Supporting Inclusive Practice

1
Supporting Inclusive Practice
2
Why inclusive ?

• The Disability Rights Commission (2007a) outlines
  inclusive practices for teaching and learning and
  the suggestion is that all teaching and learning
  for all students offers the widest range of
  making teaching and learning accessible rather
  than merely relying on reasonable adjustments
  for students with disability although these will
  still be necessary in some cases.
•  
• The SPACE project (University of Plymouth 2006)
  has outlined three choices that HE providers face
  in assessment the contingent approach _
  allowing extra time or other resources for exams
  or coursework, contingent upon needs assessment
  the alternative approach offering different
  parallel assessments for the minority of
  students or the inclusive approach offering a
  range of assessments for all students, based upon
  agreement about the learning outcomes to be
  assessed along with agreed flexibility about the
  means or method of assessment. Robson (2005)
  shows that this requires a re-thinking of our
  practices and clarity about learning outcomes
  framed in an inclusive manner for all students.

3
References

• Disability Rights Commission (2007a)
  Understanding the Disability Discrimination Act.
  A Guide for Colleges, Universities and Adult
  Community Learning Great Britain online
• Available at http//www.skill.org.uk/page.aspx?c
  63p152
• Accessed Feb 18th 2008
•  
• Robson K. (2005) Assessment a final frontier.
  Just how valid, reliable and fair are assessments
  of disabled students. In Quality Assurance Agency
  for Higher Education (2005) Enhancing practice
  Reflections on assessment Vol II. Quality
  Assurance Agency for Higher Education. 84-90.
  online
• Available at ww.enhancementthemes.ac.uk/documents
  /assessment/Reflections_on_Assessment_Volume_2FINA
  L.pdf
• Accessed Feb 18th 2008
•  
• State K. (2007) Transitions for disabled
  students Literature review. TQEF Project 1d.
  Internal University of Huddersfield document.
•  
• The University of Plymouth (2006) Twenty-one
  things you need to know about current assessment
  practice for disabled students when considering
  inclusiveness online
• http//66.102.9.104/search?qcacheXfqT3n3XatgJww
  w.plymouth.ac.uk/files/extranet/docs/SWA/4.2520Tw
  enty-One2520things2520you2520need2520to2520kn
  ow2520about2520the2520general2520assessment25
  20debate2520when2520considering2520inclusivenes
  s.pdfPlymouthtwenty-onethingshlenctclnkcd
  1gluk
• Accessed Feb 18th 2008 

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Disability Coordinators

• Link between Student Services/ the Student and
  Academic/ Administration Technical staff
• Promote awareness of disability issues among
  staff e.g. changes to legislation and to
  university policy

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Disability Coordinators

• Specially trained
• Personal Learning Support Plan
• Disseminate confidentiality release of
  information
• Adjustments, learning requirements
• Additional requirements exams and assessments
• Expertise and regular updates

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Module leaders

• Inclusive practice
• Powerpoint slides background and font
• Handouts and handbooks colour of paper
• Availability of lectures in Blackboard
• Other needs as identified through Personal
  Learning Support Plan

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Module and course leaders

• Know your legal responsibilities
• Know what to do with declarations
• Know how to deal with adjustments
• But basically fairness and clarity for all

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Important websites

• Skill website
• http//www.skill.org.uk/page.aspx?c114p204
• School website
• http//www2.hud.ac.uk/hhs/index.php

9

• Thank you