Inclusive practice, competence standards and curriculum design Katya Hosking Devereux Chambers Christine Werrell Cardiff University

Session outline Reviewing the relationships between inclusive practice, learning outcomes, competence standards and reasonable adjustments Exercise: evaluating a module description distinguishing between learning outcomes and competence standards identifying ‘hidden’ competence standards rewriting learning outcomes Taking the message home ECU conference 2017

Benefits of an inclusive approach “An inclusive environment for learning anticipates the varied requirements of learners and aims to ensure that all students have equal access to educational opportunities… by means of inclusive design wherever possible and by means of reasonable individual adjustments wherever necessary.” QAA: Quality Code for Higher Education Students with full access to learning and teaching are more likely to engage with learning and reach their full potential Learning is enriched by the varied experiences of students Reduced need for individual adjustments, saving time for disabled students as well as institutions Greater confidence that academic standards are applied consistently ECU conference 2017

Risks unfair refusal of requests for reasonable adjustments too different from embedded policies and practices cost to a single department or faculty budget perceptions of professional body requirements failure to balance institutional consistency against due regard for the varied nature of subjects and courses forced to make last-minute individual adjustments more costly and inconvenient less time to consider implications for academic standards failure to respond to enhanced requirements following changes to Disabled Student Allowances ECU conference 2017

Reasonable adjustments We are obliged to make reasonable adjustments so that disabled students are not substantially disadvantaged as a result of disability It’s an anticipatory duty, so we have to take reasonable steps in advance to meet the needs of students we are likely to have This means two things: Designing teaching and assessment to be inclusive, so the need for individual adjustments is minimised Where individual adjustments will still be needed, being prepared to make them AND being clear about the limits to flexibility ECU conference 2017

Access for disabled students ECU conference 2017

Academic standards “A competence standard is an academic, medical, or other standard applied for the purpose of determining whether or not a person has a particular level of competence or ability.” Equality Act 2010: Schedule 13(4)(3) No duty to make reasonable adjustments in applying an academic or competence standard, as long as the standard is objectively justifiable BUT there is a duty to make adjustments to the way in which the standard is assessed ECU conference 2017 7 7

What is an objective justification? An academic or competence standard is objectively justifiable if it is: applied to everyone a proportionate means to a legitimate end Law students are required to demonstrate a particular standard of knowledge of certain areas of law before they can be awarded a law degree. Applicants for a degree in music performance are required to demonstrate their ability to play a musical instrument to a high standard. ECU conference 2017 8 8

Competence standards & assessing achievement There is an obligation to make reasonable adjustments to the way that you assess whether someone has achieved a particular standard of competence or ability. Knowledge of the law can be demonstrated in various ways, so law students might be able to demonstrate their level of knowledge through an oral exam rather than a written one. Playing a musical instrument is a practical skill in which achievement can only be demonstrated by using the skill in performance - no adjustments are likely to be appropriate ECU conference 2017 9 9

Visual Communication (20 credits, 3rd year UG) “Module outline introduces students to various approaches to analysing visual communication, including (social) semiotics, psychology, psychoanalysis, art history & cultural studies. students acquire practical skills necessary for describing and interpreting different forms of visual communication students are encouraged to become more aware of the social and cultural significance of images. students also learn how to produce magazine covers using Adobe Photoshop Elements, in order to gain a better understanding of the processes involved in contemporary design.” ECU conference 2017

Learning outcomes “On completion of the module a student will be able to: Demonstrate a good knowledge of several different scholarly approaches to visual communication and an ability to apply them to concrete examples. Understand the social and political contexts of the production and interpretation of images. Understand and apply basic principles of visual design. Analyse visual designs using appropriate theories, concepts and methodologies.” ECU conference 2017

How the module will be delivered [excerpt] “Audio and video are used in this module. Transcripts are provided where the audio or visual texts are analysed in detail or are a core element of the lecture/seminar.” “Both lectures and seminars will often require you to analyse images of various genres, including advertisements, magazine covers, cartoons, and paintings.” “In some cases you will be asked to prepare for seminars by finding appropriate images that illustrate key issues, theories and concepts (e.g. images of men and women, or discriminatory/racist images).” ECU conference 2017

How the module will be delivered [excerpt] “Students are encouraged to discuss any specific access needs with staff in advance of taking this module.” “Students with a disability affecting fine motor skills may use a support worker to assist them with that aspect of using Photoshop Elements (or a similar computer-based design application) and are encouraged to contact the Disability and Dyslexia Service at an early stage.”   ECU conference 2017

How the module will be assessed [excerpt] “The requirements that students demonstrate an ability to (c) understand and apply basic principles of visual design and (d) analyse visual designs using appropriate theories, concepts and methodologies will restrict the availability of alternative forms of assessment as an adjustment for disabled students.” “Otherwise, there are no academic or competence standards which limit the availability of adjustments or alternative assessments for students with disabilities.” ECU conference 2017

Exercise On your table, you have a module description which includes learning outcomes and methods of assessment. Please discuss the following questions, and record your thoughts and comments on the flip chart paper.  1. Are the stated learning outcomes genuine competence standards? Can they be effectively and fairly assessed, for all students, by the stated methods of assessment? 2. Are there likely to be competence standards which might limit reasonable adjustments but aren’t explicitly stated? 3. How else could the learning outcomes be written? What would be the advantages and disadvantages of rephrasing them this way? You will also need Academic standards and non-discrimination Test cases (You may find it useful to look at the ‘test cases’ and think about how these hypothetical students would fare in the module you have been given.) ECU conference 2017

Taking the message home Are there opportunities for this kind of exercise with curriculum designers at your institution? Do the processes for validating and reviewing courses prompt curriculum designers to identify competence standards and consider reasonable adjustments? What questions would you take away from today to support curriculum designers? ECU Conference 2017

Resources Understanding the interaction of competence standards and reasonable adjustments (ECU 2015) www.ecu.ac.uk Equality Act 2010: Technical Guidance on Further and Higher Education (EHRC 2014) www.equalityhumanrights.com UK Quality Code for Higher Education (QAA) www.qaa.ac.uk Inclusive teaching and learning in higher education as a route to excellence (Disabled Students’ Sector Leadership Group, Department for Education 2017) www.gov.uk/government/publications ECU conference 2017

Thank you! Christine Werrell Katya Hosking Head of Disability and Access Support Cardiff University werrellc@cardiff.ac.uk Katya Hosking Barrister Devereux Chambers hosking@devchambers.co.uk