This is a practical handbook for all those who wish to offer high quality learning opportunities to adults with learning difficulties. It stresses the quality of provision throughout, and is illustrated by many examples of good practice from all areas of curiculum and delivery. The importance of the widest possible range of learning opportunities is also emphasized, and providers are urged to go beyond the limited menu of basic and social skills. For toolong education has been a process "done to" rather than with this group of learners. This book advocates a learner-centred approach based on choice and decision-making by people with learning difficulties.
This is a practical handbook for all those who wish to offer high quality learning opportunities to adults with learning difficulties. It stresses the quality of provision throughout, and is illustrated by many examples of good practice from all areas of curiculum and delivery. The importance of the widest possible range of learning opportunities is also emphasized, and providers are urged to go beyond the limited menu of basic and social skills. For toolong education has been a process "done to" rather than with this group of learners. This book advocates a learner-centred approach based on choice and decision-making by people with learning difficulties.
Designed for people working to support the development of self advocacy with people with learning difficulties in a range of settings, this book looks at some of the issues and dilemmas involved. It presents the real life experience of people with learning difficulties who describe in their own words what self advocacy means to them.
Being accepted as part of the community is very important for adults with learning difficulties, and is a stated policy objective of many agencies. This is a staff development pack which helps ensure that adults with learning difficulties are part of the learning community, with opportunities to learn alongside others.
Ghosts and other supernatural phenomena are widely represented throughout modern culture. They can be found in any number of entertainment, commercial, and other contexts, but popular media or commodified representations of ghosts can be quite different from the beliefs people hold about them, based on tradition or direct experience. Personal belief and cultural tradition on the one hand, and popular and commercial representation on the other, nevertheless continually feed each other. They frequently share space in how people think about the supernatural. In Haunting Experiences, three well-known folklorists seek to broaden the discussion of ghost lore by examining it from a variety of angles in various modern contexts. Diane E. Goldstein, Sylvia Ann Grider, and Jeannie Banks Thomas take ghosts seriously, as they draw on contemporary scholarship that emphasizes both the basis of belief in experience (rather than mere fantasy) and the usefulness of ghost stories. They look closely at the narrative role of such lore in matters such as socialization and gender. And they unravel the complex mix of mass media, commodification, and popular culture that today puts old spirits into new contexts.
A study examined the impact of the Further and Higher Education Act (1992) on continuing education for British adults with learning difficulties. The research was conducted in three phases: survey of colleges and local education authorities (LEAs), survey of self-advocacy groups, and fieldwork visits. Funding for provision for students with learning difficulties either stayed the same or increased; nearly half of students with learning difficulties were following accredited courses. Exclusion of vulnerable learners from education, difficulty of demonstrating progression, and stress and bureaucracy were concerns noted by respondents. Older adults and people with profound or complex learning difficulties were starting to miss out, as programs for them were not growing as rapidly as that for younger adults and those with moderate learning difficulties. Basic skills was the most common subject offered to adults with learning difficulties; skills for independence and communicative skills figured very prominently. Provision increased in volume but the range of learning opportunities was narrowed. Support was booming and increased funding was being effectively accessed, but few colleges and LEAs deemed their support to be well developed. Access and transport remained problems. Half of colleges and LEAs reported better liaison with external agencies, but colleges noted a steep decline in working together. Loss of strategic planning was a serious casualty. An agenda for action was proposed. (YLB)
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