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APPLICATION GUIDE May 2010 Teaching disabled learners: Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

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Page 1: Teaching disabled learners

APPLICATION GUIDE

May 2010

Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

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Contents

Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

Introduction 3

The context for teaching disabled learners 4

Organisation of the document 6

Section one: Elements 8

Section two: Guidance on extent of elements 14

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Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

Introduction

This application guide defines the skills, knowledgeand understanding that teachers need to supportthe skills development of disabled learners.

The guide is an application of the ‘NewOverarching Professional Standards for Teachers,Tutors and Trainers in the Lifelong LearningSector’. These standards were published inDecember 2006 and describe, in generic terms,the skills, knowledge and attributes required ofthose who perform the wide variety of teachingand training roles undertaken with learners and employers.

The standards:

• are context free and level free, in order torepresent all areas of work and new teachers,experienced teachers and teacher educators

• represent the teaching and learning cycle, withwhich all teachers engage; initial assessment,planning and preparation, teaching, assessment,evaluation and quality improvement throughresponding to evaluation.

An application guidance document (such as this)provides more detail for the standards where thisis considered of value. These documents can bewritten for any suite of standards. They can bewritten for a particular context such as offenderlearning, a particular subject such as employabilityskills or for a particular group of learners or users,as in this document which relates to teachingdisabled learners.

Application guidance documents are producedthrough consultation with stakeholders and therelevant community of practice. They reflect abroad understanding of how the standards shouldbe applied for a particular context, group oflearners or subject.

Teachers may use the guidance to:

• identify their continuing professionaldevelopment (CPD) needs

• plan the acquisition of new knowledge and skills

• develop existing skills to meet the needs of learners.

Learning providers, employers, staff developmentand HR managers may use the guidance to:

• share and disseminate good practice

• illustrate how the standards apply to theteaching disabled learners

• underpin staff training and CPD opportunities in relation to teaching disabled learners

• inform recruitment and appraisal activities

• promote quality improvement

• motivate and assist their workforce to developnew skills.

Teacher educators and awarding organisations may use the guidance to:

• support qualification development andassociated guidance

• map current training programmes andqualifications against the standards

• inform curriculum development, delivery and assessment.

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Disabled learners may be found in any settingand studying at any level. Their needs are oftenaround access to learning and the adjustmentsthat organisations, teachers1, tutors, trainers,lecturers and learning support practitionersmake to ensure they can engage fairly andeffectively in learning. Disabled learnersrepresent a broad and diverse group andinclude, but are not limited to, learners whohave a sensory impairment, a mental healthdifficulty, a physical impairment and/or alearning disability. It is important to recognisethat learners can be affected by more than oneimpairment and the impact on learning can varygreatly depending on the nature or extent ofthe impairments.

Categorising learners by their disability isuncomfortable and somewhat arbitrary as itrelies on labels and diagnoses. Terminology isalso problematic and it is not the intention ofthis document to label learners. Too oftendisabled learners are defined by theirimpairment and are viewed in deficit terms.This document supports the social model ofdisability, which recognises that it is society thaterects barriers which exclude people frombecoming full and equal members, rather thantheir impairment.

Over the last 20 years disabled learners haveincreasingly engaged in learning opportunities inthe lifelong learning sector. In 1996 InclusiveLearning (FEFC) was published following thework of the Tomlinson Committee. ‘InclusiveLearning’ was, and continues to be, defined asthe greatest degree of match or fit between the individual learner’s requirements and theprovision made for them. The TomlinsonCommittee researched and mapped provision,as well as providing recommendations toimprove educational opportunities for disabledlearners. The resulting reports have had asignificant impact on the sector and haveshaped how provision has evolved over theyears. Subsequent research and practice hasfurther informed the field and there is now asubstantial body of knowledge about teachingand learning, relating to disabled learners, forthe sector to draw upon.

This document is informed by the values inherentin a learner centred approach which strives toput the learner at the centre of the learningprocess, empowering them to determine theirlearning experiences and pathways. At the heartof this approach is the concept of working inpartnership with the learner to tailor the learningto reflect their needs and aspirations. A teacherwill need to gather information from the learnerand where appropriate, others, to identify themost effective strategies and resources forsupporting the learning process.

