Abstract:

Introduction:
This study is based on the invitation of one of ANCCP (Spanish National Association of VET centers) associated center, "Foro Técnico de Formación", as partner of the consortium of a 24 months project, co-funded by the European Commission under the ERAMUS+ Program 2016-1-BG01-KA202023714 "Q4ADHD (Quality Assurance in Vocational Education and Training for Students with Attention Deficit Disorder with Hyperactivity)" coordinated by the Sofia University, in cooperation with partners from four EU countries (IT,SE,ES,BG,GR).

Their main aims are the assurance mechanisms in VET for people with Attention Deficit Hyperactivity Disorder (ADHD) and the quality Assurance Framework and tools will be set as an effective support for VET providers to plan, implement , monitoring and evaluate their training strategies in addressing issues regarding participation both in iVET and cVET

The ANCCP, as VET Provider Association, which always shows a strong commitment to the training and the enhancement of the quality of this, as well as attention to diversity in the classrooms, in its 2016 general assembly in Sevilla.

The ANCCP also participate by contributing with this study as the implementation of a good practice to be part of one of the results of the project which is a Compendium of good practices in the field of implementation of EQAVET in VET for students with TDHA at the 5 countries from the partners.

Objective:
The objective is to identify the number of students diagnosed with some kind of learning deficit or disorder (including Asperger Syndrome) enrolled in our VET courses and the results of certification and labor inclusion of these, since there are no data on this.
The ANCCP has set the selection criteria for the participating centers. These centers collaborate in carrying out the prevalence questionnaire, the monitoring and the evaluation of the study.

Methodology:
In 2017 we want to involve 5% of our centers, with not less than 300 students from started courses of at least 10 different VET qualifications. The centers will contribute from the beginning their experience and knowledge in the formation and will appoint a person of contact, responsible for the communication and the coordination of the activities related to this study. Likewise, participation in this project will generate experience and learning at the center in the pedagogical adaptation of VET courses to students with learning deficits. During 2018 and after the evaluation of the number of students officially diagnosed, we will incorporate a test of detection of ADHD to the students of the participating centers.

Results and Conclusion:
The first results obtained until April 2017 on 129 participants from 5 VET centers participating in the research from 9 different VET qualification; from 4 autonomous communities: Asturias, Canary Islands, Madrid, Balearic Islands. The currently sample was 50% men and 50% women, 36% between 18-25 years, 26% from 26 to 30 years and 38% of more than 30 years. We have detected a 4% incidence of diagnosed disorders in 80% in the school stage. It is clear that the diagnoses are missing because perhaps at the age of the participants and that during the school period which is the usual time of diagnosis, they were not as frequent as now. Thus, the diagnostic work of ADHD in predicted adults during the second year of the study is essential, and is therefore already testing existing instruments to perform a less basic students examination.

Keywords:

Vocational training, professional qualification, educational failure and dropout, job placement, learning disorders.