WEBVTT

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Planning and designing educational programs

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Can education be planned?

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Of course education can be planned.

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There are entire sciences dedicated to this.

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So far, a great many

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many people

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have been concerned with questions of planability

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of education.

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I believe

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that this can be very challenging.

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Education should fundamentally

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two aspects,

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namely, on the one hand,

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the teaching of educational content,

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but also

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who is to receive the education

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and that makes planning

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educational offerings naturally

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somewhat challenging.

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In my opinion,

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educational opportunities be planned,

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that is,

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what education entails,

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that can be planned.

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And it can also be planned very individually.

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But that

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which the person undergoing education learns,

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in other words, the person who learns,

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the person who acquires something,

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what comes in and how they are educated,

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so really the part of self-education,

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that's incredibly difficult to plan

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or rather, can't really be planned,

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so I would answer the question with

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Yes, of course education can be planned.

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But how the educational process actually works,

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that cannot really be planned.

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What challenges arise when designing educational programs for adults with profound intellectual and multiple disabilities?

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Education is fundamentally challenging,

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among other things for the reasons just mentioned,

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because education is intrinsic,

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i.e. it takes place within the person themselves in the sense of self-education.

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And that is always very

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difficult to take into account for those

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very difficult to take into account,

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because it is not really possible to gain insight into it.

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If we now look at the group of people

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with profound intellectual and multiple disabilities,

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then, of course,

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immediately presents special challenges.

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Among other things,

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because we often cannot ask them

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how something affects them,

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what they have learned,

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how it has affected them,

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to engage with

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specific educational content.

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That's where

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the very first major challenge,

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to determine where education can begin,

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where it can be meaningful for the individual,

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which educational content would be particularly important.

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but also

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what education does for the person

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the person receiving the education

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actually does in terms of self-education.

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I believe

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that further concepts are needed

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which have not yet really been developed.

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Education as a whole

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is a challenging part of our lives

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and the design of educational programs

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is particularly challenging.

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There are already many theories and concepts

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that deal with this,

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but these theories,

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concepts, ideas,

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methods are very often

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not related to the group of people

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with profound intellectual and multiple disabilities,

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or applied to people with profound intellectual and multiple disabilities.

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And I think that

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a major challenge

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to examine these existing models

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and perhaps transferring

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or even developing new ones.

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To what extent should educational opportunities at work and educational institutions for adults with profound intellectual and multiple disabilities differ from school-based educational opportunities?

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Yes, the first thing that comes to mind is

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age appropriateness.

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Educational opportunities for adults

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are fundamentally different from educational opportunities

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for children and young people

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or at least they should be.

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Among other things,

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because education is very much about the individual

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and the offerings are very

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to the needs and requirements

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of the individual.

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And adults simply have

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simply have a much longer biography

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with different formative experiences,

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that are important

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when we want to plan educational opportunities,

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which we must take into account,

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so that age appropriateness

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would be the first really significant difference.

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I believe

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that orientation toward the real world

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brings with it different requirements.

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Education should be very

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to real-world experiences,

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to experiences in life

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of a person

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and tie in with their personal situation,

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so that it becomes meaningful for the individual.

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And here, too, there are of course differences

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the living environments of children and young people

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differ from those of adults.

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And this is independent of disability.

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Adults with profound intellectual and multiple disabilities

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often live in institutional settings,

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which should be taken into account.

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This raises completely different issues,

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completely different challenges,

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which should perhaps be taken into account in educational programs

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.

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For example, in my opinion, it is necessary to

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view adult education also in terms of

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qualification opportunities.

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For people without disabilities

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often serves their own personal development

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and perhaps also qualification.

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The same should apply to people

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with profound intellectual and multiple disabilities,

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so that adult education programs

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also offer opportunities to expand qualifications

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,

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such as vocational training programs.

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What criteria should be used to select educational content for adults with profound intellectual and multiple disabilities in work and educational settings?

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I think that, for example,

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does not differ significantly

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from the criteria for selecting

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educational offerings in school contexts,

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because both involve

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starting with the individual

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and to consider subjective significance.

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One difference lies

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in the significance of the content with regard

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to its social importance.

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To sum it up again,

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In my opinion, the selection criteria would be

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subjective significance,

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but also social significance.

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What are the current social issues

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that are particularly important?

