Thursday 30 th November 2006 Teaching & Learning Workshop Group B Teaching Strategies

TEACHING STRATEGIES “I just don’t have time for inclusive course design” Universal design practices not only assist learners who have a disability but ‘value add’ to the experience of all learners. This Workshop will consider how we design for inclusively in our demanding, ‘time-poor’ world and address issues including: rigid curriculum specification and industry requirements rigid curriculum specification and industry requirements defining essential course requirements/core competencies defining essential course requirements/core competencies accommodating diverse cultural and social backgrounds accommodating diverse cultural and social backgrounds ‘authentic’ learning: framing learning in the real world context to make it personally meaningful for the learner ‘authentic’ learning: framing learning in the real world context to make it personally meaningful for the learner

“Inclusive Teaching, Diverse Learners” Wendy Paulusz & Shae McGregor

Inclusive Teaching Diverse Learners: A Collaborative Approach Wendy Paulusz Centre for the Advancement of Learning and Teaching Shae McGregor Equity and Diversity Centre

6 An integrated and collaborative support system DLU = Disability Liaison Unit CALT = Centre for the Advancement of Learning and Teaching Inclusive Practices Project 1. Student support 2. Staff training 3. Website development

7 Inclusive Practices project The “Silo effect” Institutional structure Attitudes and assumptions Barriers to accessing help

8 Specialised one-to-one student support Diverse Learners: students with LD and/or mental health conditions Referral to both services

9 Tailored staff training Staff Training in Inclusive Teaching Practices Support Staff includes: CALT Counselling Library staff Monash International General staff

10 Information provided Addressing specific problems and referral to the DLU Impact of LD on students in academic and areas other than reading and writing Multi-sensory approaches Effective feedback Accessible information Discussion between staff and examples of current practices from peers

11 Benefits of collaborative approach Participants were provided with a clear definition and examples of the impact of a disability or medical condition on study and provided with specific DLU information Breakdown of DLU statistics Practical student examples/experiences How to refer students Understanding of DLU processes and procedures Information on DLU accommodations (during semester and examinations) Understanding of the impact on education of a disability or medical condition

12 Inclusive Practices website Showcasing Monash staff inclusive teaching practices Input from DLU regarding equity and disability

13 In conclusion - outcomes Benefits for students Changed attitudes of staff Greater awareness and co-operation between sections of the university

14 Contact details Equity & Diversity Centre Monash University Phone :