University of East Sarajevo - Trans2Worktrans2work.eu/wp-content/uploads/2018/02/English-version... · 2018. 2. 26. · Lejla Kafedžić, PhD Draženko Jorgić, PhD Technical editing

University of East Sarajevo Faculty of Medicine Foča

Biljana Sladoje-Bošnjak

Ranka Perućica Sonja Kaurin

Vera Vujević-Đurić Lefkothea Kartasidou

Matjaž Debevc Elisavet Pavlidou

Despoina Panagiotopoulou

MENTOR TRAINING IN INCLUSIVE EDUCATION

East Sarajevo, 2018

Publisher University of East Sarajevo Faculty of Medicine Foča For the publisher Milan Kulić, PhD Editors-in-Chief Biljana Sladoje-Bošnjak, PhD Vera Vujević Đurić, PhD Reviewers Lejla Kafedžić, PhD Draženko Jorgić, PhD Technical editing Sonja Kaurin, MA Ranka Perućica, MA Proofreading Vera Vujević Đurić, PhD Translations Cambridge – Center for languages and education

Printed and bound by “Kopikomerc” Circulation 100 copies ISBN 978-99976-717-6-9 COBISS.RS-ID 7201816

AUTHORS Biljana Sladoje-Bošnjak, PhD Associate professor Department of Pedagogy, Faculty of Philosophy (UES) Ranka Perućica, MA Teaching assistant Faculty of Medicine (UES) Sonja Kaurin, MA Teaching assistant Department of Pedagogy, Faculty of Philosophy (UES) Vera Vujević Đurić, PhD Associate professor Department of English Language and Literature, Faculty of Philosophy (UES) Lefkothea Kartasidou, PhD Associate Professor Department of Educational and Social Policy University of Macedonia (UOM) Matjaž Debevc, PhD Associate Professor Faculty of Electrical Engineering and Computer Science (UM)

Elisavet Pavlidou, PhD Career Counselor, Department of Educational and Social Policy University of Macedonia (UOM) Despoina Panagiotopoulou Employers Training Expert Gnosi Anaptixiaki NGO

CONTENTS Introduction........................................................................................... 11 MENTOR’S ROLE IN THE DEVELOPMENT OF SOCIAL AND COMMUNICATION SKILLS OF STUDENTS WITH DISABILITIES………………………………………………..……... 15 Introductory remarks.............................................................................. 15

Who are mentors and what is their role?........................................ 16 How to Write a Résumé (CV)......................................................... 18 Structure of resume (CV)................................................................ 20 Example of resume (CV)................................................................ 21 Communication skills of students with disabilities…………….... 22 Conclusion...................................................................................... 26 References....................................................................................... 27

MENTOR’S ROLE IN THE TRAINING OF STUDENTS WITH DISABILITIES FOR THE USE OF ICT…………………….…….. 29

Introductory remarks....................................................................... 29 Students with disabilities at higher education institutions.............. 31 ICT equipment and its use among SwD......................................... 32 Example of the workshop: Introducing the use of ICT equipment to the students........................................................ 36 Conclusion...................................................................................... 36 References....................................................................................... 37

PEDAGOGICAL ADVISORY WORK WITH STUDENTS WITH DISABILITIES..................................................................................... 39

Introductory remarks....................................................................... 39 The concept and specificities of advisory education...................... 39 Possibilities for realization of counseling work with students with disabilities................................................................. 44 Workshop for students with disabilities..........................................48 Conclusion...................................................................................... 49 References....................................................................................... 50

COOPERATION OF MENTORS WITH THE TEACHING STAFF, THE PROJECT COORDINATOR, THE VICE DEAN FOR TEACHING PROCESS AND STUDENT SERVICES OF THE FACULTY……………….................................................................… 53

Introductory remarks……………………………………………... 53 The advantages of mentors’ cooperation with students with disabilities....................................................................................... 54 Cooperation of mentors with teaching staff…………………….... 56 Example of workshop: Training of teachers for work with students with disabilities.................................................................. 57 Cooperation of the mentor with the project coordinator ............. 58 Cooperation of the mentor with the vice dean for the teaching Process…………………………………………………………… 59 Cooperation of mentors with student services…............................ 60 Example of the workshop: Getting acquainted with certain study activities...............................................................…. 62 Conclusion...................................................................................... 63 References…………………………………………………...…… 64

COOPERATION OF MENTORS WITH THE EMPLOYERS: NATIONAL EMPLOYMENT SERVICES....................................... 65

Introductory remarks....................................................................... 65 The concept of mentoring............................................................... 66 Who are interested parties in the employment process of persons/students with disabilities? .................................................68 Cooperation of mentors with employers......................................... 69 Cooperation of mentors with national employment services.......... 71 Example – Cooperation of mentors with employers in hiring persons/students with disabilities ………………………….…….. 72 Conclusion……………………………………………………...... 75 References………………………………..………………………. 77

INDEX................................................................................................... 79 CONCLUSION..................................................................................... 83 DIE SCHLUSSFOLGERUNG............................................................ 87 ЗАКЉУЧАК......................................................................................... 91

Mentor training in inclusive education 9

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AUTHORS............................................................................................. 95 REVIEWS............................................................................................. 99

INTRODUCTION

The book Mentor training in inclusive education was created within the international project School-to-Work Transition for Higher Education students with disabilities in Serbia, Bosnia and Herzegovina and Montenegro (Trans2Work). The reasons for creating this book can be found in the objectives of the international project Trans2Work, which are: a) To prepare and improve higher education institutions in

order to support students with disabilities in their transition from faculty to workplace using and monitoring EU standards and policies;

b) To associate higher education with a work environment that is appropriate for persons with disabilities;

c) To assimilate transition opportunities and skills with the practices and policies of the European Union;

g) To prepare employers for better understanding the needs of people with disabilities in order to create and offer new jobs for these people.

The main target group for this project is a wide group of existing and future graduates with disabilities and employers from the private and public sector. Given the need to strengthen the academic community in order to accept the concept of transition of persons with disabilities from faculty to the workplace, other target groups and potential partners of the university are: students with disabilities, university teachers and staff, existing university services, career centers, and potential networks. The aforementioned goals will be achieved only with the support of higher education institutions which will enable students with disabilities to participate in the practice programs within the specific mobility program included in the Erasmus + credit mobility program for students from higher education institutions. It is important to mention the participation of non-governmental

12 Mentor training in inclusive education

organizations (NGOs) in the entire process of support for people with disabilities, because they already faced problems in employment of persons with disabilities and can contribute to this project by transferring their knowledge and experience. We emphasize that this book Mentor training in inclusive education was the result of studying and researching the roles and tasks of mentors in the process of transition of persons with disabilities from faculty to workplace. Based on the study and research of literature on a given topic, the following chapters were created: 1. Mentor’s role in the Development of Social and

Communication Skills of Students with Disabilities; 2. Mentor’s Role in the Training of Students with

Disabilities for the Use of ICT; 3. Pedagogical Advisory Work with Students with

Disabilities; 4. Cooperation of Mentors with the Teaching Staff, the

Project coordinator, the Vice Dean for Teaching Process, and Student Services of the Faculty;

5. Cooperation of Mentors with the Employers: National Employment Services.

These titles contain subtitles that deal with specific themes within the separate papers. Most of the papers, in addition to the theoretical part which has the task of informing the general public and readers interested in the topics being studied, contain examples of the workshops as a practical part that provides a better understanding of the applicable possibilities of the offered theoretical aspects of the papers. In addition to the aforementioned titles, the book also contains Introduction, Conclusion, Index of Names, and Résumés of the Authors. We hope that the book will satisfy the needs of readers who are interested in the role of mentors and their cooperation with employers, national employment services,


