1. Respecting individual learners and diverse learning communities
Dr Elaine Clark
27th September 2013

2. Objectives… By the end of this session you will have
awareness of the key drivers relating to this topic and awareness of its growing import.
awareness of some of the ways in which you can work to respect individual learners and diverse learning communities.
planned a session which identifies strategies that will engage diverse learners.

3. UK Professional Standards Framework (2012) Dimensions
Key drivers
Areas of Activity
Core Knowledge
Professional values
UK Professional Standards Framework (2012) Dimensions

4. Professional values
Respect individual learners and diverse learning communities
Promote participation in higher education and equality of opportunity for learners
Use evidence informed approaches
Acknowledge wider context in which higher education operates

5. Of the 491,300 participating in further education in 2011
• 54.0% were female, 46.0% were male
• 15.5% of learners declared a learning difficulty, disability or health problem
• 21.0% were from a Black or minority ethnic background
• 39.7% were aged under 19; 14.1% were aged and 46.1% were aged 25 or older.
Over the last years, there has been a significant increase in the number and diversity of students entering higher education. These figures are general across the higher education sector has a whole. If we were to look at the student population of MBS, a business school that prides itself on its international reputation, the figures are likely to be higher in some of these areas.
Department for Business, Innovation & Skills ( 2011)

6. Key aim for HE sector is to embed equality
Recruiting, and ensuring success for, a more diverse student population remain key priorities for the UK funding councils HEFCE’s Strategic Priorities in Widening Participation (2006–2011) in order that it becomes “part of the norm for the sector”(HEFCE 2006) Institutions are required to respond to key performance indicators (KPIs) with respect to widening access and participation. For instance, in England, HEFCE have set KPIs to increase participation in higher education and to increase the proportion of students (full-time and part-time, both young and mature) from under-represented groups in HE, together with a continued commitment to embed support for disabled students.

7. Equality legislation Equality Act 2010
“…everyone has the right to be treated fairly at work or when using services.”
An attempt to simplify and strengthen the law relating to equalities.
Recognises nine factors - called 'protected characteristics' - that are known to contribute to disadvantage and discrimination in people's lives
Section 36 imposes a duty to make reasonable adjustments to prevent discrimination against an individual with disabilities
Outlaws any form of discrimination

8. Defining discrimination
Under the act, there are six different types of discrimination Direct discrimination occurs when someone is treated less favourably than another because of a protected characteristic. Associative discrimination is discrimination against someone because they are associated with another person with a protected characteristic. Discrimination by perception is direct discrimination against someone because others think that they possess a particular protected characteristic. They do not have to actually possess the characteristic. Indirect discrimination occurs when a rule or policy applies to everyone but disadvantages a person with a particular protected characteristic. Harassment is behaviour that offends the recipient. People can complain of behaviour they find offensive even if it is not directed at them. Victimisation is when someone is treated badly because they have made or supported a complaint or grievance under this legislation.

9. Discrimination
A student dresses flamboyantly and is somewhat effeminate. He is abused by other students who think he is gay. In fact, he is straight. What kind of discrimination is this?

10. A course director has a policy of reminding potential students of important appointments and coursework deadlines solely by telephone. The course has a wide selection of students, including deaf and visually-impaired students. What form of discrimination is this?

11. STUDENT DIVERSITY – STUDENTS AS INDIVIDUALS
Over the last years there has been a significant increase in the number and diversity of students entering higher education. Student diversity is multi-faceted and complex.
Having said how different and diverse our students are, we also need to remember that they have a great deal in common. One of the commonalities is their desire to fit in, to succeed at university, not to stand out as different and yet, at the same time, to be respected as individuals, to respect their differences and to take account of those when planning for, engaging in and assessing learning. When we can do that, we are giving our students the opportunity to become engaged. This in turn, has been shown to assist in retention of student numbers.

12. In groups of 3 or 4, come up with a list of ways in which our students might demonstrate diversity?

13. Equality Act 2010: Protected Characteristics
Age.
Disability.
Gender reassignment.
Married or in a civil partnership (not generally counted as protected in service contexts).
Pregnancy and maternity .
Race.
Religion or belief.
Sex.
Sexual orientation.

14. Disability and learning difficulty
Disability: ‘ a physical or mental impairment which has a substantial and long term adverse effect on a person’s ability to carry out normal day to day activities’ Disability discrimination act 1995
Learning difficulty: those who have ‘a significantly greater difficulty in learning than the majority of people of that age, or a disability which prevents the use of facilities generally provided by post-16 training’ Learning and Skills Act 2000

15. STUDENT DIVERSITY – STUDENTS AS INDIVIDUALS
Life, work and educational experience
Social & Ethnic backgrounds
Differently abled
STUDENT DIVERSITY – STUDENTS AS INDIVIDUALS
Approaches
to learning
Over the last years there has been a significant increase in the number and diversity of students entering higher education. Student diversity is multi-faceted and complex.
Having said how different and diverse our students are, we also need to remember that they have a great deal in common. One of the commonalities is their desire to fit in, to succeed at university, not to stand out as different and yet, at the same time, to be respected as individuals, to respect their differences and to take account of those when planning for, engaging in and assessing learning. When we can do that, we are giving our students the opportunity to become engaged. This in turn, has been shown to assist in retention of student numbers.
Prior knowledge and ways of knowing

16. Respecting individual learners and diverse communities
As a group consider the ways in which you could respect, and proactively work to enhance the learning experience of, the learners within the category defined.

17. Principles and strategies
Create ‘safe’, inclusive spaces
Get to know students as individuals
Establish ground rules for collaborative learning
Ensure that every one has the chance to participate
work with the student (s) to identify how the learning space can be adapted to enhance participation

18. Harness students’ experience and knowledge
Start with what students know, then apply theory
Connect with students’ lives and future aspirations
Facilitate uncertainty, confusion & difference
Encourage articulation of thinking & problem solving

19. Teach reflexively and with sensitivity to differences
Mindful of impact of own beliefs and identity on student learning
Coordinate interaction, mixing different students (with a purpose)
Anticipate, prepare & respond flexibly to different and emerging requirements and interests

20. Planning Consider resources that can enhance access
Consider learning activities
Consider student groupings
Consider assessment

21. Planning for diversity
In groups of five or six, think of a session that you have run or will be running soon. Identify a suitable one between you. Prepare a plan for that session with a focus upon how you will respect student diversity. I would like you to focus on just one of the categories of diversity. Consider resources, activities, how you will evaluate the session.

22. This morning you have shown awareness of…
Areas of activity
Designing and planning activities
Supporting learning
Developing effective learning environments and approaches to support and guidance
Core Knowledge
Appropriate methods for teaching, learning and assessing
Professional values
Respecting individual learners
Promoting participation
Acknowledging wider context

23. Sources of support Course director
Student support and assessment centre
University of Manchester website
Myself:

24. Any questions

25. References and resources
Anglia University resource pack for diversity and-diversity
Department for Business, Innovation & Skills (2011) Post- 16 Education & Skills Statistical First Release DS/SFR
DD37-42BA-91DB- 8593C893D13F/0/SFRcommentaryFINALPublished.pdf
Accessed 25/09/13
University of Manchester Website

26. MBS – Student support and assessment centre Disability toolkits - www
MBS – Student support and assessment centre Disability toolkits -