During my time working with Level 1 and Level 2 Learning Programmes (L1LPs and L2LPs), I had the opportunity to support students with learning disabilities in a special school setting. These students were small in number, and all had student support plans tailored to their specific needs.
The L2LPs were structured around Priority Learning Units (PLUs) focused on developing basic social, pre-vocational, and life skills. The five PLUs included: communicating and literacy, numeracy, personal care, living in a community, and preparing for work.
The L1LPs, on the other hand, were specifically designed for students with general learning disabilities in the lower functioning moderate to severe and profound categories. These students were almost exclusively in special schools and required a highly personalized approach.
My work involved supporting the development of six Priority Learning Units (PLUs) that targeted key areas of learning needed to prepare these students for their future lives. These PLUs included communication, language, and literacy, personal care and wellbeing, being part of a community, numeracy, the arts, and physical education.
As part of my involvement in the PLUs, I focused on using visual arts and technology to help students engage with the material. I found that incorporating these elements allowed students to learn in a way that was both accessible and enjoyable for them, and it was gratifying to see their progress.
Overall, my experience with the L1LPs and L2LPs has taught me the value of personalized, targeted approaches to learning, particularly for students with specific needs. It's been rewarding to see how these programmes can make a real difference in the lives of students, and I look forward to continuing to support this important work.
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