educating for professional life Developing and Embedding Inclusive Policy and Practice in Higher Education Presented by Dr Ann Rumpus and Eileen Laycock 10 September 2008

educating for professional life Background & Aim Inclusive Curriculum for Disabled Students (ICDS) is part of three-year TQEF funded programme at the University of Westminster Aim: to develop and embed university- wide approaches to inclusive curriculum design and delivery to support disabled students learning

educating for professional life Objectives To support new and existing staff to continue to develop inclusive curriculum design and inclusive learning and teaching practices that will reduce barriers to learning for disabled students and will recognise a diversity of learning styles. To involve staff and disabled students in identifying good practice and barriers in existing learning and teaching approaches. To review the University's processes for curriculum validation and review, in relation to inclusion for disabled students. To promote inclusive approaches for disabled students that are embedded in mainstream processes and practices.

educating for professional life KEY ACHIEVEMENTS Focus Groups Learning & Teaching Guides Case Studies Website Course Validation and Review PGCertHE Seminar for Disability Tutors/ Learning & Teaching Coordinators Workshop at annual Learning & Teaching Symposium

educating for professional life Focus Groups 22 held for disabled students & staff Purpose to seek views of students/staff on good practice and barriers Information gained in FGs used to inform Learning & Teaching Guides and Case Studies 8 FG themes: Admissions; research students; personal tutoring; competence standards; learning & teaching resources; laboratories, practicals and workshops; lectures, seminars, tutorials; work placements/experience

educating for professional life Learning & Teaching Guides Introductory Guide Recruitment and Selection (Get your free draft copy today!) Enrolment and induction (Get your free draft copy today!) Assessment (Get your free draft copy today!) Validation and review Competence Standards and Curriculum Review Information and Learning Resources Lectures, Seminars and Tutorials Labs, Workshops and Practical Work

educating for professional life Case Studies 8 case studies planned – 4 from staff and 4 from students Based on information gleaned from focus groups Plan to build in facility to add further case studies after project has ended

educating for professional life Other Activities Course Validation and Review PGCertHE Seminars & Workshops Teaching & Learning Symposium Website containing all project information

educating for professional life What Next? Sustainability – how can the work be embedded in the institution? Structural changes occurring – where would the work be best located? Who should be responsible for ensuring this? How will it be sustained within the CPD framework? How can guidance about responsibilities and strategies best be communicated to staff?

educating for professional life Who was involved? Daniela de SilvaDyslexia Adviser, University of Westminster Caroline DaviesConsultant, Impact Associates Tina ElliottConsultant, Impact Associates Monica GrinfeldDisability Tutor, University of Westminster Hilary GuraAdministrator, University of Westminster Katherine HewlettAchieveAbility, University of Westminster Eileen LaycockDisability Services Manager, University of Westminster Rikki Morgan-TamosumasPVC, Learning & Teaching, University of Westminster Hayrunisa Pelge Disability Adviser, University of Westminster Ann RumpusHead of EIC, University of Westminster Judith WebsterDeputy Academic Registrar, University of Westminster Will WhitlockDisability Tutor, University of Westminster Thanks to all the above and ….. University of Westminster students; learning and teaching coordinators and other staff who attended focus groups HE Academy

educating for professional life Any questions?

educating for professional life Activity If you were putting a team together in your institution to develop the IC who would it be and why? How would the work be funded? What would be the intended timescale? What would you identify as the key stages and outcomes? 15 mins individual discussion, then 15 mins feedback