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EPALE Discussion: How can we improve adult learning for people with disabilities?

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EPALE Moderator
As part of EPALE’s June focus on learners with disabilities, we would like to hear your views on how we can improve adult learning for people with disabilities. The discussion will take place here and will start on 8 June 2017 at 2:00pm CEST.

Learners with Disabilities.

As part of EPALE’s June focus on persons with disabilities, we would like to hear your views on how we can improve adult learning for people with disabilities.

The discussion is open to everyone and will take place on this page on 8 June 2017 at 2:00pm CEST. It will be moderated by EPALE’s Thematic Coordinator for Learner Support, Gina Ebner.

Don’t miss the opportunity to share with the EPALE community your experience, views and questions on the topic. We would love to hear your opinions on:

  • strategies for adult education for people with disabilities in your country
  • what a good strategy should contain
  • good practice examples from your country or organisation.

** This discussion has now been closed.

 

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Kommentar

Profile picture for user ELMADUHEM.
MEHMET KAYA
tis, 06/13/2017 - 12:25

% 90 Srebral Palcy Raporu Olan Engelli kızı olan ve Halk Eğitimde çalışan biriyim.Müdür Yardımcısıyım.Yetişkin Eğitimi Halk Eğitimin Hedef kitlesidir.Engellilere yönelik Eğitim de Ayrıcalık kurs açılırken sayı şartı aranmamasıdır.Normal de 12 kursiyere ihtiyaç varken engellilerde bu şart yoktur.Yaygın Eğitimde Engellilere yönelik daha çok hangi kursları açıyorsunuz?Engelli Eğitim ortamları hakkında merak ediyorum.

 

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Regina EBNER
tis, 06/13/2017 - 09:53

Hi everyone,

you can find a summary of our debate at /en/blog/epale-discussion-summary-how-improve-adult-learning-people-disabilities 

Please feel free to add more comments!

Thank you, Gina

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Mark Richardson
tors, 06/08/2017 - 21:38

I've read through the many comments (and apologies for joining this a little late) and there's some really interesting discussion. As I noted in my blog, I am very much interested in widening participation (WP) and mental health. Mainly because WP in the UK is a higher education led approach which is designed, it is claimed, to target the 'hard to reach' (a phrase I object to) and to encourage them to enter into higher level learning which is empowering, transformational and premised on a social justice model. Yet, rare is it we'll see target groups consisting of individuals who have experience of mental distress - or otherwise, the mentally ill. I would love to know what others think.

Personally, I think there are many reasons for this including:

- stigma (both sides)

- lack of will (providers)

- lack of understanding (both provider and recipient)

- a service sector largely interested in therapy alone, for learning

I could make a large list, you know.

So what I am personally interested in is how we challenge not only these barriers to learning but also how we understand and challenge the barriers that individuals themselves erect. What I mean by this is often for those who are the furthest from engagement are often reluctant - indeed, will resist engaging in what is otherwise (we would say) exciting and progression informed learning. Such resistance can often be formed around comments such as "that's learning - that's not for me because I am dull'.

I work across mental health and have done after many years and I continue to experience what I describe above. I continue to see providers apply steretypes and remain tied to perceived ability to inform how they conduct their engagement strategies. In addition, 'recipients' avoid engagement for all sorts of reasons meaning they miss out because ofen providers do not take the time to understand what prevents engagement. So, strategies have to be developed which are much more sophisticated than is currently available (in Wales, UK at least).

So I am wondering (hopefully someone will see this) if anyone has any experience or examples of other models we could share beyond what I propose in my blog?

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karl o'keeffe
tors, 06/08/2017 - 19:15

Some very interesting comments on this thread. I just wanted to add some of our experiences running a 5 ECTS Foundations in Assistive Technology (AT) course for over 15 years. The course is aimed at assistive technology users, their family or friends and also clinical and technical professionals either working in the field or hoping to. Assistive technology is a broad subject and we are guaranteed a diverse group of participants every year. 5 years ago we changed the course from a 10 day face to face course to 3 days face to face with the remaining content being made available as elearning. Considering the nature of our subject matter and the diversity of our participants accessibility was our prime concern. From there we were lead to Universal Design for Learning UDL http://www.cast.org/our-work/about-udl.html#.WTl9W-vyvIU which I'm sure many of you are familiar with, if not visit the link above. 

