Introduction
Between October 2001 and November 2005, the Portland Partnership developed prototype ICT-based software and hardware, and curriculum content which aimed to better meet the needs of adult learners with a range of physical and/or learning disabilities.
The Portland Partnership was funded as part of the European Social Fund ‘Equal’ initiative, which seeks to develop innovative ways of combating discrimination in the labour market. The project, led by Portland College, a national specialist college for learners with disabilities, involved partners from further and higher education, and the private sector. This website provides an overview of the project.
Putting Learner Needs First
This inspiration for this project came from a group of practitioners who were no longer prepared to make do with resources designed for mainstream learners. Its starting point was therefore to identify the needs of a diverse group of actual learners with disabilities and design around them. Extensive trialling and dissemination activity has demonstrated beyond doubt that this was the right approach.
Empowerment Through Development
At every stage, learners and tutors have been involved in the development of all the project’s outputs. Discussions about initial ideas, focus groups, and the trialling and evaluation of prototypes have all provided unprecedented opportunities for learner and practitioner empowerment. For example, learners told us that one of their major frustrations was not being able to log on to a computer more independently. This led to the development of the accessible login screen for our online environment, which has been welcomed enthusiastically by learners and tutors alike.
Effective Use Of ICT
From the outset, the project has sought to promote meaningful use of ICT. The online environment and learning materials are designed to promote basic ICT use, as well as the development of literacy, numeracy and communication skills. We question the use of ICT for its own sake and see it as a creative tool at the tutor’s disposal, rather than as a substitute for good teaching. This is the difference between using ICT to build a learner’s confidence and competence, and simulating tasks on a computer where real tasks could be employed. In addition, ease of use maximises the amount of teaching and learning and minimises set up time. Furthermore, testing has demonstrated that some of our outputs can be effectively employed as a motivator or reward at the beginning or end of sessions.
A Common Sense Approach To A Complex Issue
Projects such as this often focus primarily on helping unemployed people secure employment, or access work-based training. Many of the learners who formed our target group are a considerable distance from the labour market and many will never sustain conventional employment. Having consulted practitioners, it became clear that our focus should be on helping learners with the transition from specialist education in general, including the move to work-based training and employment. The result is a logical, modular framework of topics suggested by tutors, and the identification and acquisition of relevant modules to support this complex, yet vital area of the curriculum. ense approach to a complex issue.
Exploiting The Potential Of Online Learning
Online learning environments now form a standard part of teaching and learning for further and higher education students and practitioners within the UK. They provide opportunities for communication between learners and tutors, peer learning and access to course materials and wider resources. However, they remain largely inaccessible to those whose physical disabilities prevent them from using standard computer equipment, or to those with low literacy levels.
Our online environment – ‘Portland Plus’ – meets the needs of those with low literacy levels via symbol-supported text and speech output. Using the environment and its contents enables users to become familiar with the standard navigation conventions associated with ICT-based materials. In addition, everything can be operated using one or two switches, as an alternative to keyboard or mouse, making it accessible to learners with poor motor skills.
More information on this development can be found in the Virtual Learning Environment section of this website, located via the Outcomes And Achievements page.
Effective Learning By Design
Computer-based learning can be a highly motivational, flexible and enabling solution for many learners, not least those with disabilities. That said, little exists which is designed with the specific needs of adults with physical and/or learning disabilities in mind. To this end, we have developed a range of prototype learning materials which are both accessible by design and appropriate in terms of level and content.
The set of materials is differentiated to reflect the wide range of needs of the learners who have been involved in the project.
For those with the most severe disabilities, there are activities designed to develop an understanding of cause and effect and to enable tutors to assess learners’ reaction to stimuli.
A number of activities are designed to develop skills ranging from object recognition and sorting to basic time management. Included amongst these is a motivational, online game.
A versatile, multimedia authoring tool provides a range of useful functions. It enables tutors to help severely disabled learners have an active role in preparing albums which combine images, video and sound. Other learners can use the simple functionality to create multimedia coursework or CVs.
More information on these developments can be found in the Learning Materials section of this site, located via the Outcomes And Achievements page.
Innovative Hardware
Many learners with physical disabilities do not possess the motor skills to operate a computer using a standard keyboard or mouse. Consequently, a number of modified keyboards and mice, and devices such as joysticks and trackballs have been developed. For some people with severe disabilities, this still does not go far enough, so switches, which can emulate keyboard and mouse operations, have been produced. These devices can also be employed to drive electric wheelchairs, or operate adapted household appliances and environmental control units.
Portland Partnership has developed a new switch which incorporates a number of innovative features. In particular, it is wireless, which reduces set up time and increases the user’s independence.
More information on this development can be found in the Assistive Technology section of this site, located via the Outcomes And Achievements page.
A Coherent Approach To Moving On
Making the move from specialist education to mainstream education or training, independent living or employment, or successfully progressing to the next year of a study programme can all present obstacles. For the tutor too, this presents challenges in terms of supporting learners in the identification of realistic opportunities, addressing topics and issues outside of the regular curriculum, providing advice and signposting to specialist services.
The Portland Partnership has developed a coherent approach to helping students move on in the form of a Transition Framework. This document is broken down into relevant topics, such as preparing for work experience and researching training opportunities. It is organised into half termly modules, consisting of suggested, differentiated activities, identifies suggested resources to support delivery and is mapped to relevant accreditation. It is non-prescriptive and tutors are encouraged to develop new modules and resources as appropriate.
More information on this development can be found in the Transition section of this site, located via the Outcomes And Achievements page.
