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Dr Catherine Walter Equal Opportunity and Diversity in ELT: connecting with disability

Dr Catherine Walter Equal Opportunity and Diversity in ELT: connecting with disability. Connecting with disability. Catherine Walter Institute of Education, University of London. Sub-brand to go here. Definitions and obligations. Legal definition Legal obligation Social definition.

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Dr Catherine Walter Equal Opportunity and Diversity in ELT: connecting with disability

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  1. Dr Catherine Walter Equal Opportunity and Diversity in ELT: connecting with disability

  2. Connecting with disability Catherine Walter Institute of Education, University of London Sub-brand to go here

  3. Definitions and obligations • Legal definition • Legal obligation • Social definition

  4. How aware are we? • Activity 1: • What kinds of disabilities have you encountered in your experience with learners? • What sorts of adjustments have you made for these learners? • Where would you go to find out about making adjustments for these learners?

  5. My own experience Dyslexia, dyspraxia, hearing impairment, visual impairment, blindness, deafness, epilepsy, sickle cell anaemia, Crohn’s disease, diabetes, asthma, mobility impairment, attention deficit disorder, bipolar syndrome, depression, coeliac disease, post-traumatic stress disorder, carpal tunnel syndrome, repetitive stress injury, arthritis, biliary tract spasm, heart disease,

  6. How do we educate our teachers? • Activity 2: • At what stages in the application process would you encourage certificate or diploma applicants to disclose disabilities and ask for adjustments? • What points would you want to cover in encouraging applicants to disclose disabilities?

  7. How do we educate our teachers? • In the ELT sector, we are behind • See requirements for PGCE providers • Who enters the profession is vital:

  8. How do we educate our teachers? • In the ELT sector, we are behind • See requirements for PGCE providers • Who enters the profession is vital: No printed word, nor spoken plea Can teach young minds what they should be. Not all the books on all the shelves – But what the teachers are, themselves. (Kipling)

  9. How do we support our teaching staff? • …not very well Smith 2008: q’aire to 194 UK-based teachers and teacher trainers + 15 semi-structured interviews: • ‘[W]orking with disabled learners either in the language classroom or in the training classroom is by no means an unusual situation, but it is one for which the majority of ELT professionals in this study consider themselves to be under-prepared.’

  10. What do our materials tell teachers and learners? • Activity 3 • Look at the materials. How present are people with visible disabilities? • Look again. Would these materials present any problems for people with visual impairments or dyslexia?

  11. What can we do? • Activity 4 • Brainstorm ideas for what we could do to make our classrooms more inclusive • Choose one or two ideas and write down what would be the first steps towards achieving these changes.

  12. Some resources • Equality and Human Rights Commission • JISC Techdis • TDA Able to Teach (for PGCE but useful)

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