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Supporting disabled learners by Mind Map: Supporting disabled learners
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Supporting disabled learners

Joining up practice

Learning support as advisory role

Accessibility in the mainstream

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Current model is based on outdated medical model and this is perpetuated by the Disability Equality Duty encouraging institutions to monitor and report 'progress data' on medical categories.

Social model of disability

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

Accreditation

Community of Practice