WEBVTT 00:00:08.917 --> 00:00:13.101 Assisting and accompanying 00:00:13.239 --> 00:00:20.673 What does assistance mean in an educational context? 00:00:20.770 --> 00:00:24.530 Well, some time ago, I had the opportunity to 00:00:24.530 --> 00:00:27.250 leave the context of an expert opinion for the German 00:00:27.250 --> 00:00:29.310 special education society. 00:00:29.310 --> 00:00:31.570 That was a while ago now, and it was a time 00:00:31.570 --> 00:00:33.030 when the concept of assistance suddenly 00:00:33.030 --> 00:00:34.790 came into disability assistance, 00:00:34.790 --> 00:00:37.210 which, in my opinion, 00:00:37.210 --> 00:00:39.590 did not exist in that form before. 00:00:39.590 --> 00:00:40.690 Although, parentheses open, 00:00:40.690 --> 00:00:43.370 I'm about to contradict myself, 00:00:43.370 --> 00:00:44.070 close parenthesis. 00:00:46.082 --> 00:00:48.562 And if you look at it completely neutrally, 00:00:48.562 --> 00:00:51.082 that's the phrase that stuck in my mind, 00:00:51.082 --> 00:00:53.322 assisting someone according to their instructions. 00:00:53.322 --> 00:00:56.802 That, and nothing else, is assistance. 00:00:56.802 --> 00:00:58.122 And that's where the problem starts, 00:00:58.122 --> 00:01:00.302 we'll notice that later, 00:01:00.302 --> 00:01:01.922 maybe already, 00:01:01.922 --> 00:01:05.962 because the core is in the thing, 00:01:05.962 --> 00:01:09.022 acting according to someone else's instructions. 00:01:09.022 --> 00:01:13.362 And in an educational context, that can mean 00:01:15.138 --> 00:01:16.498 I don't think this is a term 00:01:16.498 --> 00:01:18.598 that has been used in the tradition of education, 00:01:18.598 --> 00:01:19.418 and I'm not talking 00:01:19.418 --> 00:01:21.238 about special education or education for the disabled, 00:01:21.238 --> 00:01:23.038 but in education in general 00:01:23.038 --> 00:01:24.998 would have a tradition. 00:01:24.998 --> 00:01:25.638 Unless 00:01:25.638 --> 00:01:27.138 I've made a serious mistake, 00:01:27.138 --> 00:01:27.818 but I don't think 00:01:27.818 --> 00:01:28.678 that's the case. 00:01:28.678 --> 00:01:29.658 Actually, 00:01:29.658 --> 00:01:31.698 we might be getting to something else here. 00:01:31.698 --> 00:01:35.538 And I think it is, 00:01:35.538 --> 00:01:37.578 mainly in the context 00:01:37.578 --> 00:01:40.262 of disability assistance in the discussion. 00:01:40.262 --> 00:01:42.642 Well, I know from general education, 00:01:42.642 --> 00:01:45.322 for example, in primary school discourse, 00: 01:45.322 --> 00:01:48.062 there is no real discourse on the subject of assistance. 00:01:48.062 --> 00:01:50.642 Also in elementary school education 00:01:50.642 --> 00:01:53.982 or in the school sector outside 00:01:53.982 --> 00:01:55.702 the topic of disability, 00:01:55.702 --> 00:01:58.042 no one actually talks about assistance in an educational context. 00:01:58.042 --> 00:01:59.102 That's also interesting. 00:01:59.102 --> 00:02:01.782 But we will perhaps see in a moment 00:02:01.782 --> 00:02:04.082 why, in the context of special education, 00:02:04.082 --> 00:02:07.222 disability education context. 00:02:08.289 --> 00:02:10.090 a meaning. 00:02:10.090 --> 00:02:13.310 But in an educational context, I would initially 00:02:13.310 --> 00:02:15.990 want to stick with this minimal formulation. 00:02:15.990 --> 00:02:18.930 Helping someone at their request, 00:02:18.930 --> 00:02:20.930 that would be assistance. 00:02:21.135 --> 00:02:30.224 What distinguishes assistance from other educational guiding principles? 00:02:31.138 --> 00:02:34.258 I think you first have to look at 00:02:34.258 --> 00:02:37.058 where the concept of assistance 00:02:37.058 --> 00:02:38.758 originally comes from. 00:02:38.758 --> 00:02:40. 378 And if I remember correctly, 00:02:40.378 --> 00:02:42.798 this term, like many others, 00:02:42.798 --> 00: 02:45.558 currently used in the mainstream context 00:02:45.558 --> 00:02:48.118 of special education for the disabled, 00:02:48.118 --> 00:02:51.818 originated from the self-help movement, 00:02:51.818 --> 00:02:54.818 from the crippled groups, 00:02:54.818 --> 00:02:57.038 from the so-called cripples' movement. 