Provision for students with learning difficulties in general colleges of further education – have we been going round in circles?

In this article, Anne-Marie Wright, lecturer at the University of Chester, considers the current situation for students with severe learn i n g difficulties in general colleges of further education. She presents findings from a critical review of the literature and a small-scale preliminary investigation which set out to explore the idea that, despite radical changes to the special school sector and to the structure and organisation of further education, provision in colleges of further education for these students is poorly focused. Students with severe learning difficulties experience provision that is, at best, circuitous and repetitive and that, at worst, leads individuals back into dependence, unemployment and social segregation. Using the outcomes of her own interviews and the scrutiny of inspection reports, Anne-Marie Wright provides a searching critique of current practice and an interesting set of recommendations for ways in which the situation could be radically reviewed and improved.     

Experiences of dyslexia and the transition to university: a case study of five students at different stages of study

ABSTRACT

Dyslexia is a common specific learning difficulty. In higher education two models of disability are prevalent, ‘disorder’ and ‘difference’, which each differentially conceptualise dyslexia and the nature of supports required. A lack of research has been undertaken in Ireland regarding students’ experience of dyslexia, and the move from second to third level education. A greater understanding of the challenges encountered is necessary to inform provision of resources to help students with dyslexia excel in higher education. Semi-structured interviews were completed with four undergraduate students and one postgraduate student with a diagnosis of dyslexia to explore their experiences of transitioning into university. Thematic analysis revealed four common themes: dyslexic identity, self-advocacy, transition experiences, and future advice. Various difficulties were identified regarding lack of appropriate academic resources, inconsistencies between supports provided in secondary and third level education, and low self-confidence which serves as a barrier to success. However, strengths including self-directed learning techniques and communication and self-advocacy skills were also evidenced, supporting a ‘difference’ view of dyslexia. The findings highlight the need to re-evaluate the current academic service provisions, in alignment with a model of dyslexia that allows individualisation and enables students, as opposed to disabling them.     

The impact of funding cuts to further education colleges in Scotland

This article explores the impact of funding cuts to the Further Education colleges in Scotland. The reduction in the number of students in the colleges has been hugely politically controversial. The research utilised the Infact database on the Scottish Funding Council’s website and also a literature review. The research found there had been a significant reduction in the number of students aged under 16 and 25 and over. This is related to a decision to focus on full-time courses for school leavers and to stop funding courses which lead to no recognised qualifications or last less than ten hours. The implications of this are that an increased focus on employability and qualification attainment of school leavers is important to increase employability and reduce the likelihood of NEET and/or enter a long-term cycle of low skilled work and unemployment. However, the reduction of other courses may affect part-time and older students. Many people will be prevented from retraining or upskilling as they are only able to study part-time. This would likely hit those with disabilities and caring responsibilities proportionately harder. Furthermore, there is a concern over the loss of staff from the sector, particularly those with skills of assisting students with additional support needs. The focus on employability courses may well come at the expense of basic living skills courses, which some students may have to undertake before progressing to an employability course. The implications may be that these students simply do not attend college at all and there may be additional costs to support them elsewhere.     

Exploring barriers and solutions to academic writing: Perspectives from students,higher education and further education tutors

Staff and student perceptions of what constitutes good academic writing in both further and higher education often differ. This is reflected in written assignments which frequently fall below the expected standard. In seeking to develop the writing skills of students and propose potential solutions to writing difficulties, a study was conducted in a university and a nearby further education college in the north west of England to explore barriers and solutions to AW difficulties. This paper reports the findings generated using unmoderated focus groups with second-year university health studies students (n=70) and moderated focus groups with further education college teachers (n=3) and health studies lecturers in a university (n=6).

Findings indicated that staff and students’ perceptions of what constitutes AW differed. The barriers to academic writing that were identified included lack of time and confidence; lack of extended writing at FE level; lack of reading and understanding of academic texts or journals; referencing; and academic jargon.     

