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Home page> Lifelong learning > Best practice > Adults with Disabilities, Computer-based Learning: Towards the Identification of Best Practice.

Adults with Disabilities, Computer-based Learning: Towards the Identification of Best Practice.

Contributor: Fiona Jϋrgens, University of Nottingham, UK.

Abstract

The potential benefits of using Information and Computer-based Technologies (ICT) as a means of enabling adults with complex physical and learning difficulties to engage in adult learning has recently acquired popularity in the UK. This paper presents an overview of a current PhD project which aims to explore the specific context within which such learners experience adult education; in particular the opportunities for pre-entry and entry level one (UK National Curriculum levels) learners to engage in ICT based learners. Preliminary findings suggest that ICT can as a tool, in combination with many other tools, significantly contribute towards effective group learning and individual learning for adults with complex disabilities.

Introduction

The UK has a fortunate history of critical research in the field of adult education and more recently lifelong learning, which identifies patterns of participation and non-participation in adults. Quantitative studies, often longitudinal in their design, have been complemented by qualitative studies which seek to explore specific aspects of participation in lifelong learning. The trend towards doctorial training principally in qualitative research is indicative of the value placed within this field for such approaches. This paper explores one such study, which although current is able at this time to identify some issues worthy of discussion.

The development of lifelong learning policies, especially within the UK since the early 1990's, has justifiably experienced criticism from prominent academics concerned with non-participation of adults in post-16 education(Field J 2000; Stuart M 2000; Campbell M 2002). It is however worth exposing the notable omission regarding those adults with physical and associated learning disabilities/differences from the mainstream lifelong learning critique. Whilst such specific learners are becoming more prominent within policy discourses, their mention frequently amounts to little more than inclusive rhetoric. This continued marginalisation of such learners, despite internationally comparatively extensive legislation upholding the rights of adults with disabilities, remains a concern of many practitioners within the UK.

The historical roots of rights for adults with disabilities lie within the fields of political movements and broader sociological interests (Tregaskis 2002). Adult educators are no longer recognised as liberal revolutionaries and tend to focus on more pressing issues, such as fulfilling the requirements of the OFSTED inspection remit. Disability issues have tended to be held within the umbrella of equal rights and opportunities, which is indicative of the current UK policy direction towards the provision of inclusive education for all within mainstream provision. Whilst such a drive towards inclusive education exists it remains apparent that provision is not fully inclusive as evidenced by the existence of specialist provision which operates separately both geographically and attitudinally from mainstream education provision (Clough P 2000).

In parallel with the development of lifelong learning, the development of ICT and in particular the use of ICT as a tool to encourage participation in learning amongst adults who for a multiplicity of reasons may otherwise not engage in learning has attracted attention within many countries. Both lifelong learning and the ICT (particularly online learning) discourses can be considered very similar in their underlying remit of addressing the inequalities persistent within educational opportunities. Whilst it is beyond the remit of this paper to explore the education in/equality debate it is apparent that for adults with disabilities the educational terrain is frequently experienced as mountainous, physically uncomfortable and chronically fatigue inducing. The positive development of lifelong learning and ICT as a means of levelling out the terrain will promote the growth of all individual learners (disabled and non-disabled). ICT can be considered a tool to contribute towards the realisation of narrowing the gaps between participation and non-participation in adult learning (Clarke A 2002; Mayes T 2002).

The current study is concerned principally with the practice of providing opportunities for learning within the context of a specialist non-mainstream college for learners 16 years of age and above. The Further Education sector of the UK educational system has until recently attracted little attention regarding pedagogic practices from research bodies. However the relatively recent policy attention towards lifelong learning and the building of a society with higher levels of literacy and numeracy has stimulated greater interest in the provision of basic skills for adults typically attending Further Education or community based establishments.

The UK government places great emphasis on the raising of adult basic skills within the population as a means of directly contributing not only to the economic gains but also towards greater social cohesion. This is a tall remit. Access to learning opportunities throughout the lifespan are considered as important to maintain a flexible workforce and to reduce the negative effects of marginalisation of those who are unable to participate in employment and other aspects of adult life (Edwards R 1998; Field John 2000). Education is considered a vital means of reducing inequalities within the UK (Campbell M 2002).

