Teaching and Supporting Students with Vision Impairments

1

• Teaching and Supporting Students with Vision
  Impairments
• An Australian Universities Teaching
• Committee Funded Project
• WAANU Conference
• March 2005

2
Project Aims

• To improve outcomes for blind and vision impaired
  students in Australian universities
• Research key issues literature review
  consultation
• Document innovative strategies for teaching
  support
• Identify effective professional development
  practices
• Improve access to practical information and
  resources
• Promote guidelines and strategies across the
  sector

3
Underpinning Principles

• social model of disability
• reciprocal rights responsibilities
• Disability Standards for Education
• we need to draw lines - what is reasonable?
  achiveable?
• better practices outcomes for students
• awareness understanding for teachers
• knowledge skills for practitioners

4
Outcomes

• Students with vision impairments will experience
  less discrimination and more accessible education
• Changes in policy and practices within Australian
  Universities
• Increasing the profile of accessibility and
  inclusivity

5
Student Priorities

• Course materials on time and accessible
• Policies that are reflected in practices
• Accessible web sites and libraries
• Communication direct with lecturers/tutors
• Knowledgeable Disability Staff
• Effective transition support into University
• Effective transition support into employment

6
Practitioner Priorities

• Timely availability of course materials
• University support for policies
• Staffing and resource issues
• Balance of student/staff responsibilities
• Up to date information and resources
• Awareness of inclusive teaching practices
• Practicums and fieldwork

7
Academic Staff Priorities

• Ensuring assessment is equitable
• Policies that are reflected in practices
• Empirical data on accommodations
• Workload issues impact on other students
• Availability of accessible course materials
• Clear communication with students
• Knowledgeable Disability Staff

8
Features of the framework

• Social legislative context
• Good practice statements
• Benchmarks
• Exemplars of good practice
• Resources, research contacts
• Self audit report and action plan
• Update mechanisms

9
Principles underlying framework

• Inclusive - responding to the needs of all
  students
• Comprehensive cover all core activities
• Explicit clear realistic strategies and
  reporting
• Consultative engage staff/students affected
• Resourced adequate staff/funds to implement
• Systemic embedded within planning QA
  processes
• Owned leadership/accountability by senior staff

10
Good Practice Framework

• MAIN SECTIONS
• Entry points (academics, practitioners, managers)
• Introduction (DDA, Standards, social context)
• University Administration (enrolment, QA,
  policies )
• Learning Teaching (orientation, teaching,
  assessment)
• Campus Life Services (access, ICT, employment
  )
• Self Audit function (audit report action plan)

11
Good Practice Framework

• MAIN SECTIONS
• Entry points
• Introduction
• University Administration
• Learning Teaching
• Campus Life Services
• Self Audit

12
Learning Teaching - Subsections

• Preparation Orientation
• Course Design Review
• Learning Resources
• Course Delivery
• Assessment
• Learning Support
• Learning Environments
• Postgraduate Study

13
Section Learning Teaching Subsection
Learning Resources

• Indicator of good practice
• ? Students with print disability have access to
  learning resources of a quality and format which
  allow them to participate equitably with their
  peers
• Benchmark 1
• University mandates timelines for preparation of
  reading lists to ensure sufficient time for
  conversion
• Resources Melbourne Uni www.unimelb.edu.au/divers
  ity/strategies.html9
• Inclusive Practice Guide www.utas.edu.au/inclpr
  actice.html

14
Section Learning Teaching Subsection
Learning Resources

• Benchmark 1
• University mandates timelines for preparation of
  reading lists to ensure sufficient time for
  conversion
• Self Assessment
• How do you rate? 1 does not meet benchmark
• 2 meets at a basic level
• 3 meets at a high level
• Evidence .
• Action Required ..

15
(No Transcript)
16
(No Transcript)
17
(No Transcript)
18
(No Transcript)
19
Where to from here?

• encompass needs of all disabilities
• implement self audit report action plan
• provide pathways into resource for teachers,
  practitioners managers
• facilitate PD workshops later in 2005
• dissemination and communication
• engagement and continued development