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teaching staff, project coordinators, lecturers and faculty student services, with the aim of empowering and highlighting the mentors’ position. The basic task is to help students / persons with disabilities in the process of transition from faculty to work. Note Abbreviations appearing in the book: SwD – Student with disabilities PwD – Person with disabilities IwD – Individual with disabilities CV – Résumé ICT – Information and communication technologies


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MENTOR’S ROLE IN THE DEVELOPMENT OF SOCIAL AND COMMUNICATION SKILLS OF

STUDENTS WITH DISABILITIES

Introductory remarks

Writing a résumé (Curriculum Vitae) is an important step when students with disabilities apply for a job. The goal of each curriculum vitae (CV) is, first and foremost, to stir up interest and provide the candidate with a call for an interview. For the CV to be as good as possible, students with disabilities need to know themselves, their interests, abilities, and attitudes. Often it happens that when asked the question: “How would you describe yourself?” most students talk about what they are doing at the moment or what their profession is. Of course, this is a good start, but the emphasis must be on their knowledge, skills, and abilities. In this paper, in addition to how to write a CV, we will deal with the communication skills which are essential for writing a good CV, and for candidates to be as successful as possible in the interviews. When students with disabilities come to the stage of finding a job and building their careers, they are becoming part of a team, a social group that works for a common goal. Communication and social interaction within these groups will be an integral part of their everyday work and experience, it will also be crucial for the stability or advancement in their careers. Without proper social skills it will be difficult for students with disabilities to become part of the team or contribute to overall success, no matter how satisfactory their ideas or critical thinking skills are.

Before we say anything about the things mentioned above, we will define the term mentor, and what their role imply.


Who are mentors and what is their role?

In the literature it is possible to find more definitions of mentors. The author Brofenbrenner defines the mentor as an older, experienced person who wants to help in the development of character and competence where this is not developed (according to Jeđud, Ustić, 2009). According to Baker & Griffin (2010) mentoring is a continuous process that is aimed at improving both the personal and professional development of a person. Today, a mentor is a wise and experienced person who helps young people. It is also a synonym for a conscientious teacher and an experienced counselor, but also a guide in someone’s life. We can say that mentoring is a complex job that involves the process of knowledge and experience. The goal of mentoring is to establish opportunities for continuous improvement of skills and knowledge, that is, to promote personal development and career advancement. The role of the mentor is to administer the relations, to listen to the person, to open the space for a new direction of thinking through series of questions, or simply to encourage an innovative and creative approach to work and everyday life. Hudson (2007) distinguishes in his works a model of five factors which are important for mentoring: - Personality traits: the mentor needs to show personality

traits that enable a stimulating environment for cooperation and the development of positive attitudes and trusts of teachers or students in the practice,

- System requirements: regulation for establishing quality cooperation (university program, university policy, rulebooks, system issues, etc.).

- Pedagogical knowledge: the mentor should have adequate pedagogical knowledge and use this knowledge in his mentoring practice so as to promote effective information and counseling,


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- Modeling of behavior and teaching practice: the mentor is modeling teaching situations, demonstrating the preparation of teaching materials and the like.

In mentoring relationships, a clear understanding of the role on both sides has a major impact on the success or failure of the overall process. It is very important to define clearly and precisely the expectations that come from this relationship in order to avoid disappointment. In practice, the mentor is expected to, first of all, form a good relationship that will be of a developmental character with the person he/she wants to help. Mentors also need to find useful information that they will later transfer, they need to recognize what a particular person requires in the process of their formal, informal, professional and personal education. It is necessary that mentors can inform their interlocutors about important facts that will enable them to their golas more easily and quickly, provide suggestions, explanations, instructions and advice, provide stable support for a certain period of time. What the mentor should do, to a large extent, will depend on the purpose that the mentor has. Mentor’s work includes collaboration with students with disabilities, with the vice-dean for teaching process, project coordinator, student organizations, and faculty services (Campbell, & Brummet, 2007). It is of the utmost importance that good cooperation between mentors and persons with disabilities is established at the beginning. In practice, it is known that there is still insufficient cooperation between persons with disabilities and educational institutions, so it is therefore necessary to inform persons with disabilities how and in what way to improve their position on the labor market and how to obtain useful and timely information. The role of the mentors will primarily be to develop the social, business and communication skills of students with disabilities, to help them to find information online more easily and


independently, and to present themselves to employers by writing a CV. How to Write a Résumé (CV)

Before anything is said about how to write a résumé

(CV), we should mention that now in use is the term, that is, the abbreviation CV. A CV stands for “curriculum vitae” which is Latin for “course of life” and is synonymous with a résumé. The CV is a term that is mostly used in Europe, while in our country the term résumé is also used (http://www.zzzrs.net/index.php). The aim of the CV is the personal presentation of an individual. Writing a CV is, perhaps, for some students an easy job, but for some is not. Regardless of whether they are looking for a job for the first time, or they are returning to the labor market because they have lost their jobs, or are looking for better working conditions, they need to understand that the challenges they face are very similar. The goal is to find a position that best suits their needs. They need to be qualified and trained to present themselves as the best candidate for the job they are interested in. Therefore, it is necessary that they adjust their résumés (CV) to highlight the benefits that will bring to the new workplace. They need to show the knowledge, skills and abilities that best suit the potential employer. If they are unemployed they should try to find a volunteer engagement to gain work experience. The basic question is how to present all this to the employer in the best possible way. The process of presenting yourself to a future employer begins when you decide to sign up for a specific job advertisement. The first thing you do to “get to know” your prospective employer is to present yourself to them a CV (résumé). The reason why you need to have a well-written CV is that in most cases you will have great competition in the job


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vacancy, so the purpose of a well-written CV is to separate you from other (many) candidates and to lead you to the next level, that is a job interview. Superior presentation and the CV that corresponds to the employer’s needs and requirements, bring you the greater chances of being called for a job interview. The résumé should present the candidate in the best light possible, in a concise and beautifully structured way. There are many ways in which you can write a CV by using the facts and being original at the same time, but it’s important to remember the following: The aim of a résumé (CV) is to be called for a job

interview; A well-written résumé is short in words but strong in facts; Writing a résumé is the best preparation for an interview; The content of a résumé directs the course of an interview; The tone of a résumé should be moderate

(http://www.esrpska.com). The standard parts that a résumé (CV) should contain are: personal – contact information; work experience; education; trainings, courses, seminars; computers skills; foreign languages; personal characteristics and the like. Of course, candidates can add what they think is necessary and create résumés at their own discretion, in order to present themselves in the best way. It should be kept in mind that there are no two identical résumés, therefore, one should try, in a subtle way, to leave their own personal mark. What should also be kept in mind is that your CV needs to be adapted to the job vacancy, to find out what is required of the candidate and, accordingly, highlight those qualities that characterize you as the right person for the job. A set of examples of how to write a CV is also available online which is very convenient. One of the CV samples and writing tips are available on the website of the National


Employment Service of Republic of Srpska, which we present below (http://www.zzrs.org).

Structure of Résumé (CV) - Personal data (full name, address, phone number, e-mail

address). - Education (name of educational institution, period of

education, academic degree). If you do not have a work experience, put the information about your education at the beginning of a résumé immediately after personal data and provide a detailed account of educational development, or indicate: diploma / master paper, special interest in specific subjects, average grade (if it is high), attended courses (related to the profession) If you have a working (professional) experience, give only basic information in the section on education. - Professional / work experience (company name, position,

employment period, job description and results achieved). - Personal profile (skills acquired during your lifetime and

work in the community, organizational skills, individual abilities, interests and preferences).

