Helping Young People With Learning Disabilities To .
Helpingyoung peoplewith learningdisabilities tounderstandmoneyA resource for support workers and youth workersAdapted from On Your Own 2 Feet by FairbridgeOYOTF V2.indb 124/03/2011 12:01
introductionAbout the Money Advice ServiceCopyrightThe Money Advice Service is here to help everyoneunderstand and manage their money better. We provideclear, unbiased money advice to help people make informedchoices. We believe that the right money advice can make adifference to people’s lives. And when people take steps tomanage their money better, people can live better too.The Money Advice Service holds the copyright to thesematerials. Most of the activities have been adapted from “OnYour Own 2 Feet”, a toolkit developed by the young people’scharity Fairbridge.We are independent. We were set up by government and arefunded by a levy on the financial services industry.Unbiased money advice to help everyone manage theirmoney better.moneyadviceservice.org.uk0300 500 5000Calls should cost no more than 01 or 02 UK-wide calls, andare included in inclusive mobile and landline minutes. Tohelp us maintain and improve our service, we may record ormonitor calls.Fairbridge hold the copyright for those materials.Organisations or individuals making use of the contents fornot-for-profit educational purposes are permitted to takephotocopies. Any other uses are not permitted.Thank you!We would like to thank all the individuals and organisationsthat supported us in developing this resource. Our particularthanks go to Shirley Potter from the Association for RealChange (ARC) who adapted the exercises and drew theillustrations. We would also like to thank: Mencap Watford;Action for Children, Stroud and Craegmoor Health, Caerphillyfor their help in testing the exercises.The Money Advice Service paid for this work as part of theNational Strategy for Financial Capability.Helping young people with learning disabilities to understand money
contentsIntroductionTraining tips and hints. 7What is it all about? .1Additional tips and hints essential whenyou are working with young people with alearning disability.Facts about people and young peoplewith a learning disability and money. Make it fun SupportWhat are we doing and why?. 2How this toolkit was developed. Keep things clear Use plain EnglishImportant things to remember. 4 Use images symbols and picturesThe essentials that you MUSTconsider when using this toolkit anddelivering the sessions. Including: Jargon busters Planning is essential Regular breaks Focusing on individuality Backup with accessiblereferences Providing support, or a supporter Keeping up to date Regular reviews Making it real and relevant Recap frequently Clear formatting Making it interesting Make it ‘real’ Things to watch out forHow to be a good supporter. 9 Partnership workingClear guidance about what makes a goodsupporter and how to be one. This is not rocket science Be creative Seize the momentHelping young people with learning disabilities to understand moneyOYOTF V2.indb 3III24/03/2011 12:01
contentsGetting started. 10ActivitiesA quiz “How are you with money?”.Complete with the young people to helpyou and them gauge where they arein their understanding and handling ofmoney.An introduction to using theactivities. How are you with money? How did they do?Includes guidance to work out how wellthey did in the quiz.Equipment needed.A list of the equipment and preparationrequired for each activity.Thinking about attitudes tomoney and valuesGetting going and energisers. 16Activity 1 .Some easy-to-use exercises that you canuse as ice breakers or energisers:What I wantAn activity to help young peoplerecognise that many things that makethem happy, cost money. My name is . And I likespending money on It introduces the idea of saving forexpensive things.Activity 2.Attitudes to moneyThis activity helps young people to learnhow they are with money and encouragesthem to think about handling money in thefuture.Activity 3.What would you do?This helps raise awareness of moneyissues. Young people learn that moneyissues are often complicated but they alsodiscover the safest and right things to doIVOYOTF V2.indb 4Helping young people with learning disabilities to understand money24/03/2011 12:01
