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 ingEnvironmental and Geographical Sciences

Undergraduate Network

Facu l t y o f Ar t and Des ignDepartment 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 perspectiveVariety 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