q4 s comparative research
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Project No: UK/09/LLP-LdV/TOI-163_285
Quality Assurance and Accessible Training
for Students
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Project Partners
PROODOS A.E. Centre of Vocational Training
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Comparative Results: Implications for the Design of the Web Resource
Dr Chris Riley, University of Worcester, UK
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UK results compared with those from the partner countries
UK context for disability practiceSignificant differences between UK and partner results
were identified in the key areas of:DisclosureSelf AdvocacyStudent centred adjustmentsSupport for key skills developmentAdvice on rights and entitlements
Comparative Analysis
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56% of UK participants37% of participants in the other partner countries (BG,
GR, TR). Disclosed before starting course
Disclosure before starting course
TR = 33%
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Need for Disclosure advice
Non disclosure before starting course -implications:
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54% of UK participants26% of participants in the other partner countries (BG,
GR, TR). All their teachers knew how to teach them
‘All their teachers knew how to teach them’
TR = 24%
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4% of UK participants19% in the other partner countries (BG, GR, TR)
None of their teachers knew how to teach them
‘None of their teachers knew how to teach them’
TR = 22%
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Need for student centred adjustment strategies
Teachers knew how to teach them - implications:
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8% in UK 38% in other partner countries (BG, GR, TR).
Never negotiated any adjustments
Students ‘never negotiated any adjustments’
TR = 42%
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12% in UK30% in other partner countries (BG, GR, TR).
Teachers never made any adjustments for the students
Teachers ‘never made any adjustments for the students’
TR = 47%
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Need for advice on negotiating and accessing adjustments
Need to promote self advocacy
Students not negotiating adjustments and Teachers not making adjustments –
implications:
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60% of UK participants - true21% of participants in the other partner countries (BG,
GR, TR). Have equipment - true
‘I have all the equipment I need including assistive technology’
TR = 26%
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Need advice on equipment
Need for advice on self advocacy
Need for advice on financial support
Equipment they need - implications:
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ICT and Numeracy were identified as the most difficult skills.
Some literacy related tasks involving writing and listening (dictation) were also found difficult.
Practical skills were moderately difficult. Similar findings for the UK.
Clear need for key skills support
Skill Development
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50% in UK33% in the other partner countries (BG, GR, TR).
Did not know their legal rights
‘Did not know their legal rights and entitlements’
TR = 44%
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Need for Advice on Rights and Entitlements
Knowledge of their legal rights – implications: