Grand Designs: Creating Inclusive Learning Materials Jennie Young PAD (Specific Learning Difficulties) SpLD Tutor

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Objectives By the end of the session attendees will be able to: 1. State how dyslexia affects students at University. 2. Understand the importance of creating inclusive materials. 3. Create a check list of points to include when designing materials. 4. Evaluate a resource using the checklist. 5. Effectively utilise the PAD team in relation to the identification and customisation of PAD learning materials. Grand Designs: Creating Inclusive Learning Materials 3

Presentation Outline Grand Designs: Creating Inclusive Learning Materials 4 Dyslexia and university Why use inclusive resources? Practices to avoid Assessing current knowledge Evaluate a resource

5 Dyslexia and University Grand Designs: Creating Inclusive Learning Materials 5

Dyslexia and University 10% of the population are dyslexic 4% of the population are severely dyslexic No consensus on the theory of causation Individual profile of strengths and weaknesses (Griffiths and Purnell, 2011; British Dyslexia Association (BDA), 2013) Grand Designs: Creating Inclusive Learning Materials 6

Dyslexia and University Definition from the Rose Report (2009): Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in verbal memory, phonological awareness and verbal processing speed. Grand Designs: Creating Inclusive Learning Materials 7

Dyslexia and University It is best thought of as a continuum, not a distinct category, and there are no cut off points. Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia. Dyslexia occurs in a range of intellectual abilities. Grand Designs: Creating Inclusive Learning Materials 8

Dyslexia and University – Co-occurance Image source: ents/splds Grand Designs: Creating Inclusive Learning Materials 9

Dyslexia and University Identified as a disability under the 2010 Equality Act Largest category of disability Provide support and reasonable adjustments Adjustments make a positive difference to all, not just dyslexic students (Griffiths and Purnell, 2011) Grand Designs: Creating Inclusive Learning Materials 10

Dyslexia and University Anxiety can be caused by studying at HE level. Accentuated by dyslexia and cause more stress. New difficulties can emerge. (Liverpool John Moores University, 2002) Grand Designs: Creating Inclusive Learning Materials 11

Grand Designs: Creating Inclusive Learning Materials 12 Why use Inclusive Resources? Grand Designs: Creating Inclusive Learning Materials

Why use Inclusive Resources? The principles of dyslexia friendly teaching work well for all learners. They might be hiding – 10% of the population is dyslexic so in a lecture of 150 students, at least 15 will be dyslexic and some of them may not know they are. (Griffiths and Purnell, 2011) Grand Designs: Creating Inclusive Learning Materials 13

Why use Inclusive Resources? Part 6 of the Equality Act provides protection for disabled pupils and students by preventing discrimination against them at school or in post-16 education due to, or for a reason related to, their disability. (Office for disability, 2010) Grand Designs: Creating Inclusive Learning Materials 14

Why use Inclusive Resources? What University provision does this include? Teaching; including classes, lectures, seminars, practical sessions Examinations and assessments Arranging study abroad, work placements or fieldtrips Learning equipment and materials such as class handouts, laboratory equipment, computer facilities, classrooms, lecture theatres, labs etc. Libraries, learning centres and their resources (Equality and Human Rights, 2010) Grand Designs: Creating Inclusive Learning Materials 15

Grand Designs: Creating Inclusive Learning Materials 16 Practices to Avoid Grand Designs: Creating Inclusive Learning Materials

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Practices to Avoid 18 Grand Designs: Creating Inclusive Learning Materials Justified Black on white Italicised text Long, unbroken paragraphs Image source: Blur effect River effect Washout effect Serif fonts

Task 1 Read the text and answer the questions. Did you enjoy the activity? By the end of the session you should be able to design resources that will reduce visual stress. Grand Designs: Creating Inclusive Learning Materials 19

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Task 2 Write down good practices you are currently aware of when creating materials. Grand Designs: Creating Inclusive Learning Materials 21

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Task 3 Read through the guidelines to creating inclusive resources Grand Designs: Creating Inclusive Learning Materials 23

Task 3 Create your own list summarising your good practices from task 2 and the guidelines on the blank checklist Image source: Grand Designs: Creating Inclusive Learning Materials 24

25 Task 4 Use your summary to check through the resource and make notes of any improvements that could be made Grand Designs: Creating Inclusive Learning Materials 25

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27 Objectives By the end of the session attendees will be able to: 1. State how dyslexia affects students at University. 2. Understand the importance of creating inclusive materials. 3. Create a check list of points to include when designing materials. 4. Evaluate a resource using a checklist. 5. Effectively utilise the PAD team in relation to the identification and customisation of PAD learning materials. 27 Grand Designs: Creating Inclusive Learning Materials

Contact Details Telephone ext: : Monday, Wednesday and Friday Tuesday and Thursday Location: G204 - Monday, Wednesday and Friday Ground floor of the library - Tuesday and Thursday 28 Grand Designs: Creating Inclusive Learning Materials 28

29 Grand Designs: Creating Inclusive Learning Materials 29 British Dyslexia Association (2014) Dyslexia and Specific Learning Difficulties in Adults. Available from: business/dyslexia-and-specific-learning-difficulties-in-adu.html (Accessed 24 April 2014). Equality and Human Rights Commission (2010) Equality Act 2010: Technical Guidance on Further and Higher Education. Available at: cal_guidance_on_further_and_higher_education.pdf (Accessed 28 April 2014). Griffiths, S., Purnell, L. (2011) Investigating dyslexia friendly practices in teacher education [online] Available from: (Accessed: 12 March 2014).

InCurriculum (2014) What is an inclusive curriculum? Available from: curriculum (Accessed: 12 March 2014). Liverpool John Moores University (2002) Supporting Students with Dyslexia: A Handbook for Academic and Support Staff [online] Available from: (Accessed 24 April 2014). Office for Disability Issues (2010) Equality Act 2010: Guidance. Available at: wp.gov.uk/docs/wor/new/ea-guide.pdf (Accessed: 28 April 2014). Rose, J. (2009) Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties [online] Available at: education.gov.uk/publications/eOrderingDownload/ DOM- EN.pdf (Accessed: 14 March 2014). 30w Grand Designs: Creating Inclusive Learning Materials 30