00:02:57.038 --> 00:02:58.798 And there was, 00:02:59.106 --> 00:03:00.966 at least that's how I always understood it, 00:03:00.966 --> 00:03:04.066 Assistance occupied with the topic, 00:03:04.066 --> 00:03:07.006 you replace my hands and feet. 00:03:07.006 --> 00:03:08.946 And in the way I want. 00:03:08.946 --> 00:03:13.226 And in self-help, the topic was and always is 00:03:13.226 --> 00:03:16.846 still very clearly defined in this respect, 00:03:16.846 --> 00:03:18.006 when it is said that 00:03:18.006 --> 00:03:20.466 otherwise I'm not really interested in it. 00:03:21.794 --> 00:03:23.894 So when we're in the context of curative education, 00:03:23.894 --> 00:03:24.974 special education, 00:03:24.974 --> 00:03:26.594 disability education 00:03:26.594 --> 00:03:29.074 somewhere in the topic of assistance 00:03:29.074 --> 00:03:30.494 behind the term 00:03:30.494 --> 00:03:32.854 some kind of relationship structure, 00:03:32.854 --> 00:03:35.314 does self-help actually say, 00:03:35.314 --> 00:03:38.554 no, that's not my topic right now. 00:03:38.554 --> 00:03:42.154 Open parenthesis, what I believe 00:03:42.154 --> 00:03:44.374 which is uncharted territory, 00:03:44.374 --> 00:03:45.574 whether that's really the case, 00:03:45.574 --> 00:03:48.334 because when people meet in a context 00:03:48.334 --> 00:03:50.114 and especially in such intimate contexts 00:03:50.114 --> 00:03:54.410 such as in care contexts, 00:03:54.410 --> 00:03:58.150 I believe that a relationship level is immediately established 00:03:58.150 --> 00:04:00.110 and you can't deny that, close parenthesis. 00:04:00,110 But that's a different discussion. 00:04:01.790 --> 00:04:02.970 But I find it exciting 00:04:02.970 --> 00:04:04.790 and it's not really being discussed. 00:04:05.310 --> 00:04:11.110 And that's where the term actually comes from. 00:04:11.110 --> 00:04:13.790 And the term was a counter-concept to something else. 00:04:13.790 --> 00:04:15.570 It was a very strong antonym, 00:04:15.570 --> 00:04:16.370 namely to what 00:04:16.370 --> 00:04:20.029 which could perhaps be described as promotion. 00:04:22.050 --> 00:04:24.210 Another ambiguous term, the term “promotion.” 00:04:24.210 --> 00:04:29.050 The term “assistance” has several levels, gradations, 00:04:29.050 --> 00:04:29.850 I believe, behind it. 00:04:29.850 --> 00:04:30.650 One could also say that 00:04:30.650 --> 00:04:32.510 care is an intermediate level, 00:04:32.510 --> 00:04:34.170 accompaniment is perhaps an intermediate level, 00:04:34.170 --> 00:04:35.690 although the term intermediate stage is perhaps 00:04:35.690 --> 00:04:37.550 misleading again. 00:04:37.550 --> 00:04:40.570 But the term assistance, 00:04:40.770 --> 00:04:43.830 the term “assistant” has entered the discourse 00:04:43.830 --> 00:04:47.110 because it claims 00:04:47.110 --> 00:04:49.390 and I find that interesting and good 00:04:49.390 --> 00:04:50.690 and also innovative 00:04:50.690 --> 00:04:51.750 still clings to the idea 00:04:51.750 --> 00:04:53.550 that he is concerned with the issue 00:04:53.550 --> 00:04:57.490 of power relations in helper-helper 00:04:57.490 --> 00:04:59.210 relationships. 00:04:59.210 --> 00:05:00.130 And I believe 00:05:00.130 --> 00:05:02.630 that the term “support” in this form does not do that. 00: 05:02.630 --> 00:05:04.570 nor does the concept of support 00:05:04.570 --> 00:05:06.430 and the term “care” 00:05:06.430 --> 00:05:07.350 certainly doesn't. 00:05:08.002 --> 00:05:10.122 And for me, assistance would be 00:05:10.122 --> 00:05:13.162 reflective action in an I-You relationship, 00:05:13.162 --> 00:05:16.942 in a helper-helped context, 00:05:16.942 --> 00:05:18.802 in a support context, 00:05:18.802 --> 00:05:24.422 where I would only have to do 00:05:24.422 --> 00:05:27.242 what my counterpart clearly tells me 00:05:27.242 --> 00:05:28.802 what needs to be done. 00:05:28.802 --> 00:05:33.102 In the sense that you have power relations, 00:05:33.102 --> 00:05:36.310 overpowering, intrusive relationships 00:05:36.310 --> 00:05:38.090 try to prevent as much as possible, 00:05:38.090 --> 00:05:40.370 not to let them arise in the first place 00:05:40.370 --> 00:05:43.550 and to take away the person's self-determination, 00:05:43.550 --> 00:05:46.910 their potential for autonomy. 