02/18/20 20 Developing a strategic response to inclusive practice: carrot or stick 1 want to have acknowledged the drivers that facilitate the need for a more immersive approach to inclusive practice and have looked at Benchmarking inclusivity practices within key areas of your organisation Identifying key staff who could support staff and student engagement with resources available
Implementing good practice within your own organizations existing policies and procedures Identifying support and resources that might be of interest. 02/18/202 0 What are the main drivers across the sectors in the UK? 02/18/202 Developing a strategic response to DSA changes 0 3 England
We have consistently made it clear that we do not plan to provide institutions with additional funding to offset any changes introduced as a result of this consultation. 02/18/202 Developing a strategic response to DSA changes 0 4 functions Providing practical
support around the campus Providing practical support in the library, laboratory or workshop/studio etc. Reading aloud. Scribing. Text checking (pointing out 02/18/202 Developing a strategic response to DSA changes 0 Supporting students to develop their
independence and autonomy in HE, for example by providing support with issues such as time keeping. organisational skills etc and can be supplemented by practical support e.g. library support, workshop support etc. supporting a disabled 5
Changes to Scottish FE disabled students funding model 02/18/202 Developing a strategic response to DSA changes 0 6 Over to you What are the current drivers for inclusive practice in Higher Education in Scotland and in particular in your own organisations? 02/18/202
0 7 Mainstreaming support The main impact of these changes is likely be on dyslexic students* where traditional HE practices can be challenging for people with difficulties in: Reading swiftly and accurately, Organising ideas, concepts and personal schedules, Writing fluently and effectively. Technology already offers significant support in these areas but Features are often underused or not set up appropriately,
Learners and those supporting them may be unaware of the options available. *SFC review of students receiving support in FE highlighted that of all the 8 students receiving support during 2014-2015 27.4% had dyslexia. 02/18/202 Developing a strategic response to DSA changes 0 content I download the presentation beforehand and print it out or view on my tablet device. The tutor puts the key facts in the notes field of the slides. I can focus on understanding details, not speed writing badly.
A: Already widespread practice B: Already well developed pockets C: Likely to be a willingness D Likely to be resistance Go to www.menti.com and use the code 33 14 77 to vo 02/18/202 Developing a strategic response to DSA changes 0 9 capture Go to www.menti.com If its a bad day I stay and use the code
home until I can cope then 33 14 77 to vote download the lecture recording to make notes. A: Already widespread practice B: Already well developed pockets C: Likely to be a willingness D Likely to be resistance 02/18/202 Developing a strategic response to DSA changes 0 10 assessment
I like the alternative assessments, choosing between video, podcast or traditional paper. Go to www.menti.com and use the code 25 21 32 to vote A: Already widespread practice B: Already well developed pockets C: Likely to be a willingness D Likely to be resistance 02/18/202 Developing a strategic response to DSA changes
0 11 platforms The ebook collection in the library has guidance on how to change colours, fonts and use TTS. This makes if far easier for me to study. Go to www.menti.com and use the A: Already widespread code 25 21 32 to vote practice B: Already well developed pockets C: Likely to be a willingness
D Likely to be resistance 02/18/202 Developing a strategic response to DSA changes 0 12 media I could NEVER speak in a group but because we use a social media backchannel most sessions Ive become much more confident at contributing silently. A: Already widespread practice B: Already well developed pockets C: Likely to be a willingness Go to www.menti.com
D Likely to be resistance and use the code 16 93 20 to vote 02/18/202 Developing a strategic response to DSA changes 0 13 Mainstreaming inclusion Rebranding good practice and accessible practice - can legal entitlements leverage good practice? Barriers to diffusion what stops good practices being more widely adopted in your organisation?
Clarity of expectations do learners know what they are entitled to expect? Baking in accessibility how can module accreditation processes improve accessible practices? http://tiny.cc/rebrandinginclusion 02/18/202 Developing a strategic response to DSA changes 0 14 Inclusion for all learners Are we there yet? Benchmarking
How will you know what has changed in a years time? Teaching and learning practices Student awareness Disability support confidence Library practices Reasons to know Quality assurance Risk reduction Measure impact 02/18/202 Developing a strategic response to DSA changes 0 16 Kick starting benchmarking
Take 5 minutes and look at a few of these resources in small groups Teaching staff - http:// tinyurl.com/BenchmarkTeaching Student - http:// tinyurl.com/BenchmarkStudents Disability support http:// tinyurl.com/DisabilitySupport 02/18/202 Developing a strategic response to DSA changes 0
17 Benchmarking practicalities In your groups consider the following: Could you use/adapt the tools that have been created? Who would make it happen? Job role, team, committee? Who would use the results to prioritise progress? 02/18/202 Developing a strategic response to DSA changes 0
18 Linking policy and practice 02/18/202 0 19 Taking a strategic approach 02/18/202 Developing a strategic response to DSA changes 0 20
University of Kent Kent ILP Number Percenta adjustme of ILPs ge of ILPs nt featuring adjustme nt Direct 757 48.4% Book Lists
Provision 945 60.5% of Class Resource s Use of 972 62.2% Enabling Equipme nt Total Developing a strategic 2674response to DSA changes 02/18/202 0
Research current practice. Identify 5 mainstream alternatives. Seek Learning and Teaching board endorsement for... 1. Course outline and reading lists accessible at least 4 weeks before the course starts. 2. Prioritised reading lists. 3. Providing lecture outlines in
advance. 4. Providing keywords and formulae. 5. Use of Kent Player (lecture capture) or permitting lecture recording for 21 Policy to practiceUnpacking these 5 concepts can make a big difference to the learner experience. Which of your current policies could be invoked more effectively? Who needs to be involved? 02/18/202 Developing a strategic response to DSA changes
0 22 Supporting Staff and learners http://tiny.cc/supporting-writing http://tiny.cc/supporting-readin 02/18/202 0 23 independence Do you currently provide information like this and if so would you be prepared to share it
with ATANET members? How might these resources (or similar) feature in your action plan ? 02/18/202 Developing a strategic response to DSA changes 0 24 Reasonable Expectations Clarity of expectations do learners know what they are entitled to expect? Student satisfaction surveys are an increasingly
powerful tool for change. However, the support experience of disabled learners is very varied. Many do not know what would be 'reasonable' for them to expect. How do your students know what they are entitled to in terms of tools, good practice with lectures/seminars etc? http://tiny.cc/reasonable-expectations Sharing Strategies https://accessibility.jiscinvolve.org/wp/ 02/18/202 Developing a strategic response to DSA changes 0 26
Action Planning http:// tiny.cc/what-next 02/18/202 Developing a strategic response to DSA changes 0 27 Follow up resources Strategy and policy considerations Staff development - understanding learner need.
Staff development - role related guidance. Beginning a benchmarking process. Academic staff, students, disability support staff and library staff. Creating an inclusive learner experience in higher education and deliver an inclusive student experience 02/18/202 Developing a strategic response to DSA changes 0 28