contentsregarding money problems. They find outthat it is okay to ask for help and some ofthe places where you can get help.Learning about essential ornon-essential spending anddeveloping budgeting skillsActivity 4.Activity 7.Agree or disagreeThis activity helps young people to thinkabout how they feel about money, tounderstand that we all have differentvalues where money is concerned. It willalso help to increase their understandingof money issues while dispelling somecommon myths about money.Things we need - things we don’t needYoung people will think about what sortof things they would need and like in theirown room, and explore the costs of these.It gives them the opportunity to know howit feels to choose their own things, whileunderstanding it is not always possible tohave everything you want.Everyday money – where does itcome from and where do we useit?Activity 8.Activity 5.Where does my money come from?This activity helps the young people tounderstand that money doesn’t just ‘growon trees’; it helps them to explore wheretheir money comes from and understandwhat their money pays for.Things we need and things we do not needYoung people will learn about prioritisingbetween essential and non-essentialspending. It helps them to understand thedifference between wanting and needingsomething. It explains that there are somethings we need to keep us safe, warm,alive – and some things that make ourlives more fun and enjoyable.Activity 9.Activity 6.Treasure huntThis activity supports the young peopleto find out information for themselves –to learn more about where they live, findout small pieces of financial informationand experience visiting a bank or buildingsociety.Where does your money go?This activity helps the young peopleunderstand about budgeting, why it isimportant and how it works.Helping young people with learning disabilities to understand moneyOYOTF V2.indb 5V24/03/2011 12:01
contentsLearning about credit and debtissuesPreparing to cook independently- how much does it cost?Activity 10.Activity 14.How much could I save?This helps the young people think aboutthe money that they are spending andhow they could save.The cost of breakfastThe young people will understand someof the costs linked with daily living.Activity 11.How much does it really cost?Learning about credit and debt issuesThis helps the young people tounderstand what buying something oncredit means.Preparing to live independently how much does it cost?Activity 12.Your own place?This activity will help the young people tothink about what they need and want intheir own room, and to explore the costs.They will learn how much things costand that it is not always possible to haveeverything you want.Activity 15.Making breakfast cost lessThis activity helps them understand youcan save money by careful shopping.Activity 16.The cost of cooking a meal for familyor friendsThe young people learn about howmuch it costs to make a meal and get anopportunity to practise shopping from alist.Resources.A collection of websites and otherresources to support your work withyoung people on understanding finances.Activity 13.Running a place of your ownThe young people will discover the costof everyday items and learn the costof home items that have to be boughtregularly.VIOYOTF V2.indb 6Helping young people with learning disabilities to understand money24/03/2011 12:02
IntroductionWhat is this all about?The headlines 2% of the UK population has alearning disability. Many people with a learningdisability have little control overtheir own resources and fewopportunities to improve theirfinancial knowledge. Only 1/3 of people with a learningdisability are in education or training. Research shows that, out of the 2%of the UK population with a learningdisability: 40% are not sure about coins,notes and their value. 86% areconfused over benefits, incomeand expenditure; parental carers felt responsible fortheir son or daughter’s finances andmostly took control of them4; and over half of people live with theirfamilies and get most of theirsupport from them5; Research also shows that theseyoung people want information on: housing options open to them,including supported housing; how to handle money, includinghow to pay bills and budgeting,especially when living on benefits;and getting a job6.74% rely on carers and parents tocontrol their finances; 49% don’t have a bank accountin their own name1; over half say someone elsedecides how much money theycan spend each week2;over 4 in 5 of those of workingage were unemployed3;1Norah Fry Research Centre at the University of Bristol, for Friends Provident Foundation.2www.learningdisabilities.org.uk3People with learning disabilities in England. Eric Emerson & Chris Hatton. Centre for Disability Research. May 2008Money, Rights and risks: Financial issues for people with people with learning disabilities in the UK. Norah Fry Research Centre at the University of Bristol, for Friends ProvidentFoundation Jan 2005 to Dec 200645Figures about social care for people with a learning disability, Learning Disability Coalition6The Road Ahead? Information for young people with learning difficulties, their families and supporters at transition. Beth Tarleton. Norah Fry Research Centre. Bristol UniversityHelping young people with learning disabilities to understand moneyOYOTF V2.indb 1124/03/2011 12:02