00:05:46.910 --> 00:05:47.910 And I believe 00:05:47.910 --> 00:05:50.050 that's what makes the concept of assistance 00:05:50.050 --> 00:05:52.410 so attractive or so innovative. 00:05:52.410 --> 00:05:55.890 However, one must consider 00:05:58.786 --> 00:06:00.486 This has happened with many concepts. 00:06:00.486 --> 00:06:03.326 For example, in integration assistance, 00:06:03.326 --> 00:06:06.426 there are hardly any major providers left 00:06:06.426 --> 00:06:09.346 that does not include assistance in its self-image. 00:06:09.346 --> 00:06:11.046 And that is, I would say, 00:06:11.046 --> 00:06:11.906 through the series, 00:06:11.906 --> 00:06:14.386 by providing support 00:06:14.386 --> 00:06:17.726 to all groups of people for whom it is believed 00:06:17.726 --> 00:06:19.726 the right services. 00:06:19.726 --> 00:06:23.066 And then I sometimes 00:06:23.066 --> 00:06:24.886 a little queasy 00:06:24.886 --> 00:06:27.342 when I see how the term 00:06:27.342 --> 00:06:28.942 really comes from, 00:06:28.942 --> 00:06:31.822 as I have just outlined, is used, 00:06:31.822 --> 00:06:33.382 that, in principle, 00:06:33.382 --> 00:06:34.622 I'll call it very critical, 00: 06:34.622 --> 00:06:37.402 the same empowering actions, 00:06:37.402 --> 00:06:40.422 the same empowering offers of support, 00:06:40.422 --> 00:06:43.782 the same support services that bring others into conditions of isolation 00:06:43.782 --> 00:06:46.122 bringing support services 00:06:46.122 --> 00:06:48.482 be painted over with a new term, 00:06:48.482 --> 00:06:49.362 which sounds good, 00:06:49.362 --> 00:06:52.682 self-determination also included 00:06:52.682 --> 00:06:55.542 and maybe even inclusion. 00:06:56.450 --> 00:07:00.150 And then, of course, that covers up 00:07:00.150 --> 00:07:01.950 or it can create these conditions, 00:07:01.950 --> 00:07:04.530 that are so problematic in encounters, 00:07:04.530 --> 00:07:05.310 in accompaniment, 00:07:05.310 --> 00:07:08.990 in assisting people with disabilities, 00:07:08.990 --> 00:07:10.430 that this is covered up, 00:07:10.430 --> 00:07:14.810 whitewashed, and that the innovative character 00:07:14.810 --> 00:07:16.690 and also this reflection of what 00:07:16.690 --> 00:07:18.570 can happen in these relationships, 00:07:18.570 --> 00:07:20.530 completely falls by the wayside. 00:07:20.530 --> 00:07:23.830 So here again there is an area of tension, 00:07:24.450 --> 00:07:25.010 So I think 00:07:25.010 --> 00:07:27.690 what distinguishes the term from other terms, 00:07:27.690 --> 00:07:30.370 I just tried to describe. 00:07:30.670 --> 00:07:34.430 However, I've noticed a little bit 00:07:34.430 --> 00:07:36.510 that when I looked at the questions again 00:07:36.510 --> 00:07:38.330 in advance, 00:07:38.330 --> 00:07:39.450 I realize 00:07:39.450 --> 00:07:41.110 the discourse on assistance 00:07:41.110 --> 00:07:42.790 is no longer being conducted 00:07:42.790 --> 00:07:46.570 in special education, special needs education, and education for the disabled. 00:07:46.570 --> 00:07:47.990 So it's accepted as it is. 00:07:48.330 --> 00:07:53.950 So I don't see any real progress there. 00:07:54.786 --> 00:07:55.906 I think we would have to 00:07:55.906 --> 00:07:56.586 systematically address the many questions 00:07:56.586 --> 00:07:57.886 that I have now outlined. 00:07:57.886 --> 00:07:59.626 systematically. 00:07:59.626 --> 00:08:00.806 I can't see much. 00:08:00.806 --> 00:08:02.046 We have other discourses 00:08:02.046 --> 00:08:06.146 that are currently more prominent in journals 00:08:06.146 --> 00:08:10.106 and in current publications. 