The Accessible Curriculum Katy Bunning, Rob Clarke, Paula Dobrowolski, Alex Moseley, Ross Parry, Sarah Richardson, Becky Talbott University of Leicester

About our project Introducing ourselves Aims of our project Our approach

Current background and context Legislation – Equalities Act 2010 Disability only one of 9 protected characteristics Anticipatory duty

The Models of Disability DISABILITY SOCIAL MEDICALTRAGEDY

Disabled Students’ Allowance DSA is a ‘grant’ to each disabled student It provides funding for equipment & support HEIs rely on DSA to fund reasonable adjustments – particularly human support Change ahead….

DSA ‘Modernisation’ “We recognise that students will continue to need support. However, we believe that HEIs are better placed to consider how to respond in many cases, including giving greater consideration to the delivery of their courses and how to provide support. The need for some individual non-medical help (NMH) may be removed through different ways of delivering courses and information. It is for HEIs to consider how they make both anticipatory reasonable adjustments and also reasonable adjustments at an individual level.” David Willets, Minister for Universities and Science, 7 April 2014.

What is an accessible curriculum? One which: anticipates that students with all sorts of issues will be studying it; embeds means of reasonably adjusting the curriculum as required; has flexible assessment processes which all meet intended learning outcomes; has the objective of meeting legislative and QAA requirements.

Social Model of Disability Disability is caused by the way society is organised, rather than by a person’s impairment or difference. It looks at ways of removing barriers that restrict life choices for disabled people. Mental health one of the leading causes of disability As anyone could potentially develop a mental health issue, considering mental health will benefit all. Mental health interacts with other strands of inequality that lead to exclusion

Barriers to inclusion Environmental – including inaccessible buildings and services Attitudinal – stereotyping, discrimination and prejudice Organisational – inflexible policies, practices and procedures

Inclusive Practice Inclusive practice recognises the diversity of students, enabling all students to access course content, fully participate in learning activities and demonstrate their knowledge and strengths at assessment (Equality Challenge Unit)

Example Presentations are a compulsory part of the course. This may limit participation for some students with mental health disabilities such as anxiety/panic disorder, social phobia etc.

Reactive Adjustment A student discloses mental health disability and requests a reasonable adjustment. After assessment* it is agreed that the student presents to a single tutor rather than a group. Disadvantages include tutor’s time, student stigma, perceived inequality, other students reactions, stress of reasonable adjustment process

Possible Anticipatory Measure Assess at course design level whether presentations are a key competency for course competence? If not, offer alternative/choice of means of assessments to all? If essential ensure this is clear from the outset ( and why) Offer training/support regarding the particular means of assessment?

Common reported barriers Clustering of deadlines and exams Actual or perceived prejudice and stigma Feeling ‘singled out’ or ‘different’ Unclear communication routes, pastoral support Inflexible policies and procedures Excessive stress

Stress and Pressure Some pressure optimises performance and motivation but excessive stress may debilitate performance We already know what how to assess stress in the workplace (Health and Safety Executive Guidelines)

Stress Management Standards DemandsDemands –workload, work patterns and the work environment. ControlControl – how much say the person has in the way they do their work. SupportSupport – this includes the encouragement, and resources provided by the organisation

RelationshipsRelationships – this includes promoting positive working environments RoleRole – whether people understand their role within the organisation and whether the organisation ensures that they do not have conflicting roles. ChangeChange – how organisational change (large or small) is managed and communicated in the organisation. What might this mean for accessible curriculum design?

Some general principals Consultation with groups at risk of exclusion Avoid assumptions Clear expectations Varied assessment methods Straightforward communication routes Flexibility/Choice Realistic Workload

Benefits of inclusive practice Legal compliance Time efficiency Higher levels of student satisfaction Better outcomes Less stress all round Valuing difference Cost effective

Towards an accessible curriculum: Sharing ideas and issues

Feedback and moving forward