- Other skills (computer skills (indicate specific programs)), specify the level of a foreign languages knowledge, other skills (a driver’s license and other passed courses and acquired certificates).

It is important to know: 1. In a résumé never write: national and political

commitment, expected salary, the deadline in which you are ready to take over the job, the reasons for leaving the


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previous employer, abbreviations, charts, drawings, and do not submit a photo.

2. In a résumé it is obligatory to put: name and surname, address, telephone number and e-mail address, desired job position, education and training, work experience, and personal characteristics.

Example of resume (CV) Name and Surname : Nikola Nikolic Adress: D. Jevđevića, 71 420 Pale Telephone: 057 / 000-000 Mob. telephone: 065 / 000-000 E-mail: [email protected] Résumé (CV): Education and training: o Higher education 1995-2000, Faculty of Law, University

of East Sarajevo, academic degree: Graduated lawyer, average grade during study 8.25, diploma paper from subject Constitutional Law.

o During his studies he volunteered in the legal sector of the Ministry of Refugees and Displaced Persons of BiH, Sarajevo.

o Secondary education 1991-1995, Grammar School Sokolac, title: High School graduate.

Other skills: • Business Communication Course May - July 1999. • Seminar in the field of public relations 2000. • Computer skills (Windows, Word, Excel and Internet) • Foreign languages: I can speak, read and write in English,

basic knowledge of Russian • Driver’s license B category


Personal profile: • Hard-working, responsible and communicative • Capable of individual and teamwork • Promising and young, ready to perform tasks in different

working conditions • Ready for further training. (http://www.zzrs.org). Communication skills of students with disabilities Communication is crucial! Why do we communicate? People communicate for the basic reasons to express their wishes, needs, satisfaction, dissatisfaction and to make choices. Also, people communicate to ask a question and get a response to it, to exchange information, show their knowledge. If we take into account the fact that the World Health Organization defined the quality of communication as one of the five skills necessary for a healthy and happy life, and in the spirit of Socrates efforts to carefully define the words before their use, it is useful at the beginning to define the notion of communication. The term communication comes from the Latin term communicatio which means to communicate. One of the many definitions of communication is: ”Communication is the exchange of messages between two or more persons” (Pedagoška enciklopedija 1, 1989: 404). Communication is absolutely essential for employment, and students with disabilities often struggle even with basic communication skills. Communication skills are essential life skills and are necessary both at school and outside it. Young people with disabilities need practice in social life and communication skills to succeed in school, in community life and at work. There are many different interventions that are used to involve students with disabilities and to help them acquire


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social skills. Some of these interventions are: therapy, modeling or training mentors who can be teachers or peers (Foster, 2011). The role of mentors for vocational training and the development of communication skills of students with disabilities should be reflected primarily in the curriculum that will prepare these students for the job they want to do. Broad-based communication skills are good, but with some students with disabilities, skills for survival in the workplace and in the community are needed. The communication skills that are necessary for students with disabilities are to be able to follow the instructions exactly, to require or provide assistance, to exchange information, to understand them and to process them (Levison, Palmer, 2005). Communication skills, both verbal and non-verbal, are the basis for education and a requirement for social interaction and behavior. Developing functional communication skills is crucial for learning, increasing students’ confidence, reducing frustration due to behavioral problems, increasing active participation in activities during the course of study, and afterwards at work. Here the question arises: “What skills are required by employers, and what communication skills can ensure the success of students with disabilities in the workplace?” We will mention ten skills that will enable students with disabilities to survive a tight labor market:

1. Listening: Being a good listener is one of the best ways to be a good communicator. No one likes communicating with someone who only cares about themselves, and does not take the time to listen to the other person. If you’re not a good listener, it’s going to be hard to comprehend what you’re being asked to do, for example, the employer needs to take the time to practice active listening. Active listening involves paying close attention to what the other


person is saying, asking clarifying questions, and rephrasing what the person says to ensure understanding.

2. Nonverbal Communication: Your body language, eye contact, hand gestures, and tone of your voice color the message you are trying to convey. A relaxed, open stance, and a friendly tone will make you appear approachable, and will encourage others to speak openly with you. Eye contact is also important; if you want to demonstrate that you are focused on the person and the conversation – look the person in the eye. Also, pay attention to other people’s nonverbal signals while you are talking. Often, nonverbal signals convey how a person is really feeling.

3. Clarity and Concision: Good communication means saying just enough – don’t say or talk too much. Try to convey your message in as few words as possible. Say what you want clearly and directly, whether you’re speaking to someone in person, on the phone, or via email. Think about what you want to say before you say it; this will help you to avoid talking excessively..

4. Friendliness: Through a friendly tone, a personal question, or simply a smile, you will encourage your coworkers to engage in open and honest communication with you. It’s important to be nice and polite in all your workplace communications. This is important in both face-to-face and written communication.

5. Confidence: It is important to be confident in all of your relations and interactions with others. Confidence ensures success in the work environment. Always be careful not to speak arrogantly or aggressively, but always try to empathize with another person.

6. Empathy: Even when you disagree with your interlocutor or your coworker, it is important for you to understand and respect their point of view. Using simple


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empathy phrases will demonstrate that you have been listening to the other person and that you respect their opinions.

7. Open-Mindedness: A good communicator should enter any conversation with a flexible, open mind. Be open to listening to and understanding the other person’s point of view, rather than simply getting your message across. By being willing to enter into a dialogue, even with people with whom you disagree, you will be able to have more honest, productive conversations.

8. Respect: People will be more open to communicating with you if you show appreciation for them and their ideas. Simple actions like using a person’s first name, making eye contact, and actively listening when a person speaks will make the person feel respected. On the phone, avoid distractions and stay focused on the conversation.

9. Feedback: Being able to appropriately give and receive feedback is an important communication skill. Providing feedback includes commendations, something that can further motivate an individual. Similarly, you should be able to accept, and even encourage, feedback from others. Listen to the feedback you are given, ask clarifying questions if you are unsure what you heard.

10. Choosing the golden mean: An important communication skill is to simply know what form of communication to use. For example, some serious conversations are almost always best done in person. You should also think about the person with whom you wish to speak – if they are very busy people, you might want to convey your message through email. People will appreciate your thoughtful means of communication, and will be more likely to respond positively (https://www.thebalance.com/communication-skills-list-2063737).


After listing the most desirable communication skills, we have to emphasize that the mentor’s role is to develop awareness of the importance of communication, to indicate to the students with disabilities the importance of developing each of these skills, thus motivating them and positively influencing the development and personal satisfaction of students with disabilities.

Conclusion

The job occupies a central place in the life of a

person. It can provide a sense of pride, fulfillment, but it can also be a source of frustration and discontent. Finding the right job is not easy, even for highly qualified individuals, and even more difficult for those who do not have adequate training or people with some type of disability. Helping another person to learn can be a very rewarding process. This allows you to see how someone grows and develops, and approaches the fulfillment of their potential. It can also be said that many lives have been changed by someone else who provided support for learning. There are various roles, both formal and informal, which include the help or support for someone’s learning process. They include teaching, training and mentoring, as well as counseling. The only way to get a job is, even in societies where there is a great supply of jobs, to never stopping looking for a job and never give up.


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References

1. Baker, V.L., Griffin, K.A. (2010). Beyond Mentoring and

Advising: toward Understanding the Role of Faculty Developers”, in Student Success. About Campus, American College Personnel Association and Wiley Periodical.