UDL goes beyond accessibility and builds in support and challenge to guide the creation of engaging content. Within education UDL and AT are closely related in their goal, to reduce barriers, however come at it from opposite directions. By examining the different approaches of AT and UDL to accessible learning we can better see where they overlap and how they can both work together creating a synergy that offers the best possible opportunity for learners. UDL seeks to educate those responsible for the design of curricula and learning environments on how to make them accessible and effective for the widest range of students. AT on the other hand looks at the barriers faced by individuals and seeks to overcome those barriers through the use of appropriate tools. 

Both education and the area of AT have changed significantly over the last 10 years. On one hand technologies traditionally considered AT have become mainstream and ubiquitous on smart devices (text to speech, speech recognition, optical character recognition) whereas on the other “the goal of education has shifted from knowledge acquisition to learner expertise” (Anne Meyer, Universal Design for Learning: Theory and Practice). This shift from knowledge acquisition to learner expertise brings new emphases on assistive tools to support learners. While text is the dominant medium for both educational content and deliverables, AT for literacy support will be essential for some and useful many learners. This means educators need to be aware of Literacy, Productivity and Organisation technologies, their limits and capabilities. Although not part of the curriculum, training in the use of assistive software will be key in some learners’ success. Giving learners the tools to adapt content to their own needs and preferences should be seen as preferable to adapting the content for them.

 

 

 

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karl o'keeffe
tors, 06/08/2017 - 19:15

Some very interesting comments on this thread. I just wanted to add some of our experiences running a 5 ECTS Foundations in Assistive Technology (AT) course for over 15 years. The course is aimed at assistive technology users, their family or friends and also clinical and technical professionals either working in the field or hoping to. Assistive technology is a broad subject and we are guaranteed a diverse group of participants every year. 5 years ago we changed the course from a 10 day face to face course to 3 days face to face with the remaining content being made available as elearning. Considering the nature of our subject matter and the diversity of our participants accessibility was our prime concern. From there we were lead to Universal Design for Learning UDL http://www.cast.org/our-work/about-udl.html#.WTl9W-vyvIU which I'm sure many of you are familiar with, if not visit the link above. 

UDL goes beyond accessibility and builds in support and challenge to guide the creation of engaging content. Within education UDL and AT are closely related in their goal, to reduce barriers, however come at it from opposite directions. By examining the different approaches of AT and UDL to accessible learning we can better see where they overlap and how they can both work together creating a synergy that offers the best possible opportunity for learners. UDL seeks to educate those responsible for the design of curricula and learning environments on how to make them accessible and effective for the widest range of students. AT on the other hand looks at the barriers faced by individuals and seeks to overcome those barriers through the use of appropriate tools. 

Both education and the area of AT have changed significantly over the last 10 years. On one hand technologies traditionally considered AT have become mainstream and ubiquitous on smart devices (text to speech, speech recognition, optical character recognition) whereas on the other “the goal of education has shifted from knowledge acquisition to learner expertise” (Anne Meyer, Universal Design for Learning: Theory and Practice). This shift from knowledge acquisition to learner expertise brings new emphases on assistive tools to support learners. While text is the dominant medium for both educational content and deliverables, AT for literacy support will be essential for some and useful many learners. This means educators need to be aware of Literacy, Productivity and Organisation technologies, their limits and capabilities. Although not part of the curriculum, training in the use of assistive software will be key in some learners’ success. Giving learners the tools to adapt content to their own needs and preferences should be seen as preferable to adapting the content for them.

 

 

 

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Anna Kwiatkowska
tors, 06/08/2017 - 17:24

Hello, my name is Ana. I work in the Polish Association for Persons with Intellectual Disability. I'm and IT specialist  and project manager. I lead projects on application of IT methods in adults with intellectual disability education and therapy. Just two days ago I was leading a conference IT for Persons with Intellectual Disability. The conference had dwo paralel panels - one for teachers/trainers/IT specialists, second for persons with disability (workshop at computers). And we had short discussion - is it a good practice to make two different programs. Coz persons with disability wants to be like others. The conclusion was - yes, it is their right to get knowledge in  accesible way.

