Enhancing educational outcomes: Adaptive learning models tailored for students with additional needs
Hugh Baird College is committed to providing learning pathways tailored to the unique needs of its students.
This commitment shines through in the story of Erin, a tenacious 18 year old student, living with cerebral palsy.
Her educational journey, marked by significant challenges and remarkable achievements, demonstrates the power of flexible, project-based qualifications offered by Gateway Qualifications.
This case study outlines Erin’s journey, highlighting the challenges she faced, the tailored solutions provided, and the significant progress she has made.
In November 2024, Erin won the Federation of Awarding Bodies’ Learner of the Year Award.
Context and challenge
Erin’s learning journey has been fraught with obstacles. Diagnosed with cerebral palsy, she faced significant barriers, particularly in traditional learning environments that impacted her performance.
Initially enrolled in a Level 2 NCFE Extended Diploma in Childcare, Erin struggled with the rigorous written demands of the course that soon became overwhelming, despite the study support provided by the college. The physical challenges of her condition made assignment completion impossible, leading to considerable distress and her eventual request to reduce her qualification level.
Erin’s struggles were not limited to assignment challenges; the physical demands of her condition often left her feeling isolated and underserved by traditional learning models. This period of her life was marked by frustration and a growing concern that she might not be able to reach her potential.
Gateway Qualifications’ innovative solution
Recognising the unique challenges Erin faced, Tina Blease, the Curriculum Manager at Hugh Baird College proposed a shift to a Level 2 qualification with Gateway Qualifications, well-known for its flexibility and expertise in project-based learning.
This qualification was particularly suited to Erin’s needs, allowing her to engage in practical, hands-on projects that were better aligned with her learning style and physical capabilities.
The core of this new curriculum involved a collaborative project with a local residential care home facing difficulties engaging its residents with dementia in meaningful activities. Erin and her peers were tasked with revamping the care home’s activity schedule. The project required students to integrate principles of occupational therapy and explore issues of equality and diversity, ensuring that all activities were accessible and enjoyable for residents with varying physical and cognitive abilities.
This Level 2 qualification was particularly suited to Erin's needs, allowing her to engage in practical, hands-on projects that were better aligned with her learning style and physical capabilities.
Direct impact and personal growth
The shift to Gateway Qualifications positively impacted Erin. She absolutely flourished under the new, hands-on learning approach, that allowed her to develop critical leadership and problem-solving skills.
Taking a leadership role within the care home project, Erin was instrumental in researching, designing and implementing activities that significantly improved resident engagement. She expressed a newfound confidence and a deep sense of satisfaction with her ability to impact the lives of others, positively.
Her ability to influence the project’s direction and outcomes demonstrated both her significant personal growth and the effectiveness of flexible, learner-centred approaches.
Erin’s enthusiasm and newfound confidence were evident as she spoke with pride about her contributions, which were showcased in a video presented during college-wide training sessions, inspiring other students and college staff alike.
Wider educational and community impact
Encouraged by Erin’s success, Hugh Baird College plans to further integrate Gateway Qualifications across other areas.
This new initiative, championed by Tina Blease, has served as a powerful example of how adaptive learning models can significantly enhance learning experiences and outcomes for students with special needs.
The project has encouraged a broader discussion around inclusivity and flexibility within further education and within the community. It has shown that with the right support and opportunities, students can overcome substantial obstacles and make a significant impact on society.
This new initiative, championed by the Curriculum Manager at Hugh Baird College, has served as a powerful example of how adaptive learning models can significantly enhance learning experiences and outcomes for students with special needs.
Strategic development and next steps
Buoyed by the success of Erin’s progress, Hugh Baird College is committed to further integrating Gateway Qualifications across its curriculum. This strategic initiative aims to make flexible, project-based qualifications accessible to all students, ensuring they too can realise their full potential, regardless of their physical abilities or learning styles.
The college also plans to expand its partnerships with local businesses and community organisations. These collaborations will provide real problems for students to help solve, improving their learning experience and strengthening the college’s role as a learning provider, known for innovation and inclusive education.
Erin’s story is remarkable; it demonstrates the real benefit of adapting learning strategies to meet diverse learner needs, creating an environment where every student can thrive.
Erin’s experience highlights the importance of accessible, tailored learning. Through Gateway Qualifications, Hugh Baird College has enhanced Erin’s educational journey and set a precedent for supporting students with additional needs, proving that every student has untapped potential waiting to be realised through innovative and adaptable learning.
Hugh Baird College is committed to providing learning pathways tailored to the unique needs of its students.
Direct impact and personal growth