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To understand how disabled students' academic performance and
experience of teaching, learning and assessment varies by disability,
subject studied and by type of institution, how this experience
develops during their course and how their learning outcomes compare
with those of non-disabled students.
- Analyse and contrast disabled
students’ experiences
of barriers and opportunities in teaching, learning and assessment
in four selected universities
- Examine the relationship
between the quality of learning of disabled students and the
learning environments provided by
specific departments in four selected universities
- Analyse the
extent to which disabled students’ learning
outcomes differ from non-disabled students’
- Document and analyse selected teaching staff
- Understandings of
and changes to their teaching, learning and assessment strategies
in the light of the legal requirement to make ‘reasonable
adjustments’
- Promote, disseminate and embed the
findings from the project effectively to the academic, educational
development, learning
support and disability communities.
The four year project involves a collaboration between four universities.
The project entails a survey of policy and procedures in each university
over four years and obtaining statistics on the performance of
all disabled students in the universities during the course of
their degree programme. The performance of disabled and non-disabled
students in particular institutions will be compared, taking account
of social class, gender and ethnicity, enabling us to examine any
differences between disabled and non-disabled students in terms
of class of degree obtained or failure to complete a degree.
Key informants will be interviewed in each university, such as:
- senior managers with a variety of responsibilities for teaching,
learning and assessment and for students, including disabled
students.
- disabled students’ adviser
- head of student welfare
- head of the teaching development and learning
support service
- selected heads of academic departments and course leaders
Surveys of both disabled students and of teaching staff at
the beginning of the project will provide baseline information
about practices and policies for teaching, learning and assessment in
each university.
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