Background & Aim

1. Developing and Embedding Inclusive Policy and Practice in Higher EducationPresented by Dr Ann Rumpus and Eileen Laycock10 September 2008 educating for professional life

2. Background & Aim • Inclusive Curriculum for Disabled Students (ICDS) is part of three-year TQEF funded programme at the University of Westminster • Aim: to develop and embed university-wide approaches to inclusive curriculum design and delivery to support disabled students’ learning educating for professional life

3. Objectives • To support new and existing staff to continue to develop inclusive curriculum design and inclusive learning and teaching practices that will reduce barriers to learning for disabled students and will recognise a diversity of learning styles. • To involve staff and disabled students in identifying good practice and barriers in existing learning and teaching approaches. • To review the University's processes for curriculum validation and review, in relation to inclusion for disabled students. • To promote inclusive approaches for disabled students that are embedded in mainstream processes and practices. educating for professional life

4. KEY ACHIEVEMENTS • Focus Groups • Learning & Teaching Guides • Case Studies • Website • Course Validation and Review • PGCertHE • Seminar for Disability Tutors/ Learning & Teaching Coordinators • Workshop at annual Learning & Teaching Symposium educating for professional life

5. Focus Groups • 22 held for disabled students & staff • Purpose to seek views of students/staff on good practice and barriers • Information gained in FGs used to inform Learning & Teaching Guides and Case Studies • 8 FG themes: Admissions; research students; personal tutoring; competence standards; learning & teaching resources; laboratories, practicals and workshops; lectures, seminars, tutorials; work placements/experience educating for professional life

6. Learning & Teaching Guides • Introductory Guide • Recruitment and Selection (Get your free draft copy today!) • Enrolment and induction (Get your free draft copy today!) • Assessment (Get your free draft copy today!) • Validation and review • Competence Standards and Curriculum Review • Information and Learning Resources • Lectures, Seminars and Tutorials • Labs, Workshops and Practical Work educating for professional life

7. Case Studies • 8 case studies planned – 4 from staff and 4 from students • Based on information gleaned from focus groups • Plan to build in facility to add further case studies after project has ended educating for professional life

8. Other Activities • Course Validation and Review • PGCertHE • Seminars & Workshops • Teaching & Learning Symposium • Website http://www.wmin.ac.uk/page-14267 containing all project information educating for professional life

9. What Next? • Sustainability – how can the work be “embedded” in the institution? • Structural changes occurring – where would the work be best located? • Who should be responsible for ensuring this? • How will it be sustained within the CPD framework? • How can guidance about responsibilities and strategies best be communicated to staff? educating for professional life

10. Who was involved? • Daniela de Silva Dyslexia Adviser, University of Westminster • Caroline Davies Consultant, Impact Associates • Tina Elliott Consultant, Impact Associates • Monica Grinfeld Disability Tutor, University of Westminster • Hilary Gura Administrator, University of Westminster • Katherine Hewlett AchieveAbility, University of Westminster • Eileen Laycock Disability Services Manager, University of Westminster • Rikki Morgan-TamosumasPVC, Learning & Teaching, University of Westminster • Hayrunisa Pelge Disability Adviser, University of Westminster • Ann Rumpus Head of EIC, University of Westminster • Judith Webster Deputy Academic Registrar, University of Westminster • Will Whitlock Disability Tutor, University of Westminster Thanks to all the above and ….. University of Westminster students; learning and teaching coordinators and other staff who attended focus groups • HE Academy educating for professional life

11. Anyquestions? educating for professional life

12. Activity • If you were putting a team together in your institution to develop the IC who would it be and why? • How would the work be funded? • What would be the intended timescale? • What would you identify as the key stages and outcomes? • 15 mins individual discussion, then 15 mins feedback educating for professional life