The NADP Accreditation Scheme: Current Proposals

1. The NADP Accreditation Scheme: Current Proposals Alan Hurst (email- hahurst@yahoo.co.uk)

2. The Overall Aim • To devise a structure and procedure within which accreditation can take place • NOT to devise a course or programme of study leading subsequently to a qualification

3. Underpinning Principles The NADP system has been based on: “small is beautiful” (E.F. Schumaker) “the simpler, the better” (A. Hurst)

4. Basic Characteristics Easy to manage in terms of the organisation Effective in terms of time spent by everyone involved Cost effective Credible both within the organisation and within the outside world Comprehensive in trying to bring together practitioners from a variety of backgrounds – psychologists, academics, social workers, occupational therapists et al

5. Basic Characteristics continued Rigorous – not a “rubber stamping/tick box” approach – balance of being demanding and being realistic Supports the exchange of knowledge and the dissemination of innovation thereby helping practitioners develop their own knowledge and skills – thereby promoting collaboration Encourages critical reflection on both their own practices and those in use more widely Contributes to the advance of professionalism and to greater recognition for the roles and responsibilities of staff working with disabled students in post-compulsory education and training

6. Who Accredits? • NADP will establish an Accreditation Panel to review and give decisions on applications • Membership will include representatives external to NADP to contribute to credibility more widely • It will convene at least twice each year but much of the work can be completed using electronic means • It will be NOT be chaired by the elected Chair of NADP so that the latter can act as final arbiter in any situations where there is serious disagreement about the status of an application

7. Who is eligible for accreditation? • Anyone who fulfils the criteria for full membership of NADP. • Normally expected to have a minimum of three years experience of working in a context involving support for disabled learners • Non-members working both in the UK and overseas – but they will not be eligible for a discounted application fee • Scheme linked to another NADP plan – accreditation of services – in which individual accreditation could be seen as a significant criterion

8. When does accreditation take place? • Applications can be submitted for consideration by the Accreditation Panel at two points each year – deadlines for receipt of applications being June 30th and December 31st • Applicants will be informed of the decision of the Accreditation Panel within a maximum of twelve working weeks after the application deadline

9. Are there different levels of accreditation? There are three levels of accreditation, dependant upon what applicants choose to submit to the Accreditation Panel: Associate Fellow Senior Fellow

10. What does applying for accreditation involve? • Associate level – a piece of work about disabled students PLUS a critical, reflective journal based on a week’s work as seen in the applicant’s diary • Fellowship level – THREE pieces of work, one of which must be about disabled students PLUS a critical reflective journal • Senior Fellowship level – FIVE pieces of work PLUS a critical reflective journal

11. What are the topics on which the submitted pieces of work are based? All applicants focus on: • Disabled Students Subsequently applicants seeking Senior Fellowship choose THREE from : • Institutional Policies, Procedures and Provision • Learner Support and Assistive technology • Society, Education and Disability • Quality Assurance and Continuing Professional Development

12. PLUS FOR SENIOR FELLOWSHIP • A topic of the applicant’s own choosing and which does not repeat any of the other four submissions • A critical reflective journal based on a weeks’ work

13. Are there other matters to be considered by applicants? • Normally all submissions will be made electronically – to facilitate the processing of applications since it allows for efficient circulation of items • Submissions will be accepted in a range of formats in order to demonstrate inclusivity • There must be no undue overlap/repetition between items • The Accreditation Panel is not anticipating the need to identify plagiarism since applications should be rooted firmly in the work of each individual applicant

14. What will the Accreditation Panel be looking for in the applicants’ accounts? Knowledge, skills and professional values such as reference to: Relevant recent legislation, policies, code of practice Disability theories and concepts, the impact of impairment on learning Relevant research Internal institutional systems Funding mechanisms/sources Course design/course structures Learning approaches Academic assessment strategies Support systems, both human and technical Information sources Quality measures and quality enhancement