The representation and attainment of students with dyslexia in UK higher education

Using a database of allstudents in higher education in the UK in1995–1996, students with dyslexia and those withno reported disability were compared in termsof demographic properties, programmes of studyand academic attainment. Students with dyslexiaconstituted 0.42% of all students resident inthe UK. Their representation varied with age,gender, ethnicity and entrance qualificationsand with their level, mode and subject ofstudy. Students with dyslexia were more likelyto withdraw during their first year of studyand were less likely to complete theirprogrammes of study, although with appropriatesupport the completion rate of students withdyslexia can match that of students with nodisabilities. In addition, students withdyslexia who completed first-degree programmestended to gain a poorer class of honours thanstudents with no reported disability, but 40%obtained first-class or upper second-classhonours. In short, dyslexia may havedeleterious consequences for progression,completion and achievement in higher education,but it is by no means incompatible with a highlevel of success, given appropriate commitmenton the part of the students and appropriateresources on the part of their institution.     

RESEARCH SECTION: Provision in further education colleges for 14‐ to 16‐year‐olds with social,emotional and behavioural difficulties

Previous research set out to identify and examine practice and provision for young people exhibiting behaviour problems who may have been placed in colleges of further education for a variety of reasons. In this paper, Natasha Macnab, John Visser and Harry Daniels explore some of the implications faced by college staff and examine some of the key themes that emerged from this previous study. The first of these themes concerns ‘college culture’, which is seen as being ‘adult orientated’ and therefore more likely to appeal to young people who are tired of school. Indeed, college staff suspect at times that schools are using the transition to college as an alternative to exclusion for some young people. This form of ‘managed transfer’ raises real issues in colleges, especially when some members of college staff do not yet appreciate the ‘appeal of teaching young people with social, emotional and behavioural difficulties (SEBD)’, regarding them as ‘disaffected’ and ‘switched off’ from education. The authors of this article note the need for ‘skilled and committed adults’ to build relationships with these young people in order to promote their social inclusion. They argue that this work will require professional development for staff but will have real benefits for the young people concerned.     

关于继续教育的价值思考

随着经济的发展和社会的进步，继续教育已成为进入21世纪的关键所在。因为每个人都需要在自己的一生中抓住和利用各种机会，进一步充实自己，以适应不断变化的世界。由此，继续教育从一种理念逐渐过渡为一种客观事实。在社会多元化的今天，如何对继续教育予以价值确认并进行正确的价值导向就成为一个不容回避的问题。     

Self‐efficacy in undergraduate students with dyslexia: a mixed methods investigation

It may be thought that gaining a place at university confers self‐belief on students with dyslexia; after all, they have succeeded in their academic studies. Our research explored self‐efficacy beliefs in university students with and without dyslexia. An Academic Self‐Efficacy Scale and a Sources of Academic Self‐Efficacy Scale were completed by 44 university students. These scores were compared between dyslexic and non‐dyslexic students. Interviews were conducted with eight participants to gain a fuller understanding of how their self‐efficacy beliefs develop. Undergraduate students with dyslexia scored lower than students without dyslexia on four out of the five measures of academic self‐efficacy. The dyslexic students reported role models, teachers and school performance as factors influencing their motivation toward academic work. The research suggests that university students with dyslexia still need interventions to help boost their self‐efficacy profiles, despite the level of success they have achieved in gaining a place at university.     

Motivations for entering and pathways of progression of disabled students in further education

Issues concerning the relevance of the human and social capital theories in further education and particularly in the inclusion of disabled people are highlighted. Data are drawn from an ongoing ethnographic study into the experiences of disabled students in two further education colleges. Extracts from 12 focus group discussions with 70 students as well as fieldnotes from observation of courses and other college activities are used to map out the pathways by which the participants entered and progressed through the college and the courses they undertook. Also explored is the significance of the college experience in the student's lives and the extent it has succeeded in enhancing their degree of social inclusion.     

