supporting disabled learners

APPLICATION GUIDE

March 2010

Learning support for disabled learners:Application of the National Occupational Standards for Learning Support Staff

2

Contents


Introduction 3

The learning support role 4

The context for supporting disabled learners 5

Organisation of the document 6

Section one: Elements 8

Section two: Guidance on extent 11

3


This application guide defines the skills,knowledge and understanding that those in aspecialist learning support role need to supportthe skills development of disabled learners.

The guide is an application of the NationalOccupational Standards for Learning SupportStaff. These standards describe, in genericterms, the skills, knowledge and attributesrequired of those who perform the widevariety of learning support roles undertakenwith learners and employers.

An application guidance document (such as this)provides more detail for the standards where thisis considered of value. These documents can bewritten for any suite of standards. They can bewritten for a particular context such as offenderlearning, a particular subject such as literacy,language and numeracy or for a particular groupof learners or users, as in this document whichrelates to supporting disabled learners.

Application guidance documents are producedthrough consultation with stakeholders and therelevant community of practice. They reflect abroad understanding of how the standardsshould be applied for a particular context,group of learners or subject.

Learning support practitioners may use theguidance to:

• identify their continuing professionaldevelopment (CPD) needs

• plan the acquisition of new knowledge and skills

• develop existing skills to meet the needs of learners.

Learning providers, employers, staff developmentand HR managers may use the guidance to:

• share and disseminate good practice

• illustrate how the standards apply tosupporting disabled learners

• underpin staff training and CPDopportunities in relation to supportingdisabled learners

• inform recruitment and appraisal activities

• promote quality improvement

• motivate and assist their workforce todevelop new skills.

Awarding organisations and those who trainlearning support practitioners may use theguidance to:

• support qualification development andassociated guidance

• map current training programmes andqualifications against the standards

• inform curriculum development, deliveryand assessment.

Introduction

Lifelong Learning UK (LLUK) is continuing to develop and refine the description of thelearning support role. The work of learningsupport practitioners was described early in thedevelopment of the first national occupationalstandards for learning support staff (finallyapproved in 2009). The description identifiedthat learning support practitioners work underthe direction of a person leading the learning.They contribute to the provision of learningopportunities that promote the achievementand progression of the learners they support.

Important aspects of the role identified include:

• to provide learning support for individualsand/or groups

• to work with others to provide learningsupport

• to promote learner independence and self-determination

• to promote inclusion and participation.

As part of the research to develop nationaloccupational standards, Lifelong Learning UKidentified two types of learning support role:

• A generalist role: the practitioner hasknowledge, understanding and skills across awide range of provision and contributes to thesupport of learners with a range of differingneeds and/or over a range of settings.

• A specialist learning support role: thepractitioner has expertise in learning supportbut also has knowledge, understanding andskills in a particular area or aspect of learningprovision. The practitioner applies theirexpertise in learning support to thisparticular area or aspect of provision.

Most responsibilities are common to both roles,but can be contextualised for the role with anarea of specialism. Although the role is describedas having an area of specialism this does notmean that learning support practitioners shouldbe referred to as specialists. The level ofresponsibility and training expected of this roleclearly does not warrant the use of this term. At the time of the consultation on the standardsand the piloting of the role, representatives oflearning providers were concerned that thesepractitioners should not be considered asspecialists in the area or aspect of learningprovision. In particular, there should be as clear a distinction as possible between this role andthat of teachers in the same area of learning oraspect of provision.

Learning support practitioners may carry out abroad range of support roles. For example,those providing learning support for disabledlearners may also have care responsibilities.Where a combination of support roles isperformed these should be underpinned by thestandards taken from the appropriate specialism.A role combining learning support with personalcare responsibilities would therefore beunderpinned by the national occupationalstandards for learning support practitioners andthe standards for care practitioners.

