1. Other authors: Jenni Dyer, Margret Meehan
Developing inclusive practices within science courses bit.ly/STEM-Dec17
Building momentum towards inclusive teaching and learning: A guide to good practice for undergraduate physics by Institute of Physics
Presenter: Abi James
Other authors: Jenni Dyer, Margret Meehan

2. Building momentum towards inclusive teaching and learning
Insights into department level support and realities of inclusive teaching and learning through
11 physics dept. visits in England June – Dec 2016
Captured student experiences though a student survey as well as focus groups

3. STEM lectures
Image: public domain from

4. Labs
Images:

5. Fieldwork and work placement

6. Building momentum towards inclusive teaching and learning
Identified eight themes common across all departments
Strong and effective leadership
Clear and consistent policies
Ongoing training and development
Encouraging disclosure
Engagement with central support services
Communicating student support
Ensuring adjustments in all assessment conditions
Lab accessibility and assessment

7. IOP Student survey responses by disability
SpLD
Almost one third of respondents to the survey (29%) said that they had suspended their studies or repeated a year because of their disability or impairment. Almost three-quarters of these respondents said they had a mental health condition, although many also had other disabilities or impairments

8. Clear and consistent policies
All universities were making moves towards inclusive learning policies such as lecture capture
Need for ALL staff to be engaged in this
Need more understanding the limitations of this in the STEM environment
A few departments starting to embed inclusive learning into review processes
Need to Improve how to identify feedback specifically from disabled students in order to improve polices and practice
More training and development needed on inclusive practices, but it has to be specific, relevant, targeted and embedded

9. 89% of students had declared their disability to their university:

10. Encouraging disclosure
Need to promote positive culture of disclosure, emphasising the benefits at departmental level with clear signposting routes on disclosure.
“At the beginning I felt like I wanted a fresh start but now I wish that I had disclosed at the beginning before problems escalated.”
3rd Year MPhys student with physical/mobility impairments and mental health conditions

11. Communicating Student Support
58% of respondents had a document or plan from the disability service
Most likely to cover exams and assessments (84%) and lectures (60%)
Least likely to cover problem-solving tutorials (25%) yet these are a core requirement for a physics degree
Many departments felt the plans were too generic, lacked detail and took too long to process
Departments and disability offices need to work together to create STEM plans
Ensure that everyone involved in teaching and learning understands the plans and how to implement support

12. Student experience
“I have had mostly good experiences but there have been times where I wish staff had to learn about disabilities and how they affect students so that help could be given less begrudgingly”
3rd Year MPhys student with mental health conditions and specific learning difficulties
“The high workload compared to other subjects puts a lot of pressure on students with mental health conditions, and it's important that departments are understanding of this.”
1st Year MPhys student with a mental health condition

13. Student feedback on support plans
“I had a document produced based on a meeting and interview at the beginning of my studies. However, as circumstances change … I find it difficult to make the disability office understand that. True, the medical condition of blindness does not change, but the level of access needs increases as you progress in the degree and it is difficult to assess when you are 17/18 years old and only just about to start a science degree.”
4th year MPhys student with a visual impairment
18% of students said they had had an individual discussion about support within their department

14. Laboratory work Lab work essential for an accredited physics degree
Most departments managing well on an individual basis but
Need to use technology to better effect
Confusion about how dyslexia sticker schemes in lab & problem class environment
Need to understand core competencies and adjust support plans accordingly
Systems for ensuring demonstrator & support staff were aware of disability needs were not always robust.
Encourage students to discuss their needs with lab staff
Ensure all staff involved with teaching and assessing staff have received appropriate disability awareness training

15. Questions raised
Lecturer: “Students can put a “dyslexia” sticker on their lab reports but we don’t know how to apply these.” Student: “All the advice I was given was about writing essays but my problems are to with attention and memory” Lecturer: “The support plans for dyslexic students are generic and are not suitable for science students.” Student: “When I applied I was told that lecture capture would be used and this was why I chose the department over others. Nobody in the department uses it or provides enough resources.”

16. Next Steps for IOP
STEM Enable: Collaboration with University of Bath for a new national online resource for accessibility in STEM
IOP networks to share good practice and support
HEFCE funded IncSTEM project collating case studies:
IOP report available at

17. Thank you!
Abi James Jenni Dyer, Head of Diversity, Institute of #iopinclusion