Innovation in Learning (2020 cohort)
The ability to read and write are fundamental skills many of us take for granted. Sadly, many homeless individuals navigate their lives without these skills, thus hindering their journey out of homelessness. My research explores how, and to what extent, Psychologically Informed Environments (PIEs) are applied to literacy learning environments within the homelessness sector and adult education provision across the UK. ‘PIEs’ describe an approach which prioritises psychological and emotional wellbeing and is commonly used by people or services supporting individuals with compound trauma/complex needs. My research looks to provide key insights and evidence around effective practice for supporting homeless literacy learners with complex needs.
I have over 15 years’ experience working within charity, disability and education services, and have worked as a Literacy Tutor and Dyslexia Specialist for a national homeless charity in London, since 2016. I completed both my PGCE in Post-Compulsory Literacy (and ESOL) (2016) and my MA in SpLD (dyslexia) (2019) at UCL’s Institute of Education. I currently have AMBDA and an APC, meaning I can assess and diagnose dyslexia in children and adults. My MA research: Overcoming the hurdles: Understanding motivation and supporting adult learners with poor literacy and dyslexia in the homelessness sector was published in the Dyslexia journal (August 2020), and I am Committee Member and Communications Associate for Literacy100; a charitable trust working to support literacy learning within the homelessness sector.
Olisa, J. and Goodacre, K., (2019). Literacy and Homelessness: Tackling the provision deficit. RaPAL, 2019 Conference Edition. Vol.99. p 41-45.
Goodacre, K. and Sumner, E., 2020. Overcoming the hurdles: Understanding motivation and supporting adult learners with poor literacy and dyslexia in the homelessness sector. Dyslexia.