Journey to Date
In Shildon a group of 8 learners were completing the Preparing to Work in Adult Social Care L2 qualification, to prepare to gain employment in the social care sector. The group consisted of 6 females and 2 males, ages ranging from 18 to 55. 2 learners in this group had learning support needs which they felt didn’t require any additional support, but they were aware that if needed, the support would be available and 1 learner required support with their reading and writing due to having dyslexia.
All of the group have completed and achieved both the Personal and Social Development and Adult Social Care qualifications, a majority of this group are now in employment.
Progression to Date
One of the learners in the group, Katelin, had to overcome issues when it came to reading and writing. She has dyslexia and had failed to complete courses at college due to the limited support given. Katelin initially was very lacking in self-confidence. This was a combination of her having dyslexia and her having been taken off the course she was completing at college. Katelin was worried that she would lose her place on the programme with Durham Works and Optimum Skills as a result. Right from the start, Katelin had a genuine concern that her dyslexia would disadvantage her, the very first question that she asked on day 1 of the programme was ‘Would she definitely get an interview following the programme?’. Her concern was driven by her applying for close to 30 jobs in recent months and her not being able to progress to an interview; she was convinced this was a result of her dyslexia. During the course, some support and reasonable adjustments were made around Katelin’s ability in terms of writing. As she was able to focus on the content of the programme rather than the concerns, she held in relation to her dyslexia she was able to show what she was capable of and how she could genuinely contribute to the training group.
Something that there is no doubt she could transfer into the world of work. As she was able to focus on the content of the programme rather than the concerns, she held in relation to her dyslexia she was able to show what she was capable of and how she could genuinely contribute to the training group, something that there is no doubt she could transfer into the world of work. Whilst on the course she has gained in confidence demonstrating excellent teamwork skills, leadership and she has even taken over from the scribe allocated to her on the course and typed her answers electronically.
Katelin was a ‘key’ member of the group and demonstrated in many ways her potential and capability. Despite her dyslexia, Katelin was willing to help other members of the group whenever she could. She was positive, supportive, focussed and enthusiastic in her approach with every task, even those where she was daunted by the need to produce written work. At times Katelin has demonstrated qualities of leadership and decision making which she was unaware of previously (having not been given the opportunity before to demonstrate this). Katelin’s approach rubbed off on other group members and her positive outlook, good humour and focus was inspirational for some of the other members of the group.
Katelin has given 100% to learning new skills despite having difficulty with reading and writing due to the level of dyslexia, her attitude towards others has been exemplary.
Katelin has now been given the opportunity by a local care home. She will spend the next month gaining vital work experience and learn what challenges she may face working within the care industry. Katelin was given a glowing reference from her tutor as she was a great member of that class. Although she has now finished her course, we have kept in contact as we really want her to progress to her full potential.
One thing that did stand out was a comment from Katelin’s mother.
“Katelin has got more from Optimum Skills in two weeks than she did the entire time she was at college.”