ERIC Number: ED465053
Record Type: Non-Journal
Publication Date: 2000-May
Reference Count: N/A
Freedom To Learn: Basic Skills for Learners with Learning Difficulties and/or Disabilities. The Report of the Working Group Looking into the Basic Skills Needs of Adults with Learning Difficulties and Disabilities.
Department for Education and Employment, London (England).
A working group of professionals and practitioners from across England was formed to identify the basic skills needs of and adults with learning difficulties and/or disabilities and to determine how to better meet those needs. The working group sent out a "call for evidence" and used its own networks to gather evidence. The evidence was in the context of the government's agenda on social inclusion and partnership and the emerging national strategy for tackling adult basic skills. The following actions were deemed necessary by the working group: secure an entitlement for of adult learners with learning difficulties and/or disabilities; ensure that the appropriate equipment, teaching materials, and accommodation are available; develop and extend the basic skills curriculum to meet the needs of adults who communicate in nonstandard ways; and ensure that all adults with learning difficulties and/or disabilities are aware of provision and able to access it. The working group formulated and endorsed 10 key recommendations of the strategy outlined in the 1999 report "A Fresh Start" and proposed its own key recommendations. Lists of the working group members and contributors to the study are appended, along with the key findings of the report "A Fresh Start" and a proposed strategy for a basic skills curriculum framework. (MN)
Descriptors: Academic Accommodations (Disabilities), Access to Education, Adult Basic Education, Adult Learning, Adult Students, Basic Skills, Curriculum Development, Educational Needs, Educational Policy, Foreign Countries, Government School Relationship, Learning Disabilities, Learning Problems, Literacy Education, Models, National Surveys, Needs Assessment, Non English Speaking, Numeracy, Policy Formation, Public Policy, Social Integration, Special Needs Students, Trend Analysis
For full text: http://www.lifelonglearning.co.uk/freedomtolearn/index.htm.
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Department for Education and Employment, London (England).
Identifiers - Location: United Kingdom (England)