4

The learning support role


5

The context for supporting disabled learnersDisabled learners may be found in any setting andstudying at any level. Their needs are oftenaround access to learning and the adjustmentsthat organisations, teachers, tutors, trainers,lecturers and learning support practitioners maketo ensure they can engage fairly and effectively inlearning. Disabled learners represent a broad anddiverse group and include, but are not limited to,learners who have a sensory impairment, amental health difficulty, a physical impairmentand/or a learning disability. It is important torecognise that learners can be affected by morethan one impairment and the impact on learningcan vary greatly depending on the nature orextent of the impairments.

Categorising learners by their disability isuncomfortable and somewhat arbitrary as itrelies on labels and diagnoses. Terminology isalso problematic and it is not the intention of thisdocument to label learners. Too often disabledlearners are defined by their impairment and areviewed in deficit terms. This document supportsthe social model of disability, which recognisesthat and it is society that erects barriers whichexclude people from becoming full and equalmembers, rather than their impairment.

Over the last 20 years disabled learners haveincreasingly engaged in learning opportunities in the lifelong learning sector. In 1996 InclusiveLearning (FEFC) was published following thework of the Tomlinson Committee. ‘InclusiveLearning’ was, and continues to be, defined asthe greatest degree of match or fit between the individual learner’s requirements and theprovision made for them. The TomlinsonCommittee researched and mapped provision, aswell as providing recommendations to improveeducational opportunities for disabled learners.The resulting reports have had a significantimpact on the sector and have shaped howprovision has evolved over the years. Subsequentresearch and practice has further informed thefield and there is now a substantial body ofknowledge about supporting teaching and

learning, relating to disabled learners, for thesector to draw upon.

This document is informed by the valuesinherent in a learner centred approach whichstrives to put the learner at the centre of thelearning process, empowering them todetermine their learning experiences andpathways. At the heart of this approach is theconcept of working in partnership with thelearner to tailor learning support in order toensure it reflect the needs and wishes of thelearners. A learning support practitioner willneed to gather information from the learner,and appropriate others to support theperson(s) leading the learning to identify thebest strategies and resources for supporting the learning process.

As with any learner, disabled learners engage in arange of programmes in a variety of settings. Thisguide is aimed at learning support practitionerssupporting disabled learners through a range ofprogrammes, including:

• A targeted programme of learning, forexample a course designed to meet the needsof those with a mental health difficulty orlearners on a work based learning programme

• A discrete programme of learning, forexample those in a specialist or furthereducation college who may be accessingindependence, vocational or pre-employmentprogrammes specifically geared to the needsof those with learning difficulties and/ordisabilities.

• A mainstream programme of learning, forexample where a learner may be undertakinga vocational or academic course such as aDiploma in Sports and Leisure alongside non-disabled learners.

• A blended programme of learning, forexample a programme combining mainstreamand discrete or targeted provision.


6


Organisation of the document

The standards

The National Occupational Standards for LearningSupport Staff lists the skills, knowledge andunderstanding of all learning support practitioners.There are three standards in all, these are:

Standard A: Providing learning support to individuals or groups of learners

Standard B: Planning and assessing for learning support

Standard C: Providing specialist learning support

Standard A and standard B define the skills,knowledge and understanding of all learningsupport practitioners. Standard C defines theskills, knowledge and understanding of those in aspecialist learning support role. The standards donot go as far as to list current knowledge and skillsfor any area of specialism, as there are so manydifferent areas of specialism across the lifelonglearning sector. In most cases there arerecognised sources of information about theknowledge and understanding that is appropriatefor learning support practitioners working in thatarea. Where there are no recognised sources ofinformation it is helpful to provide more detail.LLUK supports this through guidance on applyingthe standards

Application of the standardsThis application guide provides detail of theskills, knowledge and understanding of learningsupport practitioners who support disabledlearners. This detail is provided against the skillsidentified in standard C. In standard C the skillsare referred to as performance criteria andthere are seven in all. They are prefixed withCP and a number, for example ‘CP1 Useknowledge of learning support in their specialistarea(s) to provide high quality learning support’.These performance criteria apply to learningsupport practitioners in any area of specialism.

