BEECON Using good practice in teaching and learning to minimise the need to make reasonable adjustments for disabled students Peter Farrell and Rosie Middlemass The University of Bolton

BEECON Introduction – the problem 1. SENDA, Anticipatory responsibility 3. Sight loss, hearing loss, mobility 4. ABECAS – four guides 5. Reasonable adjustments – good practice ?

BEECON The literature NDT – now Action on Access SKILL Teachability, Doyle and Robson, SWANDS DART Fieldwork, laboratories, placements Assessments on-line

BEECON Methodology Literature Survey documents of four UK HEIs for ‘barriers’ - focussed on: Learning outcomes Teaching and learning Assessment Verification process Action points and discussion – four guides

BEECON Methodology (continued) Barriers – type 1 – semantics – ‘understand’ not ‘do’ – type 2 – make reasonable adjustments – type 3 – no adjustment possible – needed to maintain prescribed standards

BEECON Results / action Type 1 barriers – remove from learning outcomes and assessments - documentation Type 2 barriers– make reasonable adjustments in assessments and teaching and learning Electronic learning material in advance Material in accessible formats – house style

BEECON Conclusion Documentation Anticipation ? Adjustments or good practice ? Dyslexia as the ‘driver’ ? Staff training ? Professional institutions ? Type 3 barriers ? Must do better !