2. Jeđud, I., Ustić, D. (2009). Mentoriranje i mentorski programi. Zagreb: Edukacijsko-rehabilitacijski fakultet Sveučilišta u Zagrebu

3. Levison, E.M., Palmer, E.J. (2005). Preparing Students With Disabilities for School-to-Work Transition and Postschool Life, Counseling 101,11-15.

4. Foster, К. (2011). Using a peer buddy system to increase interaction between students with special needs and their peers, Theses and Dissertations, 257, 1-37.

5. Hudson, P. B. (2007). Examining mentors’ practices for enhancing preservice teachers’ pedagogical development in mathematics and science, Mentoring & Tutoring:Parthership in Learning, 15(2), 201-217.

6. Campbell, M. R. & Brummet, V. M. (2007). Mentoring Preservice Teachers for Development and Growth of Professional Knowledge, Music Educators Journal, Special Focus: Music Teacher Preparation, 93(3), 50-55.

7. Педагошка енциклопедија 1 (1989). У редакцији Николе Поткоњака и Петра Шимлеше, Београд: Зaвод за уџбенике и наставна средства, Загреб:ИРО „Школска књига“ и др.


8. http://www.esrpska.com/ContentPage.aspx?kat_id=bd50e8b1-3525-4919-8225-4913c4c8367b&podkat_id=6faa0140-639c-484c-8a76-a95940ea3ae3&page_id (downloaded, September 9th 2017, at 15:34).

9. https://poslovi.infostud.com/savet/Kako-napisati-CV-biografiju/34 (downloaded , September 9th 2017, at 15:44)

10. http://www.zzzrs.net/index.php/nezaposleni/savjeti/kako_napisati_biografiju1/ (downloaded, September 9th 2017, at 16:50).

11. https://www.thebalance.com/communication-skills-list-2063737 (downloaded, September 22nd 2017, at 20:05)


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MENTOR’S ROLE IN THE TRAINING OF STUDENTS WITH DISABILITIES FOR THE USE OF

ICT Introductory remarks

In working with students with disabilities one of the mentor’s roles includes training students for the use of information and communication technologies. In this paper we will try to specify the importance mentors have in this process. Mentors recognize their roles as demanding and very responsible while helping students with disabilities in an adequate way. Mentoring starts with the principle of individualization, and then gradually leads the students to personal learning and development. It has the characteristics of contemporary work, as it is the basis for essence rather than a formal attitude towards students with disabilities. The mentor plays a significant role in directing students with disabilities to specific professional services or people in charge depending on the students’ needs. These provide students with professional and administrative support during their studies. Mentor’s individual work with students, as well as group work, not only opens up a range of developmental opportunities for students, but also opens up a variety of opportunities for easier and faster job search. It encourages students to monitor and use the web base continuously, to improve and strengthen their competencies by following new educational trends.

In the reform changes of higher education (the Bologna Declaration), we find the modern approach to mentoring students with disabilities which contributes to development of creativity, originality and educational needs for lifelong learning. It also contributes to raising awareness and improving overall position of students with disabilities at higher education institutions.


When we talk about the relation between mentors and students with disabilities, we can say that this is a relation of mutual respect in which the closeness is not visible, but it involves, as Rogers claims, a professional mentor’s communication with students, unconditional affection and trust in students, as well as empathic understanding and acceptance of students with disabilities (Rogers, 1983, according to Marentič-Požarnik, 2000).

Modeling of the process of mentoring work with students with disabilities goes through several stages: 1. Preparation of the work with students, 2. Creating a positive environment for the cooperation of

mentors and students, 3. Developing a cooperation plan, 4. Identification of goals and activities of cooperation, 5. Implementation of certain activities and monitoring of

the implementation process, 6. Evaluation of individual cooperation activities.

Relations between mentors and students with

disabilities are recognized as professional, which are usually reflected through good knowledge and understanding of the role of an individual, the corresponding tasks and responsibilities of students and mentors (Lazowsky, Shimoni, 2005). The role of the mentor in working with students with disabilities is reflected in the fact that, through activities of support and assistance, students with disabilities are encouraged to become responsible decision makers, to solve problems themselves and represent their interests. Through activities of cooperation with students with disabilities, the mentor will provide pieces of information that are most needed, and then enable selection, provide conditions, approach each student individually and assess their needs.


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Students with disabilities at higher education institutions

The care for children with disabilities has gone through several phases, both worldwide and in our country: from direct discrimination, rejection and exclusion, through merciful, medical approach to the final recognition and adoption of regulations in the field of rights and needs of persons with disabilities. The literature uses different definitions and terms for persons with disabilities. There is no single definition for persons / students with disabilities in Bosnia and Herzegovina. Different concepts are used in different areas of social care, health care, pension insurance and employment agencies, which refer to the disabled as to people having different functional constraints. These are people with physical disabilities, people with chronic diseases, people with hearing and visual impairments, people with mental retardation, people with autism and multiple injuries.

According to the Law on Professional Rehabilitation, Training and Employment of Persons with Disabilities of FBiH (“Official Gazette of FBiH” 9/10): "A person with a disability is a person who has a physical, sensory or mental impairment that results in permanent or temporary, and at least 12 months, reduced ability to work and satisfy personal needs in everyday life.” The Law on Vocational Rehabilitation, Training and Employment of Disabled People of the Republic of Srpska (“Official Gazette of RS” No. 98/04) provides a similar definition, with the term disabled instead of the term a person with disability. According to the definition provided by the World Health Organization, disability is any restriction or lack of ability to perform some activity in the way or to the extent considered normal for the human being. Students with disabilities are considered to be all students who, due to their illness or disability (regardless of the written certificate on disability),


have difficulty in carrying out everyday academic activities. This definition, along with students with visual and hearing impairment and physical disability, includes students with chronic illnesses, mental disorders and specific difficulties (Fajdetić et al., 2012). The priority of all higher education institutions, in order to improve quality education for all, is to promote equal and fair conditions for studying for all students, while respecting the requirements of the Bologna Process. Students with disabilities need the extra educational aids such as assistive technologies and accessibility to assistive technologies. To satisfy a need for growing use of computers, students with disabilities should be treated in the same way as students who do not have any disabilities.

ICT equipment and its use among SwD

Needs and challenges of the modern times imply very sudden and rapid changes in all areas of life and work, among which education is a very important factor of social development. Education is an essential factor in the development and life of every individual. In addition, every society should put emphasis on the importance, development, and quality of education. Effective learning is achieved through learning about yourself, about your learning capacities, the processes you need to use, and especially your interest in the subject you are learning. In order to make the learning process more successful for students with disabilities, regular and reliable Internet access is needed. It is known that during the process of studying the time spent by a computer depends on the study program, but for most study programs students are expected to spend at least a few hours a week doing some computer activities. The use of ICT equipment is very important in the field of education. The term information and communication


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technologies denotes computers, computer networks, peripherals and multimedia, and a wide range of assistive technologies that are available to persons / students with disabilities. Information and communication technologies are becoming more available, accessible, and necessary in everyday activities. The development of the ‘information’ society has an increasing impact on every aspect of human life, so we must not allow disabled people to be excluded from it. Therefore, the mentor’s role is very important in integrating people / students with disabilities into the current way of getting information and accessing data and information.

