Project Partners PROODOS A.E.  Centre of Vocational Training
Comparative Results :  Implications for the Design of the Web Resource Dr Chris Riley,  University of Worcester, UK
<ul><li>UK results compared with those from the partner countries </li></ul><ul><li>UK context for disability practice </l...
<ul><li>56% of UK participants </li></ul><ul><li>37% of participants in the other partner countries (BG, GR, TR). Disclose...
<ul><li>Need for Disclosure advice </li></ul>Non disclosure before starting course -implications:
<ul><li>54% of UK participants </li></ul><ul><li>26% of participants in the other partner countries (BG, GR, TR).  </li></...
<ul><li>4% of UK participants </li></ul><ul><li>19% in the other partner countries (BG, GR, TR) </li></ul><ul><li>None of ...
<ul><li>Need for student centred adjustment strategies </li></ul>Teachers knew how to teach them  - implications:
<ul><li>8% in UK  </li></ul><ul><li>38% in other partner countries (BG, GR, TR).  </li></ul><ul><li>Never negotiated any a...
<ul><li>12% in UK </li></ul><ul><li>30% in other partner countries (BG, GR, TR). </li></ul><ul><li>Teachers  never  made a...
<ul><li>Need for advice on negotiating and accessing adjustments </li></ul><ul><li>Need to promote self advocacy </li></ul...
<ul><li>60% of UK participants - true </li></ul><ul><li>21% of participants in the other partner countries (BG, GR, TR).  ...
<ul><li>Need advice on equipment  </li></ul><ul><li>Need for advice on self advocacy </li></ul><ul><li>Need for advice on ...
<ul><li>ICT and Numeracy were identified as the most difficult skills.  </li></ul><ul><li>Some literacy related tasks invo...
<ul><li>50% in UK </li></ul><ul><li>33% in the other partner countries (BG, GR, TR).  </li></ul><ul><li>Did not know their...
<ul><li>Need for Advice on Rights and Entitlements </li></ul><ul><li>  </li></ul>Knowledge of their legal rights – implica...
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Q4 s comparative research

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Q4 s comparative research

  1. 2. Project Partners PROODOS A.E. Centre of Vocational Training
  2. 3. Comparative Results : Implications for the Design of the Web Resource Dr Chris Riley, University of Worcester, UK
  3. 4. <ul><li>UK results compared with those from the partner countries </li></ul><ul><li>UK context for disability practice </li></ul><ul><li>Significant differences between UK and partner results were identified in the key areas of: </li></ul><ul><ul><li>Disclosure </li></ul></ul><ul><ul><li>Self Advocacy </li></ul></ul><ul><ul><li>Student centred adjustments </li></ul></ul><ul><ul><li>Support for key skills development </li></ul></ul><ul><ul><li>Advice on rights and entitlements </li></ul></ul>Comparative Analysis
  4. 5. <ul><li>56% of UK participants </li></ul><ul><li>37% of participants in the other partner countries (BG, GR, TR). Disclosed before starting course </li></ul>Disclosure before starting course TR = 33%
  5. 6. <ul><li>Need for Disclosure advice </li></ul>Non disclosure before starting course -implications:
  6. 7. <ul><li>54% of UK participants </li></ul><ul><li>26% of participants in the other partner countries (BG, GR, TR). </li></ul><ul><li>All their teachers knew how to teach them </li></ul>‘ All their teachers knew how to teach them ’ TR = 24%
  7. 8. <ul><li>4% of UK participants </li></ul><ul><li>19% in the other partner countries (BG, GR, TR) </li></ul><ul><li>None of their teachers knew how to teach them </li></ul>‘ None of their teachers knew how to teach them ’ TR = 22%
  8. 9. <ul><li>Need for student centred adjustment strategies </li></ul>Teachers knew how to teach them - implications:
  9. 10. <ul><li>8% in UK </li></ul><ul><li>38% in other partner countries (BG, GR, TR). </li></ul><ul><li>Never negotiated any adjustments </li></ul>Students ‘ never negotiated any adjustments ’ TR = 42%
  10. 11. <ul><li>12% in UK </li></ul><ul><li>30% in other partner countries (BG, GR, TR). </li></ul><ul><li>Teachers never made any adjustments for the students </li></ul>Teachers ‘ never made any adjustments for the students ’ TR = 47%
  11. 12. <ul><li>Need for advice on negotiating and accessing adjustments </li></ul><ul><li>Need to promote self advocacy </li></ul>Students not negotiating adjustments and Teachers not making adjustments – implications:
  12. 13. <ul><li>60% of UK participants - true </li></ul><ul><li>21% of participants in the other partner countries (BG, GR, TR). </li></ul><ul><li>Have equipment - true </li></ul>‘ I have all the equipment I need including assistive technology ’ TR = 26%
  13. 14. <ul><li>Need advice on equipment </li></ul><ul><li>Need for advice on self advocacy </li></ul><ul><li>Need for advice on financial support </li></ul>Equipment they need - implications:
  14. 15. <ul><li>ICT and Numeracy were identified as the most difficult skills. </li></ul><ul><li>Some literacy related tasks involving writing and listening (dictation) were also found difficult. </li></ul><ul><li>Practical skills were moderately difficult. </li></ul><ul><li>Similar findings for the UK. </li></ul><ul><li>Clear need for key skills support </li></ul>Skill Development
  15. 16. <ul><li>50% in UK </li></ul><ul><li>33% in the other partner countries (BG, GR, TR). </li></ul><ul><li>Did not know their legal rights </li></ul><ul><li>  </li></ul>‘ Did not know their legal rights and entitlements ’ TR = 44%
  16. 17. <ul><li>Need for Advice on Rights and Entitlements </li></ul><ul><li>  </li></ul>Knowledge of their legal rights – implications:
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