In sections one and two of this document youwill find the performance criteria in the left handcolumn and the applied skill, knowledge andunderstanding in the right hand column. Appliedskills, knowledge and understanding are detailedas elements. All elements are listed in sectionone for quick reference. Further guidance onextent of coverage for these elements isprovided in section two.

ElementsElements have been developed to explain andillustrate how the generic performance criteriacan be applied for learning support practitionerssupporting disabled learners. Some of theperformance criteria have one associatedelement, while others have more. No elementshave been developed if little or nothing can beadded by applying the statements to learningsupport practitioners supporting disabledlearners. Where this is the case the words‘informed by professional standards only’ indicatethat a statement has no associated element.

CodingThe elements are coded with the standard letter,linked with the associated performance criteria,and are in number sequence. For example,

CP1.2DLKnow and understand how disabilities canimpact on learning.

Letter C identifies the standard, the number 1relates to performance criteria 1, and thenumber 2 identifies this is the second elementfor this particular performance criteria. DL is asuffix to indicate this is an element from theapplication guide for those supporting disabledlearners.

7


Example

Guidance on extentExtent of coverage for each element is given in section two of the document. This has been developedthrough consultation with stakeholders and the community of practice. This is not consideredcomprehensive or prescriptive. Learning support practitioners may need a broader or narrower rangeof applied skills, knowledge and understanding than is detailed here. This will be dependent on thelearners they are working with and the context.

It may appear that some of the element and extent statements are generic and are applicable to alllearning support practitioners. However, where these are included it is because the extent andemphasis placed on that knowledge, understanding and practice is greater when working withdisabled learners.

The suggested extent of coverage for each element is written below the associated element asshown below.

Standard statement Element relating to supporting disabled learners

Learning support practitioners:

CP1Use knowledge of learning support in their specialist area(s) to provide high quality learning support.

(Performance criteria from the standards)

CP1.2DL (Element)Know and understand how disabilities canimpact on learning.

Learning support practitioners supportingdisabled learners: (Extent)

• Use a wide range of resources and aidsincluding assistive technologies designed tosupport disabled learners.

• Make reasonable adjustments to learningsupport activities and resources to enable alllearners to participate in the learningprogramme.

• Use a range of communication methods asdirected by the person(s) leading the learning.

• Use knowledge of disabilities to recognise andrespond to the outward signs of learner stressand fatigue.

8


Section one: Elements


Performance criteria Element relating to supporting disabled learners

Learning support practitioners supporting disabled learners are able to:

CP1 Use knowledge of learning support in their specialist area(s) to provide high quality learning support.

CP1.1DLUnderstand the nature, extent and boundaries ofthe learning support role in specialist area(s).CP1.2DLKnow and understand how disabilities can impacton learning.CP1.3DLKnow how to take account of learners’backgrounds and their previous experiences of learning.CP1.4DLKnow and understand the importance of respectinglearners’ interests, aspirations and needs.CP1.5DLKnow and understand the concept of inclusivelearning and the importance of adopting learnercentred approaches.CP1.6DLKnow and understand the importance of workingwithin a social model of disability.CP1.7DLKnow and understand the importance of promotingequality and valuing diversity.CP1.8DLKnow that different cultures have different conceptsof disability and ways of defining disabilities.CP1.9DLKnow the importance of liaising with teachers,care support workers and other specialist staff to identify appropriate learning support activitiesand resources.CP1.10DLKnow how to support the risk assessmentprocedure.CP1.11DLKnow how to use information about the learnerin compliance with data protection legislation.CP1.12DLKnow and understand the legal requirements thatsupport the rights of learners.

9



CP2Use their specialist knowledge to identify and address individual learners’ learning support needs.

CP3Use learning support activities relevant to their specialist area(s).

CP4Evaluate learner response to specialist learning support and use this information with colleagues in the planning of further support.

CP2.1DLKnow how to contribute to the learningassessment cycle.

CP2.2DLKnow how to use learner-centred approaches toactively involve learners in making decisions aboutthe nature and level of the support they need.

CP2.3DLUnderstand the importance of literacy, language,numeracy and ICT skills for inclusive andindependent learning.

