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Reflection: developing skills for independent learning – implications for transition

Reflection: developing skills for independent learning – implications for transition. November, 2013 Graeme Douglas VICTAR Department of Disability Inclusion and Special Needs, University of Birmingham. What are schools for?.

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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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