15. What will the Accreditation Panel be looking for in the applicants’ accounts? Attitudes and activities Aspects of working 1:1 with learners Co-operation and team-working with others Contribution to needs assessment Liaison with external agencies Devising and promoting inclusive policies and practices Involvement in disability education for staff Participating in and contributing to key committees/groups both within and outside the institution Recognition of roles, responsibilities, boundaries and personal competence

16. What will the Accreditation Panel be looking for in applicants’ accounts? • Accounts which are analytical and critically reflective • Accounts which use a range of supporting evidence including national and institutional policy documents, research reports and findings • Accounts which use relevant concepts and theories such as models of disability, principles of independent living etc. • Accounts which show insights and innovations • Accounts which are logically and coherently structured and are presented appropriately and professionally, for example in relation to the citing and listing of supporting sources

17. What will the Accreditation Panel NOT be looking for in applicants’ accounts? • Anecdotal approaches • Descriptive narratives • Unsupported opinion and conjecture • Loosely organised rambles

18. How long should the pieces of work be? The process is intended to be inclusive and applicants can submit in a variety of ways as long as they demonstrate appropriate levels of knowledge, understanding and experience. As a rough guide it is expected that each item will be between 500 and 750 words or equivalent

19. What happens after the items have been submitted? Each item reviewed and commented upon independently by two members of the Accreditation Panel. Decisions will be made on a satisfactory/refer for further work basis In cases where there is disagreement, the application will be passed to a third member of the Accreditation Panel for a final decision Detailed feedback will be provided.

20. Are there other matters about which applicants need to be told? • At the discretion of the Accreditation Panel, and with the agreement of the applicant, some items might be forwarded to the Editorial Board of the NADP Journal with a recommendation to publish • If items are returned for further work, the applicant is entitled to one further opportunity to resubmit. Should this also be deemed to require more attention, there cannot be an application for accreditation for a minimum period of one year • It is possible to appeal against the decision of the Accreditation Panel. Appeals can be submitted only in exceptional circumstances and must be on procedural matters and not involve questioning the academic judgements of the Accreditation Panel.

21. How will the Accreditation Panel know that what is said in the application is true? Applications must be read by a colleague, normally a line manager) who must sign a pro forma to indicate that the piece has been read and that there are no reasons to question what has been written

22. What help will be in place to support applicants? • Applicants will be allocated to a mentor • Mentors will be experienced colleagues working in a different educational setting • Once the system is working, the group from which mentors can be drawn will grow • In addition, applicants will be offered a short booklet containing guidelines and sample applicants’ accounts

23. How much will accreditation cost? • The scheme is designed to ensure that NADP breaks even and does not incur a financial loss • There are additional expenses resulting from the implementation of an accreditation scheme ( e.g. payment of small honorarium for those external to the organisation) • Currently, further research is being undertaken to ascertain what the costs of the scheme will be but as an example ONLY, a scheme could involve sums of: Associate £30 Fellow £60 Senior Fellow £90 on a cumulative basis • Applications for consideration at Senior Fellowship level will cost £180 if the example above is adopted and implemented

24. What happens next? Before implementing the scheme starting in January 2010: Members of the NADP professional development subgroup will submit sample applications A group of staff working in one HEI might be asked to submit sample application accounts Feedback and constructive comments/suggestions to be requested from the NADP membership e.g. at this annual Summer conference

25. “What happens next (continued)? Continuing discussion on matters such as the accreditation fee, the appointment and role of Accreditation Panel members and especially the Panel Chair A strategy to review the scheme both in its early days and subsequently Recruiting mentors and Panel members and putting in place a system for changing panel members both to ensure continuity and to encourage “new blood”

26. NADP Professional Development Group • Catherine Badminton (cbadminton@uclan.ac.uk) • Nicola Martin (N.Martin@shu.ac.uk) • Karen Robson (KRobson@uwic.ac.uk) • Martin Smith (martin.smith@brunel.ac.uk) • Paddy Turner (P.Turner@shu.ac.uk)

27. What do YOU think? Questions, comments and constructive feedback from NADP members please either during the conference or subsequently to members of the NADP Professional Development Group or directly to Alan Hurst (all email addresses provided within this presentation)