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Social Integration Social Integration ServicesServicesProgram Program

Direction de la formation générale des adultes (DFGA)

Ministère de l’Éducation, du Loisir et du Sport (MELS)

June 2006

SIS SIS PresentationPresentation – DFGA – MELS 2006 – DFGA – MELS 2006 22

Social Integration ServicesSocial Integration Services ProgramProgram

CLIENTELE CLIENTELE

The Social Integration Services (SIS) program is designed for adults with persistent and significant learning and social adjustment difficulties. These adults with little or average education have serious shortcomings in the exercise of their social roles in their personal, social, school or work life. They have little or no autonomy in taking charge of their lives and need assistance to prepare themselves for everyday living.


Social Integration ServicesSocial Integration ServicesProgramProgram

Historically, the persons served by adult education centres under the SIS program had intellectual handicaps or mental health problems. In recent years, however, clienteles with other characteristics and different social integration training needs have benefited from these services:

Persons having experienced cranial traumaPersons with aphasiaPersons with serious social maladjustmentsStreet youthPersons with significant psychosocial difficultiesPersons with one or several physical or sensory deficits


Social Integration ServicesSocial Integration Services Program Program

This change in clientele, combined with new needs and realties related to social integration, has led those involved in adult education to make numerous modifications to the services offered and to explore innovative means of ensuring the success of training projects available to these new clienteles. The educational work with these adults poses an interesting challenge, but also requires some reconsideration and adjustments.



Admission criteria for the SIS program

Adults are not admitted to the SIS program because of impairments or limitations affecting them, but because of the difficulties and social disadvantages experienced by those adults.

Characteristics of adults enrolled in SIS:• continuing serious difficulties in learning and social adjustment • suitability for teaching/learning and an approach favouring group work• learning needs in the realm of everyday living and the autonomous

functional ability to fulfill their social roles• commitment to becoming socially integrated• appropriate guidance and support in their learning process by partners

with connections to the adults’ respective environments



• Definition of social integrationDefinition of social integration:

A complex operation leading to the exercise of adult social roles, in their concrete, functional aspects, with respect to the spheres of personal, social and school life, and with respect to work.



Personal lifeFather or mother, brother

or sister, son or daughter of an aging parent, spouse or partner, consumer,

head of a household, user ofindividual recreational

services

Social lifeCitizen, friend, consumer, member of an association,

member of a religious group,

user of community

recreational services, user ofcommunity resources

Working life

Worker,colleague, team

member

School life

Learner,colleague, team

member

SOCIETY COMMUNITY

Social Environment

“ECOSYSTEM”



The program of studyThe program of studyThe fundamental and innovative aspects of the program:

1. The program is designed to increase the extent to which adults are integrated into society (“ecosystem”) and is based on social integration training.

2. The program is adapted to each adult’s social integration project.

3. The program is based on preparing students to transfer their learning to their own respective environments.

4. The program is based on cooperation and sharing of responsibilities with outside partners and their participation in different phases of the training.



The SIS programThe SIS program

comprises 14 fields of skills

1. Generic skills 2. Specific skills

• Problem-solving skills• Preparation for the transfer

of learning• Communication skills• Personal and social skills• Instrumental mathematical

skills• Psychomotor skills

• Management of daily life• Domestic skills• Family skills• Work skills• Sexuality• Diet and personal care• Use of community

resources• Parenting skills



The program of studyThe program of studyEach field of skills is comprised of several themes related to terminal objectives that are divided into two sections, according to the modes of social integration:

Part A: minimal autonomyIncludes the list of terminal objectives that permit learning that leads to minimal or survival autonomy.

Part B: functional autonomy Encompasses the list of terminal objectives that permit learning that leads to functional autonomy.

For each of the terminal objectives, the learning menu also includes skills indicators and suggestions for activities.



The social The social integration integration projectprojectThe social integration project is expressed through a set of intentions characteristic of the adults with respect to the functional exercise of their social roles. These intentions are related to their social integration situations, to their abilities, and to their learning and social adjustment difficulties.

Social integration project

Intentions



The social and The social and occupational occupational integration planintegration planThe social integration project is made a reality through the social and occupational integration plan which includes, among other things, concrete goals for social integration, the list of actions to be taken, and the list of resources required. The social integration project is multidimensional and the learning process of the adult in the SIS program is one of these dimensions.


Intentions

Social and occupational

integration plan

Concrete goals, actions to take,

resources



The student’s list of The student’s list of objectivesobjectivesThe teacher, with the adult, selects from the learning menu the terminal objectives to be worked on during a given period, taking into account the possibilities and means for transfer of learning and the contribution of outside partners.

Social and occupational

integration plan


Intentions

Student’s list of

objectives for a given

periodSelection of objectives from the learning

menu of the program



Andragogical model oriented toward the transfer of Andragogical model oriented toward the transfer of learninglearning

After trainingAfter training

Obtain information on the results of the transfer of learning.

During trainingDuring training

Focus training on the transfer of

learning in accordance with

Field 2: Preparation for the

transfer of learning.

Before trainingBefore training

Plan the training to be given on the basis of the

everyday situations in which the

learning will consistently be

required.

Use of the learning in

everyday life

Organization

of the transfer Anticipation

of the transfer

PREPARATION FOR THE TRANSFER OF LEARNING

TRANSFER OF LEARNING



When adults apply their learning to everyday situations in order to integrate socially, we say that they are transferring their learning to their own environments. Use of the skills acquired and developed should always be required.


