to the reading line or omit a line. While students with dyslexia may have strong oral language skills, they may struggle with reading comprehension due to difficulties in decoding text and processing written information.
Individuals with dysgraphia often have messy and hard-to-read handwriting, writing is slow, they have difficulty connecting sounds and letters, there are substitutions of similar letters, mirror writing of letters and numbers, insertion, addition, repetition, moving or omission of words or syllables, difficulties in using spelling and grammar rules. Students with dysgraphia may struggle with handwriting legibility, letter formation, spacing, and consistency.
Individuals with dyscalculia have difficulties with counting backwards, show difficulties in understanding things such as place value and slowness in performing calculations, they have poor sense of number and estimation. Some students with dyscalculia may struggle with spatial awareness, making it challenging to understand geometric concepts or interpret graphs and charts. Working memory deficits are common in dyscalculia, which can impact the ability to remember mathematical procedures, formulas, and sequences. Also they may find it challenging to grasp concepts related to time, such as telling time on a clock or understanding schedules. They may also struggle with money concepts, such as making change or understanding financial transactions.
Considering that during education, students with specific learning difficulties have to put in more effort, they often have developed work habits, learn well using a multimodal approach and are successful if they are provided with the necessary adjustments. Individuals with specific learning difficulties, such as dyslexia, dyscalculia, and dysgraphia, often possess unique strengths alongside their challenges. Recognizing and nurturing these strengths can help individuals with learning differences succeed and thrive.
Many individuals with learning difficulties exhibit creativity in various forms, including artistic expression, problem solving, and thinking outside the box, some of them have strong visual thinking skills, enabling them to visualize concepts, patterns, and relationships in ways that others may not.
Rather than focusing solely on details, individuals with learning difficulties may excel in seeing the big picture and making connections between seemingly disparate pieces of information.
Many individuals with learning difficulties develop resilience and perseverance as they navigate challenges in learning and everyday life. They learn to adapt, problem-solve, and persist in the face of obstacles, which are essential skills in various aspects of life.
Most people with specific learning difficulties have difficulty understanding complex words, transferred meanings, synonyms and all kinds of language traps.
Struggle with reading, writing and mathematics may lead to frustration, low self-esteem and sometimes mental health problems.
Many individuals with specific learning difficulties may have slower processing speed, meaning they take longer to understand and respond to information compared to their peers. This can affect tasks such as reading comprehension, completing assignments, and following instructions in real-time. Some of them may have limitations in working memory, making it difficult to hold and manipulate information temporarily, which can affect tasks such as multi-step problem-solving, following directions, and remembering instructions.
Some individuals with learning difficulties may struggle with spatial awareness, making it challenging to understand spatial relations, directions, and maps.
* People with autism spectrum disorder, also including people with Asperger’s Syndrome Applies to people with ASD in general and also specifically to people with Asperger’s Syndrome (given that people with Asperger’s Syndrome are considered to be high-functioning autistic people who have some specificities, but may otherwise be of average or even above-average intelligence, the guidelines below are reasonably applicable to their area of weakness).
We talk about ASD (autism spectrum disorder) when person has:
We talk about a spectrum of disorders because these problems manifest themselves very differently in each individual. Therefore, ASD includes people with autism, with different difficulties; it includes also those with Asperger’s syndrome, those that are considered high-functioning autistic people. This means that some people with autism are able to live relatively “everyday” lives, while others need a lifetime of professional help.
Autism is a complex developmental disorder with a heterogeneous aetiology (different causes) and a strong genetic basis. Research shows that combinations of genetic and environmental factors can cause changes in brain development. In the last 15-20 years, we have witnessed a dramatic increase in ASD. Worldwide surveys show that 1.1% of people have one of the autism spectrum disorders (Macedoni-Lukšič, 2006, Jurišić, 2016).
