1. Beyond compliance: aligning disability issues with learning, teaching and assessment approaches Part of the HEA disability seminar series Wednesday 1 st October 2008

2. Aims of the seminar To focus on the key challenges –As identified by delegates and presenters To have short, sharp inputs to stimulate discussions To identify practical solutions to the identified challenges

3. Group Exercise Either: Think of an example in your own Institution (department, faculty, etc.) which has positively contributed to an enhanced alignment –What motivated this change? –What were the key challenges? –How were they overcome? Or: Think through an example which wasnt (or is not yet) positive – what are the ongoing challenges?

4. The Big issues Models of delivery: central Vs devolved model Integration of data, and attendant analysis Disability Vs impairment specific approaches User - led developments Institution - wide ownership and accountability Adapting and / or adopting existing good practice

6. Teaching & Assessment Our classrooms are microcosms of the diverse society in which we live. The aim of inclusive teaching is not to dilute standards or change content, but to adopt a teaching style that accommodates a diversity of abilities, cultural backgrounds, and learning styles and needs. This approach acknowledges that students with disability may learn differently, but are not less academically capable. Inclusive teaching recognises the social context of disability and encourages a flexible approach that anticipates diversity and uses it in the curriculum. Examples of inclusive teaching include:social context of disability Providing reading lists before classes start Positioning yourself where you can be seen by everyone Using a variety of teaching methods Making lecture notes available before lectures. Clearly identifying key ideas in lectures and assignments Drawing on the students own experiences Being flexible with assessment methods Setting clear expectations How can I teach in a way that benefits all students? How do I determine whether any students have particular learning needs? How much do I need to know about the student's impairment? How can I determine what adjustments are reasonable? What if I believe a student will not be able to be registered or employed?

7. Leeds Met Initiatives Disability Strategic Group - interrogation of statistics Disability Research Conference Disability issues central in annual staff development festival Strong disability function Senior Management buy in