Through their work, mentors will inform students with disabilities about the importance and application of information and communication technologies. By using ICT equipment, students with disabilities are provided with work independence, are enabled to feel integrated, and thus provided with inclusion in society as valued and respected members of the society. We know that technology is one of the primary factors that drive economic growth and education development in every society. Any advancement of technology in society has a direct impact on the education of students with disabilities and the progress in the development of assistive technology. For some students with disabilities, technological solutions are the only means that enables them to express their needs, opinions and attitudes. Their accessibility to information and communication technologies enables their inclusion in everyday life of the society. Students with disabilities need additional educational tools, such as assistive technologies and accessibility to technologies during their education. Adaptive technology is a term that is used and refers to a piece of equipment that contributes to the betterment or improvement of the functional abilities of students with disabilities. Using assistive technology, students with disabilities can work and


learn in situations where their abilities can be expressed. Assistive technology includes any product, part of the equipment or system, regardless of the fact whether it is used in its original form, modified or adapted, used to increase, maintain or improve the functional capabilities of persons with disabilities (Vuković, 2010). Assistive technology is a term that, in descriptive use, means the use of devices in order to complement functional constraints, as well as to overcome and improve learning abilities, then mobility, communication, choice and control within one’s environment (Matešič-Petrović, Đurić-Zdravković, 2009). In all technological innovations, all those working with students with disabilities must be trained in order to be able to use, apply and demonstrate how certain ICT equipment is used. The role of mentors in such situations is to encourage students with disabilities to find their place in the technology and information society. In order to be successful mentors and that their cooperation with students would be useful, they must point out, highlight and explain to students with disabilities the possibilities and the necessity of using modern technology in work and learning, to study, analyze new ICT equipment and their application. In the book entitled "The Right to Inclusive Education: Assistive Technologies in Serbia", the Economic Humanitarian Organizations listed the following types of assistive technologies:

- Communication aids - Computer aids - Aids for everyday life - Educational aids - Aids for environmental control - Ergonomic aids - Hearing aids - Aids for transport - Aids for recreation


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- Seat and positioning aids - Aids for reading - Aids for consulting services and counseling when

choosing aids (EHO, 2011).

ICT can be used as tools for teaching, learning, communication, therapy and diagnosis if needed (Molnár, Radványi & Kovács, 2008). ICT are particularly useful in supporting different ways of students’ data processing, as they enable students with disabilities to reorganize materials for better understanding. Through their work with students, mentors will point out the advantages of using ICT equipment in the field of education and learning. Firstly, their use allows easy access to educational resources, improves students’ motivation, and helps them to overcome obstacles, and save time and space. Secondly, ICT equipment increases the efficiency of educational progress, thus enabling students with disabilities to actively participate in the study process. In this way, the role of mentors is vital and of great importance in working with students with disabilities. Students will seek help from mentors in situations that are emotionally stressful to them, and mentors will “nurture, encourage, direct, facilitate their developmental learning” (LeConer, 2005, according to Hudson, 2013: 30). Mentorship is a great responsibility, and mentors must, by their example, encourage students to fulfill their obligations during studies, boost their further professional development and consistent performance of the profession they chose.


Example of the workshop: Introducing the use of ICT equipment to the students

Organize a workshop in which mentors, a group of

teaching staff and students with disabilities will take part. The participants will discuss what ICT equipment is available at their higher education institutions for the use among students with disabilities. Mentors will point out what are the advantages of ICT equipment they have at their disposal, the way in which it is used, the use of educational work in free activities, and in everyday life. Through the interview and conversation students will also express their opinion what is needed from ICT equipment, if something is not available to them. Teachers will also receive basic information on how to use the equipment if they have not previously had the opportunity to work with it. Conclusion

The task of this paper was to indicate what should be the role of the mentor in working with students with disabilities in the use of ICT equipment. The mutual interest of mentors and higher education institutions is the education of students with disabilities in order to acquire modern knowledge, which will be dynamically adapted to current industrial trends and needs. In order to achieve this, it is necessary for students with disabilities to use ICT equipment that is adapted to each student regardless of the level of their disability. Current technologies are very advanced and are modified for easy usage among students with disabilities. Students can make rapid progress in learning and overcoming different obstacles at faculties only if the courses on technology knowledge and skills are continuously innovated. Modern companies expect graduated students to


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display additional competencies and skills that will enable their easier and faster integration into the business environment. In the realization of these goals, close cooperation between mentors and students with disabilities, as well as higher education institutions, in training and use of ICT equipment is crucial.

References

1. Vuković, D. (2010). Obrazovanje za sve-primene standard UN i EN u obrazovanju učenika sa smetnjama u razvoju i invaliditetom u sistemu Republike Srbije, Tehnika 2012. Vol. 67(5), 847-858.

2. EHO (2011). Pravo na rad osoba sa invaliditetom, Asistivne tehnologije u Srbiji, Beograd: EHO.

3. Lazowsky, R., Shimoni, A. (2005). The working contract between the one-site mentor and school counseling students during internship-contents and processes, Mentoring andTutoring, 13(3), 367-382.

4. Marentič-Požarnik, B. (2000). Profesionalizacija izobraževanja učiteljev–nujna predpostavka uspešne prenove, Vzgoja in izbobraževanje, 31(4), 4-11.

5. Matešič-Petrović, D. i Đurić-Zdravković, A. (2009). Računari i deca sa smetnjama intelektualnog razvoja, Beograd: Beogradska defektološka škola.

6. Fajdetić, A., Farnell, T., Jokić-Begić, N., Miholić, D., Pribanić, Lj., Sekušak-Galešev, S. (2012). Opće smjernice. Zagreb: Sveučilište u Zagrebu.

7. Hudson, P. (2013). Mentoring as professional development: ‘Growth for both’ mentor and mentee. Professional Development in Education. Downloaded: September 4, 2015.


fromhttp://www.tandfonline.com/doi/abs/10.1080/19415257.2012.749415.

8. Закон о професионалној рехабилитацији, оспособљавању и запошљавању инвалида („Службени Гласник Републике Српске“, бр.98/04).

9. Zakon o profesionalnoj rehabilitaciji, osposobljavanju i zapošljavanju osoba sa invaliditetom („Sl.Novine FBiH“, 9/10)


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PEDAGOGICAL ADVISORY WORK WITH STUDENTS WITH DISABILITIES

Introductory remarks Life with disabilities can be a long journey, both mentally and physically. It is almost equally difficult for people living and caring for the disabled. Everybody has a need to consult with someone about their problems; they want to hear the opinion of the experts, want to be helped and to be ensured normal development, study, and employment. It is absolutely clear that there are many ways in which teachers, students without disabilities, support centers for students with disabilities, higher education institutions, and students with disabilities themselves can make higher education and employment afterwards not only a mere opportunity but reality. Students with disabilities need help in the process of personal and professional adaptation, which can certainly be provided by consultants who are specialized in it. This assistance is provided through various types of advisory work. The concept and specificities of advisory education Advisory work is a complex and responsible pedagogical activity, which is confirmed by its conceptual definition. In order to fully understand and demonstrate the importance of counseling, we refer to its conceptual definition given by many authors, both ours and foreign. “Consultative work involves one or more (even a series of) advisory interviews with a collocutor or a group of them. Such a conversation helps the interlocutor to fully acquaint himself with his difficulties and problems, identify their


objective and subjective causes, and bring about (and with the support of the counselor) the most appropriate decisions and conclusions” (Ilić, 2013: 224). According to P. Mandić, advisory work is “a process of educational activity in which, with a clearly defined aim and in organized manner, the value system of society and social relations are being discusses, an atmosphere is created where the value system of the individual faces a generally accepted system of values, a pedagogical situation in which the individual value system is re-examined, the commitments are made and the belief that the choices are necessary. Here, counseling work has the aim of forming young people’s beliefs, attitudes and views on social and interpersonal relationships, which is an essential factor in the versatile social and moral development of personality, factor of socialization and personal self-actualization” (Mandić, 1988: 596). Beck also defines counseling and says: “Counseling is concerned with improving student self-awareness, self-acceptance, and helps students plan, make decisions, and solve their special problems” (Beck, according to Mandić, 1988: 605). In the Pedagogical Encyclopedia we also find an explanation for counseling: “When it comes to pedagogical counseling in the wider sense of the word, then the broader complexity of the personality problem is covered. That is why pedagogical counseling has its own justification and meaning only if it becomes an integral part of educational activity in general. The main issues of counseling are dealt with by specialized experts, pedagogues and psychologists, but every teacher is also involved in advising, as this is an integral part of his overall pedagogical activity. This work includes all aspects of youth development: development of abilities, emotional and physical development, choice of occupation, building positive attitudes towards work and


