People with learning difficulties who sent evidence had mixed experiences of learning, more negative than positive. Good practice is limited in scope at present. Key indicators include an inclusive approach which is flexible, relevant, builds confidence, offers appropriate support and takes place in a multi-agency framework. People with learning difficulties had clear ideas about what would be helpful, to include choosing to go to classes, support, good access and clear information. Tutors commented on a number of concerns, to include the need for joint training, longer time scales, effective group sizes, taster courses and the needs of deaf learners.
Provision is limited and patchy and requires an investment of resources.
The Moser definition of basic skills in relation to speaking and listening should be interpreted or expanded to include people who communicate by non-verbal communication methods such as sign, symbol or gesture. There should be a strategy to improve curriculum development, assessment, measuring achievement and progression in LEAs and the voluntary sector. Current good practice and emerging research findings should be disseminated to offer ongoing practical advice to practitioners via a planned programme of development work, publications, newsletters and seminars. A web site on the Internet could also offer a means of support and dissemination. Basic skills for adults with learning difficulties should include learning skills for self advocacy and skills for independence, which in turn has implications for inter-agency working.