CP3.1DLUnderstand how to deliver learning supportactivities to meet the needs of disabled learners.

CP3.2DLKnow how to involve learners in activities whichpromote equality of opportunity betweendisabled and non-disabled learners.

CP3.3DLKnow how to adapt learning support activities tomeet the needs of disabled learners.

CP3.4DLKnow and understand the distinction betweenproviding learning support and providing caresupport.

CP4.1DLKnow how to contribute to the planning andreview of learning support.

CP4.2DLKnow how to actively engage disabled learners in the evaluation process.

CP4.3DLKnow how to give feedback to disabled learners.

CP4.4DLKnow how to identify and respond to thechanging support needs of disabled learners.

10



CP5Support learners, colleagues and others in the selection, development, use and evaluation of resources in providing specialist support.

CP6Engage in professional development in specialist area(s) and in relevant learning support.

CP7Support progression and the transition of the learner in the context of the specialist area(s).

CP5.1DLKnow how to select learning support resources to support disabled learners.

CP5.2DLKnow how to support learners in using learning resources.

CP5.3DLKnow how to contribute to the dissemination of effective practice.

CP6.1DLKnow how to apply the national occupationalstandards to working with disabled learners.

CP7.1DLKnow how to work with learners and others to identify new learning goals and possibleprogression routes.

CP7.2DLKnow how to prepare learners for transitions.

11


Section two:Guidance on extent



Learning support practitioners supporting disabled learners are able to:

CP1 Use knowledge of learning support in their specialist area(s) to provide high quality learning support.

CP1.1DLUnderstand the nature, extent and boundaries of the learning support role in specialist area(s).

Learning support practitioners supportingdisabled learners:

• Work closely with the person(s) leading the learning.

• Seek additional information and guidancewhen appropriate.

• Work collaboratively with a range of internaland external colleagues.

• Apply appropriate national occupationalstandards to tasks where a combination ofsupport roles is undertaken, for examplewhere there is a dual role of care andlearning support.

CP1.2DLKnow and understand how disabilities canimpact on learning.


• Use a wide range of resources and aidsincluding assistive technologies designed to support disabled learners.

• Make reasonable adjustments to learning supportactivities and resources to enable all learners toparticipate in the learning programme.

• Use a range of communication methods asdirected by the person(s) leading the learning.

• Use knowledge of disabilities to recogniseand respond to the outward signs of learnerstress and fatigue.

12



CP1.3DLKnow how to take account of learners’backgrounds and their previous experiences of learning.


• Actively seek information about learners’aspirations and learning support needs.

• Communicate with the learner as well asabout them to understand their backgrounds/previous experiences of learning.

• Read reports and other relevant documents (incompliance with data protection legislation) asdirected by the person(s) leading the learning.

• Speak to teaching and care support staff as appropriate.

• Use knowledge of learners’ previousexperiences to inform learning supportstrategies.

CP1.4DLKnow and understand the importance ofrespecting learners’ interests, aspirations and needs.


• Identify and use learner’s preferred methodof communication.

• Provide meaningful opportunities for learnersto make choices and express opinions.

• Listen to learners and encourage them toexpress views, aspirations, interests and needs.

• Negotiate learning support interventionswith the learner.

• Work with others to create opportunitiesfor learners to become involved in thedevelopment of new learning opportunities.

13



CP1.5DLKnow and understand the concept of inclusivelearning and the importance of adopting learnercentred approaches.


• Work with others to identify and overcomebarriers to participation.

• Contribute to the creation and maintenanceof an inclusive learning environment.

• Support the development of a learningenvironment where learners feel safe,secure and valued.

• Contribute to individual learning plans.• Work with others to create opportunities

for learners to widen their social networksand interactions.

CP1.6DLKnow and understand the importance ofworking within a social model of disability.


• Consider and reflect on their own beliefsand assumptions about disabled learners.

• Challenge negative assumptions andattitudes about what disabled learners can do and achieve.

