1. Inclusive Curriculum and Accessibility : Reducing the stigma of disability through an inclusive approach Anne Grant Chris Tuck London South Bank University 1 29 th June 2010

2. Overview Introduction to the projectTeam structureMethodology usedData collectionProject procedureEmergent themesWorld café activityWhere we go from here 2

3. Introduction Year 1 of a five-year work plan Aim – embed accessibility into teaching & learning and reduce barriers to learning Outputs – training package for HODs, to be cascaded to other teaching staff 3

4. Five year work plan Year 1 Dyslexia Year 2 Mental Health Year 3 Mobility Difficulties Year 4 Sensory Impairments Year 5 Unseen Disabilities 4

5. Project Partners Funding - awarded through LSBU ‘Learning & Teaching Project Innovation Scheme’ from LTEU HE Academy – participated in Summit Programme ‘Developing Inclusive Learning & Teaching’ 5

6. Team Structure Anne Grant Manager DDS Mark Francis- Wright Senior Lecturer Helen George Head LTEU Tom Hall Academic Developer Chris Tuck Disability Officer 6 Combined knowledge of dyslexia, data analysis and learning & teaching

7. Methodology Cooperrider, D.L. & Whitney, D., “Appreciative Inquiry: A positive revolution in change.” In P. Holman & T. Devane (eds.), The Change Handbook, Berrett- Koehler Publishers, Inc., pages 245-263. 7 Appreciative Inquiry - AI AI involves the art and practice of asking questions that strengthen a system’s capacity to heighten positive potential. It mobilizes inquiry through crafting an “unconditional positive question’ often involving hundreds or sometimes thousands of people.”

8. Data Collection Students AHS PGCE ESBE Architecture HSC Nursing Heads of Departments Lecturers 8 Individual interviews Focus groups

9. Project Procedure 9 Interviewed the students and transcribed data Ran focus groups for AHS, ESBE and HSC for HODs and lecturers, and transcribed data Undertook analysis of data from individual student interviews and staff focus groups Consolidated the themes that emerged in order to inform the nature of the training programme

10. Emergent Themes (Lecturers) Awareness of support needsStrategies supporting learnersLecturers’ positive attitudes and focused behavioursSupporting development of student learning strategiesInstitutional support systemsIntegrative approaches to teaching and learning 10

11. Focus on Last Theme (Lecturers) 11 Encouraging inclusivity – what benefits everybodyExploration of alternative modes of learningDeveloping multiple methods of conveying ideasMatching known student strengths with assessment outcomesUnpicking the focus of learning and the potential outcomesChunking information and patterningReducing jargon and spelling complex words Integrative approaches to teaching and learning

12. Integrative Approaches to Teaching and Learning- Quotes 12 “And therefore, arguably because there’s lots of different modes of work, we may find that that’s actually a great opportunity for dyslexic students to thrive because they’re not thinking, I’ve got an essay Monday, I’ve got an essay Tuesday, I’ve got an essay Wednesday, and therefore they’ve got different things where they can hopefully excel” “…trying to spell this really complicated word that belonged to philosophy, this is how I do it as a teacher, then everybody can then kind of go ‘oh hey, I might do it that way’”

13. World Café Activity 13 Within your institution, how can you foster a more inclusive approach towards disability, specifically dyslexia? Consider the following: Lecturers’ positive attitudes and focused behavioursThe development of students’ learning strategies

14. Emergent Themes (Students) Important tutor behaviours encouraging learningLearning & discovery – multiple methodsGap-free learningSelf-developed learning strategiesThe value of institutional support strategiesMaintaining motivation to succeed 14

15. Focus on First Theme (Students) 15 Important tutor behaviours encouraging learning Taking time to explain during lectures and outsidePersonal tuitionOffering handouts before lecturesWell-planned resources and learning materials e.g. workbooksExtra classesPatience listening, interaction with studentsOffering real examples, practical sessions supporting theory

16. Important Tutor Behaviours - Quotes 16 One person stated: “[a composite lecture book]…was a really big book that he [tutor] printed out and had ring- binded [sic] …it’s just all his lectures. He does all his lectures in advance. [I use] this for revision, every day and for the class, every lesson. It’s used all the time…[the tutor] would read [the notes] and explain them, then he’d go into more detail…we’d discuss it…it’s all there" Financial accounting student: …“he’s got a style where he throws all the information at you in lectures first and then he goes back and he’ll go through it like a fine comb”

17. Integrating Themes from Students’ and Lecturers’ Data Recognising students’ needs and having a sympathetic approachCreating an approachable environment to discuss student needs Provide individual tutorials to identify areas of support Developing multiple methods of conveying ideasExploration of alternative modes of learning Encouraging lateral thinking and creativity 17

18. Where we go from here Training package for Heads of Department is underway Short Term Use input from LSBU Learning & Teaching conference to contribute to the training package for lecturers Medium Term Dissemination of findings to a wider audience e.g. HEA, NADP, Educational Journals Long Term 18

19. Further information Contact us for this presentation and for more information about our findings 19 Chris Tuck – tuckc@lsbu.ac.uktuckc@lsbu.ac.uk 020 7815 6436