Aspects of Inclusive Assessment within the context of UDL

1. Aspects of Inclusive Assessment within the context of UDL Pre Entry UG Student Self Assessment Leadley-Meade, Z. and Goodwin, R. (2019) Pre-entry self-assessment and mapping to relevant services as a means of developing learner autonomy in undergraduates. Journal of Inclusive Practice in Further and Higher Education. 11.1 in press Doctoral Viva • Martin N (2011): Promoting inclusive practice for PhD students near completion. Journal of Inclusive Practice in Further and Higher Education 3(2):37-52 • Martin, N., 2010. Minimising the stress of the PhD viva for students with Asperger syndrome. Good Autism Practice (GAP), 11(1), pp.52-57. • Chown, N. Beardon, L. Martin, N and Ellis, S (2015): Examining intellectual prowess, not social difference: removing barriers from the doctoral viva for autistic candidates: Journal of Inclusive Practice in Further and Higher Education 6 (1) pp 22-38 Nicola Martin. martinn4@lsbu.ac.uk

2. Universal Design for Learning • UDL is an approach based on planning for a diverse university community, rather than being surprised by diversity and attempting to retrofit adjustments for people who do not conform to the mythical norm stereotype http://www.cast.org/ ‘A scientifically valid framework for guiding educational practice that provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged. UDL reduces barriers in instruction, provides appropriate accommodations, supports and challenges, and maintains high achievement expectations for all students including students with disabilities’ (US Congress, 2008).

3. Implementing Inclusive Teaching and Learning in UK Higher Education – Utilising Universal Design for Learning (UDL) as a Route to Excellence. Funder:SRHE. Society for Research in Higher Education. www.srhe.ac.uk • Authors: • Professor Nicola Martin, London South Bank University. martinn4@lsbu.ac.uk • Dr Michael Wray, London South Bank University • Dr Abi James, University of Southampton • E.A. Draffan, University of Southampton • Joanna Krupa, London South Bank University • Paddy Turner, Sheffield Hallam University https://www.srhe.ac.uk/downloads/reports-2017/Nicola-Martin-SRHE-Research-Report.pdf https://www.gov.uk/government/publications/inclusive-teaching-and-learning-in-higher-education. The research is in response to ‘The Layer report’

4. Aims of SRHE research • Outline an approach to delivering inclusive practice within courses of study to mitigate the risks identified in Layer (2017) • Understand how disabled students experience the teaching and learning environment (including assessment at every stage) • Utilise UDL principles as a framework for evaluating disabled student experiences • Investigate how a small representative cross section of UK HEIs are adopting the principles of inclusive practice and UDL • Collate case studies to inform best practice from examples 1 to 4 towards the development of a baseline provision of UDL incorporating DSA changes across the sector

5. Layer’s triangle Reasonable adjustments DSA costs • University has a responsibility under The Equality Act 2010 to meet the requirements of disabled students • Inclusive assessment within a UDL framework reduces the requirement for bespoke individual adjustments

6. SRHE Abstract: The UK higher education (HE) sector is undertaking reforms to the Disabled Students’ Allowance (DSA), until recently the primary means of funding support for eligible disabled students. (Operation of DSA is slightly different in Scotland but similar principles apply.) In a government-commissioned report, embedding Universal Design for Learning (UDL) and inclusive practices was proposed as an approach to reducing reliance on the DSA. This research examines the circumstances in which UDL is currently operating in a cross-section of English higher education providers with a view to contributing to a currently patchy evidence base. Focus groups, interviews and questionnaires were utilised to collect data from four universities and disability support staff. Pockets of good practice such as inclusive virtual learning environments were identified, and it is noted that such strategies benefit all students rather than just those who would have been entitled to DSA. Strategic engagement and embedding UDL was thought to require joined-up thinking between various staff groups under the direction of a named senior leader. Participants suggested that this did not happen coherently. Students felt that systems in place to support their learning were hard to navigate. Some staff were surprised that they were not communicating about this as effectively as they thought. A sector-wide benchmark does not currently exist and would be a helpful tool for creating a stronger foundation on which to build change.

7. Key Findings: • UDL was identified as relevant to all aspects of the student journey including presentation and assessment at every level. • UDL is not effectively championed at senior level or adequately reflected in TEF metrics.https://university.which.co.uk/advice/choosing-a-course/teaching-excellence-framework-tef-the-ratings-in-full • The sector lacks a UDL benchmark so comparison is impossible. An eg is provided in the report. • Joined up thinking between staff in various roles was identified as an important aspect of ensuring that students could access university services including those which enabled them to develop academic and ICT skills. • Students did not necessarily feel that they knew how to access services. Some experienced daunting layers of admin and bureaucracy associated with various processes. An eg of a joined up service map is provided.