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The context for teaching disabled learners

Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

1The word ‘teacher’ has been used as a generic term for teachers, tutors, trainers, lecturers and instructors in the lifelong learning sector

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As with any learner, disabled learners engage in a range of programmes in a variety ofsettings. This guide is aimed at teacherssupporting disabled learners through a range of programmes, including:

• A targeted programme of learning, forexample a course designed to meet the needsof those with a mental health difficulty orlearners on a work based learning programme

• A discrete programme of learning, forexample those in a specialist or furthereducation college who may be accessingindependence, vocational or pre-employmentprogrammes specifically geared to the needsof those with learning difficulties and/ordisabilities.

• A mainstream programme of learning, forexample where a learner may be undertakinga vocational or academic course such as aDiploma in Sports and Leisure alongside non-disabled learners.

• A blended programme of learning, forexample a programme combining mainstreamand discrete or targeted provision.

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Organisation of the document

Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

The professional standards

The ‘New Overarching Professional Standards for Teachers, Tutors and Trainers in the LifelongLearning Sector’ lists the values and commitment,knowledge, understanding and professionalpractice expected of all teachers. Thisinformation is detailed in domains which reflectthe functions of the role. There are six domains:

Domain A: Professional values and practice

Domain B: Learning and teaching

Domain C: Specialist learning and teaching

Domain D: Planning for learning

Domain E: Assessment for learning

Domain F: Access and progression

Application of the professional standardsThis application guide provides detail of theapplied skills, knowledge and understandingexpected of teachers teaching disabled learners.This detail is provided against the value andcommitment statements (coded as ‘S’ statements– AS1, BS1, etc.) from each domain of thestandards. All value and commitment statementsfrom the standards have been listed. In sectionsone and two of this document you will find thestatements in the left hand column and theapplied skill, knowledge and understanding in the right hand column. Applied skills, knowledgeand understanding are detailed as elements. All elements are listed in section one for quickreference. Further guidance on extent ofcoverage for these elements is provided insection two.

ElementsElements have been developed to explain and illustrate how the generic value andcommitment statements can be applied forteachers teaching disabled learners. Some of thevalue and commitment statements have oneassociated element, while others have more. Noelements have been developed if little or nothingcan be added by applying the statements toteachers teaching disabled learners. Where this is the case the words ‘informed by professionalstandards only’ indicate that a statement has noassociated element.

CodingThe elements are coded with the domain letter,linked with the associated commitment statement,and are in number sequence. For example,

Element CS1.3DLKnow how to keep up to date with currentpolicy and practice in relation to disabledlearners.

Letter C identifies the standards domain, thenumber 1 relates to commitment statementCS1, and the number 3 identifies this is thethird element for this particular commitmentstatement. DL is a suffix to indicate this is anelement from the application guide for teachersworking with disabled learners.

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Example

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Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

Guidance on extentExtent of coverage for each element is given in section two of the document. This has beendeveloped through consultation with stakeholders and the community of practice. This is notconsidered comprehensive or prescriptive. Teachers may need a broader or narrower range ofapplied skills, knowledge and understanding than is detailed here. This will be dependent on thelearners they are working with and the context. The suggested extent of coverage for each elementis written below the associated element as shown below.

Standard statement Element relating to teaching disabled learners

Teachers in the lifelong learning sector are committed to:

CS1Understanding and keeping up to date with current knowledge in respect of own specialist area.

(Commitment statement from standards)

CS1.3DL (Element)Know how to keep up to date with current policyand practice in relation to disabled learners.

Teachers who work with disabled learners knowand understand: (Extent)

• How to engage in professional developmentopportunities relating to the support ofdisabled learners.

• How to use and benefit from professionalnetworks, journals and websites relating to disability.

• How to support the identification anddissemination of effective specialist teaching practice.

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Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

Section one: Elements

Domain A: Professional values and practiceStandard statement Element relating to teaching disabled learners

Teachers in the lifelong learning sector are committed to:

AS1All learners, their progress and development, their learning goals and aspirations and the experience they bring to their learning.

AS2Learning, its potential to benefit people emotionally, intellectually, socially and economically, and its contribution to community sustainability.

AS3Equality, diversity and inclusion in relation to learners, the workforce and the community.

