Module 5 – Part 3 Targeting Groups with Different Learning Needs: Learners with Disabilities


Next let’s consider another group
learners with disabilities. Let’s think on some existing common characteristics and challenges. Learners with disabilities bring their extraordinary strength and versatility to centers. They’re often used to adapting to live
and have a great deal to teach others. People with disabilities may be less
informed, less confidence or have less experience learning with other people. They may have concerns about overcoming physical or emotional barriers due to inadequate capacities and resources of service providers. People with disabilities may not be provided with an appropriate learning program. They may not have been supported with acquiring the same level of skills as other
learners in their context and may be left out. They may be victim to stigma or prejudice or societal pressures which prevent them from learning. Due to lack of information and understanding of employers It is not easy for people with
disabilities to find decent work So let’s think on some potential solutions Include them and advocate for all learners. Make it clear that all learners
are welcome in your Center. Map your community and go door-to-door to update it based on their needs Encourage learners with disabilities to take a
front seat role in the community and involve them on decisions. Invite experts to design IEP for learners with disabilities in your centers areas. You may consider to follow the UDL principles which facilitate learning of
individuals. The why which focuses on making learning
purposeful and stimulating interest. The what which focuses on presenting content in a variety of ways. and the how of learning which focuses on encouraging
learners to express and check what they know through a variety of different ways. Provide relevant programs which enable
learners to catch up on missed education and strengthen weaker areas. Support them with life skills that can help link them with job opportunities in the community. Encourage the support of employers and invite the whole community to play a
role. Work with others towards a system of holistic supports for learners with
disabilities Pushing forward states sponsored incentives for private sector involvement. Collaborating with education, social welfare and health departments to
disseminate information on government services and facilities including access to learning opportunities. For example, in Japan, Kunitachi Kominkan includes and advocates widely for all learners in their community. They offer life centered programs as a local hub to overcome the difficulties of living. “Gathering Places” for meetups between students from a variety of learning backgrounds and approaches including people with disabilities and “Youth rooms” to engage
youth in discussions on inclusion. and Businesses like the pop-up restaurant The restaurant of order mistakes shows how small business and the private sector can be engaged to provide employment
opportunities after learning

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