introductionWhy is this needed?Launched in 2009, Valuing People Nowis a three year cross government strategyfor people with learning difficulties. Itidentified that health, housing andemployment were the three areas thathad the greatest impact on improving lifefor people with learning disabilities.Financial skills are vital for young peopleas they make the transition to adulthood.The ability to manage money is essentialin allowing them to take control of theirlives. Young people who have learningdisabilities are at particular risk of havingpoor financial management skills. Most ofthem have been in a position where theirfamily or carers take care of all of theirfinances, so they have not been exposedto – or had the opportunity to see – howfinancial management works.The world is a rapidly changing place,which can be particularly daunting for ayoung person with learning disabilities.Now more than ever, it is essential that wesupport them to develop the skills theyneed to live independently.2OYOTF V2.indb 2Helping young people with learning disabilities to understand money24/03/2011 12:02
IntroductionWhat has been done to helpso far? In 2006, the FSA funded the youngpeople’s charity Fairbridge to develop androll-out a resource On Your Own 2 Feetto support young people to understandhow to manage their money. We havenow used that resource to make this onespecifically accessible for young peoplewith learning disabilities. This will equipprofessionals with lots of new ideasto help young people with a learningdisability to make sense of their moneyand support them as they take control oftheir lives.In 2009, two key learning disabilityorganisations (United Response andAssociation for Real Change) receivedfunding to develop a suite of trainingmaterials - Making Money Easier aimed specifically at young peoplewith a learning disability who areconsidering their future and thinkingabout living independently. The FinancialServices Authority (FSA) funded thedevelopment of Moving On, PlanningAhead, a resource which helps people tounderstand more about the choices theywill be making and how they can live theirlife.We have a responsibility toensure that young people have theinformation, education and guidancethey need to enable them to makebetter financial decisions and get themost out of their lives.Linda JackYouth Adviser, Money Advice ServiceWe are committed to ensuring thatyoung people with learning disabilitieshave the same opportunity to developthe skills and attitudes to enable themto effectively manage their money.I am delighted that this supplementto “On Your Own Two Feet” providesadditional support for practitioners toensure this happens.Tony HobmanChief Executive, Money Advice ServiceHelping young people with learning disabilities to understand moneyOYOTF V2.indb 3324/03/2011 12:02
introduction Importantthings to rememberThis resource is inthree partsPart 1 sets the scene for working onmoney matters with young people whohave learning disabilities or difficulties.Part 2 is the toolkit itself, which hasa wide range of activities, games andprojects that you can use when workingwith individuals with a learning disability.Part 3 is a resources section, whichyou may find useful to support you or tohelp guide young people with learningdisabilities for further support aroundmanaging their money.You can use this pack alongsideFairbridge’s On Your Own 2 Feet, makinguse of whichever activities best suit theyoung people you are working with.Planning is essentialIt is helpful to plan in detail what parts ofthe toolkit you are going to use, thinkingcarefully about your time, resources andstaff availability. The timings that aregiven are only a guide, so you will need toconsider the young people you work withand be flexible, adapting the resources toyour group’s or individual’s needs.A Person Centred Focus is paramountwhen using the toolkit with young peoplewith a learning disability. Each youngperson is an individual and should betreated as such; they will have their ownbackground and experiences that willshape their knowledge and understanding.4OYOTF V2.indb 4It is vital that you take this into accountwhen using any activities in this toolkit.IndividualityIt is essential that the activities you usemeet the needs and abilities of eachperson. You will need to know somebackground about the young peoplethat you are working with. To make theactivities work well, tailor the activities toeach individual’s needs.This helps you to: know about any specific problemsor issues they may have with theirlearning; understand what support they mayneed; recognise any adaptations you mayneed to make; and have an idea of their current levelof understanding and experienceof handling money – for example,there would be little point startingan activity that was about budgetingif the young person doesn’tunderstand the concept of money.SupportWhen you are working with young peoplewith learning disabilities, a key to makingactivities work well is ensuring eachperson has the appropriate support.It is important to ensure that, if anotherperson is needed for extra support, this isorganised before you start any activities.Helping young people with learning disabilities to understand money24/03/2011 12:02