AS4Reflection and evaluation of their own practice and their continuing professional development as teachers.

AS5Collaboration with other individuals, groups and/or organisations with a legitimate interest in the progress and development of learners.

AS6The application of agreed codes of practice and the maintenance of a safe environment.

AS7Improving the quality of their practice.

AS1.1DLKnow how to take account of disabled learners’previous experiences of learning.

AS1.2DLUnderstand the importance of respectingdisabled learners’ interests, aspirations and goals.AS2.1DLUnderstand the contribution learning can maketo a disabled learners’ personal, social andeconomic life, and the importance of using this asa context for learning.

AS3.1DLCreate a positive learning environment wherethere is a shared commitment to value diversityand respect difference.

Informed by professional standards only.

AS5.1DLWork collaboratively with a range of externalindividuals, groups and/or organisations tosupport the needs and aspirations of disabledlearners.

AS6.1DLKnow how to create and maintain a safe learningenvironment for disabled learners.

AS7.1DLKnow how to improve the quality of theirspecialist practice in relation to disability.

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Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

Domain B: Learning and teachingStandard statement Element relating to teaching disabled learners

Teachers in the lifelong learning sector are committed to:

BS1 Maintaining an inclusive, equitable and motivating learning environment.

BS2 Applying and developing own professional skills to enable learners to achieve their goals.

BS3 Communicating effectively and appropriately with learners to enhance learning.

BS4Collaboration with colleagues to support the needs of learners.

BS5 Using a range of learning resources to support learners.

BS1.1DLMaintain an inclusive learning environment.

BS1.2DLUse learner centred approaches.

Informed by professional standards only.

BS3.1DLUse appropriate language and communicationmethods to facilitate interaction, enhancelearning and promote self advocacy.

BS3.2DLPromote and support the development ofdisabled learners’ communication skills.

BS4.1DLWork collaboratively with a range of colleagueswithin the organisation to support disabledlearners.

BS5.1DLDevelop, adapt and use a range of learningresources to support disabled learners.

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Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

Domain C: Specialist learning and teachingStandard statement Element relating to teaching disabled learners

Teachers in the lifelong learning sector are committed to:

CS1Understanding and keeping up to date with current knowledge in respect of own specialist area.

CS2Enthusing and motivating learners in own specialist area.

CS3Fulfilling the statutory responsibilities associated with own specialist area of teaching.

CS4Developing good practice in teaching own specialist area.

CS1.1DLKnow the main theories of learning and howthey relate to their practice with disabledlearners.

CS1.2DLKnow the key principles of practice thatunderpin working with disabled learners.

CS1.3DLKnow how to keep up to date with currentpolicy and practice in relation to teachingdisabled learners.

CS1.4DLKnow about a range of impairments and howthey can impact on the learning process.

CS2.1DL Know the contribution learner centredapproaches make to motivating disabled learners.

CS3.1DLKnow the legal requirements relating to teachersof disabled learners and the rights of disabledlearners.

CS3.2DLKnow how to use information about disabledlearners in compliance with data protectionlegislation.

CS4.1DLKnow that learning should be purposeful.

CS4.2DLSupport the development of meaningful,transferable skills.

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Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

Domain D: Planning for learning Standard statement Element relating to teaching disabled learners

Teachers in the lifelong learning sector are committed to:

DS1Planning to promote equality, support diversity and to meet the aims and learning needs of learners.

DS2Learner participation in the planning of learning.

DS3Evaluation of own effectiveness in planning learning.

DS1.1DLKnow how to promote equality and championdiversity within their organisation.

DS1.2DLKnow how to plan to meet the needs of disabled learners.

DS1.3DLKnow how to plan for progression.

DS2.1DLKnow how to engage with disabled learners inthe planning of their learning.

Informed by professional standards only.

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Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

Domain E: Assessment for learningStandard statement Element relating to teaching disabled learners

Teachers in the lifelong learning sector are committed to:

ES1 Designing and using assessment as a tool for learning and progression.

ES2 Assessing the work of learners in a fair and equitable manner.

ES3 Learner involvement and shared responsibility in the assessment process.

ES4Using feedback as a tool for learning and progression.

ES5Working in the systems and quality requirements of the organisation in relation to assessment and monitoring of learner progression.

