Inclusive Learning and Teaching for Students with Dyslexia Rita Lewin, Dawn Nicholson, and Kath Botham Manchester Metropolitan University Embedding Disability Equality June 2012

Total number of dyslexic students at MMU Academic year Number of students with dyslexia % of total disabled students at MMU 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)

Faculty of Science and Engineering Environmental and Geographical Sciences Undergraduate Network Faculty of Art and Design Department of ArtDepartment 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

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) identified Tutor 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 attention elines/plpproject/index.php