 |
Sense College Loughborough (formerly RNIB College Loughborough) in Loughborough, England is a college for people with a wide range of disabilities, owned and operated by the national charity, Sense.
| |
Sense College Loughborough (formerly RNIB College Loughborough) in Loughborough, England is a college for people with a wide range of disabilities, owned and operated by the national charity, Sense.
In 1989 the college moved to new purpose-built accommodation on the campus of Loughborough College, with the aim of enabling access to the full range of provision of a mainstream further education college. The college supports people with sight loss and other disabilities to access education, employment and independent living.
In 2020, the college transferred from the RNIB to Sense. At this time, the college's residential centre was also closed.
The college supports people aged 16–25 on further education programmes which are individually tailored to learners' goals for the future. Programmes vary from Foundation Learning to A Levels and National Diplomas. Many learners progress onto further education at their local college, higher education, employment or voluntary work. Progression programmes designed for learners moving into independent or supported living are also available.
In addition to young people, RNIB College Loughborough also supports adults aged 18+ with sight loss and/or other disabilities committed to securing employment through skills training, job search support, job coaching and mentoring and planned work placements. Programmes are funded through the Department for Work and Pensions and are flexible in length, typically 6 to 9 months. The programmes are designed for people who are unemployed and need to develop their skills in order to get back to work.
RNIB College Loughborough was one of the first specialist colleges to have a formal partnership arrangement with a mainstream partner - Loughborough College. The Colleges share the same campus and collaborate closely. Around a third of further education and some adult learners attend programmes at Loughborough College.
The partnership between the two colleges is a close one and is governed by a Memorandum of Agreement. This means that RCL learners have supported access to a very wide range of courses. It can also help them develop the skills to learn in a mainstream environment. At the full Ofsted inspection in February 2008 they found the relationship to be, 'very effective' with full collaboration on quality assurance, lesson observations and staff development.
The college has established a strong Partnership for Employment network with a wide range of employers who offer work placements and other support to learners including mock interviews.
The college works in close collaboration with the five other specialist colleges in the region in a Peer Review and Development Group. Recently the group has worked on e-safety, peer review, Individual Learning Plans and the embedding of targets, and the quality of teaching and learning.
Tutoring is private academic support, usually provided by an expert teacher; someone with deep knowledge or defined expertise in a particular subject or set of subjects.
The Royal National Institute of Blind People (RNIB) is a UK charity offering information, support and advice to almost two million people in the UK with sight loss.
Lifelong learning is the "ongoing, voluntary, and self-motivated" pursuit of knowledge for either personal or professional reasons. It is important for an individual's competitiveness and employability, but also enhances social inclusion, active citizenship, and personal development.
The National Learning Network (NLN) was a UK national partnership programme designed to increase the uptake of Information Learning Technology (ILT) across the learning and skills sector in England. Supported by the Learning and Skills Council and other sector bodies, the NLN provided network infrastructure and a wide-ranging programme of support, information and training, as well as the NLN Materials − a substantial range of e-learning content. The initiative began in 1999 with the aim of helping to transform post-16 education. The Government's total investment in the NLN totalled £156 million over a five-year period.
Shaw Trust is a charitable organisation in the United Kingdom which supports people with complex needs into good work. It was founded in the village of Shaw in Wiltshire in 1982.
Inclusion in education refers to all students being able to access and gain equal opportunities to education and learning. It arose in the context of special education with an individualized education program or 504 plan, and is built on the notion that it is more effective for students with special needs to have the said mixed experience for them to be more successful in social interactions leading to further success in life. The philosophy behind the implementation of the inclusion model does not prioritize, but still provides for the utilization of special classrooms and special schools for the education of students with disabilities. Inclusive education models are brought into force by educational administrators with the intention of moving away from seclusion models of special education to the fullest extent practical, the idea being that it is to the social benefit of general education students and special education students alike, with the more able students serving as peer models and those less able serving as motivation for general education students to learn empathy.
Special education in the United States enables students with exceptional learning needs to access resources through special education programs. These programs did not always exist. "The idea of excluding students with any disability from public school education can be traced back to 1893, when the Massachusetts Supreme Court expelled a student merely due to poor academic ability". This exclusion would be the basis of education for all individuals with special needs for years to come. In 1954, Brown v. Board of Education sparked the belief that the right to a public education applies to all individuals regardless of race, gender, or disability. Finally, special education programs in the United States were made mandatory in 1975 when the United States Congress passed the Education for All Handicapped Children Act (EAHCA) "(sometimes referred to using the acronyms EAHCA or EHA, or Public Law 94-142) was enacted by the United States Congress in 1975, in response to discriminatory treatment by public educational agencies against students with disabilities." The EAHCA was later modified to strengthen protections to students with disabilities and renamed the Individuals with Disabilities Education Act (IDEA). IDEA requires states to provide special education and related services consistent with federal standards as a condition of receiving federal funds.
