The Barriers 9. The barriers to learning identified in A Fresh Start also affect learners with disabilities. However, because their learning needs are often more complex, the impact of these may be greater. As the national strategy on adult basic skills is developed and implemented, the needs of learners with learning difficulties and/or disabilities should be taken into consideration. The detailed proposals in Section 2 address specific issues, which have been raised by groups of learners and their teachers. 10. The poor range and quality of provision in some areas means that many disabled adults are still not given the opportunities they need to learn basic skills. The evidence submitted to the group shows widespread disparities in the range and quality of learning opportunities available to adults with learning difficulties and/or disabilities. The current range of opportunities appears to depend on the commitment and initiative of individuals rather than on a clearly defined right of access. This is not satisfactory. 11. Learning difficulties such as those caused by poor short-term memory, poor sequencing skills or language dysfunction require good specialist teaching, which is not available to many learners because of the shortage of skilled and qualified teachers. 12. If they are to participate in classes, many disabled learners require specialist or individual support. This is frequently unavailable. Some learners require specialist equipment, such as tape recorders, touch screens, braillers, voice synthesisers, without which they cannot learn at the appropriate level. Most would benefit from access to information technology where the software is appropriate. Many teachers are unfamiliar with the range of software available. Other learners require transport to the place of learning, more accessible accommodation, timetabling which avoids fatigue, or a personal assistant. 13. The proposed standards are not sufficiently accessible and the curriculum is insufficiently flexible to enable all learners to build skills in literacy and numeracy. Learners may include, for example, people who communicate through media other than written text, such as Braille, symbols, British Sign Language or communication technology. For many of these learners, alternative ways to access the basic skills framework, including alternative means of demonstrating achievement, are required. 14. Specific learning difficulties such as dyslexia may make some aspects of the proposed curriculum and standards inappropriate for some learners; for example, the emphasis on 'word' level decoding and encoding when many dyslexic learners use 'text' level skills to compensate for poor word recognition or phonological skills. 15. A major barrier for many learners including those with severe learning difficulties is that their performance is well below the entry level for the standards. Their learning difficulties may be complex and the acquisition of basic skills very difficult for them. They may not speak or recognise written text. They may communicate better through symbols or signing. Some may be at a very early stage of communicating through eye contact. Many of these learners will need to concentrate on developing skills such as sequencing and listening which are essential pre-requisites for progress to basic skills. The experience of one student shows that progress is possible. Because John has very few communication skills, we communicate with eyes, blinking up for 'yes' and down for 'no'. John also uses a communication book. He scans his eyes along the book. Recently we have introduced him to a magnetic board. In the four corners of the board are magnetic numbers and letters. This has proved to be very effective. John thoroughly enjoys the lessons. Last week he was spelling words with four letters. 16. Many teachers made it clear in the submissions that they are unsure of the detailed steps needed to help these learners develop their skills in a structured way, so that they can progress towards entry level work. The work of the Further Education Funding Council (FEFC) Inspectorate and the Tomlinson Committee confirms this. Teachers consider that improved guidance on the appropriate curriculum pathways for these learners would improve teaching and raise levels of achievement. 'A framework, a set of basic skills standards and the steps to take students through would be invaluable when teaching students with more severe learning difficulties.' 17. Many learners are not in formal education. They are taught basic skills in community environments. The contributions of workers from other sectors such as the social services or voluntary organisations are frequently not recognised. Basic skills is often a component of the work that they are doing with their clients whilst teaching independent travel or cookery, for example. A Fresh Start has highlighted the need for more practical approaches to learning in the community both to build transferable skills and to make learning more relevant and attractive. We are keen that the contribution others can make to the acquisition of basic skills is recognised and that they are included in the initiative to improve basic skills. 18. This is particularly important for learners who are seeking to improve their level of basic skills to increase their independence. Some learners find it difficult to transfer learning from the theoretical to the practical. Theoretical understanding of literacy and numeracy on its own may not help them achieve the greater independence they hoped for in the way in which they live their lives. Such learners need to learn skills in an appropriate context. Mary wanted to learn about money so that she could get herself drinks, tickets, etc. through a slot machine. This was identified as a goal, which would help her be more independent. At the basic skills class she learnt to tell how much each coin was worth, but not to identify which coin she should use in the slot. 19. Many learners find their skills deteriorate unless they are constantly reinforced. They need the opportunity for continuous learning opportunities, in a number of settings within the community, as they continue with their lives. Submissions showed that the links between formal and informal education, involving social service and health service professionals, parents and carers, are frequently weak. Poor co-ordination between agencies results in lower achievement and wasted use of resources. A social worker explained the effect of this in the following example: David lives at home with his parents. On two days a week he attends a social services day centre and on one afternoon he attends the local college where he is learning basic skills. It was only by accident that we found out that we were all three teaching him different ways of working out the change to expect from money he was giving to a shop assistant. Once we had agreed the best way, he quickly picked up the skill required. This is an unsatisfactory use of current resources. 20. People who teach basic skills outside the educational context told us that they are not clear about what is required to enable these learners to start on the pathway which leads to the national standards. However, they want to contribute. A clear, detailed curriculum would enable some learners to begin to learn basic skills and others to continue to maintain and develop them in their communities in a more structured way. Where appropriate, co-ordination of learning and personal development plans would enable learners to raise their levels of achievement. A more coherent approach should also result in better use of resources. A proposed structure for a curriculum framework in basic skills for students with learning difficulties is given in Annex 4. 21. We are very concerned at the lack of expertise nationally in teaching basic skills to adults with learning difficulties and disabilities. There has been little research of practical help to teachers and others in identifying effective teaching and learning strategies. There are too few opportunities for improving teaching practice through good training, either for teachers who require general awareness training or for those who need specialist training to enable them to work with particular groups of learners.

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