NATIONAL ASSOCIATION OF DISABILITY PRACTITIONERS

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NADO Annual Conference 2005 - Presentations & Workshops

Abstracts of presentations and workshops given at the conference plus some presentations for download.

Keynote presentations

Mainstreaming Staff Development: The Role of Disability Officers as a Growing Profession in a Changing Context.

Professor Alan Hurst, University of Central Lancashire

The session will begin by exploring some general issues relating to staff development and disability awareness. These stem from leading and managing a HEFCE Special Initiative Strand 2 project since January 2003. Attention will be given to the part which disability officers might play. In turn this will lead to an exploration of the sociological concepts of 'role' and 'profession' as applied to disability officers. Finally comments will be made about the potential consequences of the legislation passed by parliament in March 2005 and due to be put into practice in December 2006.

Download: Mainstreaming Staff Development (MS Powerpoint, 46 Kb)

The New Legal Framework: The Disability Discrimination Act 2005

Miss Bettina Rigg, Bond Pearce Solicitors

The Disability Discrimination Act 2005, which received Royal Assent on 7th April 2005, amends the existing 1995 Disability Discrimination Act. The new 2005 Act, which is likely to be brought into force in 3 stages, will introduce a fundamental new positive duty on educational institutions to promote disability equality (paralleling the existing Race Equality Duty). As well as making a number of other changes, the new 2005 Act will for the first time extend the DDA to cover bodies that award general qualifications (like GCSE's and A-Levels). This presentation explains the new rights and obligations that will be introduced by the new 2005 Act and looks at what education or institutions will need to do in order to comply.

CAU - QAG: The early years

Tony Hughes, Central Administration Unit (CAU), Manager Quality Assurance Group (QAG) and Judith Archer, Chair, Quality Assurance Group Board (QAG)

To provide NADO Members with an opportunity to meet the new Central Administration Unit (CAU) Manager.

Through the presentation it is intended to share with Members where Disabled Students Allowances Quality Assurance Group (DSA QAG) and the CAU is currently with implementation of the Quality Assurance Framework (QAF), the plans for the next twelve months, and to provide the opportunity for NADO Members to ask any questions about the Framework.

The DSA QAG and CAU look forward to working in partnership with NADO Members to support the introduction and implementation of the QAF.

Members can download this presentation here.

Workshops

Learning Support Programme within FE - Innovative Programming to Enhance Support

Glenys Tucker, Head of Academic and Learning Support, Worcester Sixth Form College

This session looks at how FE organisations can plan innovative support programmes to aid the learning process. The session begins with a discussion of types of assessment tools used, not only to assess specific learning difficulties, bot those to assess learning styles and basic/key skills.

The session moves on to discuss the types of support available for students and the restrictions caused by capping of additional support cost funding. Particular emphasis will be place don types of support programmes operated, one to one, in class, drop in etc and how learners access these programes. Of particular note will be the support required for weak students who do not necessarily have a learning difficulty but have difficulties in organisation skills, literacy weaknesses etc.

Members can download this presentation here.

ALERT - Improving provision for disabled students' use of VLEs

Dr Barbara Newland, Senior Lecturer Educational Development, Bournemouth University

This workshop will give participants the opportunity to discuss the guidelines developed by the ALERT (Accessibility in Learning Environments and Related Technologies) project, which aims to improve disabled students' learning through a VLE (Virtual Learning Environment).

The ALERT guidelines focus on supporting the attainment of pedagogical objectives of disabled students and whether the use of a VLE makes learning easier for them or whether it creates a further barrier. The 2003 UCISA report shows that 86% of HE institutions now use at least one VLE (UCISA, 1003). Therefore the outcomes of the ALERT project are increasingly important in institutional provision for disabled students.

The guidelines are developed from a series of case studies with disabled students and academic staff. The case studies include3d a range of academic disciplines, disabilities and e-tivities which are 'frameworks for online active and interactive learning' (Salmon, 2004).

Creating Accessible Resources for Staff: Improving Disabled Student Learning Experiences

Mr Robin Stenham, Project Manager, Disabled Student Services, Open University

Making Your Teaching Inclusive (MYYI) is a multimedia (web-based) staff development resource for HE lecturers and tutors. Its purpose is to enable them to:

• understand the learning support needs of disabled students;
• understand how assistive technology and specialist human support facilitates the teaching and learning of disabled students and how they can be effectively integrated into teaching;
• develop effective, inclusive teaching strategies for students who are blind/partially sighted, deaf/hard of hearing, or who have specific learning or mental health difficulties.