CP1.7DLKnow and understand the importance ofpromoting equality and valuing diversity.


• Actively support the promotion of equalityof opportunity.

• Use activities to encourage all learners toaccept and celebrate diversity.

• Challenge discriminatory practices.

14



CP1.8DLKnow that different cultures have differentconcepts of disability and ways of definingdisabilities.


• Bring disability and ethnicity considerationstogether when contributing to theassessment of learning support needs.

• Seek information and guidance to ensureissues relating to ethnicity are addressedappropriately.

• Remember the importance of ethnic identityand reflect ethnicity in the development oflearning support activities.

CP1.9DLKnow the importance of liaising with teachers,care support workers and other specialist staffto identify appropriate learning supportstrategies and resources.


• Use appropriate channels and systems of communication.

• Use information provided by others todevelop or adapt learning support activitiesand resources.

• Seek help from others when additionalinformation or assistance is needed tosupport the learner and/or learning.

• Support the development of new learningprogrammes.

15



CP1.10DLKnow how to support the risk assessmentprocedure.


• Use knowledge of disabilities to support theidentification of potential risks.

• Comply with the organisation’s riskassessment procedures.

CP1.11DLKnow how to use information about the learnerin compliance with data protection legislation.


• Provide information to colleagues and/orpartner agencies in compliance with DataProtection Act 1998.

• Recognise when a learner may need thesupport of an advocate to give their consent.

CP1.12DLKnow and understand the legal requirementsthat support the rights of learners.


• Work within the legal and statutoryrequirements set out in the Learning and SkillsAct 2000, the Disability Discrimination Act(DDA) Part 4, the Disability DiscriminationAct 2005 and the Safeguarding VulnerableGroups Act 2008.

• Contribute to organisation’s disabilitydiscrimination action plan and reviews.

• Support the promotion of equality ofopportunity.

• Work with colleagues to ensure reasonableadjustments are made to the learningenvironment.

16



CP2Use their specialist knowledge to identify and address individual learners’ learning support needs.

CP2.1DLKnow how to contribute to the learningassessment cycle.


• Speak to learners to find out how theirdisability/disabilities affect their learning.

• Use information gathered from colleaguesand external agencies (as directed by theperson(s) leading the learning) to inform andunderpin the selection of learning supportinterventions.

• Use informal observation techniques tosupport the assessment process.

• Use technologies and assistive technology to help identify learning support needs.

• Seek help from others when additionalinformation or assistance is needed in orderto support the learner and/or learning.

CP2.2DLKnow how to use learner-centred approaches toactively involve learners in making decisions aboutthe nature and level of the support they need.


• Use communications methods particular to the needs of the learner for examplecommunication passports, British SignLanguage (BSL), Makaton, picturecommunication symbols and eye pointing.

• Provide learners with a range of learningsupport options, for example adaptinglearning resources and materials, notetaking, introducing computer technology and assistive technologies.

• Encourage and assist learners to articulatetheir learning support needs and preferences.

• Use person-centred learning plans for peoplewith a learning disability as appropriate.

17



CP3Use learning support activities relevant to their specialist area(s).

CP2.3DLUnderstand the importance of literacy, language,numeracy and ICT skills for inclusive andindependent learning.


• Work with person(s) leading the learningand the learner to identify literacy, language,numeracy and ICT learning needs.

• Select, use and adapt literacy, language,numeracy and ICT learning materials tomeet the needs of disabled learners.

• Embed the development of literacy, language,numeracy and ICT skills in learning supportactivities.

CP3.1DLUnderstand how to deliver learning supportactivities to meet the needs of disabled learners.


• Work with person(s) leading the learningand liaise with them on a regular basis.

• Use an agreed range of activities to supportthe learner in the achievement of theirlearning goal(s).

• Take into account the learner’s stage ofdevelopment, their predispositions and theircapacities when selecting suitable learningsupport activities.

• Use a range of activities and resources tomeet the needs of individuals and/or groupsof learners.

• Use learning support activities which arepurposeful.

• Make adjustments to the learning environmentand learning support activities to meetindividual learning needs.

