The Crux of the Matter - Training Queensland - Queensland ...

Tip 3: Gathering information
There are many effective ways to collect information
about clients entering your programs. Collecting
information about past educational and training
experiences through enrolment forms, informal
conversations and icebreaking activities in the first
training session can help you to meet the clients’
needs in training.
If you gather and communicate information and data
using a ‘one size fits all’ paper-based approach you
run the risk of alienating some learners or failing to
‘pick up on’ important information. Alternate tiers
of communication and support are needed for all
clients.
Alternate inclusive options may include:
• Pre-enrolment information or induction sessions
where learners can listen to key messages and
ask questions rather than depending on written
information only.
• Translation of key documents into other languages
where you have a large percentage of potential
learners from non-English speaking backgrounds.
• Employment of staff who speak the language of a
particular group as a ‘face to face’ back up to any
written information.
• Use of technologies such as webpages, email
or SMS. Increasingly, the preferred methods
of accessing information is through the use
of technology and some clients may specify a
particular method as a preference. You will need
to ensure that information communicated through
technology is kept up to date and is accessible.
Resources
Resources: Inclusive practices:
use Universal Design Principles to
help you communicate effectively
with clients. Text, including website
text, should be produced according to
Universal Design Principles.
Enrolment forms
For many learners, the enrolment form itself may
provide a language and literacy challenge. Some
learners may disclose a sensory disability that
impinges on their LLN skills development, e.g. that
they have a hearing or vision impairment. But, it
is highly unlikely that a learner will self-disclose
difficulty with LLN as it relates to their general
learning. Many people with low-level LLN skills will
have developed specific ways to mask the issue.
A self-disclosure ‘tick box’ section on a course
enrolment form will pick up on some learner’s
needs, however you should have a range of methods
in place to identify and support learners once they
are placed in a course or training program.
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