Feedback on Approaches/Resources for Involving Learners

Enhancing Learning Support NW

Accessible Risk Assessments

Friday 18th February 2011

Elizabeth Daw

Inclusive Learning Manager

Liverpool Community College

Student Profile- Programmes of Study

•16 students

•Classroom sessions

•Discussed and evaluated

•Dangers/ Safe Actions

•Independent life skills

•Trip from college to airport

Continued

•Two 19 year old entry one level students

•Personal risk assessments

•1 student- family 1 student support living

•1 student – text with symbols – ASDAN personal progression

•I student – photos-ASDAN personal and social development

•Unlikely independent travellers but employment with support

What Worked Well

•Teaching sessions – Group tutorials

•More time for discussion, reinforcement of terminology, student reflection

•Positive feedback students and staff

•Prior to pilot students no concept of what to do if lost

•Encouraged ownership of responsibility of their behaviour and actions.

Continued

•Safety action wallets

•More choice, greater independence and enhanced life opportunities- breaking down barriers

•Empowered – planning reviewing of support

•Recognise behaviour and actions have consequences

•Effective behaviour modification tool- ADHD

How Could It Be Improved?

•Journey too long

•Small segments – particular aspects

•Unable to foresee all potential dangers and safety choices

•Not having appropriate symbol/photo to make truly personal

•Tie into objectives of qualification rather than stand alone activity.

To Use The Inclusive Risk Assessment Successfully

•Commitment to fund resources

•Laminating, printing, colour symbols/photos, wallets and white boards costly

•Time to organise and maintain boards

•Need array of possible visual choices for safety action wallets

•Photos. Google images, Widget/ Boardmaker images

Where Does It Fit Into The Learner Journey – How Learners Were Involved

•Teaching and learning

•Whole group activity to generate ideas about steps (actions) in taking journey from its inception to its completion and (dangers) that can happen at each stage and (safe actions)

•Created dangers choice boards

•Created safe actions choice board

•Placed safety choices into their safety wallets for future travel

Student at beginning of journey

Student arrives at airport

Student in the airport

I really like having my little book -I enjoyed counting the bus stops and having my lost card-that made me feel safe because the person could call Maria.

Peter’s feedback

Video of Peter’s trip from college to airportJan 11

Pilot Delivered By:

Maria Rimmer Course Team Leader College Start

maria.rimmer@liv-coll.ac.uk Tel: 0151-252/4030

Clare Dowling Tutorial Advisor College Start

clare.dowling@liv-coll.ac.uk 0151-252/4025

Connie Windever Learning Support Practitioner

connie.windever@liv-coll.ac.uk Tel: 0151-252/4118

Please contact team for any future questions

Thank you