18



• Explain the purpose of learning supportactivities in ways the learner can understand.

• Use a range of activities to check understandingand whether learning has taken place.

• Provide activities which build on learners’achievements and present new andchallenging goals.

• Use learning support activities and resourceswhich are authentic and promote the adultstatus of the learner.

• Respond to the needs of learners on asession to session basis.

CP3.2DLKnow how to involve learners in activitieswhich promote equality of opportunitybetween disabled and non-disabled learners.


• Work with person(s) leading the learningand others to identify opportunities forlearners to access non-disabled learneractivities and environments.

• Work with person(s) leading the learningand others to develop learning supportstrategies that combine learning in real lifesituations with learning in controlled orsimulated environments.

• Work with person(s) leading the learningand others to provide opportunities forlearners to expand their social networks.

• Encourage and assist learners to develop arange of strategies to enable them to organiseand manage their own learning.

• Use activities which support learners in thedevelopment of skills for everyday living and work.

19



CP3.3DLKnow how to adapt learning support activities tomeet the needs of disabled learners.


• Use knowledge of disabilities to makeappropriate adaptations to learning activities.

• Make adaptations to the support activityquickly in response to learner needs.

• Acknowledge the impact of medication andmedical treatment on learning and makeadjustments to learning support activitiesas appropriate.

• Support learners in the management of theirbehaviour so they and others can activelyparticipate in learning.

CP3.4DLKnow and understand the distinction betweenproviding learning support and providing caresupport.


• Work to the National Occupational Standardsfor learning support staff when providinglearning support.

• Work to the National Occupational Standardsfor Care when providing care support.

• Refer personal care support needs to caresupport staff and/or learning support manageras appropriate.

• Support learners with their money andpersonal belongings as necessary as directedby the person(s) leading the learning.

• Support learners on work experienceplacements as directed by the person(s)leading the learning.

• Accompany and support learners oneducational visits as directed by theperson(s) leading the learning.

• Contribute to the pastoral care of learners.

20



CP4Evaluate learner response to specialist learning support and use this information with colleagues in the planning of further support.

CP4.1DLKnow how to contribute to the planning andreview of learning support.


• Use knowledge of disabilities to contributeinformation and suggestions to inform theplanning and review of learning support.

• Contribute to the development and completionof customised individual learning plans.

• Represent views of the learners, whereappropriate, fairly and accurately.

• Make use of observation skills to evaluateprogress, achievements and the effectivenessof support strategies.

CP4.2DLKnow how to actively engage disabled learnersin the evaluation process.


• Use learner’s preferred communicationmethod to explain the purpose andimportance of the evaluation process.

• Work with person(s) leading the learning toselect, adapt or develop appropriate evaluationmethods to enable learners’ views and opinionsto be captured.

• Use activities to encourage learners to reflectregularly on their learning and the effectivenessof the learning support they receive.

• Support the adaptation of organisation’s qualityprocedures to ensure the needs of all learnersare met.

21



CP5Support learners, colleagues and others in the selection, development, use and evaluation of resources in providing specialist support.

CP4.3DLKnow how to give feedback to disabled learners.


• Use learner’s preferred method ofcommunication.

• Use constructive feedback techniques tofoster motivation and build confidence.

CP4.4DLKnow how to identify and respond to thechanging support needs of disabled learners.


• Use evaluation feedback to identify new orchanging learning support needs.

• Monitor the effectiveness of learning supportactivities during each learning session.

• Negotiate the introduction of new learningsupport activities and resources with learnerand the person(s) leading the learning.

• Refer any new personal care support needsto care support staff as appropriate.

CP5.1DLKnow how to select learning support resourcesto support disabled learners.


• Use knowledge of the learner’s needs toselect appropriate learning support resources.

• Use a range of learning support resourcesincluding technologies and assistivetechnology to support the learning process.

• Work with person(s) leading the learning toovercome any physical barriers to taking partin learning activities.

• Keep up to date with new and emerginglearning support techniques and resources.