ES1.1DLSelect, develop, adapt and use appropriatelearner centred assessment tools and methods.

ES2.1DLAssess learners using approaches which areaccessible and which take account of the supportneeds of disabled learners.

Informed by the professional standards only.

ES4.1DLProvide disabled learners with constructivefeedback which encourages self determination.

ES5.1DLKnow how to ensure quality systems andrequirements reflect the needs of disabledlearners.

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Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

Domain F: Access and progressionStandard statement Element relating to teaching disabled learners

Teachers in the lifelong learning sector are committed to:

FS1Encouraging learners to seek initial and further learning opportunities and to use services within the organisation.

FS2Providing support for learners within the boundaries of the teacher role.

FS3Maintaining own professional knowledge in order to provide information on opportunities for progression in own specialist area.

FS4 A multi agency approach to supporting development and progression opportunities for learners.

FS1.1DLEncourage disabled learners to seek new learning opportunities and access additionalsupport services and information, advice andguidance (IAG).

Informed by the professional standards only.

FS3.1DLMaintain professional knowledge in relation tonational initiatives and local/regional opportunitiesthat support progression opportunities fordisabled learners, including employment.

FS4.1DLKnow how to prepare and support disabledlearners for transitions and who to involve in the process.

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Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

Section two:Guidance on extent

Domain A: Professional values and practiceStandard statement Element relating to teaching disabled learners

Teachers in the lifelong learning sector are committed to:

AS1All learners, their progress and development, their learning goals and aspirations and the experience they bring to their learning.

AS1.1DLKnow how to take account of disabledlearners’ previous experiences of learning.

Teachers who work with disabled learnersknow and understand:

• The importance of involving the learner insecuring information.

• How to secure information about learners’previous experiences of learning fromcolleagues and external agencies, asappropriate.

• The content and purpose of transition plans,assessment reports and other relevantdocuments (in compliance with dataprotection legislation).

• Who to consult when additional informationis required to support disabled learners.

AS1.2DLUnderstand the importance of respectinglearners’ interests, aspirations and goals.

Teachers who work with disabled learners:

• Use a range of methods for encouraginglearners to express their views, aspirations,interests and support needs.

• Ensure that learning has meaning fordisabled learners through building on theiraspirations and interests.

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Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement Element relating to teaching disabled learners

AS2Learning, its potential to benefit people emotionally, intellectually, socially and economically, and its contribution to community sustainability.

AS3Equality, diversity and inclusion in relation to learners, the workforce, and the community.

AS4Reflection and evaluation of their own practice and their continuing professional development as teachers.

AS2.1DLUnderstand the contribution learning can make to a disabled learner’s personal, socialand economic life, and the importance of usingthis as a context for learning.

Teachers who work with disabled learnersknow and understand:

• How to use learning activities which arepurposeful and make explicit the benefits of learning.

• How learning opportunities can build onlearners’ achievements and present new andchallenging goals.

• How learning can lead to employment forsome disabled learners who previously hadno expectation or aspiration of working.

AS3.1DLCreate a positive learning environment wherethere is a shared commitment to value diversityand respect difference.

Teachers who work with disabled learners:

• Challenge negative assumptions andattitudes about what disabled learners cando and achieve.

• Reflect on the impact of their own beliefsand assumptions about disabled people andthe influence of these beliefs on practice.

• Know how to promote equality anddiversity within their organisation.

Informed by professional standards only.

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Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement Element relating to teaching disabled learners

AS5Collaboration with other individuals, groups and/or organisations with a legitimate interest in the progress and development of learners.

AS6The application of agreed codes of practice and the maintenance of a safe environment.

AS7 Improving the quality of their practice.

AS5.1DLWork collaboratively with a range of externalindividuals, groups and/or organisations tosupport the needs and aspirations of disabledlearners.

Teachers who work with disabled learners:

• Know and understand the policy drivers for collaborative working and their practical benefits.

• Create and maintain collaborative links withindividuals, groups and external agencies thatcan provide disabled learners with additionalsupport and/or progression opportunities.

• Share, with permission, information aboutdisabled learners with colleagues and otheragencies as required and in compliance withData Protection legislation.

AS6.1DLKnow how to create and maintain a safelearning environment for disabled learners.

