Assessment Result for Radio ECCA Fundación Canaria
Developing positive attitudes and values towards adult learners with disabilities
Attitude towards adult learners with disabilities
The staff are committed to proactively welcoming and supporting adult learners with disabilities. Representatives of learners with disabilities are involved in the decisions regarding accessibility.
Expectations from adult learners with disabilities
The organisation treats adult learners with disabilities as equal citizens with the same potential as any other learners and the same opportunities to achieve their potential.
Attitude of other learners
Learners are considerate and supportive of each other. There is evidence that the organisation ethos promotes a positive understanding and awareness of adult learners with disabilities amongst their peers.
Adult learners with disabilities advocacy
The voice of adult learners with disabilities and special educational needs (advocacy groups, leaders, etc.) is being heard by key members of the management.
Attitude towards accessibility laws and regulations
The organisation is fully compliant with accessibility laws and regulations. Careful planning and monitoring ensures that adult learners with disabilities enjoy full and equal access to and participation in all aspects of the organisation's life.
The partnerships for adults with disabilities learning has had a measurable impact on the perception of disabilities, the enrolment of disabled adult learners and/or accessibility policies and technologies.
Providing an accessible environment for learning
There is no formal accessibility review but informal reviews performed by motivated individual staff members.
The organisation has a pool of internal and external accessibility experts such as occupational therapists, speech and language therapists etc that can be called upon when information and advice on how to support adult learners with disabilities is needed.
Managing physical access
There is a range of accessible equipment and adaptations which provide basic levels of accessibility including toilets and personal care facilities in the building to meet the different needs of learners with mobility impairment.
There is a serious effort to anticipate the accessibility budget needs, identify and secure the financial resources required.
Providing an accessible digital learning environment for learning
The organisation has a policy regarding the accessibility of learning resources and tools. The ICT policy is regularly monitored and reviewed with all stakeholders including external experts and representatives of adult learners with disabilities.
Digital and technical literacy
The organisation is committed to the development of the techno-literacy of its staff. There is a sufficiently large pool of techno-literate staff to provide peer support and exploit efficiently emerging technologies.
Enabling and assistive technologies
Individual teachers have a good knowledge and understanding of the communication methods and equipment relevant to adult learners with disabilities and are able to use them competently.
There is a clearly identified person for technical support, either internal or external, depending on the internal competencies and/or needs, for the maintenance of the equipment used by adult learners with disabilities.
The organisation has access to a range of professionals, e.g. speech and language therapists or sensory impairment therapists , who may offer assessments and advise on specific technical equipment or software to support adult learners with disabilities.
Planning accessible learning
Planning learning and assessment
Individual teachers take reasonable steps to adapt the planning of learning and assessment to take into account the special needs of learners.
Recognising prior learning and experience
The organisation is encouraging all teachers to include prior learning recognition as a key element of planning learning interventions. Systems are in place to adapt learning based on the acknowledgement of prior learning and experience of all learners.
Managing personal data
The institution's privacy is fully integrated in the ICT policy. The technical infrastructure is fully compliant with regulations and best practices regarding privacy.
Adaptative learning provision
A wide range of alternative learning contents, methods and technologies is available to support the implementation of person-centred support plans in a number of courses/modules.
Health and safety
There is one person who is the point of contact for health and safety issues related to adult learners with disabilities.
Supporting accessible learning
Self-directed/autonomous learning is encouraged and supported in most courses. Special attention is paid to adult learners with disabilities.
Peer support (learners)
The organisation promotes a culture where all learners support one another as part of daily life within the organisation.
The organisation is aware of the occasional need to provide personal assistance to learners with disabilities e.g. sitting beside a learner to operate equipment.
Recording and reviewing progress and achievements
The organisation is aware of the benefits of recording achievements to assess whether the gap between the attainment of adult learners with disabilities and other learners is narrowing.
Staff expertise on adult learners with disabilities
A minority of staff have the necessary expertise to meet the needs of adult learners with disabilities. There is limited sharing of effective teaching approaches for adult learners with disabilities.
Continuing Professional Development
Continuing professional development guidelines include items on competencies related to adult learners with disabilities.
There are basic guidelines on how to address the issue of adult learners with disabilities that newcomers are invited to read and follow.
Communicating and public relations
Communication with adult learners with disabilities
The organisation encourages staff to grow their competencies in communication methods and tools to use them competently to communicate with adult learners with disabilities.
Informing on the learning provision
The organisation has checked whether the information on the learning provision is accessible. Part of the information is compliant with accessibility standards.
Informing on the accessibility of the learning provision
All stakeholders are actively involved with other organisations in improving the information on the accessibilty of the learning provision.
Promoting the learning provision
The organisation is developing innovative promotion activities in liaison with other organisations to make learners with disabilities feel welcome in adult learning centres.