Providing Learners with Specialist Support

Paper Summary:

This paper examines some of the U.K. guidelines and practical advice for teachers regarding the special needs of various groups of learners, such as those with partial hearing, partial sight, mental health problems, physical disability etc. The paper also provides a case study that highlights these issues.

Outline:
Introduction
The Disability Equality Duty
The Learner in Need of Specialist Support
Institutional Provision
Access to the ESOL Service Facilities
Teacher's Role in Providing Support
Conclusion

From the Paper:

"The systemic failures in institutional provision begin with the enrolment process. Although there is a section on the enrolment form for students to declare disability, in practice this box is rarely if ever ticked. In Ye's case despite obvious physical evidence to the contrary, this box has not been ticked. Even if the disability box is ticked, there is no process for this information to be relayed to the tutor of the class in which the learner is eventually placed. Furthermore, this "flagging" system is dependent on either the enrolment tutor or the student themselves being able to identify the disability of area of special needs. Learners from poor educational backgrounds or countries where special needs support is less well developed may be unaware of their own needs. Likewise most tutors are not specialists and may miss signs of some learning difficulties. Dyslexia for example, may be confused with low English language ability."

Sample of Sources Used:

• Moser, C (1999) A Fresh Start: Improving Numeracy and Literacy. DfES Publications
• www.drc.org.uk/library/publications/education/code_of_practice_post_16.aspx
• www.lifelonglearning.dfee.gov.uk/freedomtolearn/front.html
• www.lifelonglearning.co.uk/freedomtolearn/report.pdf
• www.the.gov.uk/core.nsf/a/accesstoservices?opendocument

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