Educational Merits of out of School Learning for Teenagers With Learning Difficulties - Literature review Example

Literature review on the educational merits of out of school learning for teenagers with learning difficulties. Recently, the importance of out of school hours learning (OSHL ) has been increasingly recognized in the U.K (Andrews, 2001, pp.9-15). While some British children and teenagers are overloaded with extracurricular activities, others, who cannot afford sports activities, music classes, or museum trips, and often face boredom and stagnation. Given the increasing number of working mothers and the culture of “long hours”, many working families are struggling to provide their children with high-quality, safe, and guaranteed after-school care. In response to these issues, in 1994 the Out of School Childcare Initiative was introduced by the Training and Enterprise Councils (TECs). This project was aimed to give grant support to improve the quality and quantity of extracurricular activities available for children and teenagers outside school hours and during school holidays, and was soon followed with other voluntary initiatives (Andrews, 2001, p.15-16). Out of school education programs have several social, emotional and academic benefits for teenagers with learning difficulties as they provide young people with individualized attention they might lack during the school day (Afterschool Alliance, 2001, p.1). Creative activities and participation in sports clubs enable students with learning difficulties to increase their self-esteem, improve academic performance and adopt more positive attitudes about school. It also enables young people to interact with other teens who do not have disabilities. Furthermore, there are transition programs aimed to teach teenagers with learning difficulties basic life skills and prepare them for independent living (Ofsted, 2009, pp.12-13). Finally, young people with learning difficulties can gain work experience in various employment programs. In the UK, fifteen per cent of young people eligible from 15 to 18 years old are reported to have special needs (Perren and Middleton, 2005, p. 64). The majority of them (71 percent) have learning difficulties in such areas as reading, writing, spelling or mathematics, 21 percent have sight, speech, or hearing disabilities, and 16 percent have emotional or behavioral problems. While nearly 79 percent of the group have only one type of these problems, there are also teenagers who suffer from two or more disabilities. The majority of young people with learning difficulties comes from low income backgrounds. According to the report published by the National Transition Support Team (2009, pp.2-3), due to such factors as exposure to poverty and social exclusion teenagers with learning difficulties are particularly vulnerable to develop mental health issues and secondary health problems. Due to their high levels of anger and anxiety, the feelings of isolation and low satisfaction level, teenagers with learning difficulties are likely to turn to violent behavior. Their poor academic performance and low qualifications significantly affects the quality of their adult lives as they have difficulties in finding or keeping a job (Cruickshank, Morse & Johns, 1980, p. 38). Adults with learning difficulties are among the most economically disadvantaged disabled people in the UK; it is estimated that in 1998 approximately 8.300 people with learning disabilities attended day care centers and 93 percent of them were professionally inactive (Riddell, Baron, & Wilson, 2001, p. 15). In order to reduce the rates of poverty and unemployment in this group, it is necessary to promote education among young people with learning difficulties. Compensatory educational activities have been the subject of a fierce debate among scholars in the field (Hamovitch, 1997, p. 1-2). While the majority of theorists agrees that compensation programs help students in their academic performance, others agree with their theoretic foundations, but have concerns about the factors related to their implementation. They claim that compensation afterschool programs often fail to reach all students in need, they lack appropriate funding and staffing. Other scholars criticize compensatory programs, arguing that they label students with learning difficulties and separate them from their high-achieving peers (Hamovitch, p. 3). Thus, there is a view that schools should change their organizational and instructional patterns, adjusting them to students’ needs. There are many different programs and services for young people with learning difficulties. Activities can be implemented in residential units for adolescents, outpatient services, or community teams (Creek, 2002, p. 405). Participation in extracurricular activities has a significant influence on students’ academic performance. Creek (2002, p. 267) argues that creative activities, such as painting, drawing, playing musical instruments, drama, or dancing have a great value for teenagers with learning difficulties as they develop problem-solving skills and enhance learning processes in many different ways. To start with, as people enjoy creative activities, they have an intrinsic motivation to perform their tasks. Playful exploration of new skills, meaningful practice and, finally, application of new capabilities to achieve personal goals make up an effective learning process. Furthermore, producing original pieces of work or ideas leads to an increased self-esteem and satisfaction, which are very important parts of a successful academic performance. Creative activities also enable teenagers to learn and express their feelings and emotions and, thus, develop self-awareness. All these components contribute significantly to a successful academic performance (Creek, 2002, p. 267-268). Sport activities have several educational benefits for teenagers with learning difficulties as they develop motivation to achieve and participate. Furthermore, group sport activities involve sense of belonging and social integration, thus developing individuals’ self-esteem. Adolescents find it very important to have friends and belong to social circles; due to their “differences” teenagers with learning difficulties are often teased or rejected, which may lead to low self-esteem, loneliness and depression. These factors significantly affect academic performance (Cruickshank et al., 1980, pp. 28-29). Given these facts, it is particularly important to include young people with learning disabilities in social activities. There are several activities which have beneficial effects for learning process and, thereby, are recommend for young people with learning difficulties. Dancing enhances learning process