Daniela Collins

1
Supporting learning teaching for students with
mental health conditions

• Daniela Collins Janet Holmshaw

2
Introduction

• Current emphasis on widening participation and
  disability equality is part of wider policy
  developments aimed at promoting social inclusion
  of disadvantaged groups..
• Recent amendments to Disability Discrimination
  Act have a direct bearing on university provision
  for people with mental health conditions.
• Present university policy/ strategy/guidance not
  easily accessible
• CETL MHSW has identified service user and carer
  involvement as one of its key areas for
  development

3
Aims of the project

• To investigate University policies/ strategies/
  guidance for supporting learning and teaching for
  students with mental health conditions
• To evaluate existing policies/ strategies/
  guidance from perspective of students, academic
  and support staff
• To explore views and experiences of lecturers,
  support staff and students - what would help to
  support the learning and teaching for students
  with mental health conditions

4
Proposed methods

• Comprehensive search and review of University
  policies and guidance
• Structured focus group discussions (Nominal Group
  Technique) with academic and support staff and
  current/ past students who have experienced a
  mental health condition whilst studying at
  university
• Questionnaire survey of students and academic
  and support staff

5
Progress so far

• Successful application for funds from Pedagogic
  Research Group and access to support (hurrah!)
• Recruitment of research team
• Commenced search and review of university
  documents
• Submitted application for ethical approval

6
Next steps.

• Complete the review of university documents
• Structured focus groups (Nov-Jan)
• Questionnaire Survey (Feb- May 2008)
• Report writing dissemination (June Aug)
• Development Phase (Sept-Dec 2008)
• Presentation of recommendations and strategy
  (February 2009)