Building Bridges

1
Building Bridges

• Presentation at staff conference
• Chester University, 22nd May 2009
• LTI funded project 2008/9
• Aidan Worsley, Bernadette Gartside and Janice
  Gidman

2

• Our aim
• To investigate the perceptions of dyslexic
  students on professional programmes (Education,
  Nursing and Social Work) in relation to the
  support they receive to complete a dissertation.

3

• What did we need to do to achieve this
  (objectives)?
• investigate the issues and challenges facing
  dyslexic students when preparing and writing a
  dissertation
• gain an institutional overview of support,
  reflecting on practice and taking account of
  realistic boundaries and limitations

4

• Objectives
• critically evaluate the extent to which current
  support mechanisms are perceived as meeting
  students needs
• consider the significance of assistive software
  and reasonable adjustments towards achievement
  educationally, and also professionally
• explore any issues relating specifically to
  professional programmes.

5
Background literature

• Dissertations - challenging and often a daunting
  prospect for many students (Huang, 2007 and I
  Anson and Smith, 2004) particularly disabled
  students (Hall and Healey, 2004), confidence
  being seen as a major barrier.
• Setting realistic targets is essential (Todd,
  Smith Bannister,2006 Todd, Bannister and
  Clegg, 2004) to facilitate conceptualisation and
  integration of knowledge (Akister, Williams and
  Maynard, 2006).

6
Background literature

• Increased need for autonomy and independence
  (Fuller, Healey, Bradley and Hall, 2004).
• Reasonable adjustments - depends upon the
  academic criteria for the course (Herrington and
  Simpson, 2002), professional competences, and
  early identification of individual need.
• Premia (2005) - understanding of the distinctive
  nature of the issues and challenges faced during
  research, the need for collaboration, awareness
  and a willingness to experiment and adapt.

7
Methodology

• Purposive sampling from the following
  populations
• Dyslexic students undertaking or recently
  completed dissertations within professional
  programmes (education, nursing, social work)
• Lecturers involved in research and/or
  dissertation programmes (education, nursing,
  social work)
• Support staff who have regular contact with
  dyslexic students
• Ethical approval process

8
Methodology

• Data collection
• Face-to-face audio-taped interviews with
  individuals from each group
• Focus group with students following workshop on
  assistive software
• Data analysis
• Transcription of interviews and focus group
• Thematic analysis

9

• Questions
• As an inclusive institution it may be argued
  that the approach to the provision of support for
  students with a hidden disability at this
  period does not, and should not, differ from
  other times.
• Do we have the groundwork for structures of
  support already established therefore making
  reasonable adjustments less problematic during
  the research period, or not?
• Do we, as an institution adopt an anticipatory
  approach to inclusion, or not?

10

• Student and staff perceptions
• A key issue for students with disabilities is the
  individual and complex nature of the relationship
  between their disability and their educational
  achievement.
• Departmental systems and procedures
• One hypothesis for the project is that the
  systems and the procedures within departments
  have an impact on the achievement of students
  with a disability.

11

• Assistive software
• A key feature of support for students with
  disabilities in Higher Education is the provision
  and use of assistive software. Under the Disabled
  Students Allowance DSA students receive a range
  of technology designed to promote independence
  both in education and employment.
• Hypothesis neither students or staff know how
  to use this software.

12
Emerging themes
13
Memoirs of a novice researcher

• Novice implies no experience yet.
• What have I let myself in for? I cant do this,
  Im not good enough.
• Who can I ask for help and advice without
  boring' them?

• Didnt see myself as a researcher.
• Regular moments of doubt and lack of self
  esteem/confidence.
• Need a good support mechanism of friends and
  colleagues.

14
Memoirs of an early researcher

• I need my sleep.
• I dont drink strong coffee.
• The schedule seems relentless and time consuming
• So much to discuss

• 4am is the best time to think.
• Mines black, no sugar please.
• Got to get more organised, time management
• Use dictaphone and notetaker software

15
Memoirs of an early researcher

• Collaboration and cohesion.
• Create schedules and frameworks, structures
• Use mind mapping and word for templates.
• No comment!

• So many things to do, questions, people to
  speak to..
• And then there is the analysis
• Computer error

16
Memoirs of an early researcher

• Skills gained where do I begin?
• Working with highly experienced researchers is an
  opportunity not to be missed.
• Would I do it again?

• Fantastic opportunity to develop research skills
  in supportive atmosphere.
• Developing my own metacognitive awareness to
  inform practice is priceless.

17

• Progress
• Data gathering phase completed, analysis and
  findings currently being considered prior to
  written report by October 2009
• Appreciation to LTI
• for funding
• Any questions?