BEECON 20061 Using good practice in teaching and learning to minimise the need to make reasonable...
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Transcript of BEECON 20061 Using good practice in teaching and learning to minimise the need to make reasonable...
BEECON 2006 1
Using good practice in teaching and learning to minimise the need to make reasonable adjustments for disabled students
Peter Farrell and Rosie Middlemass
The University of Bolton
BEECON 2006 2
1. Introduction – the problem
1. SENDA, 2001
2. Anticipatory responsibility
3. Sight loss, hearing loss, mobility
4. ABECAS – four guides
5. Reasonable adjustments – good practice ?
BEECON 2006 3
2. The literature
NDT – now Action on Access
SKILL
Teachability, Doyle and Robson, SWANDS
DART
Fieldwork, laboratories, placements
Assessments on-line
BEECON 2006 4
3. Methodology
Literature Survey documents of four UK HEIs for
‘barriers’ - focussed on:
Learning outcomes
Teaching and learning
Assessment
Verification process Action points and discussion – four guides
BEECON 2006 5
3. Methodology (continued)
Barriers
– type 1 – semantics – ‘understand’ not ‘do’
– type 2 – make reasonable adjustments
– type 3 – no adjustment possible – needed to
maintain prescribed standards
BEECON 2006 6
4. Results / action
Type 1 barriers – remove from learning
outcomes and assessments - documentation
Type 2 barriers– make reasonable
adjustments in assessments and teaching
and learning
Electronic learning material in advance
Material in accessible formats – house style
BEECON 2006 7
5. Conclusion
Documentation
Anticipation ?
Adjustments or good practice ?
Dyslexia as the ‘driver’ ?
Staff training ?
Professional institutions ?
Type 3 barriers ?
Must do better !