Embedding choice and decision making in the curriculum Royal College Manchester

Creating a culture to support decision making The college perspective The learner perspective

The college perspective Mission Strategy Key Performance Indicators Structure – key roles

The learner perspective Communication Independence Increase control of daily lives Faced with significant decisions about their future

Legislation Mental Capacity Act 2005

Principles of Mental Capacity Act 1. A person must be assumed to have capacity unless it is established that they lack capacity. 2. A person is not to be treated as unable to make a decision unless all practicable steps to help him to do so have been taken without success. 3. A person is not to be treated as unable to make a decision merely because he makes an unwise decision.

4. An act done, or decision made, under this Act for or on behalf of a person who lacks capacity must be done, or made, in his best interests. 5. Before the act is done, or the decision is made, regard must be had to whether the purpose for which it is needed can be as effectively achieved in a way that is less restrictive of the person’s rights and freedom of action.

Working with MCA to support students to make decisions Reflect the MCA within key policies Support for communication Making time for decision making Providing information NEVER make assumptions ALWAYS ask

Examples of decision making opportunities within the courses Subjects Staff recruitment Preferences within sessions (snacks, exercises, Activities in their timetable Changes to timetable Resources in timetabled sessions Communication systems Sensory (colours, tastes, textures, sounds, smells, movement) Support: who? How much?

Examples of decision making opportunities within the courses Targets Independence- level of support Use of equipment Personal care: How? Who? Accommodation at college for residential students Social groups Behaviour support Medical treatment Sports events Alternatives when something is not working

Examples of decision making opportunities within the courses Transition Leisure activities Annual holiday Work experience Going to mainstream college for a course Share information with peers Where they would like to sit Who they would like to talk to Food – snack, lunch, out in the community Understanding how to make informed choice Decisions around personal responsibilities

Case Studies Sean – Do I agree to wearing wrist straps to protect my hands when going through door?

Case Studies Jahangir Do I agree to my care plan?

Case Studies Charlie Do I want to participate in a 10km run?

Transition Planning Jenny Where do I want to live when I leave college?

Challenge All staff supporting students in the college have a key role in helping and supporting people with learning disabilities and associated complex needs to understand what decisions need to be made and why, and what the consequences of those decisions are. Our shared challenge is to recognise the opportunities, teach the skills, and empower young people to participate fully in all decisions about their lives.