1 / 20

Inclusive Learning and Teaching for Students with Dyslexia

Embedding Disability Equality. Inclusive Learning and Teaching for Students with Dyslexia. June 2012. Rita Lewin, Dawn Nicholson, and Kath Botham Manchester Metropolitan University. Background and some statistics…. Total number of dyslexic students at MMU. Rationale for project.

dasha
Télécharger la présentation

Inclusive Learning and Teaching for Students with Dyslexia

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Embedding Disability Equality Inclusive Learning and Teaching for Students with Dyslexia June 2012 Rita Lewin, Dawn Nicholson, and Kath Botham Manchester Metropolitan University

  2. Background and some statistics… • Total number of dyslexic students at MMU

  3. Rationale for project • Limited value of PLPs for mild to moderate dyslexia PLP • Need to widen debate about value of developing inclusive practice for ALL students Inclusive practice is really all about developing policies and practices that reduce barriers to learning and participation, and pay dividends, for all students (Silver et al. 1998, Fuller et al.2004, Williams and Quinn 2007)

  4. Project aims • To encourage and develop inclusive teaching and assessment practice • To reduce the bureaucratic burden by removing the need for Personal Learning Plans (PLPs) for students with mild to moderate dyslexia

  5. Project management • A multidisciplinary project steering group • Learner Development Service (2) • Senior Learning and Teaching Fellows (2) • Centre for Learning and Teaching (1)

  6. Faculty of Science and Engineering Environmental and Geographical Sciences Undergraduate Network Faculty of Art and Design Department of Art Department of Media

  7. Phase one project stages • Project development • Identification of reasonable adjustments and development of good practice guidelines • Staff training and development • For academics, LDS Advisors, and support staff • Covering legislative framework, dyslexia, reasonable adjustments, project context • Implementation and monitoring • Information sheets for staff and students • Support mechanisms in place • Staff self evaluation and peer support • Evaluation • Staff questionnaires and student interviews

  8. The revised process Disclosure Academic staff Reasonable adjustments were provided ‘as standard’ for all students Negotiated deadlines Assessment Coursework Office Info sheet Extra time in exams Exams Officer Circulation of list Loan period Library Reasonable adjustments

  9. http://www.celt.mmu.ac.uk/disability_guidelines/plpproject/index.phphttp://www.celt.mmu.ac.uk/disability_guidelines/plpproject/index.php

  10. Supporting the project • Meetings with programme teams • Meetings with key services (e.g. IT Services, Exams Officers, Library) • Academic staff training

  11. Monitoring and evaluation • During the project • Self evaluation checklists for academic staff • A local contact point for students • Academic peer support system • At the end of the project • Staff questionnaire • One-to-one interviews with students

  12. Outcomes: Staff perspective Time to take notes during explanations and demonstrations Learning resources available 48h in advance Questions from other students clarified Provided with detailed instructions ahead of time

  13. Good practice (self) identified Tutor and one-to-one support Good teamwork practice, learning styles, characteristics, peer support Narrated presentations Reader document Clarifying questions, reinforcement

  14. Outcomes: Student perspective • Provision of learning resources in advance • Facility to be able to record lectures • Additional time for exams and in-class tests • Time constraints associated with group work or practical classes

  15. Good practice: Student perspective Variety of media Practical activities and demonstrations Breaks in longer classes Proactive support

  16. Selected student feedback • “you have to work in groups, and that’s always hard because I like to just go through it at my own pace” • “If the notes don’t go up in advance I just manage as best as I can. It does help having the notes in advance – it just does”. • “When they come around [tutors] and ask you more personally, or you and your friend, if you understand - it’s better - sometimes you don’t want to put your hand up and ask for help”

  17. Has your teaching practice changed as a result of this project? Project feedback: Staff views • Has the project also encouraged you to think more widely about inclusive practice? • To what extent do you agree that this policy should be rolled out?

  18. Project Outcomes • Students have been supported in their learning • Academic staff have enhanced their teaching, and their understanding of inclusive curricula • Has the reduction in bureaucracy helped? • The policy is being rolled out across the Faculty • Consideration is being given to a University roll-out • A multi-disciplinary working group is under way re-designing the layout and content of all PLPs

  19. Over to you! • Implementing in your own organisations:: Potential challenges and solutions • Review some project resources: • Student information sheet • Frequently Asked Questions • Staff self-evaluation • Staff questionnaire • Existing examples of PLPs • Open questions and answers about the project and experiences of staff and students

  20. Thank you for your attention http://www.celt.mmu.ac.uk/disability_guidelines/plpproject/index.php

More Related