00:08:10.106 --> 00:08:11.786 But the topic of assistance 00:08:11.786 --> 00:08:13.106 is something I can hardly recognize. 00:08:13.106 --> 00:08:15.166 I found that interesting again. 00:08:15.166 --> 00:08:16.926 But maybe I didn't see it. 00:08:16.926 --> 00:08:20.506 Yes, exactly. 00:08:21.602 --> 00:08:23.422 Maybe something else, 00:08:23.422 --> 00:08:24.682 I just forgot. 00:08:25.382 --> 00:08:29.042 I find that interesting too. 00:08:29.042 --> 00:08:31.462 I could have said that again with the crippled movement. 00:08:31.462 --> 00:08:32.222 I could have said that again. 00:08:32.222 --> 00:08:33.822 I just wanted to use the word again, 00:08:33.822 --> 00:08:35.222 because ultimately it's 00:08:35.222 --> 00:08:37. 182 a political discourse. 00:08:37.182 --> 00:08:40.802 And a political discourse, a term 00:08:40.802 --> 00:08:43.761 that comes out of a political discourse, 00:08:43.761 --> 00:08:45.442 is of course something different from a 00:08:45.442 --> 00:08:47.742 term generated purely in education. 00:08:48.386 --> 00:08:48.866 I believe 00:08:48.866 --> 00:08:50.026 that this is also another difference, 00:08:50.026 --> 00:08:51.386 because the term “assistance” 00:08:51.386 --> 00:08:54.726 is precisely the paradigm of the helper, 00:08:54.726 --> 00:08:56.946 the classic helper, already a 00:08:56.946 --> 00:08:58.1 66 bit shaken. 00:08:58.166 --> 00:08:59.166 And for me, that's 00:08:59.166 --> 00:09:01.326 a different approach 00:09:01.326 --> 00:09:02.726 and also a different task 00:09:02.726 --> 00:09:04.409 in the design of support services. 00:09:04.430 --> 00:09:06.630 But we'll definitely come back to that in a moment. 00:09:06.769 --> 00:09:16.908 How important is assistance for people with profound intellectual and multiple disabilities? 00: 09:17.186 --> 00:09:20.506 And here, too, I would say it's difficult, 00:09:20.506 --> 00:09:25.486 although I have always tried to make my thoughts 00:09:25.486 --> 00:09:29.406 on the subject, I have always tried to make it clear 00:09:29.406 --> 00:09:32.106 that the concept of assistance, 00:09:32.106 --> 00:09:34.166 when used in the context of the life situation 00:09:34.166 --> 00:09:35.206 of people with profound intellectual 00:09:35.206 --> 00:09:36.346 and multiple disabilities, 00:09:37.506 --> 00:09:39.686 is used, it must not lead to 00:09:39.686 --> 00:09:41.406 us suddenly having something like this again 00:09:41.406 --> 00:09:42.766 as with other terms, 00:09:42.766 --> 00:09:44.366 that we suddenly have people 00:09:44.366 --> 00:09:45.986 who would be considered capable of assistance 00:09:45.986 --> 00:09:48.406 and incapable of assistance. 00:09:48.406 --> 00:09:52.146 And it would be relatively quick and easy to make it clear 00:09:52.146 --> 00:09:54.206 that people with profound intellectual and multiple disabilities 00:09:54.20600:09:54.206 --> 00:09:55.706 are not at all capable of receiving assistance, 00:09:55.706 --> 00: 09:57.206 because they lack the ability to direct, 00:09:57.206 --> 00:09:58.946 they lack all the other skills, 00:09:58.946 --> 00:10:00.686 associated with 00:10:00.686 --> 00:10:01.826 the assistance model. 00:10:01.826 --> 00:10:06.686 So, I would strongly reject and question that. 00:10:07.170 --> 00:10:10.230 I have always tried to do that in my considerations. 00:10:10.230 --> 00:10:11.310 I have to admit, 00:10:11.310 --> 00:10:12.590 that it's not always easy, 00:10:12.590 --> 00:10:14.050 because you stretch the terms 00:10:14.050 --> 00:10:16.730 until they are in danger of 00:10:16.730 --> 00:10:18.230 being torn apart. 