Preparation for the transfer of learning: anticipation of Preparation for the transfer of learning: anticipation of the transferthe transfer

Outside partner Provide support in the

choice of learning objectives.

Provide information on the everyday situations to be selected for the transfer.

Teacher Select the learning

objectives, with the adults.

Select the everyday situations for transfer, with the adults.

Outside partner Support in the choice

of objectives Information

Teacher Selection of objectives

and transfer situations, with the adults

Target learning objectives to be included in the students’ lists of objectives, taking into account the possibilities and means for the transfer in everyday life and the support of the outside partners.

Identify the everyday situations targeted by the transfer and define:

the tasks the context the skills

Anticipate the effects of the training on the dynamics of the adults’ “ecosystems”:

obstacles constraints changes resources

Before training• Plan the training to be

given on the basis of the everyday situations in which the learning will consistently be required.

Aspects to consider The dynamics of the

adults’ “ecosystems” The adults’ social

integration projects in relation to the dynamics of their “ecosystems”

The adults’ social and occupational integration plans

The students’ list of objectives

The adults’ motivation to transfer the learning

Cooperation and sharing of responsibilities

Facilitating factors

Anticipation of the transfer


Preparation for the transfer of learning: Preparation for the transfer of learning: organization of the transferorganization of the transfer

Teacher:

Organize and prepare for the transfer.

Outside partner:

Support the organization and preparation of the transfer.

Facilitate mutual adaptation between the adults and their “ecosystems,” taking into account changes caused by the training.

Outside partnerSupport for the organization

and preparation of the transfer

TeacherOrganization and

preparation of the transfer

Focus training on the transfer of learning by means of:

a customized, global approach

an approach that favours the development of metacognitive strategies and transfer strategies

the use of various means to compensate for or remedy difficulties

reality-based andragogy project-based andragogy the use of a variety of

environments for learning

Guide the adults in developing competence in everyday situations in their “ecosystems” until they attain autonomy.

Adjust or readjust the use of learning to the specifics of the everyday situations and the dynamics of the “ecosystems”; make changes where necessary so that the adults can adapt to their living environments or modify the environments so that the adults can be functionally integrated into them.

Eliminate obstacles and constraints, and focus on resources.

Focus training on the transfer of learning in accordance with Field 2: Preparation for the transfer of learning.

Cooperation and sharing of

responsibilitiesFacilitating factorsOrganization of the

transfer during training

During training

Transferable learning

Before application

Supervised application

Autonomous application

Field 2:Preparation for the transfer of learning


Preparation for the transfer of learning: Preparation for the transfer of learning: use of the learning in everyday lifeuse of the learning in everyday life

Outside partner

Support the adults, if necessary, in using the learning in everyday life.

Give the teacher information.

Teacher

Find out from the partner how the adults are using the learning in their everyday lives.

Arrange for support by partners in the adults’ use of their learning in everyday situations, where necessary.

Provide follow-up to the training, if necessary.

After training

Obtain information on the results of the transfer of learning.

Aspects to consider The consolidation of the

learning process the adults will use in the program

The achievement of the adults’ social integration projects and social and occupational integration plans

Cooperation and sharing of

responsibilities

Facilitating factorsUse of the learning in everyday life

Outside partner

Support for the adults, if necessary, in using the learning in everyday life


A tool to facilitate the A tool to facilitate the planning of planning of

teaching/learning teaching/learning activitiesactivities::

the “sun” the “sun” diagramdiagram


LEARNINGLEARNING

PROJECTPROJECT

1. PROBLEM-SOLVING SKILLS

2. PREPARATION FOR THE TRANSFER OF

LEARNING

3. COMMUNICATION SKILLS

4. PERSONAL AND SOCIAL SKILLS

5. INSTRUMENTAL MATHEMATICAL

SKILLS

6. PSYCHOMOTOR SKILLS

7. MANAGEMENT OF DAILY LIFE

8. DOMESTIC SKILLS

9. FAMILY SKILLS

10. WORK SKILLS

11. SEXUALITY

12. DIET AND PERSONAL CARE

13. USE OF COMMUNITY RESOURCES

14. PARENTING SKILLS



PARTNERSHIPPARTNERSHIP

The SIS program stresses cooperation and sharing of responsibilities with outside partners (special educator, social worker, immediate or extended family member, etc.) in providing support and guidance for the adult learners.



Cooperation among the school, family and community is essential to the success of the adult learner’s social integration project.

This is why it is important to define the areas that are the exclusive domain of the MELS and the different partners (MSSS, MESS, community organizations) as well as those areas that require cooperation among the partners.



REFERENCE DOCUMENTSREFERENCE DOCUMENTS

Program, Social Integration Services (June 2000), ministry code 38-8369AAddendum, Program, Social Integration Services(December 2005), ministry code 41-7014-AOrganization Guide, Social Integration Services (June 1997), ministry code 38-8370AAddendum, Organization Guide, Social Integration Services, (December 2005), ministry code 41-7015-ASelf-Training and Reflection Guide for Social Integration Services (2004), ministry code 41-8000A


PowerPoint PresentationPowerPoint PresentationSocial Integration Services Social Integration Services

ProgramProgramProduction coordinator: Francine Riopel, DFGA

Updated by:Hélène Légaré, DFGA (content)

Design and preparation: Josée Martin, consultant and professional support officer for the SIS fileLayout: Diane DumontUpdated by: Christiane Giroux

English version: Direction de la production en langue anglaise, Services à la communauté anglophone

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