Adults with complex physical and often associated learning difficulties remain a particular group of learners who frequently challenge the current thrust towards a learning society. Within the post-16 sector, such learners are frequently unable to access learning which is relevant and progressive towards possible employment. Such learners and families frequently experience a hostile terrain, particularly in attempting to secure real work continues to persist (Wilson A 2003). There seem to be a multitude of reasons often cited for the difficulties many adult learners experience when trying to access further education (Callaghan G 2001). However it is gradually improving with the recent legislation regarding educational establishments and provision for adults with disabilities (The Special Educational Needs and Disability Act 2001 brings education under the umbrella of The Disability Discrimination Act, 1995), and the gradual societal shift in attitudes towards increased intolerance of discrimination towards organisations and employers who fail to positively demonstrate inclusive practices (Soapbox, THES 30/05/03). Enlightened employers in the U.K. have recognised the corporate value of gaining and sustaining the 'Positive About Disabled People' Standard ("two tick") Symbol as a way of demonstrating to employees, individuals with disabilities, investors and others that they have a positive approach to employing people with a disability.

Adults with Disabilities and Computer-based Learning

The current enquiry aims to examine the experience of learning in a Specialist Residential College for Adults with Disabilities. The 'Riverbank College', UK operates as a charitable organisation and prides itself on providing intensive individually planned learning experiences for learners with often very specific individual needs. The context within which the learning occurs is identifiable as providing a particular community ethos by the very nature of the geographical location, residential status of the majority of the learners and the emphasis on a 24 hour curriculum. The success (and continued survival) of the college within a national policy thrust towards universal mainstream college provision is indicative of the unique particular learning programmes provided and the apparent successful transitions of learners to employment and Further Education settings. The provision of a dedicated research and development team within the college is also strongly indicative of the organisations concerns with the development of effective learning measures and the desire to promote best practice.

The research department based at the college is relatively in its infancy and as such this study forms the first Doctoral level study funded jointly by The Riverbank College and The University of Nottingham, UK. As an initial enquiry it was decided to establish and identify the learning experiences from the perspectives of the learners themselves, tutors and support staff in relation to computer-based learning. The type of computer-based learning focused on the acquisition of skills required to learn how to use a computer and the progression of these skills to enable learning in other areas such as word processing, basic literacy and numeracy, use of internet. The curriculum design broadly aims to embed basic skills across the various learning opportunities and very few distinct literacy or numeracy sessions occur; discrete delivery of basic literacy and numeracy is delivered as the need is identified by the learner themselves.

The theoretical positioning of the study as a piece of qualitative research was based on the following tenants:

Study Design

The validity of the study was considered intensively and a triangulation design devised. This comprised of drawing evidence from three sources: direct observation of group learning sessions, individual learner observations and interview, teacher interviews and feedback on observations to gain their perceptions of learning identification and the use of a computer based tracking programme, named Databridge (Liberator 2002), which enabled comparisons of observational sessions with data entered by tutors of individual learners' progress.The validity of the study was considered intensively and a triangulation design devised. This comprised of drawing evidence from three sources: direct observation of group learning sessions, individual learner observations and interview, teacher interviews and feedback on observations to gain their perceptions of learning identification and the use of a computer based tracking programme, named Databridge (Liberator 2002), which enabled comparisons of observational sessions with data entered by tutors of individual learners' progress.

The researcher engaged within the sessions, often offering positive comments and encouragement to individual students. Specific group sessions were frequently planned in conjunction with the tutor, although in practice things rarely went entirely according to plan! It is worth emphasising that for many of the learners who contributed and continue to contribute to the study do so on the basis of knowing that they can expect my contribution to sessions as an active observer. As an educational practitioner, I consider that practitioner research provides a valuable insight into the realities of actually teaching.

Observational methods consisted of joining particular groups of learners over a number of weeks and gathering information about individual participants regarding identifiable progress, for example, increased awareness of the cause and effect during mouse control. Additional more 'softer' targets were also observed such as increased ability to work independently using ICT, increased attention span and ability to take turns when working collaboratively.

