Inclusive Learning

1. Inclusive Learning New teaching and learning support qualifications for staff working with disabled learners

2. The policy context • A long history of voices calling for change – 1987 onwards • Previous government – Learning for Living and Work (LSC, 2005); Progression through Partnership (DIUS, 2007); Ofsted “2005” • “Provision limited by a lack of specialist qualifications for teaching and support staff”

3. The policy context (2) • SEN Green Paper (2011) – “For teaching assistants to have a positive impact they need to be trained”;“For those children that face the greatest educational challenges, high quality teachers trained to support pupils with a wide range of SEN will be the most powerful way to drive up attainment”. • Ofsted (2011) – across the piste there is “too little outstanding teaching” ; “teachers lacked expertise in providing activities to stimulate learners with the most profound learning needs” • BIS (2011) -Outstanding teaching and learning depends on the quality of teachers and trainers, their specialist skills and how they are supported.

4. How it all links together NOS for learning support staff (2009) Application Guide (2010) Qualification Overarching teaching standards (2007) Application Guide (2010) Qualification

5. What do the qualifications for teachers look like? • Level 5 Diploma in Teaching in the Lifelong Learning Sector (Disabled Learners) – aimed at those new to teaching A qualification that integrates generic and subject specific content - the qualification for teaching disabled learners is partly integrated. In this qualification the first part focuses on the specialism and the second part is generic • Level 5 Diploma in Teaching Disabled Learners – aimed at those already with a teaching qualification AND for those who cannot access the integrated qualification A qualification that provides training only for teaching disabled learners (45 credits) - this is often referred to as a stand alone qualification. A teacher must hold or gain a generic teaching qualification in addition to this to work in the FE sector in England.

6. Level 5 Diploma in Teaching in the Lifelong Learning Sector (Disabled Learners) Part 1 Part 2 Units from the level 3 or 4 Award in Preparing to Teach in the life long Learning Sector (12 credits L3 or L4) Curriculum development for inclusive practice (12 credits L5) M M Continuing personal and professional development (12 credits L5) Applying knowledge of numeracy for learning and teaching (3 credits L3) M M Applying knowledge of ICT for learning and teaching (3 credits L3) M Wider professional practice (12 credits L5) Units from open optional credit group (12 credits minimum L3) Applying knowledge of literacy and language for learning and teaching (3 credits L3) O M O Theories and frameworks for teaching disabled learners (15 credits L5) M Other units (6 credits minimum L3) Level 5 Diploma in teaching Disabled Learners M Inclusive learning and teaching for disabled learners (15 credits L5) Action learning for teaching on a specialist area of disability (15 credits L5) M

7. Level 5 Diploma in Teaching in the Lifelong Learning Sector (Disabled Learners) Level 5 Diploma in Teaching Disabled Learners 45 credits 120 glh 50 hours of practice (all with disabled learners) 4 observed sessions (all with disabled learners) • 120 credits • 360 glh • 100 hours of practice (yr 1, 50 of these with disabled learners) • 8 observed sessions in the two years – 4 of which are with disabled learners

8. The three new units Theories and frameworks for teaching disabled learners - this unit aims to provide learners with an understanding of theories and frameworks relating to the learning and teaching of disabled young people and adults. Learners will consider factors that influence learning and learning provision including policy and regulatory frameworks. Inclusive learning and teaching for disabled learners - This unit aims to enable learners to provide inclusive learning and teaching for disabled learners. Learners will consider how to plan and deliver inclusive learning and teaching, how to work with others to promote the inclusion of disabled learners , and under specialist areas of disability. Learners will also evaluate and improve their own practice. Action learning for teaching in a specialist area of disability -this units aims to enable learners to understand and investigate a specific impairment and /or specialist area and its impact on teaching and learning.

9. What is interesting to note………. LSIS commissioned IfL to check out what ‘mainstream’ teachers thought of the applicability of these 3 units 2, 300 responses 76% interested

10. What does it look like for learning support staff? Different Have taken the current Level 3 and contextualised it Two units – one pan disability and one written for working with people with a learning disability (cognitive impairment) Other optional units can follow – e.g. autism, sensory impairment, mental health, dyslexia 12 credits - 1 6 credit unit which is mandatory, and 6 credits “any which way you can”

11. Level 3 Certificate in Supporting Disabled Learners Preparing to support learners (6 credits L2) O OR O Preparing to support learners (6 credits L3) Learning support in the lifelong learning context (disabled learners) (6 credits L3) M M Knowledge and understanding for supporting disabled learners(6 credits L3) M Approaches to learning (disabled learners) (6 credits L3) O Understanding learning disabilities (6 credits L3) – Other units relating to other impairments can be developed M Principles of learning support (disabled learners) (6 credits L2)

12. The stepping stone……… • Preparing to support learners (6 credits L2/3) • The unit aims to develop the learner’s knowledge and understand of key issues relating to learning support practice and to enable the learner to evaluate and improve learning support practice. • This unit is an Award in itself • 30 glh • No requirement to undertake learning support practice other than as micro practice for assessment purposes • Trainer needs to contextualise the content in relation to disability

13. Level 3 Certificate in supporting Disabled Learners 36 credits 155 glh (minimum to take the qual) (inclusive of the 30 relating to the first unit) 40 hours of learning support practice 4 observations (all with disabled learners)

14. The new units………….. Knowledge and understanding for supporting disabled learners (mandatory) This unit aims to develop the learner’s knowledge and understanding of the legal requirements, core values and principles of practice that underpin the delivery of learning support to disabled learners – learning the skills/practice Understanding learning disabilities (optional) This unit aims to develop the learner’s knowledge and understanding of the key principles of practice required to support a learner with a learning disability.

15. Next steps Own organisation How many staff want to undertake/ over what period? Which qualifications? Decision making and support process in the organisation? Deliver a qualification(s)? Which qualification(s) to deliver? Delivery? For example combining PSL with induction How to build a staff team to deliver Local/regional provision Developing partnerships to deliver a number of areas of specialism

16. Awarding organisations and centres Established providers of specialism register interest in involvement with LSIS – give information on previous and current partnerships around a particular specialism  Providers identify which AOs plan to offer which qualifications Contact them for how to work together for particular specialisms - for example assignments/ external verifiers; the numbers needing training to support their business case National Work with LSIS to identify next steps for developing units for LSP areas of specialism – let us know if interested in attending a meeting or network