1. Nurturing cross-institutional collaboration to deliver high impact inclusive practices
Dr Sally Everett PhD, MA, BSc Hons. PFHEA, NTF
Deputy Dean (Quality & Student Experience), Chair, Disability Working Group (ARU)
#ECU @EqualityinHE

3. Outline Principles of inclusive learning
What is happening in our HE sector regarding disabled students?
The formation and actions of the ‘Disability Working Group’ at Anglia Ruskin University
Collaboration to combat complexity 
Embedding equality, some quick wins and lessons learned

4. Go to  use code  In one word responses: What have been the barriers to your learning?

5. Overcoming the barriers to meaningful change in complex educational organisations….
Key themes
Partnership working
Shared responsibility
Engaging leaders
Evaluating the impact

6. Fostering an inclusive environment
Focus on the varied and changing dimensions of how students engage with their studies
Students have strengths, qualities and skills that will be beneficial for their learning and for those around them (Thomas and May, 2010).
“Diversity, difference that adds value both within an educational institution and in the community at large” (Bat Hayim & Wilchesky, 2003:41).
Design a curriculum which promotes success among all students (Morgan and Houghton, 2011)

7. Drivers in UK Higher Education…
12.3% all UG degree students in UK reported a disability in 2014/15 (HESA 2016)
In the UK government provided £145.8m DSA (64,500 students) up 44% since when £101.3m supported (47,400 students)
In 2014, government decision to cut £30m from the Disability Student Allowance
‘The ‘rebalancing’ of responsibility might lead to the absence of support in some institutions, and will have long-term damages to disabled students’ access and success in higher education’ (NUS 2016)

8. Go to  use code  In one word responses: What or who helped you overcome those earlier barriers to your learning?

9. Context and background
“The need for individual interventions is the exception, not the rule (BIS, 2016)
Student performance, retention and satisfaction data highlight differential outcomes for disabled students
Cross-institutional and collaborative: everyone involved. We are all responsible
Set up a ‘Short-life working group’ - the Disability Working Group

10. We are all responsible….
Student Union
Students
Faculties
L&T
Marketing
Library
Sports/active
Professional development
Estates

11. The power of stories to plant seeds…

12. Wrestling with a 50 point action plan
Actions and sub-actions
Priority RAG (ease x impact) i.e easy and high impact = priority

13. The ‘Big 6’
Provide a range of CPD for academic and support staff #BeInclusive /unconscious bias training
Develop guidelines for inclusive materials - Inclusive and Accessible Learning Materials Policy
Ensuring that the VLE/LMS is accessible - new compliant learning management system (bias interrupters introduced)
Recording lectures – clearer policy and ‘opt out’
Improving the Statement of Reasonable Adjustment (SoRA) system
Developing peer support for disabled students - and development of a Disability Guide for students by Disability Student rep

14. Working on accessible documents
Student acknowledged changes in their own attitudes and understandings
Development of additional employability and future life/work skills
Places pressure on academics

16. The second ‘Big 6’
7. Academic Registry documentation inclusive and compliant: guides, templates & agendas for all meetings 8. Inclusive Assessment - exploration, reinforce and operationalise through existing systems and audits 9. EDI data as part of Annual Monitoring Reviews 10. Develop and approve classroom design guidelines - two day workshops with staff 11. Communications Plan for all staff #BeInclusive 12. Inclusive practices as key criteria in teaching review - revised guidance, training and expectations

17. “Great is the power of habit” (Cicero, Latin proverb)
Create a culture that doesn’t disadvantage: busting practices, e.g. “I have no disabled students in my class”
Invest in culture change (carrot) and policy (stick) – e.g. learning grants for projects
Bias interrupters (doors, documents, recordings)
What works for disadvantaged groups, works for all
Appraisal objectives and course learning outcomes relating to equality and diversity?

18. Wider impact and feedback
HEFCE best practice case study dpractice/
Cultural shift and awareness
Better retention figures than non-disabled students and improving NSS outcomes
Default desktop templates and software
Students/SU ‘calling it out’ - holding us to account!

19. Thank you