inclusive learning and teaching for students with dyslexia rita lewin, dawn nicholson, and kath...
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Inclusive Learning and Teaching for Students with Dyslexia
Rita Lewin, Dawn Nicholson, and Kath BothamManchester Metropolitan University
Embedding Disability EqualityJune 2012
Total number of dyslexic students at MMU
Academic year
Number of students with
dyslexia
% of total disabled students at MMU
2008-09 1287 71
2009-10 1186 65
2010-11 1139 59
Background and some statistics…
Rationale for project
Limited value of PLPs for mild to moderate dyslexia
Inclusive practice is really all about developing policies and practices that reduce barriers to learning and participation, and pay dividends, for all students (Silver et al. 1998, Fuller et al. 2004, Williams and Quinn 2007)
PLP
Need to widen debate about value of developing inclusive practice for ALL students
Project aims
To encourage and develop inclusive teaching and assessment practice
To reduce the bureaucratic burden by removing the need for Personal Learning Plans (PLPs) for students with mild to moderate dyslexia
Project management
A multidisciplinary project steering group Learner Development Service (2) Senior Learning and Teaching Fellows (2) Centre for Learning and Teaching (1)
Facu l t y o f Sc ience and Eng ineer ing
Environmental and Geographical Sciences Undergraduate Network
Facu l t y o f Ar t and Des ign
Department of Art Department of Media
Phase one project stages Project development
Identification of reasonable adjustments and development of good practice guidelines
Staff training and development For academics, LDS Advisors, and support staff Covering legislative framework, dyslexia, reasonable
adjustments, project context Implementation and monitoring
Information sheets for staff and students Support mechanisms in place Staff self evaluation and peer support
Evaluation Staff questionnaires and student interviews
Negotiated deadlines
Extra time in exams
Loan period
The revised process
Reasonable adjustments were provided ‘as standard’ for all students
Coursework Office
Exams Officer
Library
Academic staff
Disclosure
Assessment
Info sheet
Circulation of list
Reasonable adjustments
http://www.celt.mmu.ac.uk/disability_guidelines/plpproject/index.php
Supporting the project
Meetings with programme teams
Meetings with key services (e.g. IT Services, Exams Officers, Library)
Academic staff training
Monitoring and evaluation
A local contact point for students
During the project Self evaluation checklists for
academic staff
One-to-one interviews with students
At the end of the project Staff questionnaire
Academic peer support system
Outcomes: Staff perspective
Learning resources available
48h in advance
Questions from other students clarified
Provided with detailed
instructions ahead of time
Time to take notes during explanations and demonstrations
Good practice (self) identifiedTutor and one-to-one support
Reader document
Narrated presentations
Good teamwork practice, learning
styles, characteristics, peer support
Clarifying questions, reinforcement
Outcomes: Student perspective
Provision of learning resources in advance
Facility to be able to record lectures
Additional time for exams and in-class tests
Time constraints associated with group work or practical classes
Good practice: Student perspective
Variety of media
Breaks in longer classes
Proactive support
Practical activities and
demonstrations
Selected student feedback
“you have to work in groups, and that’s always hard because I like to just go through it at my own pace”
“If the notes don’t go up in advance I just manage as best as I can. It does help having the notes in advance – it just does”.
“When they come around [tutors] and ask you more personally, or you and your friend, if you understand - it’s better - sometimes you don’t want to put your hand up and ask for help”
Has your teaching practice changed as a result of this project?
To what extent do you agree that this policy should be rolled out?
Has the project also encouraged you to think more widely about inclusive practice?
Project feedback: Staff views
Project Outcomes
Students have been supported in their learning
Academic staff have enhanced their teaching, and
their understanding of inclusive curricula
Has the reduction in bureaucracy helped?
The policy is being rolled out across the Faculty
Consideration is being given to a University roll-out
A multi-disciplinary working group is under way re-
designing the layout and content of all PLPs
Over to you!
Implementing in your own organisations:: Potential challenges and solutions
Review some project resources: Student information sheet Frequently Asked Questions Staff self-evaluation Staff questionnaire Existing examples of PLPs
Open questions and answers about the project and experiences of staff and students
Thank you for your attentionhttp://www.celt.mmu.ac.uk/
disability_guidelines/plpproject/index.php
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