Engaging learners with diverse needs and disabilities to access components of the Essential Digital Skills (EDS) qualification.
There is a vast gap between Entry Level qualifications and the EDS qualification so the project aimed to bridge the gap so that learners with diverse needs and disabilities would be able to progress without feeling disadvantaged or overwhelmed.
The project actively engaged learners with diverse needs and disabilities to access components of the Essential Digital Skills (EDS) qualification by simplifying them into bite-sized tasks. Key to the success was the collaboration of EDS tutors with Diversity and Inclusion tutors who together reviewed and redesigned existing materials to better suit the needs of these learners. The resources produced were effective in supporting the learners.
OTLA 8
2. Evaluate and challenge your practice, values and beliefs - The project provided time and space for the team to come together to challenge their assumptions that learners with diverse needs cannot attain EDS qualifications. By engaging in research activities with the learner, the team found that the learners are able to perform tasks and produce assignments, as it is tailor made for them. The team started from a position of learners being novices at using the computer and moved onto learners who can complete basic digital skill tasks.
3. Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge - The research project demonstrates this standard through the following quotes from learners:
“I have enjoyed being the class, I learnt in login and wait, I did a PowerPoint presentation, I have done some quizzes, I did some typing, and I sent my work to you via Teams and id CHECKS and telling time. Also researched Black history, we did famous Sportsmen”.
“We learnt about emojis and put things in the chat”.
5. Value and promote social and cultural diversity, equality of opportunity and inclusion - The team were able to provide a learning experience where all of the learners thrived together in a mixed ability setting. Their uniqueness provided a richness and depth to learning outcomes.