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Every Student Matters

7 th International Conference on Higher Education and Disability July 20 th – July 23 rd 2010 Innsbruck, Austria. Every Student Matters. Sue Jackson Senior Lecturer in Disability Support London College of Communication University of the Arts London UK s.m.jackson@lcc.arts.ac.uk.

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Every Student Matters

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  1. 7th International Conference on Higher Education and DisabilityJuly 20th – July 23rd 2010Innsbruck, Austria

  2. Every Student Matters Sue Jackson Senior Lecturer in Disability Support London College of Communication University of the Arts London UK s.m.jackson@lcc.arts.ac.uk

  3. Who are these marginalised students? • Does “the average student” on which all university practice is based, really exist? • How much expertise are we expected to have and where do we go for help and support? • How can we look after ourselves?

  4. Types of student • Home students • Widening Participation students • International and EU students • Mature students • Home students for whom English is an additional language • Students who are the first in their families to enter university • Disabled students

  5. Difficulties and concerns of students • lack of day care for young children • lack of family support • health problems • financial difficulties • personal and family problems • Anxiety: fear of failure, lack of self confidence, low self esteem • prior educational experience not preparing the student well enough for the demands of university etc.

  6. Case Study Julia presented as a mature student, from an ethnic minority background and the first in her family to attend university. Her education was interrupted by a spell in hospital after a psychotic episode at the age of 15. She was on benefits as she was unable to work full time for some years. How would your institution support this student?

  7. Support for Julia • Administrative staff • Technicians • Librarians • Course tutors • Disability team • Mentor: weekly meetings/emails/calls • Student services: advisor (finance), chaplain, counsellor, careers

  8. Strategies • clear lines of referral to resources in and outside the university • impact assessments, that will give us the opportunity to critically reflect our practice • we need a broader range of assessments that encompass all cultures and influences • the learning experience of the student, to include differentiation, choice and inclusive practice......

  9. Universal Design for Learning • the need to be rigorous but flexible – to give choices • give options for learning experiences to be as positive, productive and successful as possible. • Anticipatory measures reduce the need to make reasonable adjustments.

  10. Strategies (2) • to find a way round the system that leaves students who are forgotten about – whether it is because they are absent for long periods of time, without someone trying to make contact or a student who took a year out from their course because of ill-health • Just as important as the regular tutorial for the studentis weekly “mentoring” for staff. Colleagues would like a space where they can discuss student behaviour and the effect on themselves

  11. Conclusion • Impact assessments • Universal Design for Learning • In built support for staff as well as students

  12. Promoting Change

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