Supporting disabled learners

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Supporting disabled learners by Mind Map: Supporting disabled learners

1. Joining up practice

1.1. Learning support as advisory role

1.1.1. TCI recommendation

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

1.2. Accessibility in the mainstream

1.2.1. Marketing

1.2.2. IT

1.2.3. Teaching and learning

1.2.4. Library services

1.2.5. Examinations and assessment

1.2.6. IAG

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

2. 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.

3. 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.

4. 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

5. 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?)

5.1. Medical model of disability

5.1.1. Problem located in the learner

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

5.1.3. Learner provided with a technology answer

5.1.4. 'Cliff edge' of eligibility; impairment as a trophy

5.2. Social model of disability

5.2.1. Problem located in institutional barriers

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

5.2.3. Learners trained in recognising technology options - mainstream and specialist.

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

5.3. 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?

6. Professionalisation of support staff

6.1. CPD / Staff Development

6.2. Accreditation

6.2.1. eg Univ. Derby had Cert HE in supporting disabled students

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

6.3. Community of Practice

6.3.1. ATANET

6.3.2. ATINHE

6.3.3. NADP

6.3.4. Inclusion Ning