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What Has Been Created

INNSBRUCK CONFERENCE 2013 The National Association of Disability Practitioners UK ( NADP) Accreditation Scheme Alan Hurst ( hahurst@yahoo.co.uk ). What Has Been Created. A structure and procedure within which member accreditation can take place

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What Has Been Created

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  1. INNSBRUCK CONFERENCE 2013The National Association of Disability Practitioners UK ( NADP) Accreditation SchemeAlan Hurst(hahurst@yahoo.co.uk)

  2. What Has Been Created • A structure and procedure within which member accreditation can take place • Different from a course or programme of study which leads to a qualification at the end

  3. Basic Characteristics Easy to manage in terms of the organisation Effective in terms of cost and time spent by everyone involved Credible both within the organisation and within the outside world Comprehensive in trying to bring together practitioners from a variety of backgrounds – psychologists, academics, social workers, occupational therapists et al

  4. Basic Characteristics continued Rigorous – not a “rubber stamping/tick box” approach – balance of being demanding and being realistic Supports the exchange of knowledge and the dissemination of innovation - thereby helping practitioners develop their own knowledge and skills – thereby promoting collaboration Encourages critical reflection on both their own practices and those in use more widely Contributes to the advance of professionalism and to greater recognition for the roles and responsibilities of staff working with disabled students in post-compulsory education and training

  5. Who Accredits? • NADP has established an Accreditation Panel to review and give decisions on applications • Membership includes representatives external to NADP to contribute to credibility more widely • It convenes at least twice each year although almost all of the work can be completed using electronic means

  6. What does applying for accreditation involve? Submitting 750 word (or equivalent) accounts: COMPULSORY SECTIONS: • Disabled students with specific reference to the NADP Code of Practice • Continuing professional development • Critical reflective journal

  7. PLUS ONE OPTIONAL SECTION Disability, society and education Institutional policies and procedures Quality assurance

  8. What will the Accreditation Panel be looking for? A range of knowledge, skills and professional values such as reference to: • Relevant recent legislation, policies, code of practice • Disability theories and concepts, the impact of impairment on learning • Relevant research • Internal institutional systems • Funding mechanisms/sources • Course design/course structures • Learning approaches • Academic assessment strategies • Support systems, both human and technical • Information sources • Quality measures and quality enhancement

  9. What will the Accreditation Panel be looking for? A range of attitudes and activities drawn from the following: • Aspects of working 1:1 with learners • Co-operation and team-working with others • Contribution to needs assessment • Liaison with external agencies • Devising and promoting inclusive policies and practices • Involvement in disability education for staff • Participating in and contributing to key committees/groups both within and outside the institution • Recognition of roles, responsibilities, boundaries and personal competence

  10. What will the Accreditation Panel be looking for? • Accounts which are analytical and critically reflective • Accounts which use a range of supporting evidence including national and institutional policy documents, research reports and findings • Accounts which use relevant concepts and theories such as models of disability, principles of independent living etc. • Accounts which show insights and innovations • Accounts which are logically and coherently structured and are presented appropriately and professionally, for example in relation to the citing and listing of supporting sources

  11. What will the Accreditation Panel NOT be looking for in applicants’ accounts? • Anecdotal approaches • Descriptive narratives • Unsupported opinion and conjecture • Loosely organised rambles

  12. What help will be in place to support applicants? • Applicants will be allocated to a mentor • Mentors will be experienced colleagues working in a different educational setting • Once the system is fully operational, the group from which mentors can be drawn will grow and will comprise those who have gained accredited status

  13. The Role and Responsibilities of Mentors • To offer advice and support to applicants seeking NADP accreditation. It is envisaged that most of this will take place using telephone or email contacts. • To comment on an initial draft of one section, followed by ONE draft only of the applicant’s full accreditation submission for each part of the process, if requested • Comments and feedback should have as its major focus the content rather than the presentation of the submission.

  14. The Role and Responsibilities of Mentors • To be familiar with the submission guidance provided to applicants by NADP and to ensure that the applicant has followed it • To be familiar with the criteria used by the Accreditation Panel when evaluating accounts and to ensure that the applicant refers to them • To offer advice and to be involved in situations where an applicant’s submission is returned for further work

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