Individual interviews were frequently opportunistic and tended to be concentrated on one particular aspect of the enquiry. The reasons for this were very pragmatic: many learners used augmentative technology to communicate and found lengthy periods of questions cumbersome, probably boring and physically tiring. Some individuals seemed to be more able to reflect more on their learning experiences several days later than immediately following the observed session. Again the data had to be gathered in a flexible manner that enabled each individual to contribute, or not, according to their wishes.

An Activity Theory (AT) approach to the data analysis was selected as potentially providing a flexible framework for drawing out some understanding and identification of effective learning experiences within the learning contexts. Therefore, it is worth outlining the core aspects of Activity Theory before discussing preliminary findings of the study.

Activity Theory

Activity Theory originates from the Russian School of cultural historical psychology (Daniels H 2001). The 'founders' of AT are considered to be the sociocultural theorist L.S. Vygotsky, the linguist Luria and the psychologist Leontiev, working in the Soviet Union during the early 20th Century. Vygotsky was influenced by the ideas of Piaget, Dewey and Hegel (Kozulin 1998). Central to current AT approaches are that learning is conceptualised as comprising at least three identifiable aspects: the subject (learner), an object (sense of objective, for example, activity) and tools (for example a computer/language/thinking) (Nardi 1996).

Activity Theory has developed into a potentially far more complex framework in that it attempts to incorporate a far more fluid systemic approach to learning. This acknowledges the influences on learning of aspects such as the cultural norms and rules, communities within the learning environment in addition to the core three identifiable aspects outlined previously. Activity Theory provides a means of considering the persistent difficulties between context, situation and practice. The relationships between the subject, object and community are interdependent. The relationship between subject and object is shaped (or mediated) by tools, while the relationship between subject and community is mediated by rules (Issroff K.& Scanlon E 2002; Lim C P 2002).

Considered as such, AT provides a conceptual tool, rather than a philosophical theory, that attempts to operate across a multitude of disciplines with the aim of providing direction to enquiries concerned with individual and community learning at the same time. AT can be viewed as a framework for the evaluation and development of learning environments at micro and macro levels (Lim C P 2002).

Preliminary Findings

Drawing on the observational data and tutor interviews the following preliminary findings are emerging:

Discussion of Findings

The preliminary findings are significant in that they suggest that adult learners with complex physical and associated learning difficulties can benefit from the opportunity to learn ICT skills. The findings also illustrate the multi-faceted and complex nature of adult learning. The frequent shifts in focus and pace of skill acquisition observed within the sessions exposed the dynamic elusiveness of learning. The application of the Activity theory framework did provide a fairly comprehensive tool in itself for the analysis of findings. However difficulties arose when attempting to accommodate the flux and fluidity of the learning experience. It would seem at this stage in the enquiry that whilst Activity theory provides a framework which emphasises the interdependences and relationships between context, situation and practice it remains a rigid framework. Further development of the framework is required to fully accommodate the very diverse and frequently contradictory tensions identified within the triad of context, situation and practice.

Some individuals within this specific group of pre-entry and entry level one learners potentially benefit the most as ICT provides a learning material which is accessible in that it can be individually tailored towards the specific needs of the individual. The principle learning material for many of these learners is not paper based and as such ICT potentially enables learners to access learning in an independent manner at their own pace.

It is also significant that the majority of such adult learners continue to face external attitudinal and consequential resource barriers to enable them the opportunities to learn using ICT as a tool. Paradoxically, individuals who potentially benefit the most from access to ICT, experience minimal opportunities to learn ICT skills and so develop as independent learners. This has implications for fostering an ability to problem solve independently and gain a sense of autonomy. Reasons given for such a paradox have been expressed as a myth surrounding the lack of sufficient hardware and accessibility options within the computer provision to run software and adaptations required. Within the groups of learners observed in the study, 60 percent used standard computer equipment such as a mouse with the remainder using a variety of switches/joysticks. Accessibility options within the standard Word packages, such as variable cursor sizing, enabled some users to engage in ICT usage.