Teachers who work with disabled learnersknow and understand:

• How to undertake generic and individualrisk assessments which are inclusive.

• The policy framework to support safeguarding.

AS7.1DLKnow how to improve the quality of theirspecialist practice in relation to disability.

Teachers who work with disabled learnersknow and understand:

• How to engage in professional developmentopportunities relating to the support ofdisabled learners.

• How to use and benefit from professionalnetworks relating to disability.

• The importance of keeping up to date withspecialist research and policy initiatives.

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Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

Domain B: Learning and TeachingStandard statement Element relating to teaching disabled learners

Teachers in the lifelong learning sector are committed to:

BS1 Maintaining an inclusive, equitable and motivating learning environment.

BS2Applying and developing own professional skills to enable learners to achieve their goals.

BS1.1DLMaintain an inclusive learning environment.

Teachers who work with disabled learners:

• Make adjustments to teaching and learningresources, the curricula and the learningenvironment to ensure all disabled learnershave access to a broad range of learningopportunities.

• Use a range of resources and aids includingassistive technologies to support disabledlearners.

• Contribute to the development of a wholeorganisation approach to promoting andmaintaining an inclusive learning environment.

• Create learning environments where disabledlearners feel safe, secure and valued.

BS1.2DLUse learner centred approaches.

Teachers who work with disabled learners:

• Support disabled learners to identify theirown learning needs.

• Give learners opportunities to makedecisions about the level and nature of the support they need.

• Develop and adapt learning plans to suit theneeds of individuals.

• Differentiate teaching methods to matchindividual learning preferences.

• Identify when a learner may need theassistance of an advocate to make a decision.

Informed by professional standards only.

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Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement Element relating to teaching disabled learners

BS3 Communicating effectively and appropriately with learners to enhance learning.

BS3.1DLUse appropriate language and communicationmethods to facilitate interaction, enhancelearning and promote self advocacy.

Teachers who work with disabled learners:

• Understand how communication theoriesrelate to language acquisition for somedisabled learners.

• Know the various approaches, aids andstrategies used to enable disabled people tocommunicate, for example communicationpassports, British Sign Language (BSL),Makaton, picture communication symbolsand eye pointing, as appropriate.

BS3.2DLPromote and support the development ofdisabled learners’ communication skills.

Teachers who work with disabled learners:

• Work with other professionals such asinterpreters/speech and language therapists.

• Use a range of alternative and augmentativemethods, including computer technology andassistive technologies, aids and strategies toembed the development of communicationskills in learning programmes.

• Know how to work with learners todevelop communication plans and insureother colleagues are informed so there is aconsistent approach.

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Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement Element relating to teaching disabled learners

BS4Collaboration with colleagues to support the needs of learners.

BS5 Using a range of learning resources to support learners.

BS4.1DLWork collaboratively with a range of colleagueswithin the organisation to support disabledlearners.

Teachers who work with disabled learners:

• Establish and maintain working partnershipswithin own organisation with a range ofspecialist teachers, therapists and caresupport staff, as appropriate.

• Work in collaboration with learning supportmanagers and learning support practitionersto secure effective support for disabledlearners.

• Seek input from others when additionalinformation is required to support disabledlearners.

• Contribute to the professional developmentof other staff including learning supportpractitioners.

BS5.1DLDevelop, adapt and use a range of learningresources to support disabled learners.

Teachers who work with disabled learners:

• Select, develop and adapt a range of learningresources.

• Ensure learning resources reflect the adultstatus of disabled learners.

• Monitor the use of learning resources andevaluate their effectiveness in collaborationwith disabled learners, learning supportpractitioners and others involved in thelearning programme.

• Direct, support, observe and work withlearning support practitioners.

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Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

Domain C: Specialist learning and teachingStandard statement Element relating to teaching disabled learners

Teachers in the lifelong learning sector are committed to:

CS1Understanding and keeping up to date with current knowledge in respect of own specialist area.

CS1.1DLKnow the main theories of learning and how theyrelate to their practice with disabled learners.

Teachers who work with disabled learnersknow and understand:

• How their practice relates to learning theories.• How theories relating to specific impairments

(e.g. dyslexia) translate into practice.