They need a routine
The world can seem a very unpredictable and confusing place for people with ASD, who often prefer a settled daily routine so they know what will happen each day. Routines may mean that they want to take the same route to work every day, or to eat exactly the same food every day, for example for brunch, which is served in the same order.
Rules are also very important to them: it can be very difficult for people with ASD to adopt a different approach once they have learned the ‘correct’ way. It is also difficult for people with ASD to accept changes, but they can cope with it more easily if we prepare them for change and if they have enough time for adjust.
Have special interests
Many people with ASD develop special interests at a young age. These can change over time or be maintained for life. Special interests can be drawing, music, computers, trains, firefighters, dinosaurs, etc. Some people with ASD may also work in line with their special interests over time. For others, these interests remain a hobby. However, special interests can also be quite unusual. For example, someone with an ASD really liked to pick up rubbish. This interest was then developed and extended to recycling and environmental care.
Sensor sensitivity
People with ASD are often sensory sensitive. This sensitivity can relate to one or several senses – sight, hearing, smell, taste and touch. The individual may be hypersensitive (hypersensitivity) or under sensitive (hyposensitivity) to stimuli. For example, a person with autism may find some ordinary sounds to be intolerably loud and disturbing. This can cause anxiety or even physical pain for the individual with ASD. This is why they cover their ears when the sound is too loud for them. Thus, people with ASD avoid certain sounds or smells (perfumes, deodorants), reject certain fabrics (important to think about, if they refuse to wear protective clothing) and they are very fussy about food. They also do not like being touched.
People who are hyposensitive may not feel pain or very high or low temperatures.
Swinging / rotating
Some people with ASD are often swinging or rotating to stimulate certain feelings, balance or control stress.
People with ASD have an unusual mix of strengths and weaknesses, with some people having exceptional “savant skills”, such as calendar calculations, exceptional musical skills, efficient and rapid mathematical operations with large numbers, spatial skills without the use of aids.
People with ASD are often characterised by excellent memory, good logical reasoning, strong attention to detail, high tolerance for repetitive and routine work, highly specific knowledge (they read encyclopaedias), thinking outside the box, formulating creative ideas, perseverance, honesty, loyalty.
When they find a topic or activity that catches their interest, they usually get very deep into it, talking about it all the time, researching it. This interest can lead to a successful hobby and later a career, where they can be successful. Of course, this is true for those people with ASD who are more functional and are able to take care of themselves more independently.
Despite their many areas of strength, people with ASD have many difficulties in their daily functioning.
Social communication challenges
People with ASD have difficulties in both verbal and non-verbal communication. Many of them take speech very literally and think that people say exactly what they mean. Most often they find it difficult to use and understand:
Some people with ASD may not speak, or may have fairly limited speech. Most of the time, they understand what is being said to them, but they often use other means to communicate, such as inappropriate behaviours and gestures, which are usually only understood by those who are very close to the person with autism. Others, again, have well-developed speech and language skills, but may have difficulty engaging in conversation, perhaps repeating what someone has said or certain phrases (this is called echolalia), or talking incessantly only about what interests them.
It is very helpful for people with ASD to be spoken to in a clear, consistent way, and to be given time to process the information they are being told.
Challenges in social interaction
People with ASD often have difficulty recognising or understanding other people’s emotions and feelings and expressing their own, which makes it harder for them to fit in socially.
People with autism spectrum disorders:
Difficulties in social interaction also mean that people with ASD have difficulty making friends: some people are very keen to socialise with others, but do not know exactly how to go about it.
Challenges related to weak executive functions (key in carrying out daily activities):
In everyday life, this could manifest itself as lateness, procrastination, losing things, forgetting tasks, emotional outbursts, (lack of emotional regulation), word-jumping, clutter, inability to follow multi-step instructions and complex tasks, lack of ability to prioritise.
