ERIC Number: ED366821
Record Type: Non-Journal
Publication Date: 1993-Dec
VET and Progression for Learners with Disabilities and Learning Difficulties in FE Colleges.
Further Education Unit, London (England).
The structural and curricular changes currently being experienced by British further education (FE) colleges pose special challenges for FE colleges committed to providing for vocational students with disabilities and learning difficulties. Despite great progress in the area of expanding the educational opportunities available to disabled persons, much work remains to be done to ensure that core skill requirements and the demands of external written tests do not deny access to a significant number of disabled learners. The effectiveness of frameworks for the progression of students with disabilities will depend largely on the attitudes of their parents and the professionals and employers involved in their training. Partnerships remain crucial to ensuring the disabled students' progression to/achievement of National Vocational Qualifications. Formulation of flexible outcomes and individual action plans are also crucial to ensuring that disabled students have access to and achieve success in FE college programs. Regular developments in FE colleges are all relevant to learners with disabilities and learning disabilities, and advice on these topics is available in many Further Education Unit publications. (A sample action plan for FE colleges and action plan development worksheet are included.) (MN)
Descriptors: Access to Education, Adult Education, Attitude Change, Change Strategies, College Programs, Disabilities, Educational Change, Educational Legislation, Educational Objectives, Equal Education, Flexible Progression, Foreign Countries, Individualized Education Programs, Long Range Planning, Partnerships in Education, Postsecondary Education, Program Development, Student Certification, Vocational Education
FEU Information Centre, Citadel Place, Tinworth Street, London SE11 5EH, England, United Kingdom.
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: Further Education Unit, London (England).
Identifiers - Location: United Kingdom (Great Britain)