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Anne Grant Chris Tuck London South Bank University

Inclusive Curriculum and Accessibility : Reducing the stigma of disability through an inclusive approach. 29 th June 2010. Anne Grant Chris Tuck London South Bank University. Overview. Introduction. Year 1 of a five-year work plan

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Anne Grant Chris Tuck London South Bank University

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  1. Inclusive Curriculum and Accessibility: Reducing the stigma of disability through an inclusive approach 29th June 2010 Anne Grant Chris Tuck London South Bank University

  2. Overview

  3. Introduction • Year 1 of a five-year work plan • Aim – embed accessibility into teaching & learning and reduce barriers to learning • Outputs – training package for HODs, to be cascaded to other teaching staff

  4. Five year work plan

  5. Project Partners • Funding - awarded through LSBU ‘Learning & Teaching Project Innovation Scheme’ from LTEU • HE Academy – participated in Summit Programme ‘Developing Inclusive Learning & Teaching’

  6. Team Structure Combined knowledge of dyslexia, data analysis and learning & teaching

  7. 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.”

  8. Data Collection Individual interviews Focus groups

  9. Project Procedure

  10. Emergent Themes (Lecturers)

  11. Focus on Last Theme (Lecturers) • Integrative approaches to teaching and learning

  12. Integrative Approaches to Teaching and Learning- Quotes “And therefore, arguably because there’s lots of different modes of work, we may find that that’s actually a great opportunity for dyslexic students to thrive because they’re not thinking, I’ve got an essay Monday, I’ve got an essay Tuesday, I’ve got an essay Wednesday, and therefore they’ve got different things where they can hopefully excel” “…trying to spell this really complicated word that belonged to philosophy, this is how I do it as a teacher, then everybody can then kind of go ‘oh hey, I might do it that way’”

  13. World Café Activity Within your institution, how can you foster a more inclusive approach towards disability, specifically dyslexia? Consider the following:

  14. Emergent Themes (Students)

  15. Focus on First Theme (Students)

  16. Important Tutor Behaviours - 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”

  17. Integrating Themes from Students’ and Lecturers’ Data

  18. Where we go from here

  19. Further information • Contact us for this presentation and for more information about our findings Chris Tuck – tuckc@lsbu.ac.uk 020 7815 6436

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