1. IO6
Development of a curriculum on supporting successful transition of people with intellectual disabilities into the community to be used in mainstream education centres and community facilities.

2. Horizontal priority of UF
To prepare education staff and community workers for diversity and inclusion.
Inclusive teaching, learning and assessment strategies (e.g. language, literacy, inclusive forms of assessment)
Lobby for additional supports (e.g. Practical supports, funding to establish peer-mentoring programmes)

3. Typical adult education centre
Output 5 – Transition Training programme
yoga
Social analysis
Horticulture L5

4. WALK report (2015) – Barriers in accessing mainstream education
Attitudes/stigma; blanket presumptions about ability, unfounded negative attitudes by educators.
“it’s not my role” belief that supporting people with intellectual disabilities is a specialism rather than part of every-day life.
Fear that they don’t have the capacity to do justice to students.
Lack of capacity in the education sector – resulting in an absence of inclusive teaching strategies
Structural barriers – lack of funding, employability agenda, lack of coherent policies.
Over-reliance on “champions on the inside”

5. Underlying philosophy
Unlocking freedom is not just about implementing legislation but is about developing critical, inclusive, adult educators.
Inclusive teaching and learning is beneficial for all of society and enriches all educational environments.
People are experts in their own lives, educators help validate experiences and pose critical questions. These are the building blocks for change.
Our underlying philosophy is that education should be democratic and problem-posing and should promote self-determination and equality.

7. Early curriculum ideas
Advisory group
Early curriculum ideas
Meet with key policy stakeholders
Review relevant literature
Review practice elsewhere
Consultation with educators
Continuous formative evaluation
Ongoing dissemination

8. Unlocking Freedom First Advisory Group Meeting
Wednesday the 9th of November 2016
4.00pm to 5.30pm
Maynooth University

9. Our Meeting We began by introducing ourselves to the group.
We talked about our roles in our organisations, services and as learners.
We also talked about what brought us here today.

10. Questions and points raised by the group
Work with tutors needs to happen to develop training opportunities for tutors and the further education sector.
There needs to be a recognition of students’ different learning styles.
How do we “sell” this project to wider society?
Staff available for training may prove difficult given precarious nature of further education teaching contracts. This was acknowledged by the group.
The key in unlocking freedom seems to be held by the system and if we can somehow manage to open the door we get to explore the possibilities.

11. What is the role of the Advisory Committee?
The group identified these for themselves.
Laura invited comments on the key words of
Advisory
Committee
She asked the group what these words meant for them.
The group decided that what they had said would be their advisory group principles.
We agreed to use “advisory group” for Erasmus+ reporting but the group are going to re-name itself at the next meeting.

12. Unlocking Freedom Advisory Committee Principles

13. Advice from Advisory Committee

14. Advice from Advisory Committee

15. Advice from Advisory Committee

16. Keywords From Meeting Further Education Unlocking Freedom Advisory
Committee
Role
Minutes
Correspondence
Suggestions
Identified

17. IO7 -
An inclusive Train the Trainers Programme to deliver the curriculum and training developed in Output 06 and output 5 (also mentions IO2 but should also be extended to include IO3)
Cultural contexts will result in different but complementary activities in Bulgaria, Finland and Ireland.
Finland and Bulgaria focus is on diverse adult education partnerships working with other adult educators to roll out programmes to support successful transition to independent living.
Ireland, focus is on diverse adult education partnerships supporting diverse classrooms that recognise assorted learning needs.

18. Key actions of IO7
Three day continuous professional development programme that spreads the impacts of IO6 to a wider cohort of educators.
Focus will be on exploring educators concerns and also on encouraging conversations and dissemination in each educator’s place of work

19. Building from IO2, IO5, IO6
Continuous relationship with Stewards Care to identify adult educators and community workers.
Create collaborative relationship between Irish advisory committee and Finnish/Bulgarian partners
Disseminate our philosophy of education from all parties and experiences of CPD in each context is shared