1. Specific Learning Differences: Learner Progression to Higher Education Katherine Hewlett - Project Director, AchieveAbility Aimhigher National Project

2. Aimhigher and the National Projects The Aimhigher campaign encourages learners to think about opportunities at higher education and seeks to widen the participation of under represented groups Most Aimhigher work is co-ordinated on a regional basis 16 national projects received funding. Projects support activities across regions and are examples of innovative practice for roll out nationally. AchieveAbility is the only national project specifically targeted for students with Specific Learning Differences.

3. SpLD Context Dyslexic, Dyspraxic & Dyscalculic Students Statistical Context: Numbers of students in HE –1994: 5,000 SpLD students enrolled in HE –2003: 50,000 SpLD students enrolled in HE Course Choice: Distribution by subject area –9,000 Creative Arts and Design –5,000 Subjects allied to Medicine –5,000 Social Science –4,600 Business Studies –4,000 Biological Sciences –3,400 Engineering and Technology –3,000 Computer Science Problem Students or Gifted Learners?

4. The AchieveAbility Project Overall Aims and Objectives: –To improve access to HE –To increase understanding and awareness of SpLD –To focus on enhanced support mechanisms for these students –To identify and share best practice across sector Partners: Aimhigher regions: South West, West Midlands, London, Yorkshire & Humberside, East of England

5. Awareness: Strand 1 National awareness programme for SpLD students and Aimhigher staff Targets set and met –300+ delegates to attend two national conferences –Set up Project Website: www.AchieveAbility.org.uk hosted by British Dyslexia Associationwww.AchieveAbility.org.uk –Develop inspirational CD ROM with Dyslexia Action and distribute 2,000 copies. 5,000 have been sent to schools, colleges, HEIs and Aimhigher. AchieveAbility Activity Strands outcomes, findings and targets met

6. AchieveAbility Activity Strands strand 2: targets met Outreach: Strand 2 National aspiration raising programme using role model ambassador students who themselves have specific learning difficulties. Regions: West Midlands, London, South West, Yorkshire & Humber Targets set and met  800 SpLD learners in schools and colleges – reached 830  80 ambassador students across four regions – trained 145  20 schools/colleges to participate in parent/learner events – parents reached 60  Conferences to engage key stakeholders – 3 regional and 2 national events

7. AchieveAbility Activity Strands strand 2 outreach work: findings Funding and support in schools and F.E. colleges Some institutions offer help but not identification SENCOs see the value of role models for learners There is very little explanation of the conditions Many learners are bullied by teachers and peers Discrimination against learners is a major factor Project outreach work is more successful where: –Start with younger learners and repeat visits are made –The ambassadors are matched to the learners they are working with –Activities are interactive and compatible with the strengths of the learners

8. AchieveAbility Activity Strands s trand 3: teaching and learning pilot Attainment and Retention : Strand 3 Piloting enhanced teaching practice in order to develop materials for a whole institution approach. Investigate available data about SpLD learners and map progression across sector - HE Academy. Pilot Purpose  Cross Sector Institutions in East of England and London: Northolt High School, Stowmarket High School, Palmer’s 6th Form College and Westminster Kingsway FE College.  Participants: 240 learners and 18 staff in mainstream classes across a variety of year, course and subject areas.  Timescale: 6 week period in Autumn 2005.  Objectives: Identify and deliver teaching and learning appropriate to the needs of all learners. Develop a teacher toolkit and materials for roll out.

9. AchieveAbility Activity Strands s trand 3: teaching and learning pilot Monitoring and Evaluation Institutional audits and final reports, expert observation visits, learner focus groups, baseline questionnaires for learners and staff, follow up questionnaires for learners and staff, teachers’ reflection session and practitioner discussion forum. Impact: findings from the pilot indicated –60% of all participating learners noticed a difference in delivery –40% said they enjoyed class more during the pilot –45% said they learnt a greater amount during the pilot –Over 90% of delivery staff said they would continue with the approach

10. AchieveAbility Activity Strands s trand 3: teaching and learning pilot Outcomes Enhanced Teaching Practice: set of effective commonalities identified by all four institutions –Multi-sensory approach –Breakdown and clarity of information –Clarity of key learning outcomes for the learner –Logical thinking rather than reliance on memory Interventions Framework : Materials and training for teachers to support whole class learning. Aimhigher East of England Region: Adopting model and framework 2006-2008

11. AchieveAbility Activity Strands strand 3 research : SpLD learner data collection across sector HE Academy findings 2-phase research undertaken across sector: Respondents from HE, FE, LA/LEAs, Schools, LSC and Aimhigher. Lack of standardisation across sector in: –data collection processes –assessment practice –definition of SpLD Dependency on learners’ self-disclosure Issues arising from Data protection legislation Emphasis of data collection: focused on requirements of funding bodies rather than strategic institutional objectives Variety of practice: local rather than national.

12. AchieveAbility Project Findings Summary of Major Issues Assessment and identification Access to support Appropriateness of teaching styles in mainstream education Funding and resources Coping strategies to deal with mainstream education Student isolation and self-esteem Lack of standardisation in data collection across sector

13. Issues: The Wider Picture Potential loss of intellectual talent: estimated 10- 20% of the population have SpLD Widening Participation target of 50% of 18-30 yr olds in Higher Education by 2010 Teacher Training (PGCE): in the main provision does not include practice for SpLD learners Disparate collection and use of data across sector Lack of awareness about issues amongst staff Disability Discrimination Act and the Disability Equality Duty: need for anticipatory measures

14. AchieveAbility Network: The Future Raising awareness by building on the outcomes of the national project Disseminating the findings of regional and national activities and research Lobbying on teaching and learning policy Embedding teaching and learning practice Providing a platform for the learner voice