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 !