CS1.2DLKnow the key principles of practice thatunderpin working with disabled learners.

Teachers who work with disabled learnersknow and understand:

• The impact of their own beliefs andassumptions about disabled people and theinfluence of these beliefs on practice.

• The implications of working within a socialmodel of disability to underpin their workwith learners.

• How being inclusive shapes theirprofessional practice.

• How to respond appropriately to thecultural and social differences in attitude to and descriptions of disability.

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Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement Element relating to teaching disabled learners

CS1.3DLKnow how to keep up to date with currentpolicy and practice in relation to teachingdisabled learners.

Teachers who work with disabled learnersknow and understand:

• How to engage in professional developmentopportunities relating to the support ofdisabled learners.

• How to use and benefit from professionalnetworks, journals and websites relating todisability.

• How to support the identification anddissemination of effective specialist teachingpractice.

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Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement Element relating to teaching disabled learners

CS1.4DLKnow about a range of impairments and howthey can impact on the learning process.

Teachers who work with disabled learnersknow and understand:

• The impact on learning of a range ofimpairments e.g. sensory impairment,cognitive impairment, mental health difficulty,physical disability, autistic spectrum disorders.

• Why it is important to ask learners howtheir impairment affects their learning.

• How to use teaching strategies andtechniques to match specific learning needs.

• How to make adjustments to teaching andlearning activities to accommodate medicaltreatment and medication.

• How to use a range of behaviour managementtechniques and strategies to encourage and assistdisabled learners to manage their behaviour.

• That for some learners behaviour is a formof communication.

• How to assist disabled learners to developstudy skills and manage their own learning.

• How to secure specialist teachers andlearning support practitioners to support thelearning process as necessary.

• How to embed the use of technology andmulti-media approaches into the teachingand learning process.

• How to evaluate learning resources in linewith specific disabled learner needs.

• The importance of monitoring the use of learning resources and evaluating theireffectiveness in collaboration with disabledlearners, learning support practitioners andothers involved in the teaching and learningprocess.

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Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement Element relating to teaching disabled learnersCS2Enthusing and motivating learners in own specialist area.

CS3Fulfilling the statutory responsibilities associated with own specialist area of teaching.

CS2.1DL Know the contribution learner centredapproaches make to motivating disabled learners.

Teachers who work with disabled learnersknow and understand:

• How the most effective learning plans arebased on learners’ interests and aspirations.

• How to promote learning in real life,practical settings.

CS3.1DLKnow the legal requirements relating toteachers of disabled learners and the rights of disabled learners.

Teachers who work with disabled learnersknow and understand:

• Their legal and statutory requirements asdetailed in legislation and how to complywith them.

• How to work within the provisions of TheU.N. Convention on The Rights of Personswith Disabilities Proclamation, July 2009.

• The strategies for actively promotingequality of opportunity for all learners andchallenging any discriminatory practices.

• How to carry out inclusive risk assessments.CS3.2DLKnow how to use information about disabledlearners in compliance with data protectionlegislation.

Teachers who work with disabled learnersknow and understand:

• How to ensure disabled learners understandhow their personal information may be used.

• How to recognise when a disabled learnermay need the support of an advocate to givetheir permission for disclosure.

• How to create opportunities for self-advocacy to encourage learners to maketheir own decisions.

• That staff use personal information incompliance with data protection legislationand organisation’s procedures.

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Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement Element relating to teaching disabled learners

CS4Developing good practice in teaching own specialist area.

CS4.1DLKnow that learning should be purposeful.

Teachers who work with disabled learnersknow and understand:

• How to deliver learning activities which arepurposeful and based on active participation.

• The importance of providing learningactivities which build on learners’ interestsand achievements and present new andchallenging goals.

• How to bring ethnicity and disability needstogether in the development of teaching andlearning resources.

• How to identify and use a range of teachingand learning methods, including multi sensory,intensive interaction, meaning based andactive learning approaches.

• How to plan and use differentiated learningactivities.

CS4.2DLSupport the development of meaningful,transferable skills.

Teachers who work with disabled learnersknow and understand:

• How to embed, where appropriate, literacy,language, numeracy and ICT in their learningprogrammes.

• The importance of developing opportunitiesfor learners to broaden the skills of improvingown learning and performance, working withothers and problem solving.