So this is the next requirement - accessibility.

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CARMELO SALVATORE BENFANTE PICOGNA
tors, 06/08/2017 - 16:21

Good afternoon to all of you. Today's subject is very interesting. I have been involved in over 10 years of inclusion of disabled pupils/stundents in schools as a coordinator of teaching groups that support the activities of schools. One of the problems that we live every day is the parents' fear of what their children will become as adults and when they (parents) will no longer be there. There are many associations that deal with this issue and I think that we should always talk about it and try to find appropriate solutions.

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Regina EBNER
tis, 06/13/2017 - 09:56

Som svar på av CARMELO SALVATORE BENFANTE PICOGNA

Excellent point! We definitely need to take the intergenerational and family aspects into consideration

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Regina EBNER
tors, 06/08/2017 - 16:00

Dear all,

thank you so much for all your contributions – this has been very inspiring. What we would like to suggest to you: we’ll leave the comments open so that you and your colleagues can still add additional comments. We will then write a short blog post about the main outcomes of the discussion and will post it as soon as possible (Monday?!). You will then still have the opportunity to add to the summary (and invite colleagues to contribute, too)!

It’s been great – thank you so much!

Gina

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Rumen HALACHEV
Community Contributor (Bronze Member).
tors, 06/08/2017 - 15:55

4_8

Thank you to everyone that has taken part!

I think we can all agree that this afternoon’s discussion has covered a lot of interesting information. As the time for our discussion is coming to an end, I would like to take this opportunity to thank our Thematic Coordinator Gina Ebner for her time and input. We will however be leaving comments open so please feel free to continue the discussion.

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Dora Redruello
tors, 06/08/2017 - 15:51

Dear all,

thank you for your insights. I realy need to leave now, away from my computer to a face to face meeting :D

See you next time.

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Sinead Whitty
tors, 06/08/2017 - 15:50

Thanks Everyone,

The discussion has been very interesting and I've learned a lot from it.

See you all next time!

 

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Regina EBNER
tors, 06/08/2017 - 15:37

It seems to me that many of the points we're making are true for adult education in general and for adult education for people with disabilities in particular:

- Learner-centred approaches

- Flexible and appropriate methods 

- Adequate funding

- Excellent teacher / trainer training 

- Flexible learning pathways so that people can move between sectors

What would you add?

Gina

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Jan DEKELVER
tors, 06/08/2017 - 15:43

Som svar på av Regina EBNER

Apart from the processes, methods and people, I think the invironment (the physical campus, the information sharing, the communication,...) should also be accessibe

 

We are working on it :-)(www.iclife.eu)

This concludes my contribution. Thank you for your inputs and see you next time.

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Dora Redruello
tors, 06/08/2017 - 15:45

Som svar på av Regina EBNER

I would add that it is essential to maintain or create specific political strategies concerning the involvement of this target-group because the conditions for them to participate and succeed need special attention that is not taken into account in general politics regarding adult aducation.

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Agree! We should probbaly also think about a closer cooperation with associations for people with disabilities to raise awareness.

Thank you, Gina

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Romain BASLE
tors, 06/08/2017 - 16:52

Som svar på av Regina EBNER

Dear all,

I totally agree with Gina. It is essential that the associations in charge of counseling, coaching and awareness raising of people with disabilities collaborate systematically with the education and training organizations. This rapprochement is the solution that would lead to a more inclusive society.

I share with you the French national recommendations for a more inclusive society. Unfortunately, the Adult Education sector is not mentioned. But I think you can find some good ideas.

1- To rapidly develop the accessibility of the educational environment

• Eliminate physical barriers

Conduct and make public a survey on the accessibility of all school buildings. Any construction or reconstruction of a school, college or school must respect the rules of accessibility in force. Make school transportation accessible to all students.

• Generalize and support the use of digital nomadic tools

Set up individual equipment for digital tablets equipped with software that offers an alternative to taking notes and entering responses for students with disabilities. This equipment facilitates the work of the teacher.

