‘‘Inclusive Learning’:Inclusive Learning’:empowering students to empowering students to

learn independently,learn independently,work independently, andwork independently, and

live independentlylive independently

NDA Annual Conference October 2012

Rory O’Sullivan

Excellence through

Accessibility 2011

Outline of PresentationOutline of PresentationDefinitionsProfile of PLC Students and

Killester CollegeAccess to Further EducationSuccessful Participation –

independent learningSuccessful completion and

progressionStudents comments

Inclusive EducationInclusive Education

Inclusive education is about improving the quality

of learning for all students by dealing with all

barriers to accessing, participating and

succeeding in learning, whoever experiences

them and wherever they are located throughout

all aspects of the college – our culture, policies

and practices.

(Ainscow and Booth, 2002)

In Ireland, this could be called Universal Design in Education.

Defining ‘Independent’Defining ‘Independent’We are all emotional, social beingsIndependent = non-dependentThrough the education support the

student to develop:◦Self confidence◦Self reliance◦Independence

Facilitating successful participationFrom “minding people with

disabilities” to active citizenship

Profile of Killester College Profile of Killester College 2011/20122011/2012

Full-time day – 380 (PLC and Core VTOS)Part-time day – 170 (BTEI)Part-time evening – 350Total = 800102 day students declared Learning Support

Need◦ 80 Full-time PLC◦ 2 Core VTOS◦ 20 Part-time BTEI students (18.54% of pop.)

41 required additional learning support21 HEA Funded (PLC Only)Remainder supported in class

Profile of Killester CollegeProfile of Killester College2011-2012 contd.2011-2012 contd.

Full-time Age range: 17-82 Average age: 26 Part-time (day) Age range: 21-84 Average age: 45

Full-Time Part-time TotalEU 23 3 26Non-EU 29 4 33Total (26 countries) 59

Prior to enrolment: LC 31.29% Unemployed 40.81%Prior education: LC 49.47% Level 3/JC(-) 13.89%

Inclusive Access to Inclusive Access to CoursesCourses

Admission Policy and Procedures- when and how do you say no!

Danger of Setting student up to fail!Replace “Entry Requirements”

with “Capacity to Successfully Participate”

- classroom element and work placement?

Self-Declaration Model – begin at Open DayFunctional Deficit Model of Learning Support

Admissions ProcessAdmissions ProcessApplication received

Admissions Policy and Procedures:◦Entry Requirements – “formal?”◦Evaluation of Application◦Process of offering places – “creaming

off?”

In FE all applicants come through the one door

Access to Further Education Access to Further Education CourseCourse

Access to a Further Ed course = The process by which a learner may

commence a programme where, on the basis of a recognition of all prior learning, he/she has demonstrated the capacity to successful participate, with the appropriate level of support, on the academic, practical and work placement elements of the programme and achieve the award upon completion.

Successful ParticipationSuccessful ParticipationInclusive teaching and learning

methodologiesOn going CPD for all staffICT – Moodle and Google AppsAccess Officer and visiting DSO

◦ CDVEC Disability Support Service (NLN)Care TeamImportance of ‘Communications’ ModuleInclusive AccessInclusive ParticipationInclusive Outcome – FETAC certification

Building Capacity in KCFEBuilding Capacity in KCFE

Building Capacity in KCFE

0

20

40

60

80

100

120

140

KCFE/IL

KCFE/NLN

Has Inclusive Education Has Inclusive Education Worked?Worked?

Retention2000-2001 60-65%2010-2011 80-85%

FETAC Results2000-2001 D+M = 55% U=20%2010-2011 D+M = 65% U=12%

2011Annual Progression 2011Annual Progression Survey for PLC StudentsSurvey for PLC Students

KCFE % LS %Completion 80.05 83.87Major Award 62.12 58.06Level 6 17.06 12.903rd Level 16.04 9.68Employed 26.6216.63Unemployed 12.63 19.05

Gerry’s CommentsGerry’s Comments“While I enjoyed my job, there was always part of me that felt I had missed out on a large part of my education…(after completing Level 4) I felt over the moon at achieving something that I thought I would never achieve in my life…So what’s next? Did I want to go back to study at the next level? I was a bit reluctant to go back but I was persuaded to complete the next level in order to have the skills needed in the workplace…With the help of all the teachers I managed to complete the course…I’ve just submitted all my work for this year and graduation is in a few weeks…until I get my results I won’t be making any big decisions about what to do next. Watch this space!”

Extract from a Mother’s letter supporting Extract from a Mother’s letter supporting her daughter’s application her daughter’s application

“…Obstacles? Yes, possibilities – absolutely…she has a basic human right as a citizen to be in paid employment…she has a dedication and commitment not seen in a lot of ‘able’ people and I suspect, a rare empathy that no amount of book learning can teach…she has something valuable to contribute and should I feel be allowed that chance to do what she really wants to – after all when you get right down to it this is the real and actual meaning of inclusion, practice not theory. I don’t see too much point in having a belief that she can reach her potential and then not have the courage to let her try…it’s time to walk the talk.”

Thank You