Students with learning difficulties speak out on further education
Students with learning difficulties speak out on further education
Students with learning difficulties and disabilities have very positive experiences about further education, despite the culture shock of moving from school to college. In a recent survey, most students said they were very happy with their college, their course and the support given to them. But they admitted to initial anxieties and some described the college experience as“scary”.
These views, contained in a report entitled Count Me in FE,are based on research carried out by the Learning and Skills Development Agency (LSDA) in partnership with the University of Wolverhampton. The purpose of the research was to examine the views of students with learning difficulties and disabilities about further education and how it reflected the principles of inclusive learning, which focuses on meeting the personal needs of each student. It also sought to discover whether students had different experiences of college, both in terms of education and social life.
A particular focus was whether students who were taught on mainstream courses and programmes with non-disabled students had a different experience from those taught on courses designed specially for those with learning difficulties.
Students learning alongside other non-disabled students, on mainstream courses, were generally clear about how their college was helping them to achieve their long-term goals and most had received early careers guidance. In contrast, many students on programmes designed specifically for students with learning difficulties and disabilities were not clear about how the course was linked to their personal goals or what they were trying to achieve. These students were less likely to have seen a careers adviser, saw fewer effective routes into work and even fewer job opportunities. One of their major concerns was being “recycled” inappropriately on to courses because there appeared to be no other options.
Social inclusion was a major issue for most students. Although many of those studying on mainstream courses with other students felt included during class time, social mixing did not always continue during leisure time. Those on discrete programmes tended to mix only with those in their group. Many students experienced some form of social isolation, were anxious about being in other students’ company and tended to stay in areas near to their base room.
The role of the learning-support assistant was deemed to be a critical factor in helping students to achieve, and many said that without this support they could not have coped with college. However, some students expressed concerns about the considerable control sometimes exercised by learning-support assistants and the fact that their presence could mask the need for tutors to change their practice. Learning support was most effective when planned well in advance and seen as an integral part of teaching. But some students were reluctant to ask for support and were sensitive about going off to separate rooms for “special help” because of fears about being labelled as“stupid”.
Parents, social workers and college staff were the main parties involved in decisions about attending college. It was rare for the student to have a major role in decision making. Some students were not on the course of their choice,were studying subjects not related to their aspirations and had merely been placed where there were vacancies In some cases, the college was not aware of their aspirations. One student who wanted to work in floristry had been placed on a car-mechanic course, for instance. Some students with high support needs spoke of having to fight to be able to apply for courses at a higher level than those advised by careers staff in schools and the Connexions service. Some careers advice seemed to be based on students’ perceived inability, related to the severity of their visible impairments.
The report includes case studies and examples of good practice in colleges. Examples are: a pilot “buddy” system matching a student with a learning disability with a mentor (paid work that helps towards gaining a Level 3 qualification in mentoring); ensuring that a representative from each tutorial group (including at least one student with learning difficulties) sat on the student council; additional support by student-union representatives for students on college trips and at events; and a series of information booklets to help staff to provide appropriate support.
The report makes 15 recommendations. Significant among them are proposals that colleges should:
help students with learning difficulties to review their academic and social experiences in situations where they can state their views without the intervention of others;
try to overcome new students’ reluctance to access learning support and be sensitive about the use of language, ensuring that terms like “special help” do not stigmatize learners;
understand the major culture shock experienced by many students when entering college and find ways of helping them to overcome anxieties;
recognize the importance of social isolation and find ways of including students more fully in the wider college community;
clarify the role of learning-support assistants who should not be taking responsibility for inclusive-teaching strategies instead of lecturers; and
ensure progression routes and work experience for students.
Sally Faraday, LSDA research manager, said: “Listening carefully to students and responding to what they are saying is essential if we are to engage with the philosophy of inclusive learning. It is essential not only to listen but also to respond to what students are saying. Feeling that you belong is an important issue for students with learning difficulties and disabilities, and this applies not only to formal learning but also to social situations.”
Count Me in FE by Vikki Anderson, Sally Faraday, Steve Prowse, Gill Richards and David Swindells, is available from: Information Services, LSDA,Regent Arcade House, 19-25 Argyll Street, London W1F 7LS. Tel: +44 (0)207 297 9123; E-mail: enquiries@LSDA.org.uk
