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Adults with learning difficulties:
education for choice and empowerment
Jeannie Sutcliffe More titles on Learning Difficulties |
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‘I want to learn about Jesus and history and thunder and lightening.’
With support from the Joseph Rowntree Foundation, the National Institute of Adult Continuing Education (NIACE) set out to highlight good practice in continuing education for adults with learning difficulties. This handbook is one outcome of that project, and provides broadly based practical approach for staff working in a teaching or enabling role with adults who have learning difficulties.
A variety of innovative practice is described, drawn from settings where students are actively involved in what and how they learn. The handbook’s format encourages busy practitioners and managers to reflect on their own provision, and opportunities for development through student empowerment within a multi agency framework are stressed.
The major themes explored are: self advocacy and citizen advocacy; learning choices; ways and means of learning; learning for a purpose; integration; teaching adults with learning difficulties and additional complications; transition to community living; educating the wider community; issues for managers and planners.
Reviews
‘This admirable book should be a companion for tutors and volunteers in adult, further and higher education – indeed anyone who is concerned about opportunities for adults with learning difficulties.’ (Times Educational Supplement)
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Contents
| Chapter 1. | Using this handbook |
| Who is it for? | |
| Definition of terms | |
| Setting the scene | |
| The range of services for adults with learning difficulties | |
| Highlighting good practice: the NIACE Rowntree project | |
| Learning in action | |
| Portraits of students with learning difficulties | |
| Changes in approaches and labels | |
| The capacity to learn | |
| A parent's perspective | |
| Significant inequalities: the project findings | |
| Summary and suggestions for action | |
| Further reading and resources | |
| Chapter 2. | Self advocacy and citizen advocacy |
| Self advocacy | |
| Self advocacy and individual change | |
| Recognising life stories and experiences | |
| Developing black self advocacy | |
| Learning about self advocacy | |
| Self advocates as tutors and planners | |
| Staff development | |
| Self advocacy without words | |
| Self advocacy with institutionalised students | |
| Citizen advocacy and learning | |
| Recommendations | |
| Further reading and resources | |
| Chapter 3. | Learning choices |
| Who decides I should learn - and what? | |
| Opening up new opportunities | |
| Access to information about learning opportunities | |
| The role of educational guidance and counselling | |
| How can students make informed decisions about what to learn | |
| How can students influence the range of options available | |
| Organisational issues in supporting a student-centred approach | |
| Coherent planning | |
| Summary and recommendations | |
| Further reading and resources | |
| Chapter 4. | Ways and means of learning |
| Deciding where to go | |
| Finding a starting point | |
| How will the destination be reached? | |
| Making the journey | |
| Was the journey successful? | |
| Where will the next destination be? | |
| Summary and recommendations | |
| Further reading and resources | |
| Chapter 5. | Learning for a purpose |
| Learning for work | |
| Learning for leisure | |
| Learning for independence | |
| Learning about relationships | |
| Learning for personal development | |
| Summary and recommendations | |
| Further reading and resources | |
| Chapter 6. | Integration |
| The Paddington integration project | |
| Integration into adult education provision | |
| Integration in action | |
| Summary and recommendations | |
| Further reading and resources | |
| Chapter 7. | Students with learning difficulties and additional complications |
| Teaching language and communication skills | |
| Teaching adults with profound and multiple learning difficulties | |
| Making sense of the world for adults with learning difficulties who are blind and deaf | |
| Teaching adults with challenging behaviour | |
| Continuing education for adults with learning difficulties in a secure environment | |
| Chapter8. | Transition to community living |
| Central issues | |
| Theory into practice | |
| Learning to adjust and cope in new surroundings | |
| Learning to make links in the community | |
| Informal learning opportunities | |
| Learning opportunities in an accommodation project | |
| Recommendations | |
| Further reading and resources | |
| Chapter 9. | Education of the wider community |
| Disability equality training | |
| Breaking barriers through drama | |
| Short courses designed to change attitudes | |
| Citizen to citizen | |
| A profile to plan courses | |
| Public awareness through community involvement | |
| Changing attitudes through integration | |
| Summary | |
| Further reading and resources | |
| Chapter 10. | Issues for managers and planners |
| The principles | |
| Barriers to access | |
| Equal opportunities? | |
| Steps forward | |
| Towards new ways of organising learning | |
| Framework for development | |
| Further reading and resources | |
| Glossary | |
| Useful addresses | |
| Index |
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