Managing collaboration across further and higher education: a case in practice

The Dearing Report highlighted the need for HE programmes to enhance students' basic skills, and one of these is numeracy skill. There is a history of low confidence and negative attitudes to learning about numbers and 'maths anxiety' in undergraduates which means that delivering 'numerate graduates' may be something of a challenge to HE institutions. This college surveyed attitudes to numeracy and learning about numbers in all first-year students (over 1000 students). Over 40% of students returned their questionnaires. This survey found considerable negative attitudes and low confidence among respondents as a whole (25% of those who returned the questionnaire), and anxiety was highest (over 40%) in students taking a Humanities programme. This raises considerable concern about how we can deliver numeracy to students in HE. The findings of the survey, gender issues and the individualised concept of 'maths anxiety' are discussed in relation to the social and cultural construction of attitudes to maths and maths confidence as empowerment (Benn, 1997). The main conclusion is that HE institutions need to consider carefully how to provide good educational opportunities for individuals with low motivation to engage in maths-related activity. There is also an urgent need to challenge cultural myths and stereotyping relating to maths learning if we want the next generation of graduates to have more confidence in their maths skills.     

‘I don't know what it is to be able to read’: how students with dyslexia experience their reading impairment

Better understanding of the diverse reading abilities of people with dyslexia is necessary for the design of more effective learning situations, which are vital both to students with dyslexia and to their teachers. Seven individuals with dyslexia currently or formerly in higher education were interviewed about their reading experiences to learn how they themselves understand and describe their reading. The interviews are treated as individual profiles. Although the respondents were adult experienced readers, aware of their impairments, none could identify any strategy for overcoming dyslexia other than investing much time in homework and study. Each profile is unique, yet they share some characteristics, including strong parental support and a refusal to accept the label of ‘stupid’. Teachers need to recognise the diverse effects of dyslexia in order to improve the chances of dyslexic students – especially those who cannot rely upon strong parental support – of continuing to higher education.     

Selected student and tutor perceptions of ICTs in further and higher education in England

By 2008 a total of 87, 339 students were studying on foundation degrees in the UK (Foundation Degree Forward 2009 Foundation Degree Forward. 2009. “Forward 10.” http://www.fdf.ac.uk/uploads/journal10.pdf. [Google Scholar]). This article reports on the views of selected students and academic tutors regarding ICTs (Information Communication Technologies) associated with the Early Years Sector Endorsed Foundation Degree (EYSEFD) in England. The students study part time at five further education (FE) colleges working in partnership with a UK higher education institution (HEI). The research project has gathered data on the views of students and programme tutors about ICTs since October 2009. Data has been gathered through questionnaires with students and focus group discussions with selected students and tutors about the perception of ICTs. A main finding is that the students in this study associate ICTs with computers and software whereas their academic tutors focus on the wider pedagogical learning associated with technology. The article discusses some of the debates that surround pedagogical practice and ICTs in further and higher education. The students’ association of computers and pedagogical best practice appears to reiterate current neoliberal educational values as opposed to reflecting the learning goals of their academic programme. This article presents the findings of this study and the conclusions that are drawn will be of relevance to those involved in the delivery and development of higher education in further education contexts.     

论职业学校教育的高延

随着我国教育重心的整体高移，职业学校教育也应当向高层次延伸，这是建立、健全职业教育体系的需要，是改革传统教育体系、建立现代教育体系的需要，也是我国经济与社会发展的需要。实现职业学校教育的高延，需要社会各方面的参与，需要人力、物力、资金的投入，也需要教育结构的调整和教育资源的优化配置与重新组合，并实现初、中、高各层次职业学校教育之间的贯通和对接，还需要相应的学校体系和考试选拔制度的改革。     

A documentary analysis of the support services offered to adult learners with dyslexia in higher education