• How to create opportunities for learners toengage in learning activities alongside theirnon disabled peers.

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Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

Domain D: Planning for LearningStandard statement Element relating to teaching disabled learners

Teachers in the lifelong learning sector are committed to:

DS1Planning to promote equality, support diversity and to meet the aims and learning needs of learners.

DS1.1DLKnow how to promote equality and championdiversity within their organisation.

Teachers who work with disabled learnersknow and understand:

• How to work with others to support awhole organisation approach to promotingequality and diversity.

• The policy framework for equality anddiversity.

DS1.2DLKnow how to plan to meet the needs ofdisabled learners.

Teachers who work with disabled learnersknow and understand:

• How to use information about learners’interests, aspirations and needs to developappropriate learning opportunities.

• The importance of working with learners,specialist teachers, learning supportpractitioners, care support staff and othersto identify additional learning support needs.

• How to identify and secure specialist aidsand resources including assistive technologiesas necessary.

• How to ensure learning supportpractitioners use specialist resources andequipment, and secure training as necessary.

• How to provide learning support practitionerswith clear guidance on adapting learningactivities and resources to meet the needs of disabled learners.

• How to work with others to createopportunities for disabled learners to widentheir social networks and interactions.

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Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement Element relating to teaching disabled learners

DS2Learner participation in the planning of learning.

DS3Evaluation of own effectiveness in planning learning.

DS1.3DLKnow how to plan for progression.

Teachers who work with disabled learnersknow and understand:

• Ensure that learners have access toprogressively more demanding learningenvironments.

• Plan, with the learner, a route from learninginto employment and/or training and/orindependent living or further/higher education.

• Use learning as a vehicle to support disabledlearners gain access to and contribute to the community.

DS2.1DLKnow how to engage with disabled learners inthe planning of their learning.

Teachers who work with disabled learnersknow and understand:

• How to communicate with disabled learnersusing their preferred method of communication.

• The importance of presenting disabledlearners with a range of realistic andchallenging learning options.

• How to create opportunities for disabledlearners to make choices and expressopinions about their learning needs.

• How to engage disabled learners in decisionsabout the nature and level of the learningsupport they need.

• When to engage the support of an advocatefor a disabled learner as necessary.

• How to negotiate learning plans withdisabled learners.

Informed by professional standards only.

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Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

Domain E: Assessment for LearningStandard statement Element relating to teaching disabled learners

Teachers in the lifelong learning sector are committed to:

ES1 Designing and using assessment as a tool for learning and progression.

ES2 Assessing the work of learners in a fair and equitable manner.

ES1.1DLSelect, develop, adapt and use appropriate learnercentred assessment tools and methods.

Teachers who work with disabled learners:

• Use the theories and principles of assessmentto differentiate and design initial, formative andsummative assessments for disabled learners.

• Utilise a range of assessment tools, includingcomputer software programmes, in order toidentify learning support needs.

• Interpret specialist learning assessments and share outcomes with learning supportpractitioners and others involved in thedelivery of the learning programme.

• Use a range of formal and informal assessmentmethods including observation.

• Use information gathered from transitionplans, previous assessments and other relevantreports to support the assessment process.

ES2.1DLAssess learners using approaches which areaccessible and which take account of the supportneeds of disabled learners.

Teachers who work with disabled learners:

• Use the learner’s preferred method ofcommunication to explain the purpose of theassessment.

• Recognise that disabled learners may havecompeting influences in their lives and work tominimise the effects of these on the assessmentprocess.

• Provide additional time and/or special accessarrangements for assessment as appropriate.

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Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement Element relating to teaching disabled learners

ES3 Learner involvement and shared responsibility in the assessment process.

ES4Using feedback as a tool for learning and progression.

ES5Working in the systems and quality requirements of the organisation in relation to assessment and monitoring of learner progression.

Informed by the professional standards only.

ES4.1DLProvide disabled learners with constructivefeedback which encourages self determination.

Teachers who work with disabled learners:

• Provide disabled learners with feedback in aformat that suits their needs.

• Develop and use activities to encouragedisabled learners to reflect on the assessmentprocess and outcomes.

• Identify and create opportunities to celebrateachievements.