22



CP6Engage in professional development in specialist area(s) and in relevant learning support.

CP5.2DLKnow how to support learners in using learning resources.


• Use the learner’s preferred method ofcommunication to explain how the resourcewill benefit the learning process.

• Demonstrate how the resource should be used.• Record learner response to using the resource.• Adapt resources in response to learners’ needs.• Seek guidance from person(s) leading the

learning when developing new resources.• Evaluate the resource’s effectiveness

against the achievement of learning goalsand improvements in learner confidence and autonomy.

CP5.3DLKnow how to contribute to the disseminationof effective practice.


• Utilise professional networks which provideopportunities for practitioners to receiveand disseminate information in relation tosupporting disabled learners.

CP6.1DLKnow how to apply the national occupationalstandards to working with disabled learners.


• Use the application of the NationalOccupational Standards for Learning SupportStaff for supporting disabled learners toidentify professional development needs.

23



CP7Support progression and the transition of the learner in the context of the specialist area(s).

CP7.1DLKnow how to work with learners and others to identify new learning goals and possibleprogression routes.


• Use knowledge of disabilities to assist andencourage learners to think about futurelearning needs.

• Work with others to identify new learningopportunities and/or work placements.

CP7.2DLKnow how to prepare learners for transitions.


• Work with others to develop tastersessions/days to provide learners with theopportunity to try out a range of new options.

• Accompany learners on visits to newlearning opportunities or work placements.

• Work with others to develop opportunitiesfor learners to gain travel skills.

• Support the evaluation and review oftransition support and activities.

24


Glossary:

Glossary

Learning support Learning support contributes to the provision of inclusive learning opportunities. It enables identified learning needs to be met and learners’ independence, achievement and progression to be promoted.

Learning support This term is used to denote a person who performs a learning support role. practitioner Learning support practitioners work directly with the learners, within the

learning process and under the direction of the person(s) leading the learning.

Learning support This term is used to denote a person who performs a learning support role with practitioner a specific focus on disabled learners. They work directly with the learners, withinsupporting the learning process and under the direction of the person(s) leading the learning.disabled learners

Assistive Computer hardware (such as switches) and software (such as screen readers andtechnologies educational software) designed to make computers and learning accessible.

Inclusive learning Term derived from Inclusive Learning (FEFC, 1996) which stated that all learners are entitled to a learning environment that matches their individual requirements.

Learner-centred A process that places the learner at the centre of the learning journey.

Person(s) leading For the purposes of this document, the term person leading the learning has the learning been used generically to represent teachers, tutors, trainers and lecturers

working in the lifelong learning sector.

Qualifications This is a unit-based framework and is underpinned by a system of credit and Credit accumulation and transfer, enabling learners to ‘bank’, ‘build’ or ‘save’ credit Framework (QCF) awarded for achievement. There are 9 levels within the QCF covering entry

level to level 8.

25

Notes:


26

Notes:


Lifelong Learning UK

BELFAST2nd Floor, Midtown Centre, 25 Talbot Street, Cathedral Quarter,Belfast, BT1 2LDTel: 0870 050 2570 Fax: 02890 247 675

CARDIFFSophia House, 28 Cathedral Road, Cardiff, CF11 9LJTel: 029 2066 0238 Fax: 029 2066 0239

EDINBURGH CBC House, 24 Canning Street, Edinburgh, EH3 8EGTel: 0870 756 4970 Fax: 0131 229 8051

LEEDS 4th Floor, 36 Park Row, Leeds, LS1 5JLTel: 0870 300 8110 Fax: 0113 242 5897

LONDON Centurion House, 24 Monument Street, London, EC3R 8AQTel: 0870 757 7890 Fax: 0870 757 7889

Information and Advice ServiceEmail: [email protected] Web: www.lluk.org/ias

www.lluk.org

RW06

/10/

4004

Cert no. XXX-XXX-XXXX

supporting disabled learners

Documents

contentslearning support

learning providers

learning supportstaff

needs of learners

tosupporting disabled

group of learners

particular groupof learners

application guidance