Nurturing cross-institutional collaboration to deliver high impact inclusive practices Dr Sally Everett PhD, MA, BSc Hons. PFHEA, NTF Deputy Dean (Quality & Student Experience), Chair, Disability Working Group (ARU) Email: Sally.Everett@Anglia.ac.uk Twitter: @DeputyDeanARU #ECU2017 @EqualityinHE

Outline Principles of inclusive learning What is happening in our HE sector regarding disabled students? The formation and actions of the ‘Disability Working Group’ at Anglia Ruskin University Collaboration to combat complexity  Embedding equality, some quick wins and lessons learned

Go to www.menti.com and use code 27 05 06 In one word responses: What have been the barriers to your learning?

Overcoming the barriers to meaningful change in complex educational organisations…. Key themes Partnership working Shared responsibility Engaging leaders Evaluating the impact

Fostering an inclusive environment Focus on the varied and changing dimensions of how students engage with their studies Students have strengths, qualities and skills that will be beneficial for their learning and for those around them (Thomas and May, 2010). “Diversity, difference that adds value both within an educational institution and in the community at large” (Bat Hayim & Wilchesky, 2003:41). Design a curriculum which promotes success among all students (Morgan and Houghton, 2011)

Drivers in UK Higher Education… 12.3% all UG degree students in UK reported a disability in 2014/15 (HESA 2016) In 2012-13 the UK government provided £145.8m DSA (64,500 students) up 44% since 2009-10 when £101.3m supported (47,400 students) In 2014, government decision to cut £30m from the Disability Student Allowance ‘The ‘rebalancing’ of responsibility might lead to the absence of support in some institutions, and will have long-term damages to disabled students’ access and success in higher education’ (NUS 2016)

Go to www.menti.com and use code 27 05 06 In one word responses: What or who helped you overcome those earlier barriers to your learning?

Context and background “The need for individual interventions is the exception, not the rule (BIS, 2016) Student performance, retention and satisfaction data highlight differential outcomes for disabled students Cross-institutional and collaborative: everyone involved. We are all responsible Set up a ‘Short-life working group’ - the Disability Working Group

We are all responsible…. Student Union Students Faculties L&T Marketing Library Sports/active Professional development Estates

The power of stories to plant seeds…

Wrestling with a 50 point action plan Actions and sub-actions Priority RAG (ease x impact) i.e easy and high impact = priority

The ‘Big 6’ Provide a range of CPD for academic and support staff #BeInclusive /unconscious bias training Develop guidelines for inclusive materials - Inclusive and Accessible Learning Materials Policy Ensuring that the VLE/LMS is accessible - new compliant learning management system (bias interrupters introduced) Recording lectures – clearer policy and ‘opt out’ Improving the Statement of Reasonable Adjustment (SoRA) system Developing peer support for disabled students - and development of a Disability Guide for students by Disability Student rep

Working on accessible documents Student acknowledged changes in their own attitudes and understandings Development of additional employability and future life/work skills Places pressure on academics

The second ‘Big 6’ 7. Academic Registry documentation inclusive and compliant: guides, templates & agendas for all meetings 8. Inclusive Assessment - exploration, reinforce and operationalise through existing systems and audits 9. EDI data as part of Annual Monitoring Reviews 10. Develop and approve classroom design guidelines - two day workshops with staff 11. Communications Plan for all staff #BeInclusive 12. Inclusive practices as key criteria in teaching review - revised guidance, training and expectations

“Great is the power of habit” (Cicero, Latin proverb) Create a culture that doesn’t disadvantage: busting practices, e.g. “I have no disabled students in my class” Invest in culture change (carrot) and policy (stick) – e.g. learning grants for projects Bias interrupters (doors, documents, recordings) What works for disadvantaged groups, works for all Appraisal objectives and course learning outcomes relating to equality and diversity?

Wider impact and feedback HEFCE best practice case study http://www.hefce.ac.uk/pubs/rereports/year/2017/e dpractice/ Cultural shift and awareness Better retention figures than non-disabled students and improving NSS outcomes Default desktop templates and software Students/SU ‘calling it out’ - holding us to account!

Thank you