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Which issues should everyone be involved in?

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And how can these topics

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also be made accessible to people 

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with profound intellectual and multiple disabilities?

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And a third point would certainly be the contextual reference,

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i.e. in which area of life,

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where am I currently, and what topics are relevant here,

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that could be relevant.

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How can the planning of educational opportunities be integrated into the everyday lives of employees?

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First of all, perhaps in principle.

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I am convinced

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that planning educational opportunities

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can be integrated into everyday life.

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And I am convinced

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that this is often already the case.

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I just think

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that it's often not so conscious.

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It starts with

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that female employees

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in whatever context the people

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with whom they live,

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work, support them,

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know them very well,

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that they observe them very frequently,

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that they can make statements about their preferences,

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their dislikes, their fears,

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their resources, their support needs,

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so they have a great deal of knowledge about the person themselves.

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And for me, that is the basis

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for designing educational programs,

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which for me begins with looking at

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What are someone's learning requirements?

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But what are their needs and requirements?

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How does someone learn, for example?

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And I believe that

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this happens very often in everyday life

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or should happen in everyday life,

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that the professional support staff,

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the employees, are aware of this.

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This means that they are involved in diagnosis

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and can already fulfill the first requirement

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for planning educational programs.

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Then you have a very intensive

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knowledge of the real world, of course

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and perhaps also know from your own experience

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what are important issues,

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what are relevant aspects of our everyday life

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and where might individual aspects

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be particularly significant again in terms of

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to designing an educational program?

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This also means that

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the question of situational relevance,

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but perhaps also of social relevance

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of certain topics.

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I see good starting points for each

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area of life.

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For example, in the area of housing

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 issues of digitization would certainly be relevant.

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This is a social problem of our time

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and at the same time already firmly established in everyday life.

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Perhaps there are iPads

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that display the meal plan

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or smartphone use or something similar.

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And I believe

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that an educational mandate has arisen,

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that could perhaps be addressed a little more intensively

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,

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but one that is experienced by everyone

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as significant for their lives.

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In the area of work, I see

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of course, in the context of vocational training, very

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many possible approaches

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and in the area of leisure, of course,

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we look at the field of literature, for example

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very obvious,

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that this is of greater relevance

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and at the same time could also be significant for the individual.

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I also believe

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that local employees,

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i.e. partners in the living environment

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of people with profound intellectual and multiple disabilities,

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are particularly well placed to assess certain issues

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from an internal perspective.

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So that means

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in everyday life they are confronted with the fact

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that there are certain educational needs.

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That means, I believe,

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that this aspect of the individual,

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that is, of taking into account,

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of the individual persons and their needs

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actually succeed particularly well

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in these areas.

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What resources do employees need to plan educational programs?

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Yes, the question of resources.

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It is important for me to say or make it clear

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that education very often already takes place in everyday life.

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I believe

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we just need to be more aware of this

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and accordingly, I would also like to make it clear

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that it doesn't take a lot of resources

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to integrate educational opportunities into everyday life.

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But I also believe

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that there should be additional,

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additional educational opportunities

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for female employees,

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in order to gain security,

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to perhaps make it visible for themselves,

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where do I take educational opportunities into account,

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but perhaps also,

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what else do I need

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to be able to design educational opportunities that are particularly successful

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or to be able to tailor them to individual needs.

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That means, I think,

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it would be very helpful to learn more about

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diagnostics or the determination

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of learning requirements.

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I also believe

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that it would be very helpful

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to revisit fundamental questions of didactics,

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i.e., the teaching of learning opportunities,

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to deal with

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and above all, it would certainly be helpful

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to have knowledge of methodology

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or also knowledge of materials

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that I can use

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to design educational programs.

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And that's where I actually see

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an even greater challenge.

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So far, there is very little material available.

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So far, everyone is fighting alone.

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And I think it would be very useful

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to get together again and see

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how we can develop materials

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that could perhaps be used in different contexts

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for different people

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and then perhaps be adapted for the individual

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could be adjusted again.

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But to answer the question about

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resources,

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I would say

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it takes a little time

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and perhaps also spatial

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and material resources,

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materials, in fact,

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to plan educational offerings.

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And otherwise, a new

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awareness of the importance

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of educational opportunities,

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but also

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about the knowledge

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that education often takes place in everyday life,

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just not seen and referred to as such.