They set it up ... A co-ordinator in Ulis Pro (Lycée Henri Nominee of Sarreguemines, Académie Nancy Metz) has developed the use of digital tablets for his students. From a text taken in a photo, the tablet ensures a reading aloud and a format adapted to the needs of each student. Students with disabilities can therefore have the same documents as their peers.  

ii. Putting the institution at the heart of the schooling of students with disabilities

• Include the issue of disability in the settlement project

Disability is a component of student diversity. A collective decision must allow the implementation of an inclusive education policy within the institution.

• Appoint a "resource person" teacher in each institution

The teacher "resource person" of the institution must be able to train and be recognized as interlocutor of the personnel of the establishment. This person can answer the questions posed by the different actors and impulse a process of pooling experiences within the institution.

They set it up ... An EPS professor at Jean Gay de Verfeil College (Toulouse Academy), trained to include students with disabilities, has become the "resource person" of the school. It meets weekly for students to find tools adapted to their disabilities. These tools are then presented to the teaching teams and made available to them.

• Train all students with disabilities

Take advantage of the extracurricular time granted to the primary school to make all children aware of the disability, in particular through scenarios. Develop tutoring between students with disabilities and other students.

They set it up ... The association L'ADAPT (Association for the Social and Professional Integration of People with Disabilities) carries out awareness-raising activities to enable pupils to experience a handicap situation (visual, motor, auditory, ... ).  

iii. Extending the student's support and care

• Extend the Personalized Schooling Project (PPS) to extracurricular time in primary schools

Beyond the indispensable implementation of the Personalized Schooling Project (PPS) in school time, students with disabilities must also be offered activities in the extracurricular time adapted to this project, in particular within the framework Of the reform of school rhythms.

• Take charge of the accompaniment of the pupil when he is on a training course

When the personalized schooling project provides support for the student, this accompaniment must be followed during the internships in companies (observation period of 3rd for example) or during the periods in company if the student takes a training course.

• Extend support for distance education to the end of schooling

The financial support of distance education, developed by the french National Center for Distance Learning (CNED), must go beyond compulsory schooling and allow each student to pursue his or her educational career.  

iv. Develop a mutualisation of practices

• Establish a database of pedagogical tools adapted by the academy

Each academy must be able to offer its staff a database of teaching aids adapted to students with disabilities. This database should allow to develop a mutualisation and a validation of the practices on the basis of the pedagogical tools put in place by each one within his establishment.

They set it up ... The academy of Toulouse is currently developing a library of teaching tools adapted to students "dys" that will be made available to the institutions.

• Developing collaborative work between the different actors

Professionals (teachers, school heads, doctors, staff of the Departmental House of Persons with Disabilities, etc.) must be encouraged to collaborate and know precisely the role of each in the complex system of schooling for students with disabilities. Training can be put in place to bring together these different players and facilitate their meeting.

v. Rethinking teacher training

• Train teachers to assess students with disabilities

Teachers must be able to assess students with disabilities at their right level. They must be trained in the assessment of students in terms of the competencies set out in the Guide to Assessing Schooling Compensation Needs.

• Encourage the diversity of teaching methods

The initial and in-service training of teachers must prepare them to respect the singular development of the pupil and enable them to respond to their needs according to flexible and adapted teaching methods.  

vi. Developing inclusive school research

• Launching national calls for projects National calls for projects should make it possible to use or create appropriate assessment tools that will help to: identify and evaluate inclusive practices and their effects on the skills and quality of life of students with disabilities and To study the evolution of representations of inclusion and disability by educational professionals, students and parents.  

vii. To eventually evolve towards a more unified education system

• Develop a mutualisation approach between the medico-social and educational sectors

Based on an interministerial approach to bringing together the medico-social sector and the education sector, the measures made available to pupils with disabilities must be able to gain clarity and effectiveness.

• Intensify the development of outsourced teaching units

Outsourced teaching units should enable pupils with a "heavy" disability to be enrolled in an ordinary school. Partnerships between specialized institutions and mainstream institutions should be developed to this end.

