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Reflection: developing skills for independent learning – implications for transition

Explore the vital role of the additional curriculum in fostering independence, technology integration, and social inclusion for students with visual impairments. Discover implications for education, employment, and lifelong learning.

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Reflection: developing skills for independent learning – implications for transition

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  1. Reflection: developing skills for independent learning – implications for transition November, 2013 Graeme Douglas VICTARDepartment of Disability Inclusion and Special Needs, University of Birmingham

  2. What are schools for? • Lots of things, but target outcomes that most educational systems would recognise are: • Achievement / Attainment in a range of core curriculum areas. • Happiness. • Independence. • Challenge of finding the balance for all. • See Douglas et al (2012) Measuring Educational Engagement, Progress and Outcomes for Children with Special Educational Needs: A Review. National Council for Special Education (NCSE), Trim, Ireland.http://www.ncse.ie/research/researchreports.asp

  3. How does visual impairment fit in? • In our field, a common distinction made is: • Core curriculum • Additional curriculum (‘curriculum+’, ‘expanded core curriculum’) • Additional curriculum includes: • Mobility and independence; ICT skills; low vision skills; social and emotional inclusion; self advocacy.

  4. Access: finding the balance • Access to Learning • Emphasis is on the adult’s role in providing the child with accessible core curriculum materials to enable learning. • Learning to Access • Emphasis is on child independence. The adult’s role is in providing opportunities for ‘learning to access’ so that the child develops independence. The additional curriculum.

  5. Increased independence; Emphasis upon additional curriculum Providing ‘Access to Learning’ Teaching ‘Learning to Access’ Child’s age / developmental level (Time)

  6. Life after school • Employment is a challenge • Educational qualifications linked to employment • But also take a look at: • Action / RNIB new employment toolkit • RNIB pre-employment programme • RNIB Wales, 5 years, £1M, Future In-sight BLF project • See RNIB websites

  7. Life in school • Dominance of core curriculum and educational attainment • In our enthusiasm to embrace inclusion, did we lose sight of the additional curriculum? e.g. • Legal / rights arguments to get enlarged print • ‘Good’ service provision should provide bespoke hardcopy materials • Child and parental expectations • Low take up of technology and LVAs • [And other examples too]

  8. Life in school • But inclusion is not about ignoring difference – quite the opposite. • The additional curriculum is making a come back! • Emergence of a new professional group (Habilitation workers) • Re-thinking the emphasis of teaching services – in particular in relation to independence • Recognition that independence and control are intertwined with wellbeing and confidence • The continued pushing of Low Vision Services • The emergence of new technologies (which are being enthusiastically embraced)

  9. Changing technology with all it affords • Technology change and youth culture • Social networking websites • Mobile phones/Smart phones • Post-PC mobile technology • Convergence of technology • Magic ingredients – fashion and aspiration • Inclusive design [thank you USA Americans with Disabilities Act!]

  10. Longitudinal Study of Transitions Experiences • 70 young people (aged 15-17), 2 years ago • Access to technology • 99% access to internet at home; 87% through their own computer • 99% had a mobile phones; 75% had smart phones • Social networking site use • 91% had a profile (facebook most common) • 50%+ accessed everyday (usually for social interaction with friends) • Common access through mobile technology

  11. School work • 79% – Communicate with school friends by social networking sites to talk about your lessons and homework • “[we discuss] what’s the homework and things... nothing important.”  • Examples of meeting University peers in advance through social networking sites

  12. Other possibilities? • Access tool for the classroom which socially acceptable • A low vision aid • Mobility support? (GPS, speech, safety) • So many possibilities... • Revisit our definitions of the additional curriculum and see how this technology can be incorporated more clearly • The best people to ask are the young people.

  13. Three key messages • Independence (and ‘inter-dependence’) is a crucial educational outcome – and technology affords many possibilities. • These independence and interpersonal skills (as reflected in the additional curriculum) are extraordinarily useful, empowering and confidence giving. • These skills must be taught – it does not just happen.

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