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VIEW March , 2014 Graeme Douglas (and Rachel Hewett) VICTAR Department of Disability Inclusion and Special Needs, University of Birmingham. Life after school – moving into adulthood. Overview. Context Think about what schools are for! What happens after school?
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VIEW March, 2014 Graeme Douglas (and Rachel Hewett) VICTARDepartment of Disability Inclusion and Special Needs, University of Birmingham Life after school – moving into adulthood
Overview • Context • Think about what schools are for! • What happens after school? • Some of the findings from the ‘Transition Project’ – particularly around young people’s views of independence and experiences at university. • ‘Professional views of access questionnaire’: a way helping teachers reflect upon their practice
What are schools for? • Lots of things, but target outcomes that most educational systems would recognise are: • Achievement / Attainment in a range of core curriculum areas. • Happiness. • Independence. • Challenge of finding the balance for all. • See Douglas et al (2012) Measuring Educational Engagement, Progress and Outcomes for Children with Special Educational Needs: A Review. National Council for Special Education (NCSE), Trim, Ireland.http://www.ncse.ie/research/researchreports.asp
How does visual impairment fit in? • In our field, a common distinction made is: • Core curriculum • Additional curriculum (‘curriculum+’, ‘expanded core curriculum’) • Additional curriculum includes: • Mobility and independence; ICT skills; low vision skills; social and emotional inclusion; self advocacy.
Access: finding the balance • Access to Learning • Emphasis is on the adult’s role in providing the child with accessible core curriculum materials to enable learning. • Learning to Access • Emphasis is on child independence. The adult’s role is in providing opportunities for ‘learning to access’ so that the child develops independence. The additional curriculum.
Increased independence; Emphasis upon additional curriculum Providing ‘Access to Learning’ Teaching ‘Learning to Access’ Child’s age / developmental level (Time)
Life after school – FE / college • More independent learning is developed and expected • Different levels of support • Section 139a • Transition from college may be particularly hard as specialist knowledge may be absent (e.g. access to work, DSA at university).
Life after school – University • Independent learning is assumed • Different levels of support • Living independently • Moving from home (often), and making new friends • Disabled Student Allowance (DSA)
Life after school – Employment • Employment is a challenge • Educational qualifications linked to employment • But also take a look at: • Action / RNIB new employment toolkit • RNIB pre-employment programme • RNIB Wales, 5 years, £1M, Future In-sight BLF project • See RNIB websites
Longitudinal Study of Transitions Experiences • 5-year research study • 80 young people • 14-16 year olds to 19-21 year olds • Three years in • Recent interview focussed upon independence, also experiences at university
We have consulted about a number of things • Including: • Definitions of independence • Discussions around to employment-based scenarios • For some, experiences at university and views of disability support officers
Priorities • Priorities are hard, and there isn’t agreement
Examples: • “There is a point when you need to say ‘no this is what you will get in work’ [..]. There should be a point where you say ‘this is what you get in the real world, try it that way’” • “You should be taught how to access, [like modifying the print size for yourself]. You should be taught how to do that because otherwise you are going to spend an awful lot of time relying on everybody.”
Definitions of independence • Generic • Look after yourself, without assistance (35). • Sense of freedom (12) – not being told what do, own decisions. • Independence as aspirational (10) • “I think I believe that I am independent, I am as independent as I can be, I am always pushing to be more independent” • Reference to sighted people: ‘everyone else’ or ‘normal’ (11) • “doing everyday things like everyone else”
Definitions of independence • Reference to the addition curriculum (31) – O&M, cooking, ILS, assistive technology, access to written material, studying, dealing with money, shopping. • “In terms of visual impairment, not having to have someone help you cross the road, or [...] someone help you read your work” • Relative term – some emphasised self-advocacy skills and the importance of when to ask for help (or say when help was not required) (11) • “it’s having the confidence and skills and knowledge to know that ‘I’m stuck, I need help’” • “I believe independence is good […] but it’s not wrong to rely on other people at certain points. There are times, there are limits.”
University experiences • Preparation for DSA assessment • Understanding how they want to work; self advocacy. • Assumptions should not be made (by student or DSA assessors) that needs will be the same as at school • E.g. visit Sight Village • Apply for DSA as early as possible • Time is often needed to revisit the assessment (check the assessment of needs before accepting) • Enables time to allow training before course starts
University experiences • There are no review meetings necessarily... • Attend open days – start to research and negotiate in advance. • Living accommodation • Be cautious of ‘special accommodation’ • Avoid being isolated • Universities do have responsibilities for reasonable adjustment • Other local providers (e.g. social services locally) • BUT: Are independence skills in place?
Reflecting upon practice: • ‘Professional views of access questionnaire’: Teachers on a specialist teacher training programme with Rory Cobb • 16 items, in pairs, ‘Likert’ scale, e.g. • “Magnifiers are hard to use so children should not be forced to use them” vrs • “Magnifiers are versatile because they enable children to access any print independently” • “Specialist services for students with VI should prioritise supporting the teaching of (traditional) curriculum areas so they achieve the highest grades.” vrs • Specialist services for students with VI should prioritise teaching of additional curriculum areas (e.g. mobility, low vision work, ICT skills, typing) so they learn skills for life.
Scoring and results • Scoring • Learning to access / Teacher of skills (min 16-35) • Access to learning / Provider of access (45-64 max) • Flexible position (36-44) • Dangers and strengths • Range of responses, including extremes • Proved a useful training tool; and scores responded to training
Conclusions / messages • Independence (and ‘inter-dependence’) is a crucial educational outcome. • These independence and interpersonal skills (as reflected in the additional curriculum) are extraordinarily useful, empowering and confidence giving. • These skills must be taught – it does not just happen. • Some evidence of these outcomes not being in place for life after school