From Elitism To Inclusion Developing an Inclusive Curriculum through an Appreciative Inquiry Approach - PowerPoint PPT Presentation

Loading...

PPT – From Elitism To Inclusion Developing an Inclusive Curriculum through an Appreciative Inquiry Approach PowerPoint presentation | free to download - id: 66db52-OWM4N



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

From Elitism To Inclusion Developing an Inclusive Curriculum through an Appreciative Inquiry Approach

Description:

From Elitism To Inclusion Developing an Inclusive Curriculum through an Appreciative Inquiry Approach Learning and Teaching Conference June 2008 – PowerPoint PPT presentation

Number of Views:5
Avg rating:3.0/5.0
Date added: 23 January 2020
Slides: 30
Provided by: chav153
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: From Elitism To Inclusion Developing an Inclusive Curriculum through an Appreciative Inquiry Approach


1
From Elitism To Inclusion Developing an Inclusive
Curriculum through an Appreciative Inquiry
Approach
  • Learning and Teaching Conference
  • June 2008

Dr Val Chapman (NTF) and Will Bowen Jones
2
Political, social and educational change
  • Post war comprehensive education
  • Mainstreaming increased number of disabled
    children in non-specialised schools
  • Raised aspirations
  • Elite education traditional methods of
    teaching
  • Staff with little/no personal experience of
    working with disabled students

3
As a result of engaging with this session you
will be able to
  • Appreciate the legal and political context of the
    project
  • Understand the philosophy underpinning the
    project and the adopted research approach
  • Describe the activities undertaken in the
    Institute of Sport and Exercise Science in
    implementing the Appreciative Inquiry approach
  • Make use of the web-based resource, SCIPS
  • Discuss the issues and opportunities arising from
    the project

4
Increased diversity in HE
  • 1960s less than 10 population in HE
  • Governments agenda target 50 18-35 year olds
    in HE by 2010
  • Massification of HE
  • Widening Participation
  • Legislation
  • Disability Funding (funded projects Disabled
    Students Allowance (DSA) Mainstream funding
    capital funding for HEIs)

5
Inclusive Learning and Teaching (LT)
  • .An inclusive approach to learning and teaching
    avoids a point of view that locates difficulty or
    deficit within the student and focuses instead on
    understanding and responding to individual
    learners' needs. (Tomlinson, 1996)
  • Aligned with social model of disability
  • Flexible
  • Meets needs of all learners

6
Medical Model of Disability
Lupton, D. (2008) Evil in the Eye, Crip Zone, p
12, Reprint
  • Im looking for a villain, a real nasty piece of
    work,
  • someone wholl make the public want to scream.
  • Hes got to be so gruesome, not at all like you
    and me,
  • so bad, theyll even see him when they dream.
  • Our hero gets to battle him, so hes got to be
    quite small,
  • in fact an evil dwarf could play the role.
  • Or he could be in a wheelchair, or maybe use a
    hook,
  • or with mental illness blackening his soul.
  • And could you make him hunch-back, with maybe
    just one eye,
  • or perhaps youve got a black one on your books?
  • With our hero tall and handsome, and most
    definitely white,
  • wed want to make the most of how he looks.
  • Forget about equality, its not what people want,
  • distorting how we think is still the game.
  • Were very good at stereotypes, reinforcing the
    belief
  • that you must be evil if youre not the same.

7
(No Transcript)
8
Social model
  • Disability is defined as a social construct
  • Disabling factors are located in social,
    educational, and working practices and in
    physical environments
  • Example a wheelchair user may have a physical
    impairment, but it is the absence of a ramp that
    prevents them from entering a building - the
    disabling factor is the inaccessible environment

9
Social model of disability
10
Legislation
  • UN Convention (2006) promotes a universal
    inclusive language emphasising rights for all,
    and is based upon the principles of justice,
    respect, dignity, non-discrimination, equality
    and accessibility
  • The Disability Discrimination Act (aka SENDA,
    2001, UK) brought all education provision under
    the Act

11
Higher Education Academy (UK) Project
  • Project title
  • Developing Inclusive Curricula in Higher
    Education
  • Key features
  • Innovative staff development package
  • Supplementary resources to support academics
  • Embedding in institutional policy and practice