00:10:18.230 --> 00:10:19.090 But I believe 00:10:19.090 --> 00:10:24.090 that nevertheless all the skills 00:10:24.090 --> 00:10:26.830 associated with the term “assistant” 00:10:26.830 --> 00:10:28.190 also apply to the group of people 00:10:28.190 --> 00:10:29.070 with profound intellectual 00:10:29.070 --> 00:10:30.650 and multiple disabilities, 00:10:30.650--> 00:10:33.190 just need to be discovered in a different way 00:10:33.190--> 00:10:36.598 and also need to be reflected upon first, 00:10:36.598 --> 00:10:38.718 that they might exist after all. 00:10:38.718 --> 00:10:41.118 And the easiest thing for me would actually be 00:10:41.118 --> 00:10:43.098 even if that might be the most difficult thing, 00:10:43.098 --> 00:10:46.338 namely the instruction, i.e. instructing someone. 00:10:46.338 --> 00:10:48.478 And I think that, in turn, is 00:10:48.478 --> 00:10:51.038 a fundamental pedagogical issue, 00:10:51.038 --> 00:10:53.118 a very central pedagogical question, 00:10:53.118 --> 00:10:54.518 do I understand you? 00:10:54.518 --> 00:10:55.958 So I understand what you, 00:10:55.958 --> 00:10:57.638 what you are saying to me 00:10:57.638 --> 00:10:59.038 and how do I interpret it? 00: 10:59.038 --> 00:11:01.178 And if someone is unable to speak, 00:11:01.178 --> 00:11:03.178 I just have to try to 00:11:04.194 --> 00:11:06.414 get to the bottom of things. 00:11:06.414 --> 00:11:07.414 And that's where therapeutic, 00:11:07.414 --> 00:11:09.314 special education and special needs education also 00:11:09.314 --> 00:11: 11.754 a lot of expertise to offer, 00:11:11.754 --> 00:11:13.654 on how to make this easier. 00:11:13.654 --> 00:11:17.054 In this respect, I would say that 00:11:17.054 --> 00:11:19.754 even people with profound intellectual 00:11:19.754 --> 00:11:21.114 and multiple disabilities 00:11:21.114 --> 00:11:24.454 can be assistants 00:11:24.454 --> 00:11:29.354 or can suggest 00:11:29.354 --> 00:11:33.354 or give instructions to someone 00:11:34.178 --> 00:11:37.038 according to which he or she would then have to act as a professional. 00:11:37.038 --> 00:11:38.878 But of course it is much more difficult 00:11:38.878 --> 00:11:39.538 to recognize this 00:11:39.538 --> 00:11:40.878 than it is with a human being 00:11:40.878 --> 00:11:43.478 who, for example, is confined to a wheelchair 00:11:43.478 --> 00:11:44.898 and says, take off my shoes. 00:11:44.898 --> 00:11:48.398 That is indeed a simpler situation. 00:11:48.398 --> 00:11:52.318 And of course we also have that here, 00:11:52.318 --> 00:11:54.378 we just mentioned, 00:11:54.378 --> 00:11:56.078 the power imbalance between me 00:11:56.078 --> 00:11:57.558 and my counterpart is, of course, 00:11:57.558 --> 00:11:58.958 much greater here, 00:11:58.958 --> 00:12:02.218 also much more concealed, yes. 00:12:02.562 --> 00:12:04.382 because it doesn't come up, 00:12:04.382 --> 00:12:05.922 literally not brought up 00:12:05.922 --> 00:12:08.542 in many situations. 00:12:08.542 --> 00:12:13.822 And you just have to try to do that all the time, 00:12:13.822 --> 00:12:17.942 to keep reminding yourself and reflecting on it. 00:12:17.942 --> 00:12:21.722 What I don't think much of is 00:12:21.722 --> 00:12:23.762 that the term “assistant” 00:12:23.762 --> 00:12:26.642 because it supposedly applies to the group of people 00:12:26.642 --> 00:12:27.642 people with profound intellectual and 00:12:27.642 --> 00:12:29.902 multiple disabilities, 00:12:30.626 --> 00:12:32.226 that it is then, so to speak, 00:12:32,226 - -> 00:12:35,846 try to break it down into such small pieces, 00:12:35.846 --> 00:12:39.146 that sometimes difficult 00:12:39.146 --> 00:12:41.306 conceptual constructions. 00:12:41.306 --> 00:12:44.686 The term 00:12:44.686 --> 00:12:47.086 for example, advocacy assistance 00:12:47.086 --> 00:12:50.346 and that is a difficult term in itself, 00:12:50.346 --> 00: 12:51.006 in my opinion. 00:12:51.006 --> 00:12:52.446 So what is that supposed to be, 00:12:52.446 --> 00:12:53.926 advocacy assistance? 00:12:53.926 --> 00:12:56.226 Well, that can't really be assistance, 00:12:56.226 --> 00:12:58.126 as I just outlined, can it? 00:12:58.754 --> 00:13:00.334 And that the issue of proxy 00:13:00.334 --> 00:13:01.794 decision-making for people, 00:13:01,794 - -> 00:13:03,314 where I don't know exactly 00:13:03.314 --> 00:13:04.454 what they actually want, 00:13:04.454 --> 00:13:05.994 that this is an area of tension, 00:13:05.994 --> 00:13:08.134 is clear to all of us, is clear to everyone. 