Work‐related learning for students with significant learning difficulties: relevance and reality

Abstract

The 14-19 proposals brought work-related learning to the forefront of educational policy. We look at how the tenets, which underpin them, can be interpreted and applied for students with significant learning difficulties. We examine the nature of vocational or work-related learning for students with severe and or profound and multiple learning difficulties as currently reported by schools in England. Its relevance for this group of learners is discussed in the light of the proposals and we consider the reality of current practice in relation to the slippery concept of vocational learning. Finally, we reflect on important recent policy commitments relevant to our research, but published after its completion, outlined in the White Paper 14-19 education and skills. We note and welcome its explicit consideration of the needs of students with significant learning difficulties. At the same time we remain concerned and perturbed about its affirmation of educational aims that are narrowly conceived in relation to an economic imperative.

Purposes of education for young people with severe learning difficulties: exploring a vocational teaching resource – ‘A stepping stone to…’ what?

“…This means looking beyond traditional divisions of educational paths, and may entail the highlighting of person-becoming and citizenship purposes in addition to the later life/vocation purpose of education. It may enable a more extensive understanding of vocational learning, as expressed in the Studio project and elsewhere (Waite et al, 2006), as preparation for later life rather than solely preparation for employment. Biesta's (2009, p. 40) qualification function focuses on providing young people with the knowledge, skills and understanding to 'do something' -must this 'something' be geared towards employment and independence?…”

“…Lawson, Waite and Robertson examined English special school teachers' perspectives on vocational learning in school education for young people with severe and profound learning difficulties (Lawson et al, 2005;Waite et al, 2006). From 125 questionnaire returns the following understandings of vocational learning were discerned:…”

Distinctiveness of curriculum provision at 14 to 16 for students with learning difficulties: opportunities and challenges

“…This is perhaps a more relevant interpretation for many students with severe and profound and multiple learning difficulties who may never be employed (Waite, Lawson & Robertson, 2003 f ra m ewo rk is proposed in the 14-19 proposals, re c og n i s i n g different levels and types of achievement, including entry level (Working Group on 14-19 Reform, 2004a14-19 Reform, , 2004b. M a ny pupils with seve re and pro found and mu l t i p l e learning difficulties, however, are working at levels (for example, 'pre-entry level') not included in the diploma accreditation proposals.…”

“…Another paper examines issues of work-related learning for this group of learners (Waite, Lawson & Robertson, 2003). It emerged from the project that creating distinctiveness of curriculum provision at Key Stage 4 for students with severe and profound and multiple learning d i fficulties offe rs both opportunities and ch a l l e n ges for staff.…”

“…The analysis and discussion below focus on the aspects of the re s e a rch project re l ating to distinctiveness of provision at Key Stage 4 and how these correspond to the curre n t 1 4 -1 9 proposals. Another paper examines issues of work-related learning for this group of learners (Waite, Lawson & Robertson, 2003). It emerged from the project that creating distinctiveness of curriculum provision at Key Stage 4 for students with severe and profound and multiple learning d i fficulties offe rs both opportunities and ch a l l e n ges for staff.…”