1. Adult Education and Disadvantaged Groups
“Overcoming the resistance vulnerable adults experience in adult education.”
Workshop:
Case Studies applying Pillars of Inclusion
By Penelope Lewis

2. Introduction
I am an educator, mentor and teacher with over 10 years’ experience teaching and working in Adult, Further and Higher Education
My specialism is English, LLDD and SEN
ESOL community education
Young adults
Malta NGO volunteering
This presentation will illustrate my professional practice; and the challenges and outcomes that were encountered by vulnerable adult learners
I aim to impart knowledge, share practice, and offer alternative approaches to overcome the resistance disadvantaged groups face in adult education.

3. LDD and SEN
Disability and Inclusive Learning Coordinator general FE College
E&D training leads to 24.9% increase in the recruitment of learners with disabilities:
81 individual learners
283 individual learners *
Organisation’s responsibilities
Collaborative working
Learner-centred approach
Challenges learners faced
* Further Education College Self Assessment Report

4. Research Report Department for Education (2010)
Adult Education Budgets include learning support funding which is available to support learners aged 19+ with learning difficulties and/or disabilities. Where support costs exceed £19,000, institutions can apply for exceptional learning support. Institutions can speak to their SFA Business Operations Provider Manager, and include any questions that they may have in relation to fee remission for adult funded students.

5. Young Adults Inclusion Lead and Teacher specialised Academy
16 – 19 profile
Initial assessment of needs
Inclusive Learning guidelines
External intervention
Access mentor and counsellor
Challenges learners faced 

6. Research: Youth Justice Board and Department for Education
YJB
Self Assessment ensures that the views of young people and parents/carers are thoroughly considered at regular points of contact with services (not just at the start or end of a period) and helps young people and parents/carers to ‘own’ or at least actively contribute to their assessment and intervention plans. (2014)
DFE promotes the use of Advisors in mentoring and supporting vulnerable learners; they found that “increased personal and social needs led to a greater emphasis on the intensive support offered by Advisers, as well as a move towards ‘one-to-one’ activities and a tailoring of provision to meet individual needs.” (2010)
Guidance: Assess young offenders: section 4 case management guidance. Published October 2014 (HTML view)
Department for Education Research Report (2010)

7. Migrants UK Terminology ESOL Community education
Basic skills to job-seekers
Challenges learners faced
London (UK) landscape is vast

8. Migrants Malta NGO volunteering
Young refugee drops out of mainstream Maltese education
Mentoring and advocacy
Lack of joined-up external support
Challenges learner faced

9. Research Report Malta National Lifelong Learning Strategy 2020
More needs to be done to address issues related to diversity in Maltese society, and specifically marginalised individuals and communities
Actively engage people from marginalised communities in working groups developing and evaluating Lifelong Learning programmes to ensure that learning is both accessible and relevant to the most marginalised.
Malta National Lifelong Learning Strategy 2010: Strategy 7 PDF

10. Way Forward?
Interview and assessment informs of the learner and their journey

11. The Learning Cycle
Assessment of learners needs Monitor/review progress Plan learning to training required? meet needs Modify in accordance with learner journey
ADAPTED FROM – Initial assessment of learning and support needs and planning learning to meet needs (Department for Education 2001)

12. Partnerships
Collaborative working enables holistic support to people with disabilities, recently released young offenders, and refugees and asylum seekers studying in adult education
Or should a learner stop studying due to their needs not being met?

13. Communication
Communication is a key skill in all aspects of educational practice; it can be effective or a barrier
Effective
Learner consent
Empathy
Non-judgemental
Barriers
- Learner consent
- Educator apathy
- Body language

14. Developing
Identify existing staff willing to train and/or do extra duties
Mentoring
Peer-to-peer support

15. Pillars of Inclusion
Studies carried out by the Institute of Education, University of London have determined eight themes of ‘pillars of inclusion’, I will focus on five which are useful for educators to consider:
• Inclusive learning environment – sound and light issues, seating, resources, displays, health and safety
• Working with additional adults – consulting learners about support, planning support, evaluating support, providing mentors
• Managing peer relationships – grouping learners, managing group work and discussion, developing responsibility
Teacher/learner communication and language – teachers’ and learners’ communication, learner-teacher interaction, external group interaction
Motivation – understanding the structure of the lesson, relevant and motivating tasks, reward systems, ongoing evaluation
By John Brown Inclusive pedagogy – Teaching Disabled Adults – UCL Institute of Education

16. Case Studies applying Pillars of Inclusion
Workshop
Case Studies applying Pillars of Inclusion