Level 5 Diploma in Teaching Disabled Learners and the Specialist

Level 5 Diploma in Teaching Disabled Learners
and the regional Specialist Mentoring project
Sue Sutton Oaklands College &
Mark Barnsley ACER/EECETT
• SEND reforms and Further Education
• Bursaries for new teachers i.e. graduates wanting to
specialise in teaching learners with SEN/LDD
• DfE CPD grants for teachers in the FE Sector to build
high level specialist skills and encourage improved
teaching and learning practice
• Widely promoted through CETT network & stakeholders
• Grants administered through ACETT
• 418 trainees supported nationally on 37 programmes
delivered by 20 providers due to complete Dec 2014
• Strong levels of interest despite very tight timescales
East of England & the Specialist Mentoring Project
Specialist mentoring project
• Bedford College, College of West Anglia and Oaklands
delivering new specialist Level 5 qualifications
• Dyslexia Matters also delivering an online OCR Level 5
teaching learners with Dyslexia/SpLD
• Specialist mentoring project funded through ETF as a
strategies to improve the quality of ITE project from
April to July 2014
• Builds on two previous projects – Oaklands development
of the new specialist level 5 & EECETT sustainable
English and maths teacher education project
• Aim to recruit and train a group of specialist mentors to
add value and resource to current/future ITE with a
particular focus on strategies to support vocational
g employability
p y
y and employment
p y
• 11 highly experienced trainees with a range of relevant
foundation level teaching and ALS experience recruited
from FE colleges, LA ACLs and ITPs
• Funding support offered for release and travel costs
• 1st training session focused on the new Level 5,
mentoring skills development and overcoming barriers
to employment delivered with very positive evaluations
Specialist mentoring project
New resource links
• 2nd training session planned for late June
• Initial identification and consolidation of useful
mentoring resources and sharing of resources to
support delivery of the level 5 begun
• Some mentors linked to trainees on specialist level 5
and other ITE courses
• Mentors asked to propose additional activities to be
agreed for funded additional days
• Aim to build a networked community of mentors who
are able to champion the new specialist qualifications
and understand and support trainee needs
• ACETT research report on LDD/SEN practice – review of
workforce development offer and CPD needs and
includes recommended websites and video links
• New ETF SEND exhibition site brings together a range of
case studies, reports and examples of effective
practice from within the EG and new materials from
the RARPA project
• A specialist resource http://www.stepdiploma.org.uk/
consisting of 48 short videos of managers, practitioners
and learners talking about specialist pedagogy across a
range of impairments/educational settings developed
by the National Star College
Presentation outcomes
Level 5 Diploma in Teaching
Disabled Learners
Sue Sutton
• Summarise the key features, content and structure of
the Level 5 diploma in teaching disabled learners
• Identify specific impairments
• Investigate specific issues presented by learners with
• Analyse the importance of making reasonable
• Identify the importance of self reflection
• Identify how to include learners with a disability
City and Guilds (6503-55)
• 515 Action Learning for teaching in a specialist area of
• 514 Inclusive teaching and learning for disabled
• 516 Understanding theories and frameworks for
teaching disabled learners
Unit 515 Action learning for teaching in a
specialist area of disability
• Literature review about a specific impairment
• Reflective account
Unit 514 Inclusive learning and learning for
disabled learners
• Planning and delivering programmes of learning –
teaching portfolio
– Differentiation
– Making reasonable adjustments
– Planning personalised programmes including differentiated
assessments, communication, resources etc
Unit 516 Understanding theories and frameworks
for teaching disabled learners
Theories of learning
Social model of disability and attitudes to disability
Inclusive learning
Risk assessments
Working with others including parents and carers
Reflect on own practice
Inclusive learning
• The adult learner at the centre of the learning
programme. Their feedback.
Social model of disability • Let’s change ourselves, our attitudes and the
environment rather than expecting our students to fit
in with us.
Any Questions