IntroductionThis will not only help the young person(so they are not anxious or worried aboutthe activities), but will also help you, asyou will know that there is another personthere to help.For more detail about good support see‘How to be a good supporter’ on page 9of this resource. This information can helpyou choose supporters for the youngpeople and you can also use that sectionas a handout.Make sure you are up to dateIf you are doing an activity that includesthe cost of items – such as day-to-dayshopping or food – make sure you areaware of current prices.Regular reviewsYou should regularly review and adjustthe sessions, where required, to help theyoung people grasp the concepts.Even when activities go well, you will stillneed to monitor and evaluate how well yourobjectives for the session were met. Makea note of the things that went well andthose that didn’t. Reflect on how closelythe session aims were met. Be flexible andfeel free to change things to make themsuit your group of young people.If you find that the group you are workingwith is struggling with an activity, don’t justkeep pressing on. Think again and seeif you can break the activity into smallerstages or steps. Sometimes, if you gomore slowly, take a break and then repeatit, you will find that things will start to slotinto place. Don’t do too much too soon.Keep an eye on the group dynamics toensure that each person’s needs arebeing met.Make it real and relevantIt is important to make sure that you talkabout situations that the young peoplecan grasp and understand, and that arerelevant to them in their lives. This isparticularly important for young peoplewith learning disabilities who may havelittle experience or knowledge of moneyand finances.This could be the first time they havereally talked about money in detail. Thereis little point talking to the group aboutbeing careful when they are out shopping,or the importance of saving, if few ornone of them have had the opportunity togo shopping alone or had money to savebefore.You can introduce new ideas once youhave laid the foundations.Watch outEnsure you keep an eye out for thosewho may need the help of an expertimmediately – for example, if they havedebts, unpaid bills, or fines. Alternatively,you may need to set aside additionaltime to work with them directly on theseissues.You also need to be aware of those youngpeople who may need more support,or more in-depth information about aparticular area of money or finances, sothat you can signpost them on to therelevant agency or source of information.Helping young people with learning disabilities to understand moneyOYOTF V2.indb 5524/03/2011 12:02
introductionPartnership workingYou need to recognise that you maynot always have the detailed financialknowledge to be able to support a youngperson who is having a problem ordifficulty.Work in partnership with other providersof financial help, advice and support,such as your local advice centre orCitizens Advice Bureau.Keep it simpleMost of what you will read in this toolkit isnot very complicated. Keep everything asstraightforward as possible. Developingthe learning in layers helps knowledge tobuild up slowly, rather than overloadingthe young people with everything at once.You will also need to carefully buildknowledge by recapping each time yourestart the sessions, going over the mainthings you covered last time.You may need to repeat whole sessionsseveral times before some of the youngpeople fully understand.Be creativeIf you think the young people you areworking with would enjoy an activity moreand understand better if you made it fitwith something you are doing with themin another area of their lives, then changeit.Remember, when day-to-day things aretaking place, think about how you canbring in some of the activities or parts ofthem. For example, if you are going outto a café for a drink and cake, include thecost of the things when you are helpingthe young people to make their choices.Seize the momentIf any opportunity arises to involvefinances and money in a discussion, useit!If, for examp
Helping young people with learning disabilities to understand money Helping young people with learning disabilities to understand money 1 introduction 1 Norah Fry Research Centre at the University of Bristol, for Friends Provident Foundation. 2 www.learningdisabilities.org.uk 3 People with learning disabilities in England. Eric Emerson & Chris .
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