Inclusive Community Forum

Inclusion LABs Photo of Inclusion LABs’ participants working together during one session.

Education

Solutions emerging in the Education field

In April 2019, the ICF launched its work plan regarding education in the transition to working life.

With the greater objective of "Strengthening the skills of people with disabilities for their working life," the ICF and its community began to develop solutions aiming to transform the current panorama in this area through the development of work sessions called Inclusion LABs.

 

Systemic Agenda Graph exhibiting the Systemic Agenda.

 

This is the collective agenda aimed at achieving the ICF's greater objective in the area of Education – strengthening the skills of people with disabilities for their working life.

According to the ICF's methodological approach on the theme of Education (System Change), a collective agenda is the set of solutions and the way they relate to each other, which promotes the resolution of a complex and comprehensive problem.

With the awareness that a complex problem is the result of a multiplicity of factors whose responsibility falls on a plurality of community actors, its resolution is only possible if it is thought out and developed as a whole together with all the actors who have the capacity to contribute to it. This way, Inclusion LABs came into life, consisting of working sessions where 41 stakeholders who take part of the lives of people with disabilities met to reflect on a challenge, identify possible actions to overcome it, and implement them.  

This is how these 41 participants arrived at this Collective Agenda – a set of interconnected solutions – which is in constant transformation and updated as the community involved acts on resolving the problems encountered.

This agenda foresees action in seven different areas (identified through the diagnosis) as the main variables that directly impact the final objective, i.e., to strengthen the skills of people with disabilities for working life. These variables are:

  • The schools’ ability to prepare people with disabilities for their working life;
  • The teachers’ training in teaching people with disabilities;
  • The development of social skills;
  • The ability to adapt to different and demanding environments;
  • The alignment between education and training and the requirements of the job market;
  • The promotion of vocational experiences in the Individual Transition Plan (PIT) scope;
  • Attending a higher education institution.