| CODE | ACA2011 | |||||||||
| TITLE | Teaching and Training Adults with Disability and Learning Difficulties | |||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | |||||||||
| MQF LEVEL | 5 | |||||||||
| ECTS CREDITS | 4 | |||||||||
| DEPARTMENT | Arts, Open Communities and Adult Education | |||||||||
| DESCRIPTION | This study-unit will first introduce students to the social relational model of disability and the history of its development from the disabled persons’ movement. The rights of persons with disabilities, especially in relation to education and employment, will also be covered. Since this model considers both the impairment and the disabling barriers as components of disability, the study-unit will also discuss the different types of impairments (including specific learning difficulties and neurodiverse profiles) and the type of accommodation that they typically require in formal and non-formal education settings. Through this study-unit, students will also be able to familiarise themselves with the current situation of adults with disability and/or learning difficulties and/or neurodiverse profiles in Malta and support services and opportunities that they can make use of. Study-Unit Aims: The main aims of this study-unit are: 1. To equip students with the attitudes, knowledge and skills needed for them to ensure that adults with disability and/or learning difficulties and/or neurodiverse profiles are included in formal and non-formal adult education; 2. To familiarize students with experiences of and accommodations required by adults with different types of disability and/or learning difficulties and/or neurodiverse profiles to successfully participate in adult education and training initiatives; and 3. To engage students with an appraisal of the disabled persons’ movement (internationally and nationally) - most notably on raising awareness on disabling barriers and the affirmation of rights of persons with disability, with special reference to implications for adult education and training contexts. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: 1. Identify barriers to education and training that challenge adults with different types of impairments and learning difficulties; 2. Identify accommodations required by adults with different types of disability and/or learning difficulties and/or neurodiverse profiles to successfully participate in a specified adult education and training formal an non-formal initiatives; and 3. Recall the achievements of the disabled people’s movement, especially regarding the social relational model of disability and the enshrining of their rights in legislation, with reference to implications to adult education and training. 2. Skills: By the end of the study-unit the student will be able to: 1. Discuss implications of concurrent national laws and policies to the inclusion of adults with disability and/or learning difficulties and/or neurodiverse profiles in formal and non-formal adult education and training initiatives; 2. Analyse the impairment-related and support needs of adult persons with disabilities; 3. Analyse barriers challenging adults with disability and/or learning difficulties and/or neurodiverse profiles found in adult education and training contexts; and 4. Design inclusive educational material that can be used in formal and non-formal adult education and training settings. Main Text/s and any supplementary readings: Main Texts: - Chennat, S., 2020. Disability Inclusion and Inclusive Education, Singapore: Springer Singapore Pte. Limited. - Journal of Learning Disabilities. Special Issue: Adults with Learning Disabilities in Adult Education, 45(1), January/February 2012. - Readings uploaded on VLE: Local and EU laws on Education, Employment and Inclusion. Supplementary Readings: - Barnes, C. & Mercer, G. (2003). Disability. Cambridge: Polity. - Cameron, C. (2014). Disability Studies: A Student’s Guide. Sage. - Camilleri, J.M. & Callus, A.M. (2001). ‘Out of the Cellars - Disability, Politics and the Struggle for Change: The Maltese Experience’. In Barton, L. (Ed.). Disability, Politics and the Struggle for Change (pp. 79-92). London: David Fulton Publishers. - Cecil R. Reynolds, R., Elaine Fletcher-Janzen, F.-J. & Kimberly J. Vannest, V., 2018. Encyclopedia of special education.: a reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (A-C), Wiley-Blackwell. - Preece, J., (1995). Disability and Adult Education - the consumer view. Disability & Society, 10(1), 87–102. - Vogel, S.A. & Reder, S., 1998. Learning disabilities, literacy, and adult education, Paul H. Brookes. |
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| STUDY-UNIT TYPE | Lecture and Independent Study | |||||||||
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| LECTURER/S | Maria M. Brown (Co-ord.) Anne-Marie Callus Ruth Falzon |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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