Access to Basic Skills for People with Learning Difficulties 62. There are 1.2 million adults in the UK with learning difficulties. Having learning difficulties impacts on the acquisition of basic skills in two different ways. Firstly, the capacity to develop skills is affected by the level of cognitive ability. Secondly, some adults with learning difficulties will have an additional disability, such as sensory or physical impairment, in addition to their cognitive or intellectual impairment. Such additional disabilities may require non-standard means of access to basic skills, including aids to communication, for example, Braille, British Sign Language, Makaton or a voice synthesiser. For some students with profound and complex learning difficulties, reading standard text may be an impossible goal to attain. Their basic skills would include the need to have their own communication styles such as signing or use of symbols, recognised and valued. In addition to literacy and numeracy, the basic skills requirements for people with learning difficulties should include the essential skills for everyday living, learning to learn, communication skills including IT skills, creative skills to promote self expression, and confidence building skills. These basic skills should be viewed against the overall needs of the individual and set in the context of the society in which they live. If the Moser definition of basic skills is interpreted literally, many people with learning difficulties would be excluded from the basic skills curriculum derived from the proposed standards. 63. The main additional barriers for people with learning difficulties which were most frequently raised by respondents to the working group are transport, physical access, the need for flexible support, and the complexities of inter-agency funding. The teaching of basic skills is rarely integrated with the rest of people's lives. For example, a person may be taught by conflicting methods, uncoordinated inputs from day, residential and education staff. The lack of integration is compounded by a lack of clear learning outcomes, poor recording mechanisms, and gaps in inter-agency collaboration. Staff often teach new skills with little or no attention to the maintenance of skills already acquired. 64. Many people with learning difficulties have low expectations of themselves, often exacerbated by the low expectations of tutors and others. Some people were discouraged from going to college; others were forced to go to classes even when they did not want to. In some current provision, classes are too big and integration into mainstream, non-specialist classes is difficult. The lack of research into the processes of learning for this group is an additional barrier to effective provision. 65. The quality of current provision needs to be improved. Provision is unevenly spread geographically and it is not readily available to all the people with learning difficulties who want to learn. It tends to exclude particular groups within the community, such as older adults, those with severe or profound /multiple learning difficulties, and those with an additional disability or mental health need. The level at which entry provision is pitched is too high for some people. The pace of work may be too fast for some, while for others there is a lack of challenge. It is felt that accreditation has been driving the process, and this has led to a lack of curriculum development. There are few materials at the right reading level which are geared to adult interests. Software developers have produced some excellent materials for children but very little for adults that are age-appropriate and sufficiently challenging. Many adult students find the use of learning materials such as plastic money and cardboard clocks demeaning, degrading and confusing. There need to be more resources which are appropriate, relevant to students' lives and help them to learn. 66. The views of learners, trainers and teachers were as follows. Learners wanted more classes, more choice, better access and clearer information. In addition they wanted to be treated as adults, to get certificates, to be taught through IT, to make progress, and for classes to be fun. Staff recognise that basic skills should not be separated from other aspects of peoples' lives. They want to be able to respond to the overall needs of their students and to have the chance to work more closely with other agencies. They want students to achieve and progress, and recognise that to be successful, students must have more individual attention and be given longer to reach their goals. 67. What should an ideal basic skills arrangement look like? Provision in the twenty-first century must be designed to meet specific individual needs so that people with all levels of learning difficulty can realise their full potential. The most effective vehicle for improving basic skills is to develop skills in relevant contexts, and this will directly improve the quality of life for people with learning difficulties. Martin has moderate learning difficulties and lives alone. He attends a basic skills group and has made good progress in reading and writing. Martin wanted to make contact with his brother whom he had not seen for seven years. With the help of the basic skills teacher he was able to write a letter to him. His brother responded and they decided to meet up regularly. With further teaching he has worked out how to read the bus timetable and work out the coach fare. He is now able to travel independently the 100 miles to visit his brother and this has encouraged him to go on learning. Each student must be involved in deciding, with help as necessary, which skills to develop. Students must also have an individualised learning plan. The plan should build on previous learning experiences and contain information which, with the student's consent, is shared across agencies. It should also include statements on any additional support required, such as additional classroom support and help with transport. Students should learn using communication methods best suited to their needs, such as adaptive technology and signing, and have access to other specialist support such as speech therapy, where necessary. All resources should be up to date and of high quality. Staff development for all tutors should address issues relating to students with learning difficulties, including the development of positive attitudes towards learning difficulties, the acquisition of appropriate teaching skills and the ability to help plan individual programmes. The funding structure should support forms of flexible delivery and allow providers to use imaginative approaches that suit students' learning requirements. Oaklands College in Hertfordshire won a Beacon award for their effective curriculum for people with profound and multiple disabilities. In London there was a joint training and inter-agency agreement between adult education, health and social services. In Coventry students were taught how to interview and select staff. The development of advocacy and speaking up courses has been growing slowly with the help of user-led organisations such as CHANGE, run by/for people with learning disabilities. Recommendations specific to this group All those with learning difficulties, regardless of ability, should have the entitlement to a broad basic skills curriculum, which is relevant, meets individual needs and enhances dignity and achievement. Basic skills for people with learning difficulties should be set within an inter-agency framework. There should be an entitlement to the services necessary to access basic skills provision, such as the provision of transport and support inside and outside the classroom. People with learning difficulties should choose to participate in basic skills, rather than be forced to attend by staff or carers. The definition of basic skills used in A Fresh Start should be interpreted or expanded to include sign, symbol, gesture and methods of augmented communication. Where learning outcomes are below the level of the national standards they should be referenced to individual goals rather than standards. More flexible ways of recognising achievement should be developed, including witness statements and learning outcomes records, where formal accreditation is not relevant. Individual needs should set the agenda for curriculum development in which group learning is also important. There should be a learning plan owned by each individual and based on a portfolio system. Outreach provision should be an integral part of the learning opportunities on offer. A staff and curriculum initiative is required, especially for LEAs, voluntary organisations and others who have not had the advantage of the FEFC's basic skills quality initiative.

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