Infiltrating the systems - inclusive policies as a driver for effective practice
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The document discusses the importance of inclusive practices and effective use of technology in educational settings to support students with disabilities. It emphasizes the need for both individual and anticipatory reasonable adjustments, as well as the consolidation of inclusive policies to enhance accessibility for all learners. Key recommendations include making resources available in advance and utilizing assistive technologies to foster a supportive learning environment.
Infiltrating the systems - inclusive policies as a driver for effective practice
- 1. Infiltrating the systems Inclusive policies as a driver for effective practice Alistair McNaught - Ben Watson - Julia Taylor - CC-BY-ND-NC 1
- 2. Accessibility – alternative views? 16/02/2018 Alistair McNaught - Jisc - CC-BY-ND-NC 2 »We often look at things the wrong way round…
- 3. The OPERA project 16/02/2018 Alistair McNaught - Jisc - CC-BY-ND-NC 3 Opportunity, Productivity, Engagement, Reducing barriers, Achievement
- 4. Whose problem - 1? “I struggle to read text efficiently.” Student The medical model: A physical / sensory impairment or neurological difference is the disabling factor. 16/02/2018 Alistair McNaught - Jisc - CC-BY-ND-NC 4
- 5. Whose problem - 2 I struggle to create documents that can be read efficiently. Teacher / academic I struggle to communicate with mind maps, audio or video clips. Teacher / academic I can’t advise on the accessibility of our e-book platforms. Library manager I don’t know how to set up Windows, browsers and the learning platform for reading support. Network / e-learning manager I can’t advise students on text to speech on their mobile devices. Disability manager The social model: The environment is the disabling factor - e.g. inaccessible resources. 16/02/2018 Alistair McNaught - Jisc - CC-BY-ND-NC 5
- 6. Making sense of practicals Making sense of lectures Need for peer support E-book accessibility Making sense of references and reading lists Lecture notes and presentations Writing assignments Barriers to overcome A tale of two stories The DSA story 16/02/2018 6 Industry-readiness Alistair McNaught - Jisc - CC-BY-ND-NC
- 7. Barriers to overcome Video clips Feedback tools Lecture recording Feedback / quiz tools Accessible documents Accessible presentations Social media tools Colour and font changes Text to speech Notetaking tools Mind-mapping tools Mind mapping tools Grammar checking tools Blogging tools Text to speech Citation tools Voice recognition Collaborative tools Inclusive digital practice A digital inclusion story 16/02/2018 7 Making sense of practicals Making sense of lectures Need for peer support E-book accessibility Making sense of references and reading lists Lecture notes and presentations Writing assignments Industry-readiness Alistair McNaught - Jisc - CC-BY-ND-NC
- 8. The hidden heart of inclusion The hidden heart of inclusion is »the effective use of everyday technology, »by everyone, »for everyone. 16/02/2018 Alistair McNaught - Jisc - CC-BY-ND-NC 8
- 9. Productivity tools or assistive technologies? 9
- 10. Activity 1: Improving an existing policy Consider the following statement in a module specification template. The School/Collaborative Partner (delete as applicable) recognises and has embedded the expectations of current disability equality legislation, and supports students with a declared disability or special educational need in its teaching. Within this module we will make reasonable adjustments wherever necessary, including additional or substitute materials, teaching modes or assessment methods for students who have declared and discussed their learning support needs. 10
- 11. Activity 1: Improving an existing policy ii » What might we change about it to make it more practically useful? › What are the priorities you would need to consider when asking people to be more inclusive when designing modules? › What is it reasonable to ask for? › How can you ensure that it is scalable?
- 12. Mainstreaming » The mainstream incorporation of adjustments is key to developing an inclusive and effective organisation that not only ‘reduces barriers for disabled learners but also provides positive benefits for all other learners’ (Jisc 2015) 12
- 14. Changing the culture At Kent individual reasonable adjustments are made for each student via an Inclusive Learning Plan (ILP) prepared by Student Support and Wellbeing (SSW) in partnership with academic schools. 3 key ways to deliver accessibility: » Individual reasonable adjustments. » Anticipatory reasonable adjustments. » Inclusive practice. 14
- 15. Activity 2: Mainstreaming inclusive practice Look at the adjustments table and consider which of the following mainstream adjustments you would recommend to reduce duplication:
- 16. Activity 2: Mainstreaming inclusive practice ii 1. Make module outlines/handbooks accessible at least 4 weeks before the module starts. 2. Make prioritised reading lists (giving preference to ‘born- digital’ resources) available sufficiently in advance (e.g. at least 4 weeks). 3. Provide lecture outlines in electronic format at least 24 hours in advance of the class. 4. Record lectures using lecture capture system. 5. Provide electronic access to all materials. 16
- 17. Activity 2: Adjustments table 17 Kent individual adjustment Number of individual adjustments Percentage of individual learning plans (ILPs) Extend library borrowing 1190 76.1% Permit lecture recording for personal use. 972 62.2% Provide lecture outlines before class. 945 60.5% Provide prioritised reading lists in advance. 757 48.4% Provide materials in alternative formats. 180 11.5%
- 18. The big story 16/02/2018 » Right culture: Inaccessible = inexcusable. Benefits for all. Signalling / labelling. » Right skills: blended learning; accessible practice; assessment; assistive technology. » Right policy: procurement; job descriptions; KPIs. » Right infrastructure: robust, reliable, accessible to assistive technologies. » Right tools: open access, interactive, designed with accessibility in mind.
- 19. Activity 3: Procurement You are asked to scope a new third party virtual learning environment (VLE). What questions might you ask the supplier to ensure that the product will meet the requirements of students with print disabilities? » Use the Post-It notes provided to provide 10 requirements 19
- 20. Some recent actions… » “Discuss Accessibility Policy with student support teams. / Discuss inclusive practice at next staff meeting”. » “Contact ICT about website accessibility / Contact marketing about accessibility of the prospectus”. » “Have a proper look at all relevant policies to see what changes could be made to make them more inclusive / embed inclusion into existing policies / Identify actions for Accessibility Policy and who is responsible”. » “Design workshops aimed at staff promoting productivity tools / Arrange staff training for our next all staff conference / Look at further JISC training which is relevant”. 16/02/2018 Alistair McNaught - Jisc - CC-BY-ND-NC 20
- 21. jisc.ac.uk Except where otherwise noted, this work is licensed under CC-BY-NC-ND Thanks for listening… Contact us b.watson@kent.ac.uk Julia.Taylor@jisc.ac.uk 16/02/2018 Alistair McNaught - Jisc - CC-BY-ND-NC 21