Teaching and Supporting Students with Vision

Impairments

An Australian Universities Teaching Committee Funded Project

WAANU ConferenceMarch 2005

                                                               

                                                                        

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

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

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

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

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

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

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

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

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)

Good Practice Framework

MAIN SECTIONS:

Entry points

Introduction

University Administration

Learning & Teaching

Campus Life & Services

Self Audit

Learning &Teaching - Subsections

Preparation & Orientation Course Design & Review Learning Resources Course Delivery Assessment Learning Support Learning Environments Postgraduate Study

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

Inclusive Practice Guide www.utas.edu.au/inclpractice.html…

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 benchmark2 – meets at a basic level3 – meets at a high level

Evidence: ………………….…………………………………

Action Required: ………………….……………………. ……

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