00:13:08.134 --> 00:13:11.914 And in addition, from my experience, 00:13:11.914 --> 00:13:15.654 this interpretation also depends very much 00:13:15.654 --> 00:13:19.934 on the person who is interacting with the other person. 00:13:19.934 --> 00:13:21.354 So if it's parents, 00:13:21.354 --> 00:13:23.054 the interpretations are completely different 00:13:23.054 --> 00:13:24.514 than if it is someone from 00:13:24.514 --> 00:13:26.174 a living situation, for example 00:13:26.174 --> 00:13:27.394 or a work situation. 00:13:28.322 --> 00:13:30.902 And that shows how difficult the topic is. 00:13:30.902 --> 00:13:31.862 Nevertheless, as I said, 00:13:31.862 --> 00:13:36.062 either the term is actually discussed 00:13:36.062 --> 00:13:38.182 in specialist discourse 00:13:38.182 --> 00:13:41.502 further reflected upon and discussed in specialist discourse, 00:13:41.502 --> 00:13:44.242 but it must not lead to 00:13:44.242 --> 00:13:46.782 it becoming a divisive term, 00:13:46.782 --> 00:13:49.902 those who are capable of assistance and those who are incapable of assistance. 00:13:49.902 --> 00:13:55.182 And here, for example, I also see 00:13:56.098 --> 00:13:59.418 in the Federal Participation Act. 00:13:59.418 --> 00:14:01.118 of the concept of assistance. 00:14:01.118 --> 00:14:03.098 I sometimes have the feeling that 00:14:03.098 --> 00:14:04.438 it was only included 00:14:04.438 --> 00:14:08.258 because it sounds good and comes across as modern. 00:14:08.258 --> 00:14:11.078 But it's completely unclear, 00:14:11.078 --> 00:14:12.778 especially with regard to the group of people 00:14:12.778 --> 00:14:13.538 we are talking about here, 00:14:13.538 --> 00:14:17.638 what will be recognized as qualified assistance in the future 00:14:17.638 --> 00:14:18.878 and what will suddenly 00:14:18.878 --> 00:14:20.698 no longer be considered qualified assistance. 00:14:20.698 --> 00:14:22.658 And, above all, what is much more important is who is acting. 00:14:22.658 --> 00:14:24.778 So who does what 00:14:25.090 --> 00:14:27.930 we would describe as assistance? 00:14:27.930 --> 00:14:29.290 Who does that with the person? 00:14:29.290 --> 00:14:32.110 Are they professionals who really know 00:14:32.110 --> 00:14:34.150 so now, of course, I'm starting to 00:14:34.150 --> 00:14:35.130 polarize very strongly myself, 00:14:35.130 --> 00:14:36.050 but are they professionals 00:14:36.050 --> 00:14:37.810 who know what they're doing? 00:14:37.810 --> 00:14:39.890 Or is it a gut feeling? 00:14:39.890 --> 00:14:42.690 accompanying assistance, 00:14:42.690 --> 00:14:43.730 that anyone can do? 00:14:43.730 --> 00:14:45.550 And I would, of course, opt for 00:14:45.550 --> 00:14:47.270 the first option for now, 00:14:47.270 --> 00:14:50.550 because, especially with this group of people, it does matter 00:14:50.550 --> 00:14:53.270 who is interacting with them. 00:14:53.270 --> 00:14:57.790 So, difficult question. 00:14:57.790 --> 00:14:59.790 So the question was, 00:14:59.790 --> 00:15:01.570 what is the significance of assistance? 00:15:01.570 --> 00:15:04.530 Well, I could make it easy for myself and say 00:15:04.530 --> 00:15:06.590 when I look at many fields of practice, 00:15:06.590 --> 00:15:08.230 it has no significance at all. 00:15:08.230 --> 00:15:10.590 Does the residency have no significance at all? 00:15:10.590 --> 00:15:13.490 That would be too simple, of course. 00:15:13.490 --> 00:15:15.410 I believe that the discourse on assistance has also 00:15:15.410 --> 00:15:17.470 entered the field of practice, in part, 00:15:17.470 --> 00:15:19.290 but in some cases not at all. 00:15:19.290 --> 00:15:23.426 And or it is again labeled with the term, 00:15:23.426 --> 00:15:26.458 the action is labeled with this term, 00:15:26.458 --> 00:15:28.578 but in the end, 00:15:28.578 --> 00:15:30.338 when you enter an observation situation, 00:15:30.338 --> 00:15:31.598 no action, 00:15:31.598 --> 00:15:34.078 what could be described as assistance. 