| Description of good practice: |
DEP was a two year strategic program at DMU. it was overseen by a specially constituted board with representation from across the university and the De Montfort Student Union. The Senior Responsible Officer for the program was a member of the Executive Board.
#Key Program Outputs:
Policy:
DMU developed a new ‘Teaching and Learning; Student Disability Policy’. The policy focuses on teaching and learning and closely associated activities. It outlines DMU’s approach to complying with the requirements of the Equality Act in relation to disabled students. In particular it highlights the universities expectations around both anticipatory actions and individual reasonable adjustments.
At the same time a fast track Disability Support Appeals Process’ was introduced to provide a consistent approach is adopted to determining what constitutes a reasonable adjustment across DMU, and provide speedy resolution to any concerns.
Universal Design for Learning (UDL):
The principle of UDL recognizes that learning variability is the rule rather than the exception, and as such can be considered to be good teaching practice. At the core of UDL is the principle of providing multi modal opportunities in terms of representation, engagement and expression
In preparation for the 2016/17 cycle the following major outputs were achieved:
• An audit was undertaken of all program / module validation documents in relation to Learning, Teaching and assessment (LTA) approaches, and where UDL principles were not in place programs / modules were required to submit curriculum modifications.
• An audit was undertaken of Professional Statutory Regulations bodies’ requirements, and any assumed barriers to adopting UDL principles were explored and overcome as appropriate.
• DMU Replay (lecture capture) policy was introduced requiring all staff led activities to capture content for year zero, year one, and all post graduate taught provision in 2016/17. This requirement will be extended in phases to cover all students in the institution by 2018/19.
Disability Support:
• Historic demand for support was mapped, and the developments of inclusive practice considered in, designing and resourcing a new in house support service.
Library and Learning Services (LLS):
• The most commonly used assistive software has been made available throughout Library and Learning Services and an annual review process has been established to ensure that the software remains fit for purpose.
• Assistive Technology Officer Post created to develop workshops, along with face to face and on line resource to support students in making effective use of technology (particularly assistive technology).
• The accessibility of reading list materials has been enhanced by the introduction of the Accessible Formats Service, with additional staff recruited to ensure demand can be met, and the implementation of DMU Resource Lists.
• ‘Ask and Collect’ service developed to provide support to disabled students who find retrieving resources (including books, DVD’s, CDs and pamphlets) from library shelves difficult. Students can make online requests for materials, with a four hour turn-around time.
Accommodation:
• A ‘quiet’ themed living environment was established to cater for students who had Autistic Spectrum Disorders or other disabilities which meant that they may wish to have the option of accessing accommodation which was likely to be quieter than general Hall provision.
Marketing and Communications
• Increased coverage in prospectuses of disability and UDL.
• E-mail to all pre-application enquirers emphasizing the importance of declaring a disability
• Section added to Open Day booking forms to allow students to identify any specific needs that they had in relation to the event.
|
