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Supporting disabled learners by Mind Map: Supporting
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Supporting disabled learners

Joining up practice

Learning support as advisory role

TCI recommendation

'Value' of role in institution - can be enhanced by professionalisation / accreditation

Accessibility in the mainstream



Teaching and learning

Library services

Examinations and assessment


Looking 'over the fence': cross-fertilization between FE, HE, Spec Colls, ACL, WBL, Social Care sector, NHS

The 'messiness' of learning support (Wearmouth, J. (2002)The Role of the Learning Support Co-ordinator, Dyslexia and literacy: Theory to Practice, John Wiley & Sons, Chichister.

Metacognition and literacy: Wray, D. (2002) - excellent article which explores how learners can improve comprhension monitoring in reading and writing - promotes independence through the use of ICT.

Wray argues that better use of comprehension monitoring supported with ICT can promote independence among learners.

DSA reports Standardised reports/recommendations/equipment for learners with literacy/dyslexia? Is it sustainable? Make better use of built-in tools Open source and freeware

Models of disability (can we say something that encourages support staff to move away from obsessing about language and models and towards providing practical, joined-up and increasingly professionalised pragmatic support?)

Medical model of disability

Current model is based on outdated medical model and this is perpetuated by the Disability Equality Duty encouraging institutions to monitor and report 'progress data' on medical categories.

Problem located in the learner

Provision in terms of specific support, specific software, specific learner

Learner provided with a technology answer

'Cliff edge' of eligibility; impairment as a trophy

Social model of disability

Problem located in institutional barriers

Different learners (even with same disabilities) will access different solutions

Learners trained in recognising technology options - mainstream and specialist.

Reduction of barriers benefit all - irrespective of level of impairment.

Current model of needs Is it effective? Does it promote independence? Is it an inclusive model? Is a new model required? Why is this model unchallenged and accepted by the majority of of schools, colleges, universities?

Disclosure/referral Initial assessment Recommendation/report Implementation  Follow up – long term support  

Professionalisation of support staff

CPD / Staff Development


eg Univ. Derby had Cert HE in supporting disabled students

eg OU H810 Supporting disabled students online attracts FE, HE and WBL

Community of Practice




Inclusion Ning