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I agree with this Dora, 

There was reference to the European Disability Strategy 2010-2020 early in the discussion and i think that its important to continue to highlight and work towards the 8 areas for joint action. This discussion has provided a great opportunity to raise awareness and discuss access to education for adult learners with disabilities. Good experience from my own perosonal perspective.

Good chance to highlight the following publication I came across on the European Agency for Special Needs and Inclusive Education website: Efficency, Effectiveness and Equity within Inclusive Education Systems. - worth a save for later reading. 

Best,

Jonny

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Clare Mc Laughlin
tors, 06/08/2017 - 15:46

Som svar på av Regina EBNER

Hi Gina,

I wonder if carreer guidance / coaching is incorporated in existing adult education systems for people with dissabilities and if not this is what I would add.

Many thanks

 

Clare

 

 

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Brian Caul
tors, 06/08/2017 - 15:26

I found the exchange of ideas very interesting. Thanks to everyone who participated.

Bye for now,

Brian 

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Sinead Whitty
tors, 06/08/2017 - 15:31

Som svar på av Brian Caul

Bye Brian,

Talk to you soon.

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Regina EBNER
tors, 06/08/2017 - 15:21

What I hear from you, it seems that there are no overall strategies - in some cases, it seems, that the strategies stop with secondary schools. In other countries, the transfer between different sectors seems very difficult. Are there any good (best?) practices on inclusive education that has adult education better integrated? What should a good strategy look like? What would you need from the political level in order to do better work?

Gina

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Hi Gina, 

There is a lot of emphasis on charities to provide the support for those with disabilities into education and employment. It is these charities to lead by example. Disability Rights UK have a number of Education factsheets and guides freely available for individuals, teachers and employers, providing the support needed with guidance and case studies. Their strategic plan involves research led by disabled people into what will influence attitudes and behaviors – this is vital in terms of changing attitudes within education and the workplace.

Jonny

 

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Dora Redruello
tors, 06/08/2017 - 15:19

The same need to use diverse approaches applies for validation for people with disabilities. It is also a right for them to engage on validation processes, there are a lot of people with great knowledge! I would like to share our experience on validation for people with disabilities, a project we run from 2008 and still maintain successfully, with big institutional effort and the support of our national agencies. See here

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Michelle Kinsella
tors, 06/08/2017 - 15:08

Hi all, thank you for a very interesting discussion. There is so much to take away and think about I will have to return to work for now but will reread everything later. For those of you who are interested in policy issues, here is a link to research I worked on with Maynooth University in 2015. The research looked at how adult learning policy was implemented across six EU regions including Ireland. www.regionalproject.eu bye for now
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Thanks for your time and contributions, Michelle.

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Unai Delgado
tors, 06/08/2017 - 15:05

A project that has been developed for 5 years and through this project, ECCA could offer these groups an educational adapted offer accessible from the internet and which allows this population to improve their educational level at their own pace, without any physical barriers or fixed-schedules

If you want to check the adaptations you can see it here.

 

 

Prueba

Unai Delgado

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Regina EBNER
tors, 06/08/2017 - 15:04

Dear all,

we're now coming to an issue that I find extremely important: strategies! So my question is: Is there a strategy at the policy level (National / regional / local)?  (If yes, what do you think about it?) Do you think a strategy would be useful? 

Gina

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Jan DEKELVER
tors, 06/08/2017 - 15:18

Som svar på av Regina EBNER

In Flanders, the M-decree sets the stage for inclusive education in primary and secondary education. The principles of this decree are fine but the implementation is open for improvements. This movement towards inclusive education was started years ago, before the financial crisis. A change of policy should imply extra funding during the transition. The financial crisis create the oposite. Inclusive education became a less attractive area as opposed to the creation of jobs, jobs, jobs. Students move from special education to more inclusive education but the system fails to supply for enough resources to do so in a properly manner. 

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Very interesting! It seems that indeed the transitions between organisations and sectors is highly problematic. And the job & growth orientation doesn't help!

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Jan DEKELVER
tors, 06/08/2017 - 15:04

Dispite all methods, research shows that the teacher makes the difference. Consequently, teacher training programs that form the teachers of tomorrow should have a focus on inclusive education. I have no idea if that is the case. 

