Teaching and Supporting Students with Vision Impairments An Australian Universities Teaching

1. Teaching and Supporting Students with Vision Impairments An Australian Universities Teaching Committee Funded Project WAANU Conference March 2005

2. Project Aims To improve outcomes for blind and vision impaired students in Australian universities • Research key issues – literature review & consultation • Document innovative strategies for teaching support • Identify effective professional development practices • Improve access to practical information and resources • Promote guidelines and strategies across the sector

3. Underpinning Principles • social model of disability • reciprocal rights & responsibilities • Disability Standards for Education • we need to draw lines - what is reasonable? achiveable? • better practices & outcomes for students • awareness & understanding for teachers • knowledge & skills for practitioners

4. Outcomes… Students with vision impairments will experience less discrimination and more accessible education Changes in policy and practices within Australian Universities Increasing the profile of accessibility and inclusivity

5. Student Priorities • Course materials on time and accessible • Policies that are reflected in practices • Accessible web sites and libraries • Communication direct with lecturers/tutors • Knowledgeable Disability Staff • Effective transition support into University • Effective transition support into employment

6. Practitioner Priorities • Timely availability of course materials • University support for policies • Staffing and resource issues • Balance of student/staff responsibilities • Up to date information and resources • Awareness of inclusive teaching practices • Practicums and fieldwork

7. Academic Staff Priorities • Ensuring assessment is equitable • Policies that are reflected in practices • Empirical data on accommodations • Workload issues & impact on other students • Availability of accessible course materials • Clear communication with students • Knowledgeable Disability Staff

8. Features of the framework • Social & legislative context • Good practice statements • Benchmarks • Exemplars of good practice • Resources, research & contacts • Self audit report and action plan • Update mechanisms

9. Principles underlying framework • Inclusive - responding to the needs of all students • Comprehensive – cover all core activities • Explicit – clear & realistic strategies and reporting • Consultative – engage staff/students affected • Resourced – adequate staff/funds to implement • Systemic – embedded within planning & QA processes • Owned – leadership/accountability by senior staff

10. Good Practice Framework MAIN SECTIONS: • Entry points (academics, practitioners, managers) • Introduction(DDA, Standards, social context…) • University Administration(enrolment, QA, policies …) • Learning& Teaching (orientation, teaching, assessment…) • Campus Life & Services(access, ICT, employment …) • Self Audit function(audit report & action plan)

11. Good Practice Framework MAIN SECTIONS: • Entry points • Introduction • University Administration • Learning & Teaching • Campus Life & Services • Self Audit

12. Learning &Teaching - Subsections • Preparation & Orientation • Course Design & Review • Learning Resources • Course Delivery • Assessment • Learning Support • Learning Environments • Postgraduate Study

13. Section: Learning &Teaching Subsection: Learning Resources • Indicator of good practice •  Students with print disability have access to learning resources of a quality and format which allow them to participate equitably with their peers • Benchmark 1 • University mandates timelines for preparation of reading lists to ensure sufficient time for conversion • ResourcesMelbourne Uniwww.unimelb.edu.au/diversity/strategies.html#9 • Inclusive Practice Guidewww.utas.edu.au/inclpractice.html • …

14. Section: Learning &Teaching Subsection: Learning Resources • Benchmark 1 • University mandates timelines for preparation of reading lists to ensure sufficient time for conversion • Self Assessment • How do you rate? 1 – does not meet benchmark • 2 –meets at a basic level • 3 – meets at a high level • Evidence: ………………….………………………………… • Action Required: ………………….……………………. ……

19. Where to from here? • encompass needs of all disabilities • implement self audit report & action plan • provide pathways into resource for teachers, practitioners & managers • facilitate PD workshops later in 2005 • dissemination and communication • engagement and continued development