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learning, development of motives and the like” (Pedagogical Encyclopedia 2, 1989: 334). Definitions above reveal how important the role of advisory education is, and how it is necessary to apply it in all spheres and stages of an individual’s life. At the beginning of the past century, advisory work was mainly focused on the professional orientation of young people and on solving their individual developmental and behavioral difficulties. Gradually, advisory work was enriched with certain forms such as individual and group counseling, techniques, procedures and thus became an integral part of educational activity (Mandić, 1988). We still do not have enough counseling work in schools. The reasons for this are the lack of specialized experts, the unmet need for a school counselor – а pedagogue, or simply pedagogues are not engaged for the jobs they are trained for. For the counseling work to be carried out as often as possible and for its outcomes to be as complete as possible, this activity must be planned and designed with a clearly defined goal. Ilić states that the main goal of the counseling is “to strengthen the existing capacities of the interlocutors to solve their own problems” (Ilić, 2013: 225). The essence of the consultation process is to provide help by listening and communicating with a person seeking help. In fact, the basis of advisory education is to provide people with the opportunity for helping themselves, to get through to their problems and everything that depresses them and impedes them in normal functioning, to be content with themselves, and to make decisions that will improve their lives, health, and mental state. In order to make the most efficient use of the above, it is necessary to fulfill four conditions for an advisory interview: 1. Professional and pedagogical training of the advisor

(pedagogue, director, teacher); 2. Readiness of the interlocutor for the interview;


3. Special room for conversation-ambiance, and 4. Time to talk (Ilić, 2013: 224).

In pedagogical literature, the most frequently discussed are individual and group counseling (conversation). When advising only one interlocutor, it is an individual counseling which aims to help the individual solve their problems independently, as much as possible. Group counseling work would be the work of an advisor with a particular group that has the same or similar problems (Ilić, 2013). Individual and group counseling are complementary. Limitations of individual counseling work can be overcome by group counseling and vice versa. In practice, the form of counseling education applied will be the one which will more effectively solve the problem or difficulty.

Based on what we have pointed out so far on advisory education, we can distinguish several of its specificities:

1. Advisory education is a specific pedagogical activity that begins with the birth of a human being and ends with his or her death.

2. The advisory work is carried out by a specialized expert (pedagogue, psychologist, social worker, doctor) who is qualified for counseling work, for studying and diagnosing the case for individual and group counseling therapeutic work.

3. Advisory education includes the knowledge of the goals of upbringing, the subjects that are educated, the methods, techniques and procedures of acting with the individual and the group and the conditions in which the educational work is realized, and in which a subject being educated lives and works.

4. Educational work, corrective and therapeutic work are an integral part of education in the family, school and social environment.


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5. Advisory education can be understood more narrowly, for example, when speaking about counseling an individual to choose a particular school, profession, master the technique of learning, and the like.

6. Guidance and counseling are two forms of educational activity, where guidance is more related to professional orientation, and counseling is to encourage a comprehensive development of personality and to solve the problems hindering the development.

7. In the process of advisory education, the personality of the educator is maximally engaged and motivated to contribute to his development and the development of others, and to face his problems realistically.

8. Advisory education contributes to the training of young people to freely choose, make decisions, and take responsibility for the implementation of decisions and consequences resulting therefrom (Mandić, 1988).

From these specificities we can conclude that counseling work is not organized for “treatment”, but for training individuals or groups to deal with life problems by alleviating personal weaknesses, and developing their strength, and fully utilize it for progression. As we said at the outset, our goal is to point out the importance of counseling work for students with disabilities, and how a counselor can help them make the most progress on their way to employment after completing their studies.


Possibilities for realization of counseling work with students with disabilities A more precise approach to defining the concept of disability is enabled by the publication of the International Classification of Impairments, Disabilities, and Handicaps of the World Health Organization in 1980. Speaking of people with disabilities, this document provides a classification in three categories: impairment, disability and handicap. Impairment is any loss or deviation from the normal psychic, physiological or anatomical structure or function. Disability means any limitation or defect (resulting from damage) of the ability to perform an activity in a manner or to an extent considered normal to a human being. The disability, therefore, signifies the objectification of the damage and thus reflects the disorders at the person’s level. A handicap is a disadvantage for a particular individual, which arises due to impairment or disability, and restricts or impedes the fulfillment of their natural role in society (depending on age, sex, and social and cultural factors). According to the above classification, disability is not a person’s character but a number of factors that create a social environment (Korkut, Dorčić, 2014). In order to be able to open the subject of advisory education with students with disabilities in a satisfactory manner, we first need to answer the question: who are students with disabilities? According to the UN Convention on the Rights of Persons with Disabilities: “Persons with disabilities include those who have long-term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others” (Convention on the Rights of Persons with Disabilities, 2007: 3).


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In the absence of a common definition, it is difficult to determine who students with disabilities are. By studying literature, we came to a definition that students with disabilities are considered to be all students who, due to illness or damage (regardless of the disability solution), have difficulty in realizing their daily academic activities. This definition, along with students with visual and hearing impairments and physical disabilities, includes students with chronic illnesses, psychological disorders and specific learning difficulties (Fajdetić et al., 2012).

In countries around the world, students with disabilities face discrimination and are still unable to fully acknowledge human rights. Inclusion of students with disabilities into the process of studying and employment is a matter of social justice and a key investment in the future of society. We consider that disability affects people’s lives, but does not define them. It is important in each person to recognize a multitude of beautiful qualities, not just to observe their disability.

In order to truly achieve protection directed at students with disabilities as users of advisory services, work should be done on building relationships between advisors and students with disabilities. For this purpose, counseling and advisory work is used. Through the development of a friendly approach to a student with disabilities, the advisor introduces the individual with the skills and choices for choosing the best way of life, and for adaptation to newly born life situations and the affirmation of one’s own personality (Wеstwооd, Nayman, 1981). The study process itself can be stressful for students with disabilities. They can face various challenges of adapting to the new environment, new academic responsibilities, and social experiences. Even those who are pretty sure of themselves might feel stressed in one of these situations. A meeting with an advisor can be of great help in these situations. Students can have a safe


time and place to share their experiences of disability, but also other topics they want to talk about.

The purpose of advisory education is to overcome the everyday problems that students with disabilities have. Through the consultation process, students with disabilities are enabled to identify their interests and goals, choose a suitable university, and consider options for employment after graduation. As for employment counseling, it is a comprehensive process of planning and observing that person as having no disability. The counselor follows his/her clients, thier progress, the development of skills that are necessary for employment. In that sense, counseling is “holistic” because it takes into account the client’s personal will, as well as issues related to housing, family, health, interpersonal skills, behavior, and the like. (Craford, 2012).

