1B:What is 'success' in learner achievement?

 

Sean is a learner who has limited speech. He arrived at college with a communication system but preferred not to use it!

This meant that staff were not able to understand his wishes and preferences and led to frustration on Sean’s part.

Sean attended group sessions in Alternative and Augmentative Communication (AAC) and developed a communication passport that is in the form of a file with appropriate pictures and photographs. Sean is immensely proud of this work and will not let anyone borrow his file – no matter what the reason!

Whilst Sean remains resolutely uncooperative in certain circumstances, his ability to use his AAC system has improved dramatically and he responds well to gentle support and encouragement. His behaviour has improved enormously as he is able to express himself much more clearly using his AAC device and a range of commonly understood signs and gestures.

When Leanne arrived at the college, she was able to count by rote, but if you asked her to count out a particular number of objects, she couldn’t. She had no strategy for applying her understanding of number. She needed to learn how to apply her rote learning and then to recognise that a number represents a set of objects. When she came, she couldn’t find a pair of Wellington boots with a size 6 on them – now she can. She can also count out objects practically and she has extended this to begin to understand positional vocabulary.

Peter is a young man with very complex needs. He has a language disorder which is made worse by severe hearing loss, some visual loss and challenging behaviour. Before arriving at the college, Peter had never been allowed to go anywhere on his own. He had no confidence and could not think independently. When he went out, he insisted on holding on to a member of staff.

Over time, Peter has learned to tell the time and then apply this to using a timetable. He has also developed his own communication skills. When he first arrived at the college, if something went wrong, he became very agitated. He has learned to ask members of staff for help and can now also ask members of the public for help. For example, on a visit to Leicester he got a little lost but managed to get a member of the public to direct him to the police station. He was then able to explain to a police officer that he needed to get to the station and, with a map, was able to find his way there and to get a train back to college.

Steven had very limited communication skills when he arrived at the college and often displayed inappropriate behaviour such as pushing, spitting, shouting loudly and running around. He had a communication aid that enabled him to respond to simple questions. However, he decided that he did not want to use his communication aid and signed to staff that he wanted to talk. Staff then encouraged him to sign answers to questions. Steven can now say at least 10 words that are important to him (for example, ‘ice cream’ and ‘apple’).

During a recent visit to Steven’s residential accommodation by an inspecting officer, the officer asked Steven what session he had in the afternoon. Steven took the officer to the pictorial timetable, pointed out his name and signed ‘music’. As the officer left the house Steven opened the door, gestured what a beautiful sunny day it was, shook hands and said ‘bye’.