National standard for driver and rider training - Gov.UK

5. where appropriate, explain how parents,guardians, partners or carers can supportlearners with physical or cognitivedisabilities6. where a driver accompanies the learner onprivate practice, explain how they can bemost effective in supporting the learner7. explain how you intend to monitor andreview the learner’s progress during theprogramme8. agree the details of the learning plan withthe learnerwithin the constraints of the overallprogrammewith the understanding that you maywork with the learner to agree changesif requirede) the effect of your own assumptions aboutparticular groups within society on yourability to deliver effective learningf) the role of ‘individual learning plans’ andsimilar models for agreeing ways forwardwithin learning programmesg) how to identify and deal with possiblebarriers to learning and achievement,includingdelivery methodstimeslocationlack of support for people with specialneedslack of facilitiesh) how to explain the objectives and structureof a learning programme, and your choice ofmethods, in a way that is appropriate foreach learneri) how to include accompanying driver/riders inthe learning process in a way that reinforceslearning outcomesj) the scope for flexibility within the programmek) the credibility of the licence acquisitionprocess with key stakeholders such asparents or employersl) the credibility of post-test assessments ofdriving competence with key stakeholderssuch as parents or employersm) external influences on the learner’s attitudeto the learning process, such as economicfactors and peer pressureNational standard for driver andrider training13 of 33www.gov.uk/dsa