23/06/2014 Context 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 learning, g employability p y y and employment p y opportunities pp • 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 1 23/06/2014 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 disabilities • Analyse the importance of making reasonable adjustments • 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 disability • 514 Inclusive teaching and learning for disabled learners • 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 • Investigation • 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 Policies Risk assessments Working with others including parents and carers Reflect on own practice 2 23/06/2014 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 3