The introduction looks at some of the questions you might be asking about the suite of learning for living guidance including: who the documents are for; what the learner and practitioner bring to the learning situation; what makes for an effective learning situation; recording and recognising success; and how the guidance documents fit with whole organisational approaches and collaborative partnership working.
Developing access to Skills for life for offender learners with learning
difficulties or disabilities
This guidance document is for practitioners, managers and providers working in
the offender learning and skills sector who wish to develop and provide
literacy, language and numeracy learning opportunities for learners with
learning difficulties or disabilities.
Access for All has provided the model for this guidance but linked to the ESOL Core Curriculum. This guidance is intended to support inclusive learning for bilingual learners with learning difficulties or disabilities.
This should be used in conjunction with ESOL Access for All and provides advice for those working with people who have learning difficulties and ESOL needs. It reviews current issues in provision and in practice and includes four case studies which illustrate key points and provide exemplar activities for use with these learners.
Stimulating debate about different cultural viewpoints on disability and to support culturally sensitive provision. It includes a distillation of current understanding alongside action research case studies.
The purpose of this guidance is to support you in developing individualised programmes of learning, within the context of the literacy, language and numeracy, for adults working at Pre-entry and Entry levels and who experience learning difficulties.
These two modules contain the resources required to deliver training for staff – at Level 3 and at Level 4 – in adapting and creating learning materials to meet different learning needs. Each includes trainer notes along with participant information and activity sheets.
This document is aimed at those working with parents or carers who have learning difficulties or disabilities in family literacy, language and numeracy. It explains the principles of, and context to, family learning, before moving into advice on: working in partnership; recruitment; needs assessment; planning; implementation and review.
This guidance offers you ideas and suggestions on how to help those supporting learning literacy, language and numeracy in a vocational context. It provides advice for working both with learners and with employers; in voluntary and work experience placements as well as paid employment.
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