If future teachers are not prepared to offer inclusive education, we can hardly blame them for not doing so afterwards. 

So, what is the practice in your countries? Are teacher training programs in higher education paying attention to inclusive education? 

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Sinead Whitty
tors, 06/08/2017 - 15:13

Som svar på av Jan DEKELVER

Hi Jan,

That's a very good point. To date in Ireland very little time was spent on inclusive education as part of teacher training programmes. In a recent survey by the Dyslexia Association of Ireland, 92% of teachers who responded said that the training they received did not adequately prepare them for the classroom.

There are a number of CPD courses for specific disabilities and Dublin City University has a new Masters in Education in Specific Learning Difficulties (Dyslexia)

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Elfa Hermannsdóttir
tors, 06/08/2017 - 15:16

Som svar på av Jan DEKELVER

I think you hit a weak spot here! special education in Iceland is targeted for those who are in 1-10th grade. You are not specificly trained to be a teacher in adult education. 

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Katie O'Rourke
tors, 06/08/2017 - 15:01

Hello everyone,

I've really enjoyed everyone's comments today in relation to this topic.

We recently shared a learner story on EPALE from Kevin Hanly of the National Learning Network Limerick - Me and Autism My Journey, Then and Now which I would like to share with you all.

Kevin is an amazing person and tells how supports have allowed him to belive in himself and reach his goals.

Katie, AONTAS

 

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Thanks Katie,

Kevin Hanly is a wonderful ambasssador for learners with autism. The EPALE Ireland team have had the pleasure of hearing one of his keynote speeches. He is truly inspirational!

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Monika Daoudi-Rosenhammer
tors, 06/08/2017 - 14:56

Hi,

I think also, that the choice of the fitable teaching methods are the key for inclusive adult education.

In my opinion there are two facts in the traditional adult education that excludes people with intellectual disbalitiy from the offer: The use of difficult language and the focus on writing an reading.

A change in the methods would also make easier the access to adult education for many other target groups (migrants, elderly people, people with a lower educational backgroud....)

Monika

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That is so true, Monika.

We do have an over-reliance on teaching, learning and assessment that is based only on reading and writing. Not only is that a barrier to learning, but many learners have a wealth of knowledge which they will struggle to show in that way.

Universal Design prompts us to think of a variety of ways to access and show evidence of learning.

How receptive do you find teachers, institutions and awarding bodies are to moving away from text?

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Christine Bertram
tis, 06/13/2017 - 12:07

Som svar på av Sinead Whitty

Hi Monika and Sinead,

 

I think that is one of the most crucial points: How do we assess learning and does it suit the learner's needs? 

While not focused on people with disabilities (though with the intent of making university more accessible), I came across a case (I think it was University of the Arts London), where prospective students could select how they wanted to apply and support their application. This included portfolios, audio recordings, personal performances etc. Approaching it this way could also take a lot of the anxiety of having to "perform" in an exam context away from learners. It's the only case I have heard of so far that does this, but I thought it was moving in the right direction to be more open and inclusive.

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Sinead Whitty
tors, 06/08/2017 - 14:52

We have asked if requirements should vary according to disability.

I think the reality is that requirements vary from learner to learner. Having a disability can add to the requirements that a learner has.

In my view, it is really important to have flexibility in systems so that we can 'meet each learner where they are at' and give them the support they need to access learning opportunities and to reach their full potential.

Sometimes small changes by the teacher or institution can have a big impact for the learner. Some accomodations don't cost extra money or take much extra time.

 

 

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Unai Delgado
tors, 06/08/2017 - 14:52

Do you think that the requirements should vary according to the disability?

Yes, we think so. Our experiences have shown us that each ability has unique needs and characteristics. However, it is true that there are some changes and improvements that can be made in educational methodologies that would help without differentiating the diverse capacities of each student.

Jan has mentioned that adult education lags behind primary/secondary education in terms of offers/funding/strategies for learners with disabilities. Is it the same in your countries?

In Spain there is also a certain deficit in reference to the creation of specific policies that attend to the singularity of the adult students compared to other ages of development.


 
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