00:15:34.078 --> 00:15:36.838 So the discourse remains open 00:15:36.838 --> 00:15:39.858 and my words are, of course, a plea 00:15: 39.858 --> 00:15:40.678 to understand once again 00:15:40.678 --> 00:15:43.218 that the discourse must be continued. 00:15:43.959 --> 00:15:53.241 What challenges do employees face when providing assistance? 00:15:54.498 --> 00:15:58.778 So I need to think about that again. 00:15:58.778 --> 00:15:59.498 I believe 00:15:59.498 --> 00:16:05.878 that if I want to deal with the discourse 00:16:05.878 --> 00:16:08.078 of the concept of assistance, 00:16:08.078 --> 00:16:08.738 then I have to, 00:16:08,738 - -> 00:16:09,258 I believe 00:16:09.258 --> 00:16:12.138 really need to be very clear about 00:16:12.138 --> 00:16:16.778 how I can recognize signals from my counterpart, 00:16:16.778 --> 00:16:19.478 how can I interpret them, and how can I 00:16:19.478 --> 00:16:21.178 implement the signals that I believe I have recognized 00:16:21.178 --> 00:16:24.770 into a decision or action that is as close as possible 00:16:24.770 --> 00:16:26.350 to the individual's 00:16:26.350 --> 00:16:28.690 decision or action, 00:16:28.690 --> 00:16:31.950 which then does not lead 00:16:31.950 --> 00:16:34.630 to me re-establishing self-empowerment 00:16:34.630 --> 00:16:37.370 or infantilize them or put them 00:16:37.370 --> 00:16:39.090 in a power relationship, 00:16:39.090 --> 00:16:41.930 that ultimately I decide again 00:16:41.930 --> 00:16:44.630 what should be done or not. 00:16:44.630 --> 00:16:48.570 So seeing, recognizing, and learning signals is, 00:16:48.570 --> 00:16:49.910 I believe, the most important thing for me. 00:16:49.910 --> 00:16:51.950 Maybe the word “signal” is also vague, 00:16:51.950 --> 00:16:53.010 it sounds like a traffic light. 00:16:53.634 --> 00:16:55.534 So behaviors, 00:16:55.534 --> 00:17:00.554 recognizing human impulses as a task for me, 00:17:00.554 --> 00:17:04.134 that I satisfy a need, for example 00:17:04.134 --> 00:17:06.214 or perform an action on behalf of 00:17:06.214 --> 00:17:07.233 person XY. 00:17:07.233 --> 00:17:09.674 That would be the key point for me. 00:17:09.674 --> 00:17:12.674 And the other thing, 00:17:12.674 --> 00:17:16.854 is also a very pragmatic matter, 00:17:16.854 --> 00:17:20.594 if you already say in the practical fields 00:17:20.594 --> 00:17:22.493 the assistance model appeals to us, 00:17:22.493 --> 00:17:24.406 we want to act accordingly, 00:17:24.406 --> 00:17:25.246 I believe 00:17:25.246 --> 00:17:28.246 you must never or should never stop 00:17:28.246 --> 00:17:30.386 be aware of this area of tension, 00:17:30.386 --> 00:17:34.626 by acting with or without the heading 00:17:34.626 --> 00:17:37.866 assistance, and that you simply continuously reflect on 00:17:37.866 --> 00:17:40.746 what you are doing, 00:17:40.746 --> 00:17:42.986 so that you reflect continuously. 00:17:42.986 --> 00:17:44.466 These are the kinds of things 00:17:44.466 --> 00:17:45.546 that nobody pays you for, 00:17:45.546 --> 00:17:48.786 that don't really come up in everyday working life. 00:17:48.786 --> 00:17:50.306 Maybe I'm wrong about that, 00:17:50.306 --> 00:17:52.158 but 00:17:52.158 --> 00:17:54.378 in many places. 00:17:54.378 --> 00:17:56.618 But still, it has to be done. 00:17:56.618 --> 00:17:59.898 And again, this issue 00:17:59.898 --> 00:18:02.178 is ambivalent in the context 00:18:02.178 --> 00:18:03.178 of people with profound intellectual 00:18:03.178 --> 00:18:03.998 and multiple disabilities, 00:18:03.998 --> 00:18:05.218 I would still want to call it 00:18:05.218 --> 00:18:06.558 namely, holding back. 00:18:06.558 --> 00:18:10.778 So really, in the truest sense 00:18:10.778 --> 00:18:12.238 of the word, take a step back, 00:18:12.238 --> 00:18:14.138 take an observer position, to say, 00:18:14.138 --> 00:18:16.618 that's what I intend to do now, 00:18:16.618 --> 00:18:17.498 is indeed true, 00:18:17.826 --> 