ABSTRACT

The National Student Survey (NSS) seeks to measure how ‘satisfied’ students are with their programmes of study and educational experience. Ongoing NSS data demonstrates that global satisfaction scores are increasing; however, when this is separated into disabled and non-disabled students, downward satisfaction trends for disabled students are apparent. Around half of these students will have dyslexia. This ‘snapshot’ documentary analysis evaluates the currently publicly available information outlining the support services that are available for students with dyslexia. The survey focuses upon a sample of higher education institutions (HEIs) in England. Findings indicate that there are notable differences in the types and consistency of support offered across the sample institutions. The most frequently used model is that of additional learning support (ALS), where support is provided outside of the usual class contact time. Mentoring provides benefits for students with dyslexia but fewer than half of the institutions surveyed offered this. Subject specialist mentoring is particularly beneficial but there is little evidence of this taking place. There is a level of support in all the institutions that appears to meet the requirements of the Equality Act (2010) but this does not necessarily indicate that dyslexic students are supported in the most effective way.     

Intent to pursue further studies among Chinese Students

The number of students pursuing graduate qualifications has increased, especially in Asian countries and cities, such as China, Macao and Hong Kong. This paper examines the intent to pursue further studies among Chinese students according to the theory of planned behaviour. Based on responses from 321 final-year students in higher education institutions in Macao, Hong Kong and mainland China, path analysis shows that subjective norm, perceived behavioural control and attitude toward graduate studies owing to intrinsic motivation significantly affects the intent to pursue further studies. The paper also identifies the important attributes that influence students’ choice of a graduate programme. These findings can help higher education management improve the effectiveness of graduate recruitment and address the concerns of Chinese students.     

Reforming further education teacher training: a policy communities and policy networks analysis

Throughout the 1980s and 1990s teacher preparation for the schools sector in the United Kingdom was subject to a series of reforms and innovations including the establishment of new institutional arrangements to oversee the sector, namely the Teacher Training Agency (TTA – now the Training and Development Agency, TDA). Since 2002 the arrangements for training teachers in the broadly defined learning and skills sector have also been subject to scrutiny and a wide‐ranging reform agenda has been put forward by the Government. This paper examines the key reforms using a three stage model to analyse the policy development process and discusses the functions and status of the sector skills council, Learning UK (LLUK), in order to examine its relationships with external stakeholders. Contrasts are made with the approach adopted by the TTA during the reform of teacher training for school. The paper concludes with a tentative assessment of the progress of the reform agenda and the identification of a number of salient issues that warrant further research.     

论高校图书馆员的继续教育

时代的发展 ,高校图书馆服务形式的变化 ,要求馆员必须接受继续教育 ,才有适应工作的需要。目前图书馆员的继续教育存在一些不足 ,应采取相应的对策 ,通过各种途径 ,达到继续教育的培养目标     

大学生智能发展问题与教育策略

大学生的智能发展潜力巨大,但由于存在着一些常见的问题,大学生智能训练是一项长期而艰巨的任务。按照智能发展教育的进程,大学生智能发展教育策略主要有四种：引起注意、动机激发策略;阐释理论、认知重组策略;实践练习、知行结合策略;强化效果、信息整合策略。     

浅谈高职院校学生职业道德素质教育

随着我国内地城市化进程的不断展开;同时,伴随着东部发达地区产业结构向内地的梯度转移,对应用技术性人才的争夺日益激烈。作为培养应用技术性人才的高等职业学校,如何抓住这一历史机遇期实现职业教育的本土化发展,也就成为新形式下需要回答的问题。对问题的破解除了采取常规的突出专业结构优化的措施外,还应在高职学生的职业道德素质教育上下工夫。     

图书馆在进行继续教育中的价值及前瞻性思考

图书馆为人们接受继续教育提供了良好场所。利用图书馆进行继续教育具有很高的社会、经济及个人发展价值。有效地利用图书馆进行继续教育，以保证其价值更好地实现，是一个不容忽视的问题。