as it enables the individual to master anxiety and tension, which often impede successful learning performance (Creek, 2002, p. 220). Moreover, it is a social activity which allows participants to have fun together without demanding verbal communication, which is often a problematic task for teenagers with learning difficulties. Swimming enables individuals to reduce feelings of anxiety, depression, or anger, leaving them “more clear minded and vigorous”. It also gives young people opportunity to practice self-care skills. Yoga has many educational benefits as it allows to increase mental and physical relaxation, increase concentration, and stimulate interest. All sports activities provide opportunities to face challenges and achieve success, which increase self-esteem and, thus, contribute to a successful academic performance. Teenagers can be provided with counseling services, both individual and group sessions (Cruickshank, Morse & Johns, 1980, pp. 198-199). These programs, implemented by the school psychologist, the special education teacher, or the school guidance counselor may help young people with such common difficulties as understanding abstract concepts or poor perceptions of social situations. Group programs are especially beneficial to deal with the latter ones as students can practice their social skills in a small, controlled environment, where they can be provided with feedback from professionals. Thus, participation in counseling programs enables teenagers with learning difficulties to learn social and behavioral skills, which other students develop naturally as a part of their school education (Cruickshank et al., 1980, pp. 198-199). Students’ participation in transition programs often results in positive employment outcomes (Wong, 2004, p.584). Young people participate actively in these programs developing their own transition plans, choosing courses, recognizing post-secondary and professional options, and preparing for adult settings demands. They also learn how to describe their disability to others, benefit from their legal rights, and evaluate support services available for people with learning difficulties. Appropriate transition plans should take into account students’ individual interests, needs and skills, current levels of academic and social performance, and personal post-school goals (Wong, 2004, pp.584-586). Young people with learning difficulties can gain training experience in Skillseekers programs, provided by Local Enterprise Companies (Riddel et al., 2001, pp. 29-30). Around 18 months before the statutory school-leaving age teenagers participate at the Future Needs Assessment, which assesses their actual levels of performance and eventual work possibilities. While those with the most significant difficulties are moved into Adult Resource Centers, more skilled ones can participate in youth training programs, leading to the open labor market. Such programs as the New Deal for Disabled People, Job Introduction, or Supported Employment allow young people with learning difficulties inclusion and support in the labor market (Riddel et al., 2001, p. 30-33). Furthermore, programs like The New Deal for Disabled People (NDDP) provide all people with disabilities, also young people with learning difficulties, with personal adviser service, innovative schemes which propose new ways to move into or stay at work, an information campaign about the existing help available, and a program of research and evaluation (Riddel et al., 2001, p. 32). Participation in training programs during weekends or holidays enables teenagers with learning difficulties to improve their organizational skills, gain independence and responsibility, which may contribute significantly to their academic performance and future professional success. To sum up, out of school learning has many educational merits for teenagers with learning difficulties. Creative activities enhance learning processes in many different ways as they enable participants to increase their self-esteem and satisfaction, develop self-awareness and problem-solving skills. Participation in sports activities gives teenagers with learning difficulties the sense of belonging to a group, to reduce anxiety and anger, and to increase relaxation. All these factors have a significant influence on learning processes and, consequently, successful academic performance. Counseling services help teenagers with learning difficulties to learn skills that make up positive school experience and to deal with such problems as understanding abstract concepts or perceive adequately different social situations. Finally, transition programs allow young people to gain independence, responsibility, and prepare for adult settings demands, which may result in positive employment outcomes. Thus, parents, schools and special education services should promote students’ participation in out of school learning programs as it may contribute significantly to their personal, academic, and professional success. References: Afterschool Alliance (2004) Afterschool and Students with Special Needs. Afterschool Alert Issue Brief 1. Washington: Afterschool Alliance. Retrieved from http://www.afterschoolalliance.org/issue_1_needs.cfm on January 17 2010 Andrews, K. (2001). Extra learning: new opportunities for the out of school hours. London: Kogan Page Limited. Creek, J. (ed.) (2002) Occupational therapy and mental health. London, Elseviere Limited Cruickshank, W.M., Morse W.Ch., Johns J.S. (1980) Learning disabilities: the Struggle from adolescence toward adulthood. New York: Syracuse University Press Hamovitch, A. (1997). Staying after school: at-risk students in a compulsory education program. Westport, Praeger Publishers. National Transition Support Team (2009). “How to” guide: How to support young people with learning disabilities and mental health issues. National Transition Support Team. Retrieved from http://www.transitionsupportprogramme.org.uk/resources.aspx on 18 January 2010 Perren, K. and Middleton, S. (2005). Teenage Mothers and Young People with Special Needs: Evidence from the Education Maintenance Allowance Pilots Database. Loughborough, Centre for Research in Social Policy. Retrieved from www.dcsf.gov.uk/research/data/uploadfiles/RR629.pdf on January 17 2010 Riddel, S., Baron, S. , & Wilson, A. (2001) The learning society and people with learning difficulties. Bristol, The Policy Press The Office for Standards in Education, Children’s Services and Skills (OFSTED). Engaging Young People. London: OFSTED. Retrieved from http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all- by/Documents-by-type/Thematic-reports/(year)/2009 Wong, B. (ed.) (2004) Learning about learning disabilities. London: Elsevier Academic Press Read More