Sexuality and people with learning disabilities: investigating how sexuality can be presented in people with learning disabilities and discussion of all the factors that need to be considered when starting programmes of work

Group work and anti discriminatory practice (ADP): looking at the basics of ADP and how intrinsic they are to this work. Detailed investigation of working agreements with groups and how these differ when working with people with learning disabilities. Creation of working agreements which could be used as basis for work.

Training theories: Using Schutz's Stages of group development, Tuckman's group theories and experiential learning look at how groups develop and relate this to past and current experiences

Training theories and people with learning disabilities: investigation into how these theories may differ (or strengthen) when working with groups (or one to one) of people with learning disabilities.

Constructive feedback: Group looks at the skills of constructive feedback for skills sharing exercise

Dimensions of Sex and relationships work: Investigation into the depth and amount of information needed in sex and realtionships work and which factors need to be emphasised for people with learning disabilities. Exploration of how to identify the useful factors of each individual.

Sexuality programmes, topics, sessions and key messages: using a model to plan sessions focusing on one key message that participants will take away with them.

Resource evaluation: becoming familiar with relevant resources and how to adapt and use them for particular ages and abilities

Practical Skills sharing: using exercises from resources (or from participants experience) the group shares skills with each other in a practical, interactive setting and receive feedback for themselves.

Evaluation: Investigation into different ways of evaluating sessions as well as pre training assessments (of sexual knowledge) for people with learning disabilities

Programme Planning: groups to plan programmes of work using the planning model in a particular area of interest.

Presentation of programmes: presenting programme to other groups which can be taken away and used practically in a work setting

Workplace Assignment: (see below)

Presentation of workplace assignment: individuals are asked to present their findings from their workplace assignment to the rest of the group

Study Skills for completion of reflective assignment.

Viva Voce of 30 minutes duration 100% weighting (addresses LO's 2, 3, and 4)

25 Multiple Choice Questions 0% weighting (addresses LO 1) Pass/Fail

Must be passed at a minimum of 50%

Both elements of assessment must be passed

The VIVA will utilise a profile of evidence which the student will have to present at the VIVA. The assessors will use the Profile of Evidence to assess the student's ability to meet the learning outcomes.

Formative Assessment:
1. In training skills sharing
Using the planning grid provided, participants will plan and deliver a 20 minute exercise to include
- introduction with aim and learning outcomes
- exercise
- debrief and conclusions.

2. Presentation for formative assessment
Learners will present information from a report on their workplace assignment and solicit feedback from their colleagues.

This course is essentially experiential in nature. Participants will receive some theoretical background that will be put into practice. This background will be provided in a course manual which will be given to them on the first day of training. They will use this manual throughout the contact hours of training. There are sections of it they will fill in throughout the training and sections they will take away for use in their own study hours.
The major learning will come from participants applying their work in a real setting and reflecting on its outcome. They will also receive feedback from experienced tutors and their peers.

During the first three days of the course, participants will experience a variety of learning activities including
- presentation of theoretical frameworks and models
- self assessment tools
- session planning tools
- group work
- group reflection exercises
- delivery of sex and relationships education group exercises
- giving and receiving feedback

For their workplace assignment, participants will be expected to, under the direction of tutors, design, develop, deliver and evaluate a Sex and Relationships session targeted at a specific group of people with learning disabilities, individual with learning disabilities or staff working with people with learning disabilities. Participants are expected to work independently to complete a self assessment project reflecting on their learning and how it will affect their practice. During the assessment day, each participant will present on their workplace assignment, review the results of their evaluations and get feedback from tutors and peers.

There are a total of 30 contact hours for this course. There are an expected 270 hours of self study. This will be made up of:
- Researching group for training
- Needs assessment with group
- Design and development of training session, including background research
- Organisation of venue for training
- Delivery of training
- Evaluation of training
- Reflection on practice
- Future planning for the group
- Writing of workplace assignment report
- Research / reading for reflective paper
- Study skills workshop to receive support on writing of reflective paper

Books/Training Manuals
Provided by fpa at the training
Videos / other resources
Provided by fpa at the training

To attend this course participants must have completed `Liberating/Supporting Life Choices' one of the introductory courses from fpa, or be able to prove they have met the outcomes in other training / experiences.

Participants must be working directly with people with learning disabilities (in any setting) and therefore able to complete the practical work.

Department of Health (DH) (2013), A Framework for Sexual Health Improvement in England, Department of Health
Dixon, H. (1992 - revised 2005) Chance to Choose. Me and Us. ISBN 1855031493
Dixon, H (2010), Confident in SRE: A guide for trainers and educators, Me-and-Us
Drury, J, Hutchinson, L. and Wright, J. (2000) Holding on, Letting go. Sex, Sexuality and People with Learning Disabilities. Barnardo's. ISBN 0285635786
Fairbairn, G. Rowley, D. and Bowen, D. (1998) Sexuality, Learning Difficulties and doing what's right. David Fulton Publishers. ISBN: 1853462926
Scott & Kerr Edwards (2005) Let's Plan It. Image in Action
West Midlands Learning Disabilities Forum (2001) Social and Personal Relationships BILD. ISBN: 1902519744