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Navigating New Legislation for Special Education Needs in Higher Education Geography

This document outlines the implications of recent legislation and guidance for higher education, specifically in geography, earth, and environmental sciences regarding special education needs and disabilities. Mike Adams of the National Disability Team discusses the need for innovative approaches to learning and teaching, emphasizing collaboration between academic staff and disability practitioners. The content includes insights from international examples, focuses on inclusive teaching practices, and encourages systemic change through partnerships, highlighting the importance of accessibility and quality in the educational experience.

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Navigating New Legislation for Special Education Needs in Higher Education Geography

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  1. Special Education Needs and Disabilities : Implications of New Legislation and Guidance for HE Geography, Earth and Environmental SciencesFriday 19 October 2001 Learning, Teaching and Disability : The Need for a New Approach Mike Adams - National Disability Team

  2. NDT brief • Service to HEFCE and DEL, Northern Ireland, during the Improving provision for disabled students programme (2000-2002), supporting project staff with advice and guidance. • Focal point of information about the programme, dissemination of outcomes across HE sector. • Liaison with other teams, agencies and organisations to enhance accessibility and quality of learning experience.

  3. AIMS • To make comments/observations on legislation and its impact on learning and teaching • Identify resources/materials already available. • Draw on lessons from other countries.

  4. Geography Discipline Network Project • Focus on fieldwork • Led by academic staff in partnership with disability practitioners - Signalled a shift in thinking and practice

  5. LTSN Activities • Dedicated disability conferences • Part-time secondment of specialists • Generic centre project

  6. Implications of shift in practice • Academic staff - engage, review and critique issues • Disability Practitioners - evolving role and remit

  7. Associated Developments • Disability as a research issue - providing a robust evidence base - HEFCE Mapping exercise • Disability as part of the curriculum

  8. Associated Developments (2) • Disability support tools • Teachability - A supported self-audit of provision - Emphasis on accessible curriculum design and delivery, not on student support - Emphasis on ‘inclusive teaching practices’

  9. The Australian experience • Legislation introduced in 1993 • Similarities with UK Higher Education: - expansion of student numbers - role and remit of Disability Officer - special initiative funding - national co-ordination • Major difference: - core funding

  10. Impact of legislation on Institutions • Formalisation of disability services. • Greater awareness across faculties/support services. • Disability action plans.

  11. Impact of legislation on Institutions (2) Gaps in provision: • quality of advice, guidance and support given to academic staff - teaching, learning and assessment. - staff development.

  12. Conclusions • No single blueprint • Creating a framework from which to develop • Formation of new partnerships to engender systemic change

  13. Useful email/web addresses • Mike Adams - m.adams@coventry.ac.uk • Teachability - www.ispn.gcal.ac.uk/teachability/index.html • University of Connecticut - www.facultyware.com(autumn,2001) • www.natdisteam.ac.uk : current projects and information on the NDT’s forthcoming national conference, March 20/21 2002, Coventry

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