The session will:

• demonstrate Making Your Teaching Inclusive, its cross-sector applicability and design features which include accessibility and user adaptability;
• describe the OU's model of professional training and development and University plans for using Making your Teaching Inclusive in OU staff development;
• ask participants to consider its use in their own institutions (who will be the key disseminators, how could it be used in staff development programmes; how might be used by individual academic staff?)

Dyscalculia: a first-line screening devise for dyscalculia in Higher Education

Claire Trott, and Nigel Beacham, Mathematics Education Centre, Loughborough University

As awareness of dyscalculia becomes more prevalent, an increasing number of dyscalculic students are seeking help in Higher Education. Reasonable adjustments must be made to ensure that dyscalculic students are given support that is tailored to their individual needs.

The workshop will define dyscalculia and explain the development of a suitable screening test for dyscalculia in Higher Education.

It will provide a forum for discussion and the sharing of experiences of the issues surrounding dyscalculia, its screening and procedures for support.

Some examples of possible screening items will be presented, drawn from a bank of materials produced, and delegates will be asked to discuss some of the difficulties that might be encountered by students with Specific Learning Difficulties. Issues of support and the development of coping strategies will also be discussed.

Beyond Compliance: recognising the professional contribution of disability practitioners

Alison Robinson, The Higher Education Academy

How can disability practitioners contribute to a sector-wide change of custom and practice in relation to inclusive education, and what mechanisms exist to recognise the professional contribution of equality specialists in the field?

Several factors are emerging which together could influence a fundamental shift in attitudes to education, equality and the role of specialist professionals working in education:

• The evolution of equality legislation away from compliance and anticipation towards proactive promotion of disability awareness;
• The emergence of a national framework for professional standards in learning and teaching;
• The increasing awareness by higher education sector of the valuable contribution made to the student learning experience by specialist professionals, beyond thoese traditionally defined as 'academics'.

This session will consider the significance of each of these factors for disability practitioners and explore how colleagues can contribute to and benefit from 'continuing professional development (CPD)'.

Additional Learning Support and Associated Funding

Wayne Tomlinson, KMPG

Additional Learning Support continues to present challenges to many colleges. This workshop will aim to clarify current issues around ALS and explore any future developments.

Supporting Students with Asperger's Syndrome in post compulsory education

Dr Nicki Martin, Senior Fellow, University of Derby

The presentation explores strategies which have been found to be effective in supporting university students with Asperger's Syndrome.

An overview of the potential characteristics of Asperger's Syndrome is provided, with emphasis on individuality. Mechanisms to minimise aspects of the HE experience which have the potential to be disabling are explored and straightforward solutions to possible difficulties are considered.

Members can download this presentation here.

Involving disabled people in the development of your institution's disability equality scheme: taking the first steps

Dr Caroline Davies, Consultant in Disability Provision in HE

The session will look at ways in which disability officers can work within their institutions to help prepare for the development of the first Disability Equality Scheme by December 2006.

There is a requirement to 'involve' and not just 'consult' disabled people: what does this mean in practice and what is the difference? The session will help to identify disabled stakeholder groups and to look at ways in which their involvement can be achieved. It will consider both internal and external stakeholders and will look at students, prospective students, staff, visitors and external constituencies. What are likely to be the most effective approaches and how can 'involvement fatigue' be avoided? The session will also encourage disability officers to think about their own role: should we be leading and co-ordinating activities or should we be using our expertise to support others within the institution to take the process forward.

Members can download this presentation here.

Online Staff Development for Disability Officers

Dr Phil Gravestock, Professional Development Manager, University of Gloucestershire

The workshop will discuss the findings of a project to develop an online staff development course for disability awareness. The online course has run twice, with a mixture of national academic staff, support staff and disability officers in Higher Education. The course uses a model of online activities and discussions, with action learning sets as a basis for developing short projects which are undertaken, and supported by, the online participants.

Issues relating to the use of online learning for staff development will be discussed along with a review of some common issues raised during the course. The workshop will also provide an opportunity to address a range of case study scenarios devised by the online participants.

