The difficulty, of course is providing a structured way of deciding what gets learnt and why, and how to identify those skills that are the most important and will make the biggest difference to the learner’s future life.
It becomes more straightforward if we focus on the purpose of the programme- what are the outcomes the learner is trying to achieve? Broadly we would want to concentrate on what is important now and in the future life that the person is aiming for (hopefully outlined in their person centred plan).
This requires a few key questions; can the young person use the skills practically in the wider community. Given that resources are limited, what should be learnt that will have the most impact in their future lives.
The vision of a future life is an important test for programme planning and delivery. Unfortunately there are often a lot of everyday issues which make it hard to keep that focus – usually but not exclusively funding requirements, accreditation requirements, even everyday practicalities like timetabling. We think there are a number of questions which can help you determine how much of a priority an identified learning objective really is.
1. Does learning this skill make sense for them - is it functional? Not because it is on a list of functional skills that someone else has prescribed, but because it is functional for them and will have practical relevance to their everyday lives!
2. Does learning this skill increase the number of places or environments they can access?
3. Does it prepare the young person for adulthood?
4. Does this skill allow the student to participate more effectively in the wider community?
5. Does learning this skill enhance their social status?
6. Will the learner have a chance to practice and use this skill – if not we have to question why we might teach it
7. Is it likely the student can learn this skill given the time and resources available?
8. Does the student want to learn it – are they motivated?
9. Is this skill age appropriate?
10. Do parents, guardians or wider family think this is an important skill for this young person?
We look at these key issues for outcome focused learning programmes in more detail in a short report which you can get by using the link below:
www.kandaassociates.co.uk
This is not an exhaustive list of considerations and you may have others. Once you have a devised a learning programme for an individual, it might be a useful checklist to see it the programme as a whole is coherent and makes sense – you can also use it during programme reviews. It might also provide the basis of discussion for CPD events with staff – you might want to add in key features of your own?
We hope you find it useful -if you do then pass it on.
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The Enhancement of Learning Support materials which we highlighted last time provide some very useful resources.They also have a useful sources of information page which lists a range of useful websites and links which are definitely worth a look
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New course from K&A - Supporting Learners with Autism- an Introduction toEffective Practice– delivered in house for groups of up to 20
We are presenting at the The National Autistic Society Professional Conference 28-29 February 2012. We are delivering a seminar on Improving Outcomes and Experience of Transition on day 2. There is an early booking rate until the 29th October. More details at NAS Professional Conference 2012