English-Language Learner is a term used in some English-speaking countries such as the US and Canada to describe a person who is learning the English language and has a native language that is not English. Some educational advocates, especially in the United States, classify these students as non-native English speakers or emergent bilinguals. Various other terms are also used to refer to students who are not proficient in English, such as English as a Second Language (ESL), English as an Additional Language (EAL), limited English proficient (LEP), Culturally and Linguistically Diverse (CLD), non-native English speaker, bilingual students, heritage language, emergent bilingual, and language-minority students. The legal term that is used in federal legislation is 'limited English proficient'. The instruction and assessment of students, their cultural background, and the attitudes of classroom teachers towards ELLs have all been found to be factors in the achievement of these students. Several methods have been suggested to effectively teach ELLs, including integrating their home cultures into the classroom, involving them in language-appropriate content-area instruction early on, and integrating literature into their learning programs.
West Lothian College is a further education institution in Livingston, West Lothian, Scotland. The Principal of the college is Jackie Galbraith, who was previously Vice-Principal at Ayrshire College.
Queen Alexandra College (QAC) is an independent specialist college of further education based in Harborne, Birmingham for students above the age of sixteen with visual impairment, autism and other disabilities. Students can develop their academic, social, employment and independent skills through individualised programmes. QAC also offers many leisure activities. Its registered charity number 1065794.
Coleg Powys was a further education establishment in the County of Powys, Mid Wales. It had main campuses at Brecon, Llandrindod Wells and Newtown and a major outreach centre at Ystradgynlais. It also worked closely with partners in the County Council and other organisations to deliver services in multiple locations throughout the community, as well as providing facilities and teaching for students studying towards degrees accredited by the University of Wales institutions in both Lampeter and Newport.
Learning disability, learning disorder, or learning difficulty is a condition in the brain that causes difficulties comprehending or processing information and can be caused by several different factors. Given the "difficulty learning in a typical manner", this does not exclude the ability to learn in a different manner. Therefore, some people can be more accurately described as having a "learning difference", thus avoiding any misconception of being disabled with a lack of ability to learn and possible negative stereotyping. In the United Kingdom, the term "learning disability" generally refers to an intellectual disability, while conditions such as dyslexia and dyspraxia are usually referred to as "learning difficulties".
Inclusive entrepreneurship is about a set of attitudes, competences and skills which allow people to turn their dreams into concrete projects or “enterprises” and then see these through to fruition. It is about more than starting an individual business. Inclusive entrepreneurship can be applied to self-employment, starting or growing micro or small enterprises and to social enterprise using business based approaches driven by social mission. Indeed, the personal qualities required for entrepreneurship are essential for success in the knowledge economy – whether this be in the private or public sectors.
East Surrey College is a general further education college situated in the town of Redhill, Surrey. As of 2014 the college has over 2,500 classroom-based students and 1,000 community learners.
Hereward College is a national further education college specialising in skills for independent living and employment for young people with disabilities and additional needs. It is situated on Bramston Crescent, Tile Hill, Coventry, West Midlands, England and opened in 1972.
In England, learning and skills refers typically to post-compulsory education and training, provided by further education and sixth form colleges, schools with sixth forms, local authority and adult education institutions, private and voluntary sector providers, offender learning, and workplace learning including Apprenticeships and other employer-facing initiatives. The learning and skills sector is vital to increasing productivity, economic competitiveness and sustainable employment in the UK
The Royal London Society for Blind People (RLSB) was a UK charity that existed for 175 years to help blind and partially sighted young people in London and the South East through a blend of sports, education, and creative and developmental services.
St Helens College is a further education college serving the borough of St Helens. In 2009/10 it had 2,193 full-time adult learners aged 16–18 plus another 585 part-time learners. It had 541 full-time adult learners, plus another 3,215 part-time adult learners. The total number of enrolments in 2009/10, including 14-16, FE, foundation learning, entry to employment, adult learners, and apprenticeships was 11,408 benefit claimants.
The Department for Education (DfE) is a department of His Majesty's Government responsible for child protection, child services, education, apprenticeships and wider skills in England.
TVET refers to all forms and levels of education and training which provide knowledge and skills related to occupations in various sectors of economic and social life through formal, non-formal and informal learning methods in both school-based and work-based learning contexts. To achieve its aims and purposes, TVET focuses on the learning and mastery of specialized techniques and the scientific principles underlying those techniques, as well as general knowledge, skills and values.