8. Communication between staff and students was not always as effective as staff thought. • Academic input was identified as only part of the picture and working together with professional services colleagues was viewed as key.  • Technology was valued by staff and students alike and little distinction was made between making use of accessibility functions and using assistive technology. • Awareness of available technology and how to use it effectively was identified as important by staff and students. Communication about this was not always effective. • Staff and students felt they needed input into the practicalities of using the technology. Staff were aware of not making use of all the potential functionalities of technology in teaching and assessment but struggling to find time to learn how

9. Students found notes in advance on virtual learning platforms helpful. The practice appeared to be more embedded in WP universities although variation between courses was noted by professional services staff. • Recording lectures was viewed as an entitlement for students, particularly for staff in WP contexts. Students who felt that routine access could not be assumed found this disappointing. • Time with helpful, understanding, well-informed staff was highly valued by students. Staff expressed frustration about the demands on their time. • In WP universities staff acknowledged that students required detailed study skills input at least initially, and discussed plans to embed this more fully in order to help students to develop their academic skills and learner autonomy. An eg of effective student self assessment was provided. • WP university staff discussed the importance of student self assessment and formative assessment which resulted in helping the student to develop their academic skills rather than assuming they arrived with them already in place

10. Student Self Assessment Pre -Entry • ‘Access without Support is not opportunity’ (Tinto 2008)- Social Justice • Higher student fees = higher expectations • TEF metrics 'Learning Environment‘ • Sense of belonging is central to retention and success.

11. UG Self-assessment Tool – Methodology & Construction • Project team comprised Education Department Academic staff and Professional Service Groups staff • BOS online surveys • BA Education – Work-based and Non-work-based • Pre-piloted with offer-holder day students • 2 Self-assessment questionnaires completed • Pre- and Post-enrolment • Identified the practical needs and skills required to be a successful LSBU student • Intended to provide easy access to supporting resources and services

12. Pre-Entry Survey • Anonymous with minimal demographic data (existing qualifications and family HE study history) • 15 questions, 4 areas: • Wellbeing & Practicalities • Academic Skills • Library Skills • ICT & Digital Skills • Downloadable Signposts to Resources PDF & Record of Responses Example: Academic Skills • Are you confident about academic writing including using appropriate academic vocabulary and language?

13. Pre-Entry Survey Example: Academic Skills Signpost 3

14. Pre-Entry - most common areas of concern

15. Self-assessment tool. Post entry Eg. Do you know where to go at LSBU for support with financial concerns? Post-Entry Survey • Same demographic plus Pre-Enrolment completed? • 19 questions, 5 areas: • Wellbeing & Practicalities • Academic Skills • Library Skills • ICT & Digital Skills • LSBU Specific Digital Skills • Downloadable Signposts to Resources PDF & Record of Responses

16. Post-Entry Survey Example: Wellbeing & Practicalities Signpost 1

17. Post-Entry - most common areas of concern

18. Post-Entry – Support Services Accessed

19. Impact on Students Developing sense of belonging: • Receiving guidance was comforting and reassuring • Not on their own - aware of support available to them Encouraging student agency: • Students aware of areas of confidence and areas of need • Students independently accessing services "You think 'oh am I really ready for uni?' 'Am I gonna be able to finish it?' But then when you know there’s things out there that can help you it gives you that confidence to take the step to better yourself but know that there is always help just in case you do have difficulties." "Because it asks you about how you cope and then it says this could help you, rather than saying ‘this is here to help you’. It's going from yourself to the help that's available rather than from the help to yourself"

20. Using the Survey Pre-Enrolment Survey July/August • Set up BOS (Bristol online) account • Contact Russell and provide date for Survey • Russell will share Survey on BOS • Make a copy of Survey with Course Title and make any amendments needed before ‘opening Survey’ • Provide link to survey in an email to students (all offer holders/confirmed offer holders) • Analyse results to support planning for induction Post-Enrolment Survey November/December • Steps 1 – 3 as above • Provide link to survey and post to course page – complete within session (as part of study skills module) Student Feedback • How was the Self-assessment Survey to complete? • ‘Easy to understand’ ‘Straightforward and Easy’ • ‘Didn’t take long’ ‘ Helpful to new students’

21. Simple ways of making the viva less vile • Informed by autistic students who have been through the experience • Similar barriers operate in job interviews https://participatoryautismresearch.wordpress.com/

22. An inherently stressful situation for all students • Not a level playing field • Admin systems and bureaucracy can create high anxiety • Supervision and support with admin is necessary at every stage • Preparation and predictability • Say-don’t imply-do not make assumptions • Offer help with admin systems and bureaucracy all the way through from enrolment to post viva. Equality impact assess processes • Supervision and support with admin must always be reliable and unambiguous

23. Talking to complete strangers in high stakes situations is not playing to the strengths of autistic students Eye contact is irrelevant A practice viva would help. Photos of the examiners makes them less frightening. Questions in advance would not compromise the integrity of the doctorate. Ambiguity makes everything worse Educate examiners in how to ask questions which are clear and get the student to practice seeking clarification. The Chair should be prepared to intervene. The student may wish to share information about themselves in advance. Examiners should not judge a doctorate on eye contact or any other similarly discriminatory social constructed idea

24. Good autism practice is good practiceREAL: reliable, empathic, anticipatory and logical. • Sensory overload is potentially problematic • Unfamiliar environments pile on the stress • Wayfinding can cause anxiety • Failing is horrendous • Give the student control over the space, build in breaks, remind them to eat, drink and use the toilet without being patronising • Signpost the way to the room. • Explain in advance that the viva is usually the penultimate not final stage. • Build in post viva support