All professionals who will engage in advisory work with students with disabilities should know and have in mind certain advice based on common sense and related to the art of treating students with disabilities with respect. Some of these tips would be: 1. Treat students with disabilities as human beings, and do

not treat their disability; 2. Care for the impact of a “label” that students with

disabilities can have; 3. Raise awareness about their attitudes and prejudices that

may influence the advisory relationship; 4. Pay attention to the abilities of students with disabilities

and include them in the advisory process; 5. Identify the topics of counseling that make the counseling

inconvenient, so as to solve them as efficiently as possible, and

6. Be ready to think openly about common experiences within the advisory process (Stuntzner, Harley, 2014).


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Disability is often misunderstood by both professionals and society. Counseling for students with disabilities about their study, employment, and presentation to the employer can significantly improve the lives of students. Often there is a lack of support from the community. Employers are not really interested in hiring students with disabilities, which leads to depression and anxiety. For these reasons, counseling can be some sort of help. In the first place it can help students with disabilities to accept different temptations and adapt to them, not to fall into depression after a job rejection, because there is always a new chance. On the other hand, advisory talks with employers should be conducted to understand their reasons for not employing students with disabilities and familiarize them with the incentives they can gain if they employ students with disabilities (The National Collaborative on Workforce & Disability for Youth and Workforce Strategy Center 2009).

According to a survey done within the project “UNLIMITED”, results show that employers do not employ students with disabilities because they think that the workplace is not adapted to them, as well as the work tasks they need to do, but they did not express their willingness to adapt themselves to students with disabilities (Blažinić-Papišta, 2011).

Therefore, it is the essence of any advisory discussion to help students cope with these problems. The goal is not to protect them and create an “incubator” or some laboratory conditions in which they will be protected, but to empower them with resources that will enable them to deal with the reality. The strongest means of advisory talk are to master the rational and emotional aspects of a student’s attitude toward a given situation or problem (Suzić, 2005).

It is therefore necessary to help students of this category, whether they are looking for a job for the first


time, returning to the labor market because they have lost their jobs, or are looking for better working conditions, to realize that the challenges they face are very similar. The goal is to find a position that best suits their needs. They need to be qualified and trained to “sell themselves” as the best registered candidate for the job they are interested in. To this end, we give a brief overview of one of the realized workshops with students with disabilities that can facilitate their job search process and offer some tips if they are looking for a job.

Workshop for students with disabilities

(How to successfully introduce yourself to a potential employer)

STEP 1 – Workshop objectives:

- To enable students with disabilities to play a more active role in the labor market.

- To enable them to present themselves to the employer in a short time, and to interest him or her to hear more about the candidate.

- The workshop also serves as a good preparation for answering perhaps the toughest question of all job interviews – tell me something about yourself.

STEP 2 – Introducing the basic principles of this issue to the

students: What do you need to know if you are looking for a job? What questions do employers most often ask at job interviews?

STEP 3 – Independent work by group participants (two

different group tasks):


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GROUP WORK (1st task) – Do you know what you will ask a potential employer at a job interview? GROUP WORK (2nd task) – The most common mistakes in a job application STEP 4 – Presentations STEP 5 – Conclusion: possible tips before seeking a job STEP 6 – Evaluation of the workshop Conclusion Regardless of the fact that not enough or, in some segments, nothing, is said about some of the aspects on which the efficiency and quality of the advisory educational work of the advisor (academic staff) with students with disabilities depend, it is considered that counseling in general, and at the faculty, is a very delicate and subtle pedagogical activity that has to be much more pronounced. This is due to the numerous and varied life and work situations of students, both during study and in the family, in a narrower and wider social environment. We are convinced that counseling is an irreplaceable pedagogical activity and an important factor in training students with disabilities to seek work. Surely, the efficient and quality realization of this complex and responsible pedagogical activity depends very much on the competence of the advisor. Therefore, it is necessary that this pedagogical area of work be implemented as efficiently and effectively as possible through the program content of professional development, education and training of teachers (advisers). During the preparation, organization and execution of counseling education, the counselor must also appreciate numerous factors on which the efficiency and


quality of this pedagogical activity depend. And some of them are: designed and quality preparation of all stages of advisory education; selection and application of modern methods and techniques of work; continuous student work monitoring and more. Advisory work with students with disabilities can be an important link in the creation of an inclusive society in the Republic of Srpska and Bosnia and Herzegovina. References

1. Блажинић-Папишта, T.(2011). Анализа анкетних

упитника за особе са инвалидитетом и послодавце. Пројект „UNLIMITED“, Крапина.

2. Илић, М.(2013). Породична педагогија. Бања Лука, Мостар: Филозофски факултет у Бањој Луци, Наставнички факултет универзитета „Џемал Биједић“ у Мостару.

3. Конвенција о правима особа са инвалидитетом. Downloaded August 26, 2017 from: http://www.mhrr.gov.ba/PDF/Konvencija_bos.pdf

4. Коркут, С., Дорчић, Т. (2014). Изједначавање могућности студената са инвалидитетом у високом образовању: искуство уреда за студенте са инвалидитетом свеучилишног савјетовалишног центра. ЈАХР, 5, 43-58.

5. Мандић, П. (1988). Изабрана дјела 6/I-III, Осијек: Педагошки факултет у Осијеку.

6. Педагошка енциклопедија 2 (1989). У редакцији: Николе Поткоњака и Петра Шимлеше, Београд: Завод за уџбенике и наставна средства, Загреб: ИРО „Школска књига“ и др.


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7. Stuntzner, S., Harley, T.M.(2014). Disability and the counselling relationship: what counselors need to know:Ideas and Research You Can Use: Vistas 2014, 1-12.

8. Сузић, Н. (2005). Педагогија за 21. вијек. Бања Лука: ТТ-Центар.

9. The National Collaborative on Workforce & Disability for Youth and Workforce Strategy Center. (2009). Career-Focused Services for Students with Disabilities at Community Colleges, Washington, D.C., Institute for Educational Leadership.

10. Фајдетић, А., Фарнелл, Т., Јокић-Бегић, Н., Михолић, Д., Прибанић, Љ., Секушак-Галешев, С. (2012). Опће смјернице. Загреб: Свеучилиште у Загребу.

11. Crawford, C. (2012). Towards an understanding of effective practices in employment programs for people with disabilities in Canada. Toronto: Institute for Research and Development on Inclusion and Society (IRIS).

12. Westwood, M. J., Nayman, J.(1981). Counselling person with disability: a professional challenge. Canadian Journal of Counselling and Psyhotherapy, 4, 158-161.


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COOPERATION OF MENTORS WITH THE TEACHING STAFF, THE PROJECT

COORDINATOR, THE VICE DEAN FOR TEACHING PROCESS AND STUDENT SERVICES OF THE

FACULTY

Introductory remarks

Research done within the project “School-to-Work Transition for Higher education students with disabilities in Serbia, Bosnia & Herzegovina and Montenegro – Trans2Work” reveals that in all three countries people with disabilities have an unfavorable position in the labor market. The aggravating factors in the employment of people with disabilities are multiple. Some of them are: an unstable economic situation, a deficit of new jobs, a lack of quality workforce, a high unemployment rate, a structural disparity in supply and demand, and the like. Employment opportunities are additionally reduced by the complexity of disability, the opportunity for professional rehabilitation, poorer motivation, low educational level, outdated knowledge, (in)accessibility of work places, and the prejudices of employers. All this leads to the conclusion that people with disabilities should have equal rights as the rest of the population. Mentors play an important role in improving people with disabilities’ position in society. Who the mentors are and what their role is will be briefly explained in the text that follows. As we have said before, an important role in improving the situation of persons with disabilities can be played by mentors, who work as mediators between students themselves and other organizations and institutions they encounter in their everyday life. In this paper, we are particularly interested in what the cooperation should be between mentors and


teaching staff, mentors and project coordinators, mentors and vice deans for teaching process as well as mentors and student services at the faculty. The advantages of mentors’ cooperation with students with disabilities In the continuation of the text, we will briefly outline the advantages of mentors’ co-operation with people with disabilities. First of all, mentors should, through their work, make it easier for people with disabilities in their transition from university to work environment and help them look for a job that meets their qualifications, skills and experience they previously acquired through their education. It is necessary to provide them with necessary information on further education and employment opportunities, connect them with the labor market and employers, offer them the information about faculties, study programs, scholarships, as well as financial responsibilities, student mobility programs in our country and worldwide. The process of cooperation can be organized in an exact way, so that the mentor and persons with disabilities can meet once a week, monthly or spontaneously when the need arises. It is important to understand that mentoring is a continuous process in which the presumed and desired effects cannot occur immediately after an initial meeting. Through career counseling, providing information and education for students, mentors work with employers and implement practice programs, visit companies, organize training sessions and guest lecturers. At meetings with students with disabilities, mentors will inform them about the web database created for their needs. By monitoring regular updating of this database, mentors help with integration of the disabled into the workplace and provide advice for further professional development of an


