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Learning for Living
| Developing access to Skills for Life for adults with learning difficulties
and/or disabilities Project Status: Completed [Duration] [NIACE's Role] [NIACE Contacts] [ Key Partners ] [Aims] [Measurable Outcomes] [Update] [Additional Information] [Events]
Duration of projectStart: November 2003
NIACE's Role
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Downloads |
NIACE Contacts
Joyce Black,
Development Officer
Tel: 0116 2859658 or email:
joyce.black@niace.org.uk
Sally Croft
Project Officer
Tel: 0116 2042847 or email:
sally.croft@niace.org.uk
Learning for Living consortium of Key partners
LLU+, London South Bank University, LSDA, BILD, BSA, SKILL, University of Cambridge, Birmingham Rathbone, Big Picture Interactive, Ufi learndirect
Aims
To look at literacy, numeracy and language to find examples of developing and interesting practice when working with adult learners with learning difficulties or disabilities.
It has been accepted, after wide consultation, that it is impossible to find a terminology to suit everybody. In this project, the term learning difficulties or disabilities is used to include learners with:
 | clearly identified learning difficulties; |
| physical and sensory impairments – for example those with mobility difficulties or hearing or visual impairments; |
| unseen disabilities such as health conditions, mental health difficulties and dyslexia; |
| those whose disrupted learning experiences (for example those in offender establishments) and difficulties with learning have led them to work at a significantly lower level than the majority of their peers. |
Measurable Outcomes
The development of a range of guidance materials for providers and practitioners, to support different learners and contexts including those learning in offender institutions.
Identifying good practice and how to overcome barriers in using ICT for inclusion in all of the guidance materials.
The suite of guidance comprises:
| Learning for Living introduction; |
| Skills for Working; |
| Person centred approaches and adults with learning difficulties; |
| ESOL Access for all ; |
| It’s not as simple as you think - Cultural viewpoints around disability; |
| Making it happen - An inclusive approach to working with people with learning difficulties who have ESOL needs; |
| Access to family programmes; |
| Creating Learning Materials - Continuing Professional Development Modules; |
Introduction to Learning for Living
The document 'Introduction to Learning for Living' provides an
overview of how to use and navigate your way around the various Learning for
Living guidance documents and DVD materials, an explanation as to why they have
been developed and what we mean by the terms ‘learning difficulties and
disabilities’. We have included an explanation of the core values and principles
that underpin each of the guidance documents, together with suggestions as to
how these can be applied in practice, irrespective of the learning situation.
The voice of learners and practitioners are featured throughout and we strongly
recommend that you read this introductory document prior to using any of the
Learning for Living guidance documents. You will also find information on those
organisations that contributed to the pathfinder activities.
The following diagram provides an overview of each of the other Learning for
Living guidance documents.
Text Only version of Chart
Text Only version of Chart
| Copies of the free guidance documents can
be ordered from: Department for Education and Skills Publications, PO Box 5050, Sherwood Park, Annesley, Nottingham NG15 0DJ; Tel: 0845 60 222 60; Fax: 0845 60 333 60; Textphone: 0845 60 555 60; Email: dfes@prolog.uk.com |
Additional outcomes include:
| Adapting the Pre-Entry Curriculum Framework to suit the needs of people working within health and social care settings and help them to support adults with learning difficulties, and specifically training 60 workers from health and social care settings in the use of the PECF. |
Update
Pathfinder phase (September 2004-July 2005)
Draft guidance materials were evaluated in 5 geographical
‘pathfinder’ areas, as well as a specific pathfinder evaluating the materials
for use in offender institutions.
Colleagues in over 80 provider sites, in a variety of contexts, such as colleges, care settings, work based learning, prisons and the community, provided feedback.
Staff case studies and learner profiles from pathfinder sites were collated to capture their experiences and to identify common issues.
Dissemination phase (July 2005-March 2006)
The final guidance has been re-evaluated and re-drafted using feedback from
the pathfinder phase. The final guidance was disseminated at three events
during March 2006.
Three regional workshops were held in Autumn to share information about useful ICT resources, ranging from low-tech to high-tech. Participants from the pathfinder sites had the opportunity to apply for ICT grants.
Additional Information
http://www.dfes.gov.uk/readwriteplus/learningforliving/
