NADP Annual Conference & AGM 2010 - Workshops
[Conference 2010] [Workshops] [Programme] [Venue and travel information] [AGM] [Presentations / Transcripts]
Workshops
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Download Conference Workshops Abstracts (MS Word .doc, 30 Kb).
NADP members can download presentations, transcripts and workshop notes in the members' area. (login required)
Workshop 1: Developing an Inclusive Curriculum: Addressing the needs of a diverse student body
Chris Bradshaw, Univeristy of the West of Scotland
UWS has participated in the HE Academy Summit programme - Developing Inclusive Learning and Teaching. As part of this the University has implemented an approach to developing an inclusive curriculum using facilitated workshops, an audit tool and improvements to quality Enhancement processes. The approach utilises the module approval process, portfolio review, ELIR and Subject Health Review to mainstream the previously separate work on improving diversity in curriculum design. Existing projects on Internationalisation and in reorganising academics structures around Subject Development Groups have been used as vehicles to promote this agenda.
The aim is to move responsibility for meeting the needs of diverse students away from the Equality specialists and disabled student support teams and on to academics who are responsible for all other aspects of learning, teaching and assessment.
The session will introduce the UWS context, describe the process to date and point out lessons learned in implementing the approach.
Workshop 2: The inclusive PhD viva: minimising stress in a stress inducing situation
Dr Nicki Martin, London School of Economics
Co-author: Joanna Hastwell, University of Cambridge
Based on participatory research with students who have Asperger syndrome (AS) guidelines are drawn together to minimise unnecessary stress for PhD candidates who are taking their viva. The author argues that the relevance of the ideas extends beyond candidates who have AS. The generic nature of the guidelines represents a more inclusive and less othering approach which is applicable to any student who is nervous or operating in an unfamiliar culture.
The session will be participatory and invite delegates to explore a range of scenarios and apply some practical ideas to their own context. An academic paper and PowerPoint will be available.
Workshop 3: Inclusive Curriculum and Assessment: the student experience in studying a literature based subject: Levelling the playing field in History
Deborah Altman and Dr Di Drummond, Leeds Trinity University College
The session will begin with an outline of the History curriculum and the demands it places on students. This will be set in the context of the institution's profile of students with identified disabilities and the courses they choose to study.
The classroom environment will be considered, including making the course content accessible to all and accommodating a variety of learning styles and needs.
Support structures within the institution will be identified, together with a discussion of how effectively these are linked with academic departments.
The challenges of assessment will be addressed and it will be demonstrated how the course offers a range of forms of assessment and aims to embed sufficient flexibility to meet individual needs.
Employability skills are built into the course for all students; outcomes for disabled students compared with others will be examined.
Participants will be invited to ask questions and make their own contributions.
Workshop 4: Identifying the Voice: Transposing oral assessment from accommodation to a mainstream offer
Heather Symonds, University of the Arts, London
My aim is to encourage participants to focus on the vehicle of orality as an offer for all students to engage in, rather than seek accommodated assessment. I will demonstrate the effectiveness of the model by facilitating the audience listening to a dissertation exemplar of a viva voce and discreet short pieces of oral assessment by students with the spLD, dyslexia . This will be followed by short DVDs of students presenting orally in a mainstream capacity. In 2006 my Teaching and Learning Fellowship resulted in viva voces in lieu of assessment, I am now aiming to transpose this assessment model into a choice for all students.
I will provide material from academic affairs which evidences the feasibility of offering orality in lieu of writing. From primary (Rose Report ) to Higher Education this vehicle offers an exemplar of inclusion. The session offers discourse to support the objectives of accredited orality.
Workshop 6: Walking the talk: a learner support team approach to an accessible curriculum: Using accessible technology to deliver support services to students with SPLD
Christine Poole, University of Cumbria
Chris Colcomb will demonstrate how she has been working with her team of Learning Development Tutors to deliver study skills tuition in an environment which acknowledges and addresses the accessible technology training needs of both students and Tutors in order to promote and support an inclusive curriculum. The session will explore how the Team developed their VLE Blackboard and how they are experimenting with podcasts to enhance it. It will explore training in the use of Wimba and in Pebblepad as a route to accreditation with the Higher Education Academy and to enhance service delivery. It will also consider the development of an in-house system to enhance quality of delivery and record keeping for study skills tuition.
Workshop 7: Inclusive Curriculum and Accessibility: Reducing the stigma of disability through an inclusive approach - what realy works in promoting disabled students' learning, through the eyes of students with dyslexia and their lecturers
Chris Tuck, Anne Grant, London South Bank University
The Disability & Dyslexia Support unit at LSBU has completed the first stage of a five-year project, which aims to initiate positive attitudinal change towards disabled students. As part of the HEA summit programme, the presenters and colleagues interviewed students with dyslexia and academic staff using Appreciative Inquiry methodology to identify areas of good practice in learning and teaching. The themes which emerged from data analysis were used to create a training package for academic staff.
This session provides more information about the project and the methodology used. There will be a chance for participants to discuss the issues of supporting students with dyslexia that are most relevant to their own institutions by working around specific themes such as learning styles, institutional support etc. The presenters will share the findings from their research and the session will conclude with a comparative review of the best practice in this area.
Download Conference Workshops Abstracts (MS Word .doc, 30 Kb).