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Teaching and Supporting Students with Vision Impairments An Australian Universities Teaching Committee Funded Project WAANU Conference March 2005
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Project Aims To improve outcomes for blind and vision impaired students in Australian universities Research key issues – literature review & consultation Document innovative strategies for teaching support Identify effective professional development practices Improve access to practical information and resources Promote guidelines and strategies across the sector
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Underpinning Principles social model of disability reciprocal rights & responsibilities Disability Standards for Education we need to draw lines - what is reasonable? achiveable? better practices & outcomes for students awareness & understanding for teachers knowledge & skills for practitioners
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Outcomes… Students with vision impairments will experience less discrimination and more accessible education Changes in policy and practices within Australian Universities Increasing the profile of accessibility and inclusivity
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Student Priorities Course materials on time and accessible Policies that are reflected in practices Accessible web sites and libraries Communication direct with lecturers/tutors Knowledgeable Disability Staff Effective transition support into University Effective transition support into employment
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Practitioner Priorities Timely availability of course materials University support for policies Staffing and resource issues Balance of student/staff responsibilities Up to date information and resources Awareness of inclusive teaching practices Practicums and fieldwork
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Academic Staff Priorities Ensuring assessment is equitable Policies that are reflected in practices Empirical data on accommodations Workload issues & impact on other students Availability of accessible course materials Clear communication with students Knowledgeable Disability Staff
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Features of the framework Social & legislative context Good practice statements Benchmarks Exemplars of good practice Resources, research & contacts Self audit report and action plan Update mechanisms
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Principles underlying framework Inclusive - responding to the needs of all students Comprehensive – cover all core activities Explicit – clear & realistic strategies and reporting Consultative – engage staff/students affected Resourced – adequate staff/funds to implement Systemic – embedded within planning & QA processes Owned – leadership/accountability by senior staff
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Good Practice Framework MAIN SECTIONS: Entry points (academics, practitioners, managers) Introduction (DDA, Standards, social context…) University Administration (enrolment, QA, policies …) Learning & Teaching (orientation, teaching, assessment…) Campus Life & Services (access, ICT, employment …) Self Audit function (audit report & action plan)
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Good Practice Framework MAIN SECTIONS: Entry points Introduction University Administration Learning & Teaching Campus Life & Services Self Audit
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Learning &Teaching - Subsections Preparation & Orientation Course Design & Review Learning Resources Course Delivery Assessment Learning Support Learning Environments Postgraduate Study
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Section: Learning & Teaching Subsection: Learning Resources Indicator of good practice Students with print disability have access to learning resources of a quality and format which allow them to participate equitably with their peers Benchmark 1 University mandates timelines for preparation of reading lists to ensure sufficient time for conversion Resources Melbourne Uni www.unimelb.edu.au/diversity/strategies.html#9 www.unimelb.edu.au/diversity/strategies.html#9 Inclusive Practice Guide www.utas.edu.au/inclpractice.html www.utas.edu.au/inclpractice.html …
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Section: Learning & Teaching Subsection: Learning Resources Benchmark 1 University mandates timelines for preparation of reading lists to ensure sufficient time for conversion Self Assessment How do you rate? 1 – does not meet benchmark 2 – meets at a basic level 3 – meets at a high level Evidence: ………………….………………………………… Action Required: ………………….……………………. ……
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Where to from here? encompass needs of all disabilities implement self audit report & action plan provide pathways into resource for teachers, practitioners & managers facilitate PD workshops later in 2005 dissemination and communication engagement and continued development
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