Beyond compliance: aligning disability issues with learning, teaching and assessment approaches Part of the HEA disability seminar series Wednesday 1st October 2008
Aims of the seminar • To focus on the key challenges • As identified by delegates and presenters • To have short, sharp inputs to stimulate discussions • To identify practical solutions to the identified challenges
Group Exercise Either: • Think of an example in your own Institution (department, faculty, etc.) which has positively contributed to an enhanced alignment • What motivated this change? • What were the key challenges? • How were they overcome? • Or: • Think through an example which wasn’t (or is not yet) • positive • what are the ongoing challenges?
The Big issues • Models of delivery: central Vs devolved model • Integration of data, and attendant analysis • Disability Vs impairment specific approaches • User - led developments • Institution - wide ownership and accountability • Adapting and / or adopting existing good practice
Teaching & Assessment • Our classrooms are microcosms of the diverse • society in which we live. The aim of inclusive teaching • is not to dilute standards or change content, but to • adopt a teaching style that accommodates a diversity • of abilities, cultural backgrounds, and learning styles • and needs. This approach acknowledges that students • with disability may learn differently, but are not less • academically capable. • Inclusive teaching recognises the social context of disability and encourages a flexible approach that anticipates diversity and uses it in the curriculum. Examples of inclusive teaching include: • Providing reading lists before classes start • Positioning yourself where you can be seen by everyone • Using a variety of teaching methods • Making lecture notes available before lectures. • Clearly identifying key ideas in lectures and assignments • Drawing on the students’ own experiences • Being flexible with assessment methods • Setting clear expectations • How can I teach in a way that benefits all students? • How do I determine whether any students have particular learning needs? • How much do I need to know about the student's impairment? • How can I determine what adjustments are reasonable? • What if I believe a student will not be able to be registered or employed?
Leeds Met Initiatives • Disability Strategic Group - interrogation of statistics • Disability Research Conference • Disability issues central in annual staff development festival • Strong disability function • Senior Management ‘buy in’