Client Centred Learning for ADI's

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​This information has been taken from the DVSA National Driver and Rider Training Standards for anyone who trains people to drive and is applicable to those training to become a driving instructor as well as approved driving instructor (ADI). Here is a link that may also help give you an historical overview. 

Using a ‘client-centred’ learning approach. It is about maximising learning by taking into account the status, prior experience and particular needs of the learner. This unit assumes that any approved driving instructor should be able to respond to the needs of any individual who wishes to be trained. It is unreasonable to expect an driving instructor to understand, and be able to respond to, the specific needs of every type of special need. However, they should be able to actively manage the process of finding alternative support in these circumstances. Instructors may be following outline programmes designed by others. As a learner-centred instructor, however, they must be able to adjust an outline programme to meet the needs of the learner by  taking prior learning into account  identifying any issues or opportunities as the training progresses They must also understand how adjustments will affect the learning outcomes of the programme. They can then make sure that no learning outcomes are missed and that learning opportunities are maximised.

This is for people who train learner driver/riders of all vehicles. – Design learning programmes Performance standards You must be able to
1. confirm that the learner holds a provisional or full licence for the category of the training vehicle
2. confirm that the learner’s eyesight meets licence requirements
3. identify the learning needs of the learner, their initial learning status and any special needs, including any need for in vehicle adaptations
4. transfer the learner to an appropriate colleague where their learning needs exceed your competence, such as learners with physical or cognitive disabilities with which you are not familiar, or where you cannot provide a suitably adapted vehicle
5. plan an outline programme that delivers equal opportunities and access to learning, including one-to-one and group-based sessions where suitable
6. create lesson plans for each session that outline learning objectives, identify any resources needed and take into account any special needs (such as reduced concentration spans or fatigue due to physical conditions)
7. make sure that any resources in the plan will be available, including e-learning and third party providers Knowledge and understanding requirements You must know and understand a. the content and principles of the relevant national standard(s) for driving/riding b. the requirements of licence acquisition and the content of the practical driving test for the vehicle being used c. the difference between driving, serious and dangerous faults on the practical driving test d. the requirements of any other formal, post-test assessment of driving competence e. the range of prior-learning inputs that can add to the learning process and how they can be featured in the way the learner is taught f. the range of special needs that learners might have and their broad implications for driving or riding the training vehicle g. how cultural and religious factors may affect the options available to support the learning process, such as  inability to attend sessions on particular days of the week  sensitivities about making eye-contact  the belief that it is ‘bad manners’ to contradict the teacher h. the options available for including non-vehiclebased or third-party learning inputs in the learning programme i. best practice tools, techniques, exercises and activities available to support transfer of ownership of the learning process and delivery of desired learning outcomes j. the ethical issues involved in the use of psychometric tools k. the learning resources available to support driver/rider learning in general and those with special needs in particular National standard for driver and rider training 8 of 32 www.gov.uk/dvsa/driving-standards
8. include competent third parties, where this will benefit the learner
9. agree roles and responsibilities of any third-party providers, including how they will record and pass on relevant information
10. where accompanying driver/riders are involved, specify how they can best support each stage of the programme 11. where applicable, specify how parents, guardians, partners or carers can support learners with physical or cognitive disabilities
12. specify how you will review learner progress and programme effectiveness l. how to draw up learning programmes that cater for different learning styles and needs, including  literacy issues  numeracy issues  language issues  physical disabilities  cognitive disabilities m. how to plan routes for on-road training sessions that provide safe, legal and effective learning opportunities n. how to manage effective working relationships with other providers o. the law on accompanying driver/riders p. how to maximise the contribution of an accompanying driver or rider to a learning programme q. where appropriate, how to foster effective relationships with the parents, guardians, partners or carers of learners with physical or cognitive disabilities r. how to monitor and review learning programmes in the light of  learners’ changing needs  learners’ progress  any formative assessment requirements s. how to gather the learners’ views of the learning process  formally and informally  while maintaining confidentiality and trust  while remaining within the stated learning objectives t. how to manage confidentiality and data security requirements for learning programmes

If you are reading this for the first time or are considering becoming a driving instructor then you can find us here