1. Inclusive Teaching – Trinity Inclusive Curriculum

2. Is there a need within Trinity for Inclusive practices ?
07/05/2018
Is there a need within Trinity for Inclusive practices ?
Students enter higher education from diverse backgrounds bringing with them diverse learning preferences and life experiences. Inclusive teaching is designed for all students, both traditional and non-traditional.
When designing teaching and learning strategies we need to consider the diversity of the student population.
Diverse student population increasing with TCD

3. Diversity can take many forms:
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Diversity can take many forms:
There is diversity of:
The student population (cultural, age, gender, disability, etc.)
Learning preferences
Not just disability

4. Is there a need within Trinity ?
07/05/2018
Is there a need within Trinity ?
All students have a range of learning styles

5. Merging into many Teaching styles:
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Merging into many Teaching styles:
And all lectures have a range of teaching styles

6. Merging into many learning styles:
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Merging into many learning styles:
Formal : Close to 2nd level – expectation set on what is expected
Expert : One way lecturer to student
Personal – Observation – demo and asking the student to recreate
- All above teacher centred
Facilitator – Building strong student relationship - co learning / hands on learning and exploration
Delegator : Lecture acts as a resources / passive role in learning
Student led

7. Diverse Needs: Cognitive Challenges
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Diverse Needs: Cognitive Challenges
Cognitive challenges can range from dyslexia and ADHD to Autism, Downs Syndrome, and other intellectual disabilities.
Impact on learning
May have difficulty receiving and processing information or have poor problem-solving skills.
May be easily distracted and have trouble with memory, reading, writing, reasoning and understanding acceptable social behaviors.
May have trouble concentrating and rely on assistive tools for reading and comprehension assistance.
Cognitive attributes

8. Is there a need within Trinity ?
07/05/2018
Is there a need within Trinity ?
23.4% of 2015/16 admissions were from under-represented groups, comprising 9% experiencing socio-economic disadvantage, 8% having a disability and 7% mature students
7.6% of students are registered with the Disability Service; this percentage is generally increasing
8.5% of undergraduates and 4.4% of postgraduates are registered with the DS

9. Drivers and Impediments for Inclusive Learning
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Drivers:
Enhancing quality of teaching & learning
Expectation of the students
Improves access to learning for students
Clarity and improves processes
Impediments:
Last of Time (academic)
Lack of academic staff (knowledge )
Lacks of Money - Support
Lack of departmental culture
Pro’s and cons for adapting UDL

10. 07/05/2018
Support in achieving Inclusive Practices Trinity Inclusive Curriculum ( TIC)
To mainstream inclusive principles within the entire College curricula:
This involves:
Identifying actual and potential barriers to teaching
Identifying learning and assessment strategies for good practice ( e.g. JISC UK)
What is TIC

11. Based on 2 clear Guidelines of UDL:
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Based on 2 clear Guidelines of UDL:
Clarity and flexibility are central to inclusive Curriculum Design.
Clarity
Ensure students are clear on what will be expected within your module / programme.
Offer clear, comprehensive information to students in advance.
Timely notice of assessment methods and deadlines.
Avoid jargon in materials.
Flexibility
Seek to use technology as a supplement to class room contact.
Use a range of teaching methods e.g. Videos teaching materials
assessment method
2 pillars of its design – curriculum should be give clarity and flexibility where applicable

12. Guidelines for Inclusive Teaching: Assessment
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Guidelines for Inclusive Teaching: Assessment
Reasoning/ eg for looking at alternative assessment

13. Easy to be inclusive: Quick Wins
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Easy to be inclusive: Quick Wins
I can make course information:
Easier to navigate
Easier to read
Easier to transform
More engaging and user-friendly - Tied to learning outcomes & reading lists
I can make my presentations:
A more effective learning resource.
Suitable for a variety of media platforms.
More interactive and collaborative.
Quick wins – how you create content or design a lecture

14. How do you know if the information you produced is accessible ?
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How do you know if the information you produced is accessible ?
Information is produced in many formats:
Producing inforamtion

15. 07/05/2018
Online Tools & help create Accessible Content Reference the TIC website :
TIC resources

16. Alternative Formats tools available:
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Alternative Formats tools available:
Texthelp Read & Write :
Available from the University software catalogue
OCR engine to convert scanned docs to .doc or .pdf format
Create audio format / epub
Robobraille
Using Texthelp to create alternative format i.e. pdf to word or robbraille

17. Guidelines for Inclusive Teaching, Assessment, and Supervision
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Ponopto lecture capture system video

18. Trinity Powerpoint templates
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Trinity Powerpoint templates
Identity – templates

19. 07/05/2018
TIC Tool
This is an anonymous, private, confidential self-evaluation tool that allows users to reflect and evaluate upon the level of inclusivity within the delivery of programmes, modules or individual practices.
Once completed, users will receive a report offering suggested actions that they can follow to enhance inclusion in their area
TIC tools – objectives

20. 07/05/2018
TIC Tool
The self-evaluation tool has been created for the evaluation of teaching, assessment, and information sharing processes:
Teaching self-review
Module Evaluation
Programme Evaluation
Research Programme Evaluation
Compliance with Accessible Information Policy
Library Practice
What is support in help the academic produce

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2. Use to TIC tool to evaluate you present content:
Questions &What is support in help the academic produce
feedback.

22. Accessibility Maturity Table
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23. 07/05/2018
Any questions ? For further feedback please contact : Andrew Costello – Disability Service