00:18:18.806 compatible with what 00:18:18.806 --> 00:18:20.526 what the person actually wants right now. 00:18:20.526 --> 00:18:21.406 But as I said, 00:18:21.406 --> 00:18:24.066 that's ambivalent, because I often have 00:18:24.066 --> 00:18:27.166 in the very specific educational situation 00:18:27.166 --> 00:18:28.986 often no time at all and no choice 00:18:28.986 --> 00:18:31.346 and no head at all to reflect on it. 00:18:31.346 --> 00:18:33.506 Especially in such dramatic life situations, 00:18:33.506 --> 00:18:34.526 as I have just described, 00:18:34.526 --> 00:18:36.146 when someone is seriously harming themselves, 00:18:36.146 --> 00:18:38.766 I can't just go into a reflection session, 00:18:38.766 --> 00:18:39.886 but must act. 00:18:39.886 --> 00:18:42.446 And in that case, I will most likely act 00:18:42.446 --> 00:18:43.826 in many places 00:18:43.826 --> 00:18:45.326 not in the sense of assistance, 00:18:45.326 --> 00:18:50.142 but rather as someone who is completely externally controlled, 00:18:50.142 --> 00:18:55.242 a supporter looking at the situation from the outside. 00:18:55.242 --> 00:18:58.422 And these are the areas of tension 00:18:58.422 --> 00:19:00.662 from which, I believe, there is no escape, 00:19:00.662 --> 00:19:05.802 but which, through the concept of assistance, 00:19:05.802 --> 00:19:07.862 I believe, can really take on a different nuance, 00:19:07.862 --> 00:19:10.322 a different quality, 00:19:10.322 --> 00:19:11.902 because you can actually look at 00:19:11.902 --> 00:19:15.142 one's own actions and behavior based on this, 00:19:15.810 --> 00:19:18.890 this truly massive task, 00:19:18.890 --> 00:19:20.650 which is behind the idea of assistance, 00:19:20.650 --> 00:19:23.130 and reflect on them again. 00:19:23.130 --> 00:19:25.970 So for me, that would actually be something 00:19:25.970 --> 00:19:31.470 that employees would have to do. 00:19:31.470 --> 00:19:34.270 But they also need to be given the space to do so, 00:19:34.270 --> 00:19:36.350 literally the space and the time. 00:19:36.350 --> 00:19:39.090 And it simply has to be guided in the sense that 00:19:39.090 --> 00:19:42.250 someone might give this impulse 00:19:42.250 --> 00:19:44.330 with somewhat clearer words 00:19:44.546 --> 00:19:45.586 into such a group, 00:19:45,586 00:19:45.586 --> 00:19:47.386 as I am expressing it here right now. 00:19:47.386 --> 00:19:49.726 So that you can turn it into something like 00:19:49.726 --> 00:19:51.486 a continuing education program, for example. 00:19:51.486 --> 00:19:53.626 Well, I did that for a while. 00:19:53,626 So 10, 15 years ago 00:19:55,726 all of a sudden, all special education institutions 00:19:58.586 --> 00:20:01.186 in the Rhineland were inspired by the assistance model 00:20:01.186 --> 00:20:03.026 and we went through all the institutions 00:20:03.026 --> 00:20:05.666 and did further training on the subject of assistance. 00:20:05.666 --> 00:20:07.186 I thought that was good too. 00:20:07.186 --> 00:20:10.806 The question now, after a gap of 15 years, is 00:20:10.806 --> 00:20:11.826 what has become of it? 00:20:12.702 --> 00:20:17.222 That ties in with my attempt at a plea from earlier. 00:20:17.222 --> 00:20:19.402 Now that we're simply taking longer 00:20:19.402 --> 00:20:20.942 to disagree on this topic, 00:20:20.942 --> 00:20:23.002 this discourse is actually 00:20:23.002 --> 00:20:24.242 is not over yet. 00:20:24.242 --> 00:20:26.822 And one really has to ask critically 00:20:26.822 --> 00:20:30.102 whether the fields of practice have changed as a result of the skills 00:20:30.102 --> 00:20:32.402 that the employees have acquired, 00:20:32.402 --> 00:20:34.382 if they go through the fields of work 00:20:34.382 --> 00:20:36.402 with the assistant flag, 00:20:36.402 --> 00:20:40.202 have the fields of action and work 00:20:40.202 --> 00:20:42.162 actually changed as a result, or not? 00:20:42.162 --> 00:20:43.502 I would be interested in that, 00:20:43.810 --> 00:20:46.670 as a research question, for example.