Communication is very important when working with people with ADHD. Employers should adhere to certain principles of work with such persons:
Suitable communication
Colleagues or superiors should not use verbal commands, which sound too authoritarian and dictatorial. For persons with ADHD each stimulus can evoke speech resistance or aggressiveness, therefore calm and balanced approach should be used.
Perform short-term tasks
It is ideal to perform only one work task in the given specific time to avoid attention loss.
Calm working environment
It is often necessary that persons with ADHD are able to work in a calm and quiet environment. If such conditions cannot be ensured, it is suggested to provide noise reduction/cancelling earmuffs or headphones.
Various work tasks
Alternating between various work tasks at short intervals may help to maintain attention during activities.
When working with hearing impaired people, we must adhere to certain principles:
1. Adequate lighting
The light should not be too strong or too weak. Proper lighting is one of the basic principles to be followed.
2. Use of sign language
3. Acoustics space
We should communicate in a quiet and secluded place if possible.
We chose environments without echo (e.g. curtains reduce echo in the room). We can have a conversation in an office instead of a corridor.
Space influences the sound perception and each space has characteristic acoustic conditions that change. For unimpaired it is not problematic but for persons with hearing impairment it can cause some difficulties.
Hearing impaired persons are capable to communicate less than suitable conditions, however it might initiate tension and stress and therefore it is advisable to avoid such conditions.
Providing simple and effective instructions is most important when working with students with Down syndrome.
Some of the recommendations are:
When demonstrate you should:
Always have in mind that mistakes happen all the time and that with practice students with Down syndrome will get better and better.
After the demonstration always review the key steps and summarize the process to reinforce understanding.
The main instructions to follow:
Often students with Down syndrome will need assistant in a workplace who will help with complex tasks and provide support when needed.
Students with specific learning difficulties need different types of support, which is why they need to be approached individually.
General recommendations are listed below:
The demonstration should be clear and step-by-step without unnecessary details.
During the demonstration, it is necessary to use simple language, monitor the students’ needs all the time, and adapt to them. In addition, it is necessary to take care of the previously mentioned instructions.
When you have finished the demonstration, check their understanding and allow them to perform the activity with you so that mistakes or misunderstood instructions can be spotted.
A clear structure and organization in the workplace is important for every student.
The work material and tools should always be in the same and accessible place, and the written instructions and visual support should be prepared in advance.
Allow students to work in a relaxed atmosphere, because that way they will learn more easily and a lot more. Allow mistakes because they happen to everyone and often students learn a lot from them.
* People with autism spectrum disorder also including people with Asperger’s Syndrome Applies to people with ASD in general and also specifically to people with Asperger’s Syndrome (given that people with Asperger’s Syndrome are considered to be high-functioning autistic people who have some specificities, but may otherwise be of average or even above-average intelligence, the guidelines below are reasonably applicable to their area of weakness).
First, take care of:
Use plain, unambiguous language:
Instructions:
The person giving the instructions must make sure that the person with ASD or Asperger’s Syndrome understands the instructions properly (do not be satisfied that the person is silent and does not ask anything, or even nods as if he/she understands. It is essential to check what and how the person has understood the instruction.)
If people with Asperger’s syndrome use complex words or phrases, we need to be aware that they do not necessarily understand the meaning of these words. Therefore, we need to check what they really understand in this case. If necessary, explain the meaning of the words or instructions to them again. Keep calm.
When learning new tasks, it is recommended for people with ASD to reinforce verbal instructions with written instructions (a short summary of the task with key information), pictorial material (the person chooses the channel they prefer) and, above all, a practical demonstration of the task. Then the person with ASD should be given the opportunity to demonstrate at his/her own pace how he/she has understood the instruction, the task itself, and to practise the task in peace and in a safe environment to master it. This is done at his/her own pace, adjusting the time for learning new tasks, adjusting the number of repetitions, allowing a break in between, additional time if necessary).