Considering the above finding in the light of Activity Theory would suggest that various stratifications of activity are pushing and pulling against each other. In a sense the spaces and events around the ICT sessions determine the actual engagement (or not) with the technology itself. Factors such as resource allocation and timetabling, normally considered beyond the immediate learning environment, clearly impact significantly on the learning experience. The seemingly fringe importance of the scheduling of hydrotherapy sessions for one observed group directly impacted on the subsequent availability of ICT for the learners in terms of the ability of individuals to physically move from one location to another within the time constraints of the sessions. The equal value placed on hydrotherapy and education resulted in clear tensions between the two activities (if viewed as discrete activity systems) and highlights the very dynamic and heterogenic nature of the various individual activity systems. The above example gives an insight into the complexity of the interactions between multiple activity systems and the tensions between the systems. In addition the continual changing tensions within each activity system, between different objects (sense of objective), subjects (learner) and tools (computer) all influenced the outcome (access to ICT learning).

The lack of level and age-appropriate software for adults at pre-entry and level one learning is a persistent difficulty, although this study did not identify this as a principal reason for resisting the increased opportunities for ICT learning. Tutors did devise their own ICT based resources, principally using Powerpoint and other standard packages, for use with the learners. At the present time, the amount of commercially produced software for learners with disabilities that is accessible, age-appropriate and level-appropriate remains very limited, although several packages are currently being developed.

The findings also suggest, on a micro scale within the learning environment, that the roles and attitudes of the tutor and support staff are important in order to assist learners to gain confidence in the development of more autonomous ICT skills. ICT provides a tool which can be used either positively or negatively within the learning environment. The use of ICT in a positive way can be characterised as providing the tutor with a tool to enable greater communication between tutor and learners, group learning and peer learning. The skills required to deliver such learning are not in themselves new and are identifiable as attributes often considered best practice within non-ICT learning environments (Clarke A 2002). As such these observations suggest that a tutor with only rudimentary ICT skills can deliver and facilitate effective ICT sessions. What is more significant is the tutors' own attitude towards the use of ICT as a tool towards effective learning and this may impact on the success of the learning experience.

Application of an AT framework to the above finding identified that many internal motivators within the tutors themselves formed tensions (either positive or negative) with the perceived value of ICT in the learning environment. The majority of tutors were computer literate so the cautious stance adopted by many towards the usage of ICT with the particular group of learners suggest that an underlying caring and protective attitude prevailed, which aimed to preclude risk taking within the learning environment. A fear of failure on behalf of the learners seemed to be a significant concern regarding the application of ICT within the groups. The justifiable caution shown towards the use of ICT, in particular an interactive whiteboard, exposed the importance of considering how activity changes when the tools are changed. Tutors initially struggled to find meaningful uses of ICT which would also encompass the ethos towards the minimization of risk. Gradually, as new ways of using ICT have been devised with groups and discussions centring on practice and ICT have taken place, changes have occurred within the tutors' perceptions. The values remain but are considered in conjunction with the use of ICT; the caring concern for learners can coexist with the use of ICT in a positive manner.

Finally, the finding, suggesting that some learners have been able to use ICT to demonstrate higher level abilities raises a number of complex questions about the potential role of ICT based assessments, the design and interpretation of such assessments and the embedding of ICT into the curriculum. Such aspects require further investigation and consideration. However, such a finding raises questions about the justification for excluding such learners from the opportunity to fully engage in the curriculum by limiting them access to ICT, which clearly has been denied them in pre-16 educational provision and to some extend has continued. As the costs of such technology diminishes and the technological capabilities increases such a paradoxical finding is less justifiable.

For such learners the potential benefits of ICT as a tool to enable other aspects of the basic skills curriculum to be accessed frequently goes unrecognised by UK educational providers. The potential of ICT as a tool, in conjunction with the myriad of tools already used in learning environments, should be considered as a priority to enable new ways of enabling participation in adult learning. It would not be an overstatement to consider that ICT skills should be considered as the next basic skill adjacent to literacy and numeracy for all adult learners.

Correspondence

Fiona Jϋrgens,
School of Continuing Education,
University of Nottingham,
Jubilee Campus,
Wollaton Road,
Nottingham. NG8 1BB.
U.K.

e-mail: taxfjj@nottingham.ac.uk

Comments welcomed. Please do not quote without permission, thank you.

References

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