Transcript Rockslope Deterioration - Manchester Metropolitan University

Embedding Disability Equality
June 2012
Inclusive Learning and Teaching for
Students with Dyslexia
Rita Lewin, Dawn Nicholson, and Kath Botham
Manchester Metropolitan University
Background and
some statistics…

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
Rationale for project

Limited value of PLPs for mild
to moderate dyslexia

Need to widen debate about value
of developing inclusive practice for
ALL students
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)
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
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A multidisciplinary project steering group
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Learner Development Service (2)
Senior Learning and Teaching Fellows (2)
Centre for Learning and Teaching (1)
Faculty of Science and Engineering
Environmental and Geographical Sciences
Undergraduate Network
Faculty of Art and Design
Department of Art
Department of Media
Phase one project stages
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Project development
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Staff training and development
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For academics, LDS Advisors, and support staff
Covering legislative framework, dyslexia, reasonable
adjustments, project context
Implementation and monitoring
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Identification of reasonable adjustments and
development of good practice guidelines
Information sheets for staff and students
Support mechanisms in place
Staff self evaluation and peer support
Evaluation

Staff questionnaires and student interviews
The revised process
Disclosure
Assessment
Academic
staff
Coursework
Negotiated
deadlines
Office
Info sheet
Circulation
of list
Reasonable
adjustments
Exams
Officer
Extra time
in exams
Library
Loan
period
Reasonable adjustments were provided
‘as standard’ for all students
http://www.celt.mmu.ac.uk/disability_
guidelines/plpproject/index.php
Supporting the project

Meetings with programme teams
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Meetings with key services (e.g. IT Services,
Exams Officers, Library)
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Academic staff training
Monitoring and evaluation
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During the project
Self evaluation checklists for
academic staff
Academic peer support system
A local contact point for students
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At the end of the project
Staff questionnaire
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One-to-one interviews with students
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Outcomes: Staff perspective
Learning
resources
available
48h in
advance
Time to take notes
during explanations
and demonstrations
Questions from other
students clarified
Provided with
detailed
instructions
ahead of time
Good practice (self) identified
Good teamwork
practice, learning
styles, characteristics,
peer support
Tutor and oneto-one support
Narrated
presentations
Clarifying questions,
reinforcement
Reader
document
Outcomes: Student perspective

Provision of learning
resources in advance
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Facility to be able to
record lectures
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Additional time for
exams and in-class
tests
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Time constraints
associated with group
work or practical classes
Good practice: Student perspective
Variety of
media
Practical
activities and
demonstrations
Breaks in longer classes
Proactive
support
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”
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“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”.
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“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”
Project feedback: Staff views
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Has your teaching
practice changed as
a result of this
project?
Has the project also
encouraged you to
think more widely
about inclusive
practice?
To what extent do
you agree that this
policy should be
rolled out?
Project Outcomes

Students have been supported in their learning
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Academic staff have enhanced their teaching, and
their understanding of inclusive curricula
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Has the reduction in bureaucracy helped?
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The policy is being rolled out across the Faculty
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Consideration is being given to a University roll-out
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A multi-disciplinary working group is under way redesigning the layout and content of all PLPs
Over to you!
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Implementing in your own organisations::
Potential challenges and solutions
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Review some project resources:
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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 attention
http://www.celt.mmu.ac.uk/disability_guid
elines/plpproject/index.php