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Project No: UK/09/LLP-LdV/TOI-163_285

Quality Assurance and Accessible Training

for Students

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Project Partners

PROODOS A.E. Centre of Vocational Training

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Comparative Results: Implications for the Design of the Web Resource

Dr Chris Riley, University of Worcester, UK

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UK results compared with those from the partner countries

UK context for disability practiceSignificant differences between UK and partner results

were identified in the key areas of:DisclosureSelf AdvocacyStudent centred adjustmentsSupport for key skills developmentAdvice on rights and entitlements

Comparative Analysis

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56% of UK participants37% of participants in the other partner countries (BG,

GR, TR). Disclosed before starting course

Disclosure before starting course

TR = 33%

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Need for Disclosure advice

Non disclosure before starting course -implications:

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54% of UK participants26% of participants in the other partner countries (BG,

GR, TR). All their teachers knew how to teach them

‘All their teachers knew how to teach them’

TR = 24%

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4% of UK participants19% in the other partner countries (BG, GR, TR)

None of their teachers knew how to teach them

‘None of their teachers knew how to teach them’

TR = 22%

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Need for student centred adjustment strategies

Teachers knew how to teach them - implications:

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8% in UK 38% in other partner countries (BG, GR, TR).

Never negotiated any adjustments

Students ‘never negotiated any adjustments’

TR = 42%

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12% in UK30% in other partner countries (BG, GR, TR).

Teachers never made any adjustments for the students

Teachers ‘never made any adjustments for the students’

TR = 47%

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Need for advice on negotiating and accessing adjustments

Need to promote self advocacy

Students not negotiating adjustments and Teachers not making adjustments –

implications:

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60% of UK participants - true21% of participants in the other partner countries (BG,

GR, TR). Have equipment - true

‘I have all the equipment I need including assistive technology’

TR = 26%

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Need advice on equipment

Need for advice on self advocacy

Need for advice on financial support

Equipment they need - implications:

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ICT and Numeracy were identified as the most difficult skills.

Some literacy related tasks involving writing and listening (dictation) were also found difficult.

Practical skills were moderately difficult. Similar findings for the UK.

Clear need for key skills support

Skill Development

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50% in UK33% in the other partner countries (BG, GR, TR).

Did not know their legal rights

‘Did not know their legal rights and entitlements’

TR = 44%

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Need for Advice on Rights and Entitlements

Knowledge of their legal rights – implications: