Transcript Inclusive Teaching LTI seminar series 2011/2012

Inclusive Teaching
LTI seminar series
2011/2012
Developing an Inclusive Culture project
with the Higher Education Academy
Inclusive
teaching
strand of
curriculum
design toolkit
Case studies
Communication
(eg. social
media/web 2.0)
Attainment gap /
BME Summit
Good practice in inclusive teaching…
• Ensures the understanding of individual learning needs
• Takes a coherent approach which is anticipatory and proactive
• Provides environments for effective learning for all
• Ensures materials are accessible and representative
• Uses assessment which enables all students to demonstrate their learning
• Makes use of feedback and performance data
• Is informed by professional development
Material from Theo Gilbert
Comments from Vicky Stringer – summary of the Higher Education Academy
residential open spaces student session
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Communication between the different links in the support chain is not consistent; should things go wrong during the awkward
points of the year i.e.: assessment/ exams then there is a tendency for a student to be passed pillar to post rather than receiving
any actual tangible help (especially if not a student with a disclosed disability) the onus is on the student to organise any real help,
a 'buffer' or 'runner' person is needed in these situations to help sort out evidence gathering/ communicating on behalf of the
student and helping to ease the stress such a situation causes.
Give all staff basic training in the full range of disabilities and the needs of those disabilities (Aspergers/ hearing impairment etc)
alongside the need for education regarding race/ equality and the other known issues.
Help to remove the stigma of 'needing support' by ensuring that things related to course materials which are given to the disabled
is open to all (i.e. lecture recordings/ early access to lecture notes) without the need for special permissions.
Another way to remove the stigma for those needing general help is to match key skill sessions to any required home study/
coursework (i.e. any library offered sessions on maths/ English/ presenting) make a point of having a box at the end of any
document setting coursework that lists the skills necessary to complete the task and the attendance info for sessions relating to
those skills - possibly make attendance at one or all of them at least once in the semester an assessment point..? Instead of saying
'if you need help..' make the point of 'you will need/ must do this' so that it's accepted as a matter of form instead of an 'extra' that
highlights and marks you out as struggling in some way.
Make sure there is a definite structure to the module as a whole on a class by class basis and ensure the students are aware of this
at the very start of the course so that they know what is expected of them.
Interactive applications and problem based learning can be useful but communication style may be an issue within a mixed student
group: there needs to be a way of educating both staff and students in methods of communication.
Pastoral care: 1-2-1 monthly meetings with a personal tutor who will actively take an interest in both your well being and academic
life; try to nip problems in the bud to help retention of students - strengthen the chain of communication.
During induction week have sessions on discovering personal learning styles and key skills, then offer advice and instruction on
tools and techniques to capitalise on them; should also help to flag up things like dyslexia if done pre-course so that the relevant
help and support can be put in place in time for when it's needed.