Grand Designs: Creating Inclusive Learning Materials

Jennie YoungPAD (Specific Learning Difficulties) SpLD Tutor

Image source; http://hardwoodparoxysm.com/2013/10/17/blake-griffin-kyrie-irving-and-great-expectations/

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

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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)

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Dyslexia and UniversityDefinition 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.

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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: http://www3.imperial.ac.uk/disabilityadvisoryservice/staff/supportingdisabledstudents/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)

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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)

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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)

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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)

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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)

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Grand Designs: Creating Inclusive Learning Materials 16

Practices to Avoid

Grand Designs: Creating Inclusive Learning Materials

Practices to Avoid

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PAD CPD Session 3Grand Designs: Designing Inclusive Learning Materials

Practices to Avoid

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Justified

Black on white Italicised text Long, unbroken paragraphs

Image source: http://uxmovement.com/content/6-surprising-bad-practices-that-hurt-dyslexic-users/

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.

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Grand Designs: Creating Inclusive Learning Materials

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Assessing Current Knowledge

Grand Designs: Creating Inclusive Learning Materials

Task 2

• Write down good practices you are currently aware of when creating materials.

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Grand Designs: Creating Inclusive Learning Materials22

Evaluate a Resource

Grand Designs: Creating Inclusive Learning Materials

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: http://www.sheffield.ac.uk/polopoly_fs/1.18989!/file/The-inclusive-learning-and-teaching-handbook.pdf

Grand Designs: Creating Inclusive Learning Materials 24

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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

Click icon to add picture

Image source; http://hardwoodparoxysm.com/2013/10/17/blake-griffin-kyrie-irving-and-great-expectations/

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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 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

Email: jennie.young@beds.ac.uk

Telephone ext: : 3570 - Monday, Wednesday and Friday 4081 - Tuesday and Thursday

Location:G204 - Monday, Wednesday and Friday Ground floor of the library - Tuesday and Thursday

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References

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• British Dyslexia Association (2014) Dyslexia and Specific Learning Difficulties in Adults. Available from: http://www.bdadyslexia.org.uk/about-dyslexia/adults-and-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: http://www.equalityhumanrights.com/uploaded_files/EqualityAct/technical_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: http://www.seda.ac.uk/resources/files/7_Purnell.ppt (Accessed: 12 March 2014).

References

• InCurriculum (2014) What is an inclusive curriculum? Available from: http://www.incurriculum.org.uk/main/the-project/what-is-an-inclusive-curriculum (Accessed: 12 March 2014).

• Liverpool John Moores University (2002) Supporting Students with Dyslexia: A Handbook for Academic and Support Staff [online] Available from: www.ljmu.ac.uk/EOU/EOUDocs/dyslexia-guide(staff).doc (Accessed 24 April 2014).

• Office for Disability Issues (2010) Equality Act 2010: Guidance. Available at: http://webarchive.nationalarchives.gov.uk/20130703133823/http://odi.dwp.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: http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/00659-2009DOM-EN.pdf (Accessed: 14 March 2014).

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