About This Publication
This book arises out of a project established by NIACE and FEDA to carry out a national survey of continuing education for adults with mental health difficulties. Part of its remit was to consider the implications of the NHS and Community Care Act, and the Further and Higher Education Act.
Alison Wertheimer identifies key features of good practice in local education authority and college provision, and looks at innovative approaches and achievements of existing educational provision in meeting the learning needs of adults with mental health difficulties. She seeks to identify factors which appear to contribute to successful learning opportunities for this group of learners. Each chapter ends with a section on key themes and issues, together with a short checklist of questions which organisations might ask themselves about their provision.
Students give first hand accounts of some of the barriers to learning which they face. Their voices are powerful advocates for inclusion in the planning and policy development processes.
A key element in successful provision is multi-agency working and partnership. So, although many of the issues raised in this book directly concern staff in education services, a much wider audience of planners, policy-makers, managers and practitioners in education, health and social services will find common ground.
Alison Wertheimer identifies key features of good practice in local education authority and college provision, and looks at innovative approaches and achievements of existing educational provision in meeting the learning needs of adults with mental health difficulties. She seeks to identify factors which appear to contribute to successful learning opportunities for this group of learners. Each chapter ends with a section on key themes and issues, together with a short checklist of questions which organisations might ask themselves about their provision.
Students give first hand accounts of some of the barriers to learning which they face. Their voices are powerful advocates for inclusion in the planning and policy development processes.
A key element in successful provision is multi-agency working and partnership. So, although many of the issues raised in this book directly concern staff in education services, a much wider audience of planners, policy-makers, managers and practitioners in education, health and social services will find common ground.
Contents
| Acknowledgements | |
| The FEDA/NIACE Project | |
| Voices | |
| Chapter 1. | Setting the Scene |
| Chapter 2. | Which Label? |
| Chapter 3. | Participation and Empowerment |
| Chapter 4. | Overcoming Barriers to Successful Learning |
| Chapter 5. | Making it Happen |
| Chapter 6. | Building Allegiances |
| Chapter 7. | Funding |
| Chapter 8. | Getting In: Access, Guidance and Assessment |
| Chapter 9. | Staying the Course: Support for Learning |
| Chapter 10. | Getting On... Moving On: Accreditation and Progress |
| Chapter 11. | Staff Development and Training |
| Summary Points | |
| Appendix A. | References/Reading list |
| Appendix B. | Useful organisations |
| Appendix C. | The Disability Discrimination Act 1995: Further Education |
| Appendix D. | Case Study Visits |
| Appendix E. | The Questionnaire |