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NDA Annual Conference October 2012 Rory O’Sullivan

‘Inclusive Learning’: empowering students to learn independently, work independently, and live independently. NDA Annual Conference October 2012 Rory O’Sullivan. Excellence through Accessibility 2011. Outline of Presentation. Definitions Profile of PLC Students and Killester College

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NDA Annual Conference October 2012 Rory O’Sullivan

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  1. ‘Inclusive Learning’:empowering students to learn independently,work independently, andlive independently NDA Annual Conference October 2012 Rory O’Sullivan Excellence through Accessibility 2011

  2. Outline of Presentation • Definitions • Profile of PLC Students and Killester College • Access to Further Education • Successful Participation – independent learning • Successful completion and progression • Students comments

  3. Inclusive 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.

  4. Defining ‘Independent’ • We are all emotional, social beings • Independent = non-dependent • Through the education support the student to develop: • Self confidence • Self reliance • Independence • Facilitating successful participation • From “minding people with disabilities” to active citizenship

  5. Profile of Killester College 2011/2012 • Full-time day – 380 (PLC and Core VTOS) • Part-time day – 170 (BTEI) • Part-time evening – 350 • Total = 800 • 102 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 support • 21 HEA Funded (PLC Only) • Remainder supported in class

  6. Profile of Killester College2011-2012 contd. • Full-time • Age range: 17-82 Average age: 26 • Part-time (day) • Age range: 21-84 Average age: 45 Full-TimePart-timeTotal EU 23 3 26 Non-EU 29 4 33 Total (26 countries) 59 Prior to enrolment: LC 31.29% Unemployed 40.81% Prior education: LC 49.47% Level 3/JC(-) 13.89%

  7. Inclusive Access to Courses • 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 Day • Functional Deficit Model of Learning Support

  8. Admissions Process • Application 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

  9. Access to Further Education Course • 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.

  10. Successful Participation • Inclusive teaching and learning methodologies • On going CPD for all staff • ICT – Moodle and Google Apps • Access Officer and visiting DSO • CDVEC Disability Support Service (NLN) • Care Team • Importance of ‘Communications’ Module • Inclusive Access • Inclusive Participation • Inclusive Outcome – FETAC certification

  11. Building Capacity in KCFE

  12. Has Inclusive Education Worked? Retention 2000-2001 60-65% 2010-2011 80-85% FETAC Results 2000-2001 D+M = 55% U=20% 2010-2011 D+M = 65% U=12%

  13. 2011Annual Progression Survey for PLC Students KCFE % LS % Completion 80.05 83.87 Major Award 62.12 58.06 Level 6 17.06 12.90 3rd Level 16.04 9.68 Employed 26.62 16.63 Unemployed 12.63 19.05

  14. Gerry’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!”

  15. Extract from a Mother’s letter supporting 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.”

  16. Thank You

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