Spotlight on inclusive practice –
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raising the achievement of all Higher Education learners
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Spotlight on inclusive practice –
- 1. Spotlight on inclusive practice – raising the achievement of all Higher Education learners Sarah Rhodes Dr Stephanie Brewster
- 2. Outcomes: • examine your understanding of the term ‘inclusive practice’ and what this means for your own teaching, learning and assessment • review a range of inclusive and accessible learning and teaching approaches • identify an aspect of ‘inclusive practice’ that you would like to explore over the next academic year
- 3. Structure • Background/context • What does ‘Inclusive Practice’ mean to you? • UoW IoE Inclusive Practice Programme – Outline – Example projects – Findings and reflections • Inclusive Practice discussions and next steps
- 4. The changing HE context Drivers of change include • DSA Reform • Equalities Act (2010) • Competition & Markets Authority • White Paper (DBIS, 2016) • TEF • Increasing diversity of student population • Inclusive teaching and learning in higher education as a route to excellence (DfE, January 2017)
- 5. Inclusive learning and practice in HE • the “greatest degree of match between the individual learner’s requirements and the provision that is made for them” (Tomlinson, 1996). • planning, design, delivery and evaluation of curricula outcomes as part of Universal Design for Learning (UDL) (Draffan, James and Martin, 2018).
- 6. Summary of Changes • Change to traditional model of supporting individual learner needs (DSA seen as deficit model) • Many new students no longer entitled to less specialist support • Need for HE providers to develop a more strategic approach to inclusive practice • Social mobility a government priority – HE has key role.
- 7. The DfE ‘Triangle Model’ for HE
- 8. Small group activity a. What is your own understanding of inclusive practice? b. Does your department or institution use a common shared language when you refer to inclusive practice? Share your ideas www.menti.com Code: 60 58 34
- 9. IoE Inclusive Practice Programme: 9 projects Planning • July 2017 – expressions of interest from colleagues • Summer 2017 - gather information and confirm support for pilot projects Project work • October 2017 – June 2018 - projects undertaken • Reviews and support - undertaken by Project Facilitator Dissemination • Summer 2018 – project write-ups completed • September 2018 – seminar event • October 2018 – full report
- 10. Creative assessment approaches: MA PPLE Extending Criticality module (8) Aim: encourage a more playful, risk-taking and creative response to reflective practice Deliverables: 1. L7 module to enable students to make new connections between earlier reflections and current study 2. Design of 2 x summative assessments: a. proposal b. presentation and multimodal artefact Findings: increased confidence levels, improved criticality &
- 11. Improving module accessibility for students with diverse needs (1) Aim: improve student satisfaction, retention, continuation and attainment of a diverse cohort of Level 4 students Deliverable: drop-in sessions offered before teaching started to discuss meeting individual needs Findings: students appreciated the opportunity to discuss requirements with module tutor before start of module teaching Lessons learnt: prepares students and encourages open communication
- 12. Enabling Employability: supporting inclusive placement learning for disabled UG’s (5) Rationale: work-based learning poses additional challenges for (not only) disabled students Data gathered: interviews, focus groups, questionnaire… with students and staff Preliminary findings: suggest concerns about anxiety, confidence levels, disclosure of disability, health, work-life balance. Outcomes: Creation of enhanced guidance materials for students, placement providers and academic tutors
- 13. Transition Project - Expectations to Experiences (9)Aim: support successful transition for Level 4 students studying UG childhood and family studies degree programmes (~100) • Initial questionnaire (welcome week) • Development of • 6 workshops throughout Level 4 • CANVAS support pages aligned to workshops • Focus groups with 5 students to evaluate the usefulness of the workshops that led to the development of 5 student stories Lessons learnt: stories of our students can bring about changes to practice; consider hidden curriculum; review induction / PT approaches
- 14. Reflections and next steps.. Planned outputs: Unplanned outputs: Inclusive Practice SIG Faculty Peer Review Seminar Event Culture change Report Funding opportunities
- 15. Open discussion a. What does ‘inclusive practice’ mean for us as staff? b. What are the current / future opportunities and challenges? Share your ideas www.menti.com Code: 60 58 34
- 16. Stakeholder considerations How can XXXXX best support you to work towards a more inclusive approach to your teaching, learning and assessment, when XXXXX are? a. Academic colleagues b. Professional services staff c. Senior Leaders d. External organisations Academics Prof. Staff Leaders External Org’s
- 17. Take away… On a post-it note • Identify an aspect of ‘inclusive practice’ that you would like to explore and confirm the steps required to implement
- 18. Contact details • Sarah Rhodes Lecturer in Learning and Teaching (SEND) Sarah.rhodes@wlv.ac.uk / @sarah_rhodes2 • Dr Stephanie Brewster Senior Lecturer and Faculty Enabling Tutor, SENDIS S.Brewster@wlv.ac.uk
Editor's Notes
- – call for HEIs to do more. TEF focus on inclusive practice across all provision Vice chancellor’s committee nationally: Chaired by Geoff Layer Encourages HE providers to look at how they can support and offer the best environment for disabled students. Considers requirement to provide ‘reasonable adjustments’ under the Equality Act 2010… suggests actions to mitigate risks associated with that. .
- Benefits: • all groups of students (BAME, mature, widening participation, disabled) • less need for ‘further adjustment’ for students? • cost savings • reputational enhancement • reasonable adjustments: anticipatory, empowering • student voice: students as learning partners • I inclusive practice: quality systems to match; risk strategy
- Inclusive practice …… Recognises the diversity of students Enables all students to access content, participate fully and demonstrate their knowledge and strengths Adopts variants of social model of disability.
- https://www.mentimeter.com/ Login in as email: sarah.rhodes2@wlv.ac.uk Password: Garlic123
- The production of the publication Inclusive Teaching and Learning in Higher Education as a route to Excellence, by the Disabled Student Sector Leadership Group - chaired by Professor Geoff Layer - has driven the formation of an institutional-wide working group on inclusive practice here at the University of Wolverhampton. Our IoE representatives for the institutional working group are Peter Lavender and Stephanie Brewster. More locally, there is a commitment to make a difference to the IoE’s inclusive practice so that we can enhance inclusive learning, teaching and assessment within our own teams. Therefore we have invited IoE colleagues to volunteer themselves to explore an aspect of inclusive practice during 2017/18 that aims to benefit their students.
- with the aim of improving student satisfaction, retention, continuation and attainment
- an internally funded research project, still underway… designed to maximise the benefits disabled students receive from work experience, with a view to improving employability rates to bring them more in line with non-disabled students.