The workshop will allow delegates to discuss disability awareness for staff in higher education, and will consider whether adaptations of the course are required to meet the needs and expectations of disability officers.

Members can download this presentation here.

What Does the Disability Equality Duty actually mean for Disability Practitioners

Ruth Thei - Higher Education Funding Council; Mike Adams - National Disability Team; Kate Goddard - Skill; Liz Sutherland, - Equality Challenge Unit Age and Disability Officer; Dr James Palfreman-Kay - Manager Additional Learning Needs Service, Bournemouth University and Chair of NADO

The aim of this workshop is to enable disability practitioners to:

1. Identify where responsibility for ensuring compliance with the Disability Equality Duty lies.
2. To share some early observations on how HEIs are responding to date.
3. To provide information on how Disability Practitioners might most appropriately be involved in responding to the new duty (and contributing to the Disability Equality Scheme).

Members can download this presentation here.

Neurodiversity: issues for student support

Dr. David Pollak, Principle Lecturer De Montfort University.

The term 'neurodiversity' was coined by people with Asperger's Syndrome and covers a wide range of specific learning differences and so-called 'conditions (eg dyspraxia and ADHD). This session will look at practical issues for staff working with such students inclidng barriers to learning and potential solutions. It will draw on the work of the BRAINHE project (Best Resources for Achievement and Intervention re Neurodiversity in Higher Education) which is gathering student voices as well as examples of good practice from around the world.

FE Funding and Aspects of Widening Participation: an opportunity to share, explore and work together on these issues

John Michaux, Swindon College, Sheila Bryan, Weymouth College

This is the opportunity for colleagues in FE to discuss the latest Additional Learning Support and plan led funding in general. There will be an opportunity to work on some practical examples and also discuss difficulties/issues. This is very much a group session facilitated by two practitioners and will draw on the whole groups experience as well as the facilitators own expertise.

Delivering a Support Worker Service - Consistency, challenges and cost recovery

Karen Robson, University of Wales Institute, Martin Smith, Brunel University, Sharon Jones, Glamorgan University

The workshop will consider issues arising from delivering a quality support worker service. Issues such as consistent job descriptions and rates of pay across the sector, charging for cancellations and student absence, student and staff expectations and appropriate and realistic cost recovery options will be discussed. The presenters hope to facilitate the sharing of good practice across the sector, in addition the capturing the view of participants which will be fed into the proposed QAG working group on NMPHS should it be initiated.

Problems - Whose Problems: Knotty issues in disability equality and the impact of the disability equality duty

Dianne Keetch, Disability Rights Commission

This workshop will draw on enquiries and cases assisted by the Disability Rights Commission - highlighting issues of difficulty for FE and HE providers. Health and Safety, Risk assessment, Fitness to Practice, appear to be the areas of common concern. The new Disability Equality Duty will have a bearing on these and other issues. The workshop will explore how a shift of emphasis to institutional responsibility for disability equality will impact upon providers.

Duty of Care, Confidentiality and Disclosure

Bettina Rigg, Bond Pearce Solicitors

This workshop will explore the relationship and sometimes competing interest between the Disability Discrimination Act 1995, the Data Protection Act 1998 (issues around confidentiality and disclosure) and the duty of care that institutions owe to students with disabilities. The workshop will cover the main legal issues that are relevant and apply these in the context of a case study.

Facilitating Inclusive Education Through Assessment Change

Judith Waterfield, University of Plymouth

The aim of the Workshop is to actively involve participants in considering the drivers and challenges facing the adoption of inclusive assessment. The workshop will focus on the following questions:

• Can we assess ability and not the affects of disability?
• Can we accommodate the learning styles of a range of learners at assessment?
• Can we reduce the 'discriminatory and exclusionary features of current policy?' (Barton 2003)

The speaker will respond to the three questions and stimulate discussion by using the results from the Project's research activities, case studies and work with students (both disabled and non-disabled), academics and disability officers from acr5oss the 8 HEI partnership.

National Funding and Policy for Universities and HE Colleges

Ruth Thei, HEFCE, Fiona Reid, HEFCE

This session will provide a simple guide to the Higher Education Funding Council for England (HEFCE) and how it distributes funding for the provision of higher education in England.

The session will outline the role of the funding council in national policy development and discuss the future of widening participation and disability policy at a national level.

This session will not cover student support arrangements.