• Use assessment outcomes to identify newlearning goals.

ES5.1DLKnow how to ensure quality systems andrequirements reflect the needs of disabledlearners.

Teachers who work with disabled learners:

• Work with others to develop and adapt qualitysystems and procedures to meet the needs ofdisabled learners.

• Use the results of other professionalassessments to support the monitoring of learner achievement.

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Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

Domain F: Access and ProgressionStandard statement Element relating to teaching disabled learners

Teachers in the lifelong learning sector are committed to:

FS1Encouraging learners to seek initial and further learning opportunities and to use services within the organisation.

FS2Providing support for learners within the boundaries of the teacher role.

FS3Maintaining own professional knowledge in order to provide information on opportunities for progression in own specialist area.

FS1.1DLEncourage disabled learners to seek newlearning opportunities and access additionalsupport services and information, advice andguidance (IAG).

Teachers who work with disabled learners:

• Design and deliver teaching activities thatencourage disabled learners to think abouttheir future learning aspirations and needs.

• Work with others to identify new learningopportunities and/or work placements.

• Ensure disabled learners have equitable accessto the full range of advice and guidanceservices available within the organisation.

• Work with others to develop opportunitiesfor learners to gain travel skills.

Informed by the professional standards only.

FS3.1DLMaintain professional knowledge in relation tonational initiatives and local/regional opportunitiesthat support progression opportunities fordisabled learners, including employment.

Teachers who work with disabled learners:

• Keep up to date with government policiesand initiatives that support progressionopportunities for disabled learners.

• Make arrangements for learners to beaccompanied and supported on visits to newlearning or work experience placements.

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Teaching disabled learners:Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement Element relating to teaching disabled learners

FS4 A multi agency approach to supporting development and progression opportunities for learners.

FS4.1DLKnow how to prepare and support disabledlearners for transitions and who to involve inthe process.

Teachers who work with disabled learnersknow and understand:

• Who to work with, for example disabilityemployment advisers and transitionchampions, to identify suitable progressionroutes.

• How to work with learners and others todevelop new and complementary learningopportunities.

• Work with others to develop tastersessions/days to provide disabled learnerswith the opportunity to try out a range ofnew learning options.

• Work with others to develop system toevaluate and review transition support.

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Glossary:

Glossary

Assistive Computer hardware (such as switches) and software (such as screen readers technologies and educational software) designed to make computers and learning accessible.

Element A statement that describes practice and the application of knowledge and statement understanding required to achieve the standard in a particular area.

Extent A statement that provides guidance on the content of each element.statement

Inclusive learning Term derived from inclusive learning (FEFC, 1996), which stated that all learners are entitled to a learning environment that matches their individual requirements.

Learner-centred A process that places the learner at the centre of the learning journey.

Learning support Learning support contributes to the provision of inclusive learning opportunities. It enables identified learning needs to be met and learners’ independence, achievement and progression to be promoted.

Learning support A person who performs a learning support role. The learning support practitioner practitioner works directly with learners and under the direction and guidance

of the person(s) leading the learning.

Multi modal Using a range of communication methods such as signing, Braille, communication aids, symbols, photos, Objects of Reference etc.

Person-centred An approach that places the focus on the learner and enables learners to have approaches a greater say in the design and delivery of services.

Standard A statement that describes the skills, knowledge and understanding needed to undertake a particular task or job to a nationally recognised level of competence.

Teacher For the purposes of this document, the term teacher has been used generically to represent teachers, tutors, trainers, lecturers and instructors in the sector with a focus on learners with learning difficulties and/ or disabilities.

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Lifelong Learning UK

BELFAST2nd Floor, Midtown Centre, 25 Talbot Street, Cathedral Quarter,Belfast, BT1 2LDTel: 0870 050 2570 Fax: 02890 247 675

CARDIFFSophia House, 28 Cathedral Road, Cardiff, CF11 9LJTel: 029 2066 0238 Fax: 029 2066 0239

EDINBURGH CBC House, 24 Canning Street, Edinburgh, EH3 8EGTel: 0870 756 4970 Fax: 0131 229 8051

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LONDON Centurion House, 24 Monument Street, London, EC3R 8AQTel: 0870 757 7890 Fax: 0870 757 7889

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