12
Project research question
  • How can we engage the interest and commitment of
    staff to further develop their inclusive practice
    in learning and teaching?
  • Selection of an Appreciative Inquiry approach
  • AI has 4 phases
  • Discovery phase
  • Dream phase
  • Design phase
  • Destiny phase

13
Appreciative Inquiry (AI) process
START
DISCOVERY
Briefing on inclusion and AI
Students interviews (VI)
Pre-workshop activity
Generation of adjectives
AI workshop (students)
Roll out model to additional departments
Students Post-it activity
Student presentation
Generation of propositional statements
Focus group interview questions
Focus group interview
Staff development
Further planning embedding
Inaugural ISES staff/student research summit
Staff response
Prioritisation meeting
Inclusion survey
DREAM
DESIGN
DESTINY
14
Appreciative Inquiry
  • Methodology developed by Professor David
    Cooperrider and his colleagues at Case Western
    Reserve University (US) in the 1980s
  • Approach has been used throughout the world for
    organisational change (in companies such as BP,
    McDonalds and British Airways) and for community
    consultation and development.
  • Conducted in 4 phases

15
Discovery phase (Jan/Feb 08)
  • Selection of student researchers
  • Pre-workshop activity
  • AI workshop
  • Data collection by student researchers
  • Post it exercise
  • Disabled student interview
  • Focus group interview (conducted by student
    member of project team)
  • Answers to reflective questions (pre-workshop
    activity)
  • Development of propositional statements

16
Dream phase (Mar 08)
  • Inaugural Institute of Sport and Exercise Science
    (ISES) staff/student research summit
  • Student researchers presentation
  • Audience
  • Vice Chancellor
  • Guest speaker Chief Executive, British
    Paralympic Association
  • ISES staff
  • Departmental Learning and Teaching (LT)
    representatives

17
Post-it data from student lectures
  • Adjectives (n265)
  • Enjoyable
  • Interesting
  • Challenging
  • Fun

18
Student researchers experiences of learning
  • Personal accounts
  • Inclusive practices
  • Challenges successfully overcome
  • Engagement of staff

19
Propositional statement 1
  • All students make a positive contribution to the
    learning of their peers.

20
Propositional statement 2
  • Students value the Schools strong sense of
    community and being made to feel part of it.

21
Propositional statement 3
  • Students love it when staff support and celebrate
    their achievements.

22
Propositional statement 4
  • Staff inspire students through being role models.

23
Propositional statement 5
  • Students really enjoy learning through doing.

24
Propositional statement 6
  • The Institute of Sports and Exercise Science
    (ISES) offers students a ticket to their
    future it gives them the opportunity to do
    things for themselves, become more
    independent, to reinvent themselves and be
    their own person. It offers a liberating and
    transformative experience.

25
Design phase (Apr 08)
  • Prioritisation meeting to determine
  • Individual priorities
  • Draft priorities for referral to departmental
    Learning and Teaching Committee
  • Staff survey staff confidence ratings in
    inclusive practice (survey monkey)
  • Analysed to determine staff development
    priorities

26
Destiny phase (Ongoing)
  • Implementation of innovative staff development
    package
  • Supplemental resources
  • SCIPS (Strategies for Creating Inclusive
    Programmes of Study)
  • www.scips.worc.ac.uk (used 24/7, page ranked by
    Google 5/10)
  • Embedding inclusive policy and practice in
    existing departmental structures and systems e.g.
    peer observation

27
Opportunities (value added)
  • Provides evidence of UWs commitment to provide
    excellent, inclusive education
  • Review and revision of Open Day practice
  • Research informed teaching
  • Students as researchers
  • Raised external profile, e.g. 360 degree
    conference presentation
  • Step by Step Guide to AI for University of
    Worcester

28
Issues
  • Student involvement proved labour intensive for
    project staff
  • Pressurised timescale
  • Ethics and responsibilities
  • Associated costs
  • Alternative formats for disabled student
    researchers

29
Further work
  • Institute of Sport and Exercise Science (ISES)
    project Disabled Students as Researchers,
    Mentors and Mentees
  • Development of generic Step by Step Guide to AI
  • Development of ISES Research Centre with focus on
    inclusion
About PowerShow.com