New links into learning: Getting students with educational difficulties into work
Thursday, 3 July 2008
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So dire have job opportunities been for people with learning disabilities in recent decades that they're often referred to as the "three Fs" – food, filth and folding. But things are finally changing, and colleges – both specialist and FE – are at the forefront.
For Orchard Hill College – a non-residential provision for people with the most complex needs – the first step was relocating. "A lot of specialist colleges are based in the middle of nowhere, but we deliberately moved to a high street in Wallington, Surrey, right opposite Sainsbury's and Boots, because we wanted to be in the heart of our community," says principal Caroline Allen. "The whole point was for everyone to see us popping into shops and cafés and doing work experience – which, by the way, is now easier because we're closer to more businesses. We wanted to prove that it doesn't matter if you don't have verbal communication – you can still work in a shop, for instance."
Most of the learners will always need support and will never go into full-time paid employment, she admits. "But that doesn't mean they can't do part-time paid or voluntary work that interests them, and it doesn't mean they don't need strong links with the community."
At first, some of the locals were a bit freaked out, she admits. "It's interesting because people now often tell us our students are 'not as disabled' as they thought. I think they probably are, but their preconceptions about how much people with disabilities can contribute were rather narrow."
For many students, college winds up being a life-changing experience. When one student arrived in 2005, her school report read: "Her lack of social skills and her behaviour prevent her from being able to access work experience or college placements." But Orchard Hill wasn't having any of it, and having focused on building up her skills and responsibilities, as well as working on her communication difficulties, the student recently felt confident enough to attend an interview to work at a day centre.
For other students, targets may appear less ground-breaking, but are no less significant. "One young woman who came here hadn't been out of her home for five years," says Allen. "We started going to her house and building a relationship with her. As she is non-verbal, we had to pick up on non-verbal signs. Eventually, she came to college, but wouldn't get out of the car. More time passed and she was able to sit on the grass by the entrance. Now, she comes here and goes to cafés and shops."
Maggie Thompson, principal of Bridge College in Stockport – also a specialist day college – explains: "At one end of the spectrum students with profounddifficulties come here and learn how to make choices, perhaps about what they want to eat or wear or where they want to go – things that we take for granted – and then learn how to do these things independently. At the other end is young people who leave with an aim of going on to further education and into work and on to supported living."
Often, young people (and their parents, for that matter) arrive with very low expectations of themselves, says Thompson. "But one group of young people, who we taught Makaton – a signing system for people with learning disabilities – now routinely go into local schools to teach signing. Another two students went on to support Mencap in interviewing volunteers and another group won a national award for their work with the National Union of Students. Others have gone onto foundation courses."
Most specialist colleges, whether day or residential, teach students for two to three years during their teens and early twenties – and for many, the challenges don't stop with learning disabilities. Many have physical disabilities too, which can require a whole team of professionals and equipment, ranging from physiotherapists and speech and language therapists to hydrotherapy pools. "One young man who came to us had such poor balance issues that he couldn't move around independently," says Thompson. "But he now has a work experience placement and attends mainstream college. This is a youngster who felt he had very limited horizons, who now has a realistic prospect of going into voluntary or paid employment. With that has come personal confidence and making friends."
At National Star College in Cheltenham – where most students are residential – technology plays a major part in enabling success. One young woman, for instance, came to college having never used a computer independently, but can now send e-mails using technology that allows her to control the machine with her eye. Another student uses his foot to control his communicator and is now able to speak out messages when people can't understand him. He also uses it for e-mail, internet and text messaging. He has a webcam attached and uses Skype, and he uses the same foot-controlled joystick to drive his wheelchair and control his living environment in his room at the college. For the first time in his life, he is able to carry out tasks like switching on the TV, opening his door and his curtains.
Principal Helen Sexton has a plethora of far more complex examples. "One student, wanted to find a way to remember events, appointments, faces and names and improve his freedom. One of our staff members then evaluated all the technology that she felt could help him. Above all, our work is about looking holistically at a person with fresh eyes."
Like all specialist colleges, National Star has a battle with funding. "Our work is expensive and, while the Government is very supportive of what colleges like us do, somewhere between that and the placement it can become more difficult."
But while it's not a cheap option, Paul Dolman, principal of St Elizabeth's College, a day college in Much Hadham, Hertfordshire, insists: "The long term benefits are more fulfilled lives."
Work placements are a key part of this college's focus, and they have dedicated staff in this area. "Some of the work placements are directly related to the college. We have an organic horticultural organisation and a jewellery shop in Bishop's Stortford. We are also looking at setting up a social enterprise café."
St Elizabeth's places a lot of emphasis on getting students to think about what they want to do. "It's not always easy. Many come from homes and schools where everything is organised for them and they're not used to thinking about themselves. But the last thing we want is for them to leave us and live in the community and find their home is essentially a cell."
There's still a long way to go, believes Hugh Williams, director of education at Linkage College. "You still get people with learning disabilities put into stereotypical work like stacking shelves in supermarkets, but things are changing."
'I now e-mail my family and use the internet regularly'
While specialist colleges have their place, general FE colleges are increasingly focusing on the needs of people with learning disabilities. Hayley Gibbs is studying IT, citizenship, maths and cooking at Bracknell and Wokingham College. "I've made loads of friends, who I now meet up with outside college," says Gibbs, who has moderate learning disabilities. "I was a bit nervous about using the computer at first, but I now e-mail my family and use the internet regularly. I was also quite scared of sharp knives when I first arrived to do the cooking course, but the tutors are helping me through that. You get a lot of support here. If anyone bullies you, they're out. Although that hasn't happened, it is good to know. I also now have a part-time voluntary job helping with fundraising for a charity."
