Developing New Insights Northampton Learning and Teaching Conference May 2014 Sara Simons and Sid Jeewa

Context and Rationale Northampton Learning and Teaching Conference May 2014 In 2011 a phenomenological study was conducted to explore the disabled students experience of university (Simons, 2011). The outcomes supported the literature in identifying that a lack of awareness can result in a divisive and marginalised experience for disabled students (Holloway, 2001).

Context and Rationale Northampton Learning and Teaching Conference May 2014 Recommendations included improving disability equality by promoting universal understanding through an inclusive learning culture. One of the actions has been the facilitation of a series of workshops to promote effective change in attitude towards disability and influence a positive experience for disabled students.

Approach Northampton Learning and Teaching Conference May 2014 A series of workshops were facilitated with one cohort over their 3 year programme and assessed to measure the impact on their perception of disability.

Approach Northampton Learning and Teaching Conference May 2014 Year 1. Induction week. One day workshop to explore students perception, prejudices and professionalism related to disability. Year 2. 2 hour session exploring environmental, attitudinal and institutional barriers encountered in their clinical practices. Year 3. 3 hour session. Structured reflection related to models of disability and factors that influenced their personal and professional journey as future ‘change- makers’.

Outcome Northampton Learning and Teaching Conference May 2014 Focus groups were used to evaluate the student experience. Themes: 1.Confidence in communication and use of language. 2.Client centeredness- seeing the ability and not the disability. 3.Creative problem solving and empowerment. 4.Appreciation of issues from the disabled persons perspective

Recommendations from the students Northampton Learning and Teaching Conference May More debates and discussions using this format related to disability, they were good, enjoyable and informative. 2.More involvement within the curriculum from our service users and carers.

Northampton Learning and Teaching Conference May 2014 References Holloway S. (2001) The Experience of Higher Education from the Perspective of Disabled Students. Disability and Society Vol. 16:4: May H. & Bridger K. (2010) Developing and Embedding Inclusive Policy and Practice in Higher Education. Higher Education Academy. Simons M.S. (2011)The Lived University Experience of Disabled Occupational Therapy Students. unpublished

Sara Simons and Sid Jeewa Northampton Learning and Teaching Conference May 2014