When Usdaw union learning rep (ULR) coordinator Sean Dixon found out that one of his learners was struggling with some aspects of his IT apprenticeship, he stepped in to see how he could help. 

Sean runs The Learning Zone at the Argos Castleford Distribution Centre (DC) near Wakefield, one the jewels in the crown of Usdaw’s network of leaning centers around the country. 

Peter, one of the warehouse clerks at Castleford, had enrolled on the apprenticeship in January 2016, and within a few weeks, the tutor from training provider JTDS spoke to Sean to flag up a couple of issues. 

Sean recalls:

He said Peter had scored lower than would be expected in the Functional Skills assessment everyone takes when they start the apprenticeship and he seemed to have trouble taking information on board when he was left to work through the worksheets."

With his years of experience as a ULR at Castleford and a shift trainer in his previous role at Co-operative Retail Logistics, plus the knowledge he had gained on his ULR training course, Sean thought it might be possible that Peter had undiagnosed dyslexia. 

And when he sat down with him and the tutor to discuss his progress, Peter revealed that he had his own suspicions about mild dyslexia, although he had never gone for a formal diagnosis. After seeking advice from Castleford’s occupational health team and the Functional Skills specialists at JTDS, Sean developed an action plan of practical support. 

First he made sure both Peter and his JTDS tutors learned how to change the background colours on the computer screens in The Learning Zone so Peter could find the best combination that would enable him to do his coursework. 

Then he secured the agreement of the steering group for the centre to buy a set of coloured overlays and reading rulers that would help Peter to read printed course materials more easily. 

Peter said:

Although this didn't fully remedy all my issues, this didn't stop the reps from trying to find a solution. I am really  grateful for their efforts in trying, which made me feel I was being treated as an individual and with respect for me at all times."

Sean’s inclusive approach has ensured that Peter is keen to access further learning at the centre. 

The problems Peter is having with this mild dyslexia have not put him off wanting to learn: The fact that he knows we’ll try and support all learners who come in is a positive for him – he knows that support is here."

In addition, the overlays have already proved helpful for one of the other learners at the centre: since his partner has struggled with reading, he borrowed the pack of overlays so his partner could identify the best colour for her and buy her own. 

Sean has also asked two of the ULRs on his team to look at further enhancements that could make The Learning Centre even more inclusive than it is at the moment, with one drawing up a dyslexia-friendly action plan and the other doing something similar for other learning differences. 

Sean added:

If anyone has a problem that could stop them from learning, we can find a way around it: that’s what we’re here to do – we’re here to help."

This story first appeared in Accessible Apprenticeships: A TUC guide on supporting disabled members