Www.adcet.edu.au/cats/ Creating Accessible Teaching and Support (CATS) Tony Payne Deakin University (on behalf of the CATS project team)

www.adcet.edu.au/cats/

Creating Accessible Teaching and Support

(CATS)

Tony Payne Deakin University(on behalf of the

CATS project team)

• Project findings

• CATS web resource

• Australian university guidelines

• Self assessment & planning tool

• Scholarship in disability practice

Images Copyright www.istockphoto.com

Australian context

• Complaints based DDA introduced in 1992

• Education Standards introduced in 2006

• Success rates vary widely

• Universities funded directly - no student allowance

• Similar issues but different language used


It all started in 2002 when a blind student in my university didn’t get his readings on time…

and he made a complaint to the Human Rights Commission…

and it made national television!


A little planning saves a lot of fan cleaning!


To address issues raised by the complaint a national project was funded to:

•Review literature

•Audit higher education sector disability related practices

•Consult with students and staff across Australia

•Develop guides to good practice for university staff


There are no good project managers, only lucky ones but …

the more you plan, the luckier you get!


Good practice is individualised and not systemic

Legislative requirements not well understood

Inclusive approaches not widely used

Limited evidence base for accommodations

Information & resources not widely used

Outcomes are poor

Key project findings


“The future is already here …

it's just not evenly distributed.”

William GibsonImages Copyright www.istockphoto.com

Students said that they need …

• Knowledgeable disability staff

• Policies that are reflected in practices

• Accessible web sites and libraries

• Readings on time & accessible

• Communication direct with lecturers

• Employment services and jobs


If there are several possible interpretations of a communication…

the least convenient is the correct one!


Staff said they were…

Under resourced & time poor

Unclear as to rights / responsibilities

Unaware of inclusive teaching practices


A major issue for academics was …

concern about equity for other students


Staff said they wanted:

Clearer policies around what is “reasonable”

Practical, inclusive, teaching and assessment practices

Just in time information and guidance

Evidence base for assessment accommodations


We found evidence for the value of:

Consultation with students

Embedding of policies

Sound pedagogical practices

Inclusive approaches to teaching and support

Clear expectations of staff and students

Clear procedures – eg learning access plans


The gap between what we know and what we don’t know

is much less than the gap between what we know and what we do.” Don Berwick


Based on this findings we:

• published three booklets for staffworking with disabled students

• developed a web based resource providing good practice guidance

• provided professional development in universities across Australia


If at first you don't succeed…

remove all evidence you ever tried!


The Australian Learning and Teaching Council then funded phase 2:

• Improve access to practical information and resources

• Introduce national guidelines for policy and practice

• Develop a self assessment tool and performance indicators


It takes one cow nine monthsto produce a calf …

it cannot be done in one month by nine cows


Key survey findings

54% are confident in working with disabled students

82% first seek information from a person

56% found that training had changed the way they work

75% prefer succinct, printableWeb based fact sheets

Only 13% frequently refer to printed information or booklets


www.adcet.edu.au/cats

So we built a Website…


What we don't know is very likely to hurt us!


Resources have been heavily used with over 160,000 fact sheets downloaded but…

has practice improved?


“The great aim of education is not knowledge but action.”

Herbert Spencer


Next we developed guidelines for practice covering:

• Course Design and Delivery

• Recruitment and Admission

• Teaching and Assessment

• Library and ICT Access

• Physical Access & Safety

• Student Services & Housing


What is not on paper has not been said !


Underlying principles

Consultative - students & staff

Comprehensive - cover all activities

Inclusive - meet needs of all students

Systemic - embedded within university-wide processes

Explicit - clearly identify requirements and processes

Resourced - adequate resources for implementation

Equitable - recognise the rights & responsibilities of all


We then developed a self assessment toolthat generates a Report and Action Plan


Good Practice StatementAdmission, selection and enrolment procedures are non-discriminatoryand orientation programs are inclusive in design and application

Guideline 1The University provides explicit information about opportunities for people with a disability, the support services available to them, any special entry procedures, course requirements and student rights and responsibilities.

YES YES, but…. NO, but…. NO

Add Evidence

Evidence

Action Required

Self-assessment example

Questions to consider …Self rating

Print Report

Project Officer

Self-assessment process

Academic Dean

Facilities Management

Library Services

InformationCollector

Indicator 5.5

InformationCollectors

Indicator 5.7InformationCollectors

Indicator 5.6

Self Assessment Learnings

• The process is more important than outputs

• It is vital to engage all sections and levels

• Managers and academics have to own the issues

• Staff will find their own solutions

• Leadership is vital


What have we achieved?

• Better understanding of what is needed to improve outcomes

• Web based resource that for university staff

• Guidelines that for more effective policy & practice

• A self assessment tool that encourages self reflectionand motivates change


If we want staff to engage with us in challenging teaching and support practices, we need to be able to say to them don’t just take my word for it… here is the evidence.

Inspired by Professor Keithia Wilson


Scholarly practice

• Develop “conscious competence”

• Work with academic colleagues

• Engage with disabled people

• Read the literature

• Contribute to an evidence base of effective strategies

• Practice critical self reflectionImages Copyright www.istockphoto.com


Injustice anywhere is a threat to justice everywhere.

Martin Luther King, Jr.Images Copyright www.istockphoto.com

Creating Accessible Teaching and Support

Turning the extraordinary into the ordinary Images Copyright www.istockphoto.com

Documents

Www.adcet.edu.au/cats/ Creating Accessible Teaching and Support (CATS) Tony Payne Deakin University (on behalf of the CATS project team)