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employee with disabilities, Mentors through their activities encourage employers to register in the database and advertise vacancies, using a web tool for employers. It should be noted that students who are registered as persons with disabilities in this database are only those students who wish to be registered as students with disabilities. When we talk about activities that are implemented as part of the student exchange programs and student practice programs, these activities aim at improving the knowledge and skills of students with disabilities. One of the reasons why students with disabilities must acquire new skills and experience to survive after getting their qualifications is the frequent changes that occur in the labor market under globalization conditions. In addition, the concept of exchange programs for students with disabilities provides them with the possibility of professional growth and development of qualification, and at the same time increases their chances for employment. Thanks to such programs, many students get the opportunity of working practice and employment. Practice programs can be an effective way to reduce unemployment and mismatches of knowledge and skills with what young people are faced when entering the labor market. In one survey, 81% of practitioners believe that the skills they developed during their practice were later used at work (European Commission 2013). Through an exchange program, students will be able to: - Advance their practical skills and abilities for further work

and progress, - Verify the application of theoretical knowledge in a real

working environment; - Improve the employment opportunities of students with

disabilities after graduating from the faculty, - Overcome barriers easily when moving from academic to

business environment,


- Ensure better connections between universities and employers and better cooperation concerning the joint work on education of students with disabilities.

Apart from the benefits at the individual level, students who participate in the exchange programs can contribute to the development of higher education in general. They can offer the exchange of experience, which creates the conditions for the development of innovations and for the introduction of new contents and methods in the learning and teaching process. Cooperation of mentors with teaching staff Numerous studies have shown that there are multiple benefits when it comes to the cooperation between mentors and teaching staff. Through cooperation with teaching staff mentors can increase teachers’ efficiency in problem-solving and decision-making situations regarding different and effective ways of teaching students with disabilities. In such situations, teachers exchange thoughts and ideas, collaborate more, young teachers are ready to improve their teaching skills, and turn potential failure into success. A key element of a successful mentor relationship with a teacher is trust, which gives teachers the opportunity to think about themselves and their work, and to get the feeling that they are the masters of their learning process. Teachers should support students with disabilities in their work, in their effort to gain some practice and experience for a successful completion of studies. The mentor provides the teacher with the kind of support he/she decides to be the most needed. The expected outcome of the cooperation between mentors and teaching staff is higher proficiency with teachers when it comes to planning work with students with disabilities,


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engaging them in practice and making decisions about details in the teaching process. In addition, teachers should, through their work, enable students with disabilities to set specific goals and take responsibility for their implementation, to gain insight into the skills they need for effective work in an intensively changing society, to gain security and greater competence so as they could take on a proactive role. Mentoring based on a collaborative interaction mentor – teacher aims to develop competencies in different segments of the professional role of teachers (Marinković, 2009: 112). For a better and more organized collaboration between teachers and mentors, good cooperation between universities (faculties) and project coordinators is necessary (Eisenschmidt, Oder, & Reiska, 2013). In a study that discusses teachers’ skills needed for inclusion, it was concluded that teachers have shown the need to innovate teaching methods in order to help students with disabilities in the learning process itself. To become a teacher who will be able to provide assistance to students with disabilities implies a lifelong process of learning, in which collaboration with a trained mentor can be of a great assistance.

Workshop sample: Training of teachers for work with students with disabilities

Participants of the group, mentors and teaching staff discuss how to recognize students with disabilities in the classroom, how to approach them in the process of teaching, how to identify their needs and possibilities, and accordingly plan the way teachers should work with them. Subsequently, through conversations with teachers get some answers about most frequent difficulties they are faced with when working with students with disabilities, what are the qualities they need to develop and similar.


The aim of this workshop, firstly, would be to raise the quality of education by improving the efficiency of teachers’ work, resolving and responding to different needs of students, promoting a methodology that is oriented towards creating easier conditions for studies for students with disabilities. Secondly, openness and innovation of teachers in the choice of teaching contents, techniques and methods of work with students with disabilities, which will influence students’ motivation for learning. Cooperation of mentors with the project coordinator

The cooperation of a mentor with a coordinator of the project is reflected in the promoting and providing services, planning and implementing administrative tasks that the coordinator sets. In cooperation with the coordinator, the mentor prepares copies for students, places them on the website as well as on the bulletin boards of the faculty. They participate in the promotion of the services that the project offers, propose and offer suggestions and solutions for the coordinator to improve cooperation with students with disabilities. Through their joint work, they regularly monitor web tools, and in this way help employers to recognize disabled people for specific jobs, while on the other hand help students with disabilities to recognize their own interests and educational needs. In this way, through cooperation, employers with people with disabilities will be linked at the level of each partner country. According to a survey conducted by Milić, Babić and Dowling (Milić, Babić and Dowling, 2015), students with disabilities pointed out that the support provided by the coordinator at higher education institutions should include an initial interview with the student who addresses the coordinator. As part of the


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initial interview, it is necessary to define the needs of SwD, followed by monitoring, and evaluation of experiences. Cooperation of mentors with the vice dean for teaching process The cooperation between the mentor and the vice dean for teaching process is reflected through comprehension of the mentor’s role and the extra time this job requires. It is very important that the management of the faculty provides support for the mentor in his / her work, invests the necessary time and additional engagement which is necessary for the performance of mentoring work. The management should also respect the mentor’s plan of work with people with disabilities and provide opportunities for its realization. Institutional support to the mentor by the vice dean includes information concerning the various procedures that are being carried out at faculties. Mentors provide support to students in formulating problems and requests, in sending letters to relevant institutions, etc. Through joint work, students get information about the labor market, postgraduate studies and other forms of training. Mentors timely inform the vice dean about the details of the agreed student exchange program. They deliver contracts between faculties and employers who are interested in student exchange program. Successful coordination of a mentor with teaching staff, with the project coordinator and vice dean is achieved when they all support the goal of mentoring approach, that is, to motivate the individuals and improve their achievement so they can become more effective and successful students. The obligation of teaching and non-teaching staff at faculties for students with disabilities is to ensure the quality conditions for their studies.


Cooperation of mentors with student services At faculties mentors strive to provide accessibility to information services, and counseling on faster and easier transition from the academic community to the labor market. Through their work they tend to intensify cooperation with all faculties, and support a greater number of students with disabilities and representatives of student services to include in their work elements of career guidanc

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University of East Sarajevo - Trans2Worktrans2work.eu/wp-content/uploads/2018/02/English-version... · 2018. 2. 26. · Lejla Kafedžić, PhD Draženko Jorgić, PhD Technical editing