Excellence in Curriculum Design, Learning, Teaching and Assessment for Disabled Students - PowerPoint PPT Presentation

View by Category
About This Presentation
Title:

Excellence in Curriculum Design, Learning, Teaching and Assessment for Disabled Students

Description:

Excellence in Curriculum Design, Learning, Teaching and Assessment for Disabled Students Alan Hurst Trustee Skill: National Bureau for Students with Disabilities – PowerPoint PPT presentation

Number of Views:51
Avg rating:3.0/5.0
Slides: 16
Provided by: AlanH164
Learn more at: http://www.thelinknetwork.eu
Category:

less

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

Title: Excellence in Curriculum Design, Learning, Teaching and Assessment for Disabled Students


1
Excellence in Curriculum Design, Learning,
Teaching and Assessment for Disabled Students
  • Alan Hurst
  • Trustee Skill National Bureau for Students
    with Disabilities

2
Why this focus?
  • Key experience for all students in HE
  • Growing student dissatisfaction and protests
    about teaching
  • Increasing tuition fees and value for money
  • Specialist disability advisers suggest most of
    the challenges they and disabled students
    encounter are curriculum-related

3
What evidence is there about disabled students
experiences in higher education?
  • HESA statistically based report May 2009
  • HEFCE Review of policies and practices due
    November 2009
  • ESRC Research undertaken in four HEI published
    in September 2009
  • Annual Report of the Office of the Independent
    Adjudicator for Higher Education (OIAHE)
  • The National Student Forum

4
National Student Forum Annual Report 2009
  • Chapter Five Improving the Experience of
    Disabled Students Issues
  • Need for more tailored information prior to entry
  • Insufficient knowledge of specialist funding
    available
  • Misconceptions and stigma unwittingly
    perpetuating discrimination
  • Academic disadvantages
  • Non-academic challenges arising from
    insufficiently accessible features of life in HEI

5
National Student Forum Annual Report 2009
  • Chapter Five Improving the Experience of
    Disabled Students Recommendations
  • Improve advice and guidance for prospective
    disabled students
  • Review and revise enrolment and induction
    procedures to ensure that they are inclusive and
    meet the needs of disabled students
  • Raise awareness of disability issues within HEI
    amongst the wider student community
  • Improve disability awareness amongst academic
    staff
  • Ensure that institutional feedback methods
    capture data from disabled students and are used
    to improve future provision

6
National Student Forum Annual Report 2009
  • Government response Improving the
    Experiences of Disabled Students which
    referred to Equality Challenge Unit (ECU) but
    without action plan on the following
  • Explore the feasibility of an Association of
    International Disabled Students
  • Integrate disability awareness training for all
    students in the orientation period
  • Improve disability-awareness training for all
    staff in HE
  • Develop a bank of student ambassadors for
    disability
  • Increase the emphasis on disability issues in
    feedback mechanisms
  • Establish national guidelines to strengthen the
    use of Personal Development Plans (PDP) for
    disabled students
  • Investigate the feasibility of a centralised
    electronic library for disabled students
  • Commission research into the comparative
    progression rates for disabled students

7
National Student Forum Annual Report 2009
  • Chapter One Teaching and Supporting Learning
    some issues faced by students
  • Lack of clarity and advance information about
    what learning is like in HE
  • Insufficient emphasis on the development of
    pedagogical skills
  • Lecturer inaccessibility
  • Insufficient course innovation

8
Issues in Learning and Teaching (continued)
  • Insufficient choice in mode of study
  • Confusion around transferability of credit
    between HEI
  • Balancing choice with coherence
  • Too much assessment OF learning rather than FOR
    learning
  • Insufficient opportunity to collaborate, engage
    with and co-design the learning experience
  • Inadequate study resources
  • A narrow view of learning

9
National Student Forum Annual Report 2009
  • Recommendations on Learning and Teaching
  • Professionalise teaching and learning within all
    HEI
  • Personalise and differentiate approaches to take
    account of disabilities, learning difficulties
    and learning styles
  • Increase flexibility in course structures
  • Increase range of modes of study
  • Develop a cross-institutional strategy to enable
    students to co-design and manage their learning
  • Undertake regular reviews of course content and
    material to ensure currency and relevance

10
Recommendations on Learning and Teaching continued
  • Ensure a university-wide focus on assessment for,
    not just of, learning
  • Review adequacy and accessibility of study
    resources for number and range of students
  • Monitor and formally record students broader
    learning
  • AND (HIDDEN SOMEWHAT IN A TABLE ON PAGE 31)
    Incentivise HEI to achieve excellence in teaching
    and learning as well as research

11
National Student Forum Annual Report 2009
  • Some further thoughts
  • Style of report presentation not necessarily
    accessible for some potential readers
  • Random examples of good practice
  • Lack of recognition of power and influence of
    professional bodies
  • No mention of potential of External Examiner
    system (given moves to give Externals greater
    authority)
  • Little reference to students legal entitlements
    and to the value of concentrating on anticipatory
    actions rather than post hoc reasonable
    adjustments
  • Lack of linkages to changes in the wider context
    ( e.g. forthcoming QAA revised Code of Practice)
  • Needs to ensure disability embedded more into
    other sections of the NSF Report

12
Closing Comments
  • Progress to excellence through partnerships
    between students and many others
  • NSF Report does recognise students own
    responsibilities page 14 As a student, if I
    am to be successful in my learning experience, I
    acknowledge that I need to

13
I acknowledge that I need to
  • Be an active partner in my learning
  • Strive for excellence in all my academic
    achievements
  • Be pro-active in undertaking any research
  • View my learning whilst in H.E. as broader than
    just my academic achievements
  • Take seriously the feedback I am given in order
    to maximise my potential

14
How will we know if we are getting it right?
  • My learning experience is a high priority for the
    institution
  • My courses are flexible yet structured and
    transferable
  • Essential resources are easy to access and
    readily available
  • My learning is personalised to my needs where
    possible
  • I can be an active partner to my institution in
    the design and management of my education
  • Assessment and feedback are used to help me learn
  • My institution encourages me to view my education
    as more than just subject knowledge

15
The (not new/same old) Message
  • What is good practice for disabled students is
    good practice for all students
  • AND
  • What is viewed as getting it right for all
    students means getting it right for disabled
    students too.
About PowerShow.com