Other staff members can also benefit from a gradual way of learning the job. We can use a model-based learning technique, which takes place in four stages (Pirih Zupan, 2020):
For people with ASD or Asperger’s Syndrome, it is helpful to identify a person (mentor), who:
The person must be patient, calm and organised.
We do not expect a person with ASD to ask spontaneously for help or further explanation. Mentor or co-worker should realize, that person with ASD may need help with working tasks.
Possible physical adaptations to the workspace:
Other possible adjustments to the working process:
Social skills deficits
It will be helpful for people with ASD to use email to make arrangements, thus relieving them of social pressure. This also avoids the need for an immediate response, allowing them to think calmly before replying. In a one-to-one relationship, we can make it easier for them by sitting next to them rather than opposite them, thus limiting eye contact.
They need to be approached and helped to engage in social contact (that they are not isolated, but they should not be forced into social contact). They need to be guided, taught how to approach and, above all, shown what behaviour is appropriate in a given situation. They need a framework (clear rules, boundaries, illustrated with concrete examples) within which they can better find their way.
The tasks performed by a person with Asperger’s syndrome should not be team tasks. The tasks should not involve the participation of a large number of people, where ongoing coordination is required. Otherwise, for people with autism in the strict sense work tasks should be individual.
Work process as routine
People with ASD or Asperger’s Syndrome like their day to follow a set pattern. It suits them:
Once they have mastered a new working process, they can be successful at it and not get bored of repetitive activities.
The ability of the worker/candidate to perform a specific job in the particular working environment depends on many factors, including his/her mental, physical and medical condition. An occupational medicine practitioner professionally assesses this.
The employer draws up a job classification, which includes details of the type of work, the job description and the conditions for performing the job such as duties, responsibilities and qualifications for an employee.
A qualified safety officer in cooperation with the occupational medicine practitioner carries out a safety and health risk assessment for each job in the company, based on the job classification.
Following the health and safety risk assessment, the employer produces and adopts a written safety statement and risk assessment document that includes:
The employer refers the job applicant to an occupational medicine practitioner for a preliminary preventive medical examination to determine the health and ability of the applicant to perform a specific job in the particular working environment.
The occupational medicine practitioner makes a professional assessment of the applicant’s medical capability for the job on the basis of the risk assessment for the job in question.
After the conclusion of the employment contract, the employer provides the worker (formerly the applicant) with the necessary training for the safe working practice.
A disabled person is defined as a person who has acquired the status of a person with a disability according to the legal regulations, and a person who has been declared by a competent authority to be permanently affected by a physical or mental impairment or illness, and who is therefore substantially less likely to be employed or to remain employed or to be promoted in the workplace.
Vocational rehabilitation are services provided with the aim of enabling a person with a disability to acquire appropriate job qualification training, to obtain, retain and advance in employment or to change his or her vocational career.
A candidate acquires the status of a person with a disability according to the legal regulations and at a competent authority.
At the Ministry of Employment, a specialist in vocational rehabilitation and employment of people with disabilities (rehabilitation counsellor) issues the unemployed person with a disability a referral for treatment to a vocational rehabilitation provider thus entering the vocational rehabilitation process.
This is followed by an introductory interview by the professional team composed of at least five different professionals:
The purpose of the treatment is to gain:
The person undergoing treatment is actively involved in the process, including the development of the rehabilitation plan.
Treatment outcomes depend on many factors, including the individual’s mental, physical and medical condition.
If the outcome of the treatment is satisfactory, it is followed by on-the-job training. The job tasks on which the individual is to be trained are coordinated by the rehabilitation centre’s expert team and defined in advance by the employer. If the work position or work environment needs to be adapted accordingly, the rehabilitation centre’s expert team prepares an appropriate adaptation plan.
The employer has no financial obligations during the training, except to provide the disabled person with a mentor.
The possible goals or outcomes of the Vocational Rehabilitation Programme are:
The duration of vocational rehabilitation is individually planned and should not last significantly longer than one year.
Tree worker/arborist should be able to:
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