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Reducing the stigma of disability through an inclusive approach – What really works in promoting disabled students’ learning, through the eyes of students with dyslexia and their lecturers. July 2010. Anne Grant Chris Tuck London South Bank University, UK. Overview. Diversity at LSBU 1.
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Reducing the stigma of disability through an inclusive approach – What really works in promoting disabled students’ learning, through the eyes of students with dyslexia and their lecturers July 2010 Anne Grant Chris Tuck London South Bank University, UK
Diversity at LSBU 1 Gender Age Statistics from 2008/2009
Diversity at LSBU 2 Country of origin Ethnicity Statistics from 2008/2009
Diversity at LSBU 3 Disability Statistics from 2008/2009
Introduction to Project • Year 1 of a five-year work plan • Aim – embed accessibility into teaching & learning and reduce barriers to learning • Outputs – training package for senior academic staff, to be cascaded to other teaching staff
Project Partners • Funding - awarded through LSBU ‘Learning & Teaching Project Innovation Scheme’ from Learning and Teaching Enhancement Unit • Higher Education Academy – participated in Summit Programme ‘Developing Inclusive Learning & Teaching’
Team Structure Combined knowledge of dyslexia, data analysis and learning & teaching
Methodology • Cooperrider, D.L. & Whitney, D., “Appreciative Inquiry: A positive revolution in change.” In P. Holman & T. Devane (eds.), The Change Handbook, Berrett-Koehler Publishers, Inc., pages 245-263. AI involves the art and practice of asking questions that strengthen a system’s capacity to heighten positive potential. It mobilizes inquiry through crafting an “unconditional positive question’ often involving hundreds or sometimes thousands of people.”
Data Collection Individual interviews Focus groups
Quotes One person stated: “[a composite lecture book]…was a really big book that he [tutor] printed out and had ring-binded [sic] …it’s just all his lectures. He does all his lectures in advance. [I use] this for revision, every day and for the class, every lesson. It’s used all the time…[the tutor] would read [the notes] and explain them, then he’d go into more detail…we’d discuss it…it’s all there" Financial accounting student: …“he’s got a style where he throws all the information at you in lectures first and then he goes back and he’ll go through it like a fine comb”
Quotes “There was a student on our course, the tourism and hospitality, who is one of those people who has particular difficulties in responding to exam questions, and one particular colleague was insistent that this student simply hasn’t got it, hasn’t got what it takes. And when I produced an essay written by that student on their own and when I demonstrated that that work was of the highest quality, …I think there was a kind of reluctant acknowledgement that probably this is something that we need to engage with a little bit more.”
Quotes “We have a network of First Aiders, for example. We’re not talking about a medical problem but what I’m talking about is if we can set up a network for First Aiders, why can’t we set up a network for people who are experienced in dealing with dyslexia. Just that level of practicality actually is likely to be very helpful.”
World Café Activity • Identify the positive attitudes and behaviours that demonstrate an inclusive approach within your institutions with regards to: • Curriculum design and course structure • Multiple methods of learning and discovery
Further information • Contact us for this presentation and for more information about our findings Chris Tuck – tuckc@lsbu.ac.uk +44 (0)20 7815 6436
