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Culture Change in an HEI: the SENDA Agenda

Culture Change in an HEI: the SENDA Agenda. Helen Masterton & Sara Doherty. Presentation. Context HEI Case study Research Conclusions. Context. Special Educational Needs and Disability Act 2001 Most radical form of legislation within education in England and Wales to date.

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Culture Change in an HEI: the SENDA Agenda

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  1. Culture Change in an HEI: the SENDA Agenda Helen Masterton & Sara Doherty

  2. Presentation • Context • HEI Case study • Research • Conclusions

  3. Context • Special Educational Needs and Disability Act 2001 • Most radical form of legislation within education in England and Wales to date. • Inclusion debate on the agenda for all areas of education provision.

  4. Compulsory education sector • History of legislation within compulsory education sector concerning inclusion. • Significant period of time since the beginning of the integration/inclusion debate – Warnock 1978 • A range of models of inclusion have been explored within academic debate.

  5. Compulsory education sector • Inclusive practice can be evidenced within the compulsory education sector. • Process of change embedded in culture. • Perceived commitment in terms of training and finances at central level.

  6. Higher Education • Focus on research for professionals working within compulsory education sector. • Exclusive rather than inclusive. • SENDA will force rapid change. • Lessons can be drawn from other sectors.

  7. Research • Work in progress. • Data drawn from one HEI • Training programme implemented. • Evaluations from initial training. • Pilot study • Questionnaires

  8. SENDA Action Plan • Legislative / QAA drivers • Central approach • Embedded in integrated strategies • Cross institution implementation • Central funding for initial training • Restructuring of support services to appoint central responsibility

  9. Areas • Marketing & Admissions • Planning • Learning & teaching • Assessment • Approval & review • Work & learning • Learning resources

  10. Student support • Physical environment • Catering & accommodation • Development & communication

  11. Actions • All staff initial training • Accessible curricula • Accessible resources • Alternative assessments • Committee reporting • School coordinators • Disability awareness for staff & students • Admission procedures

  12. Support procedures • Disclosure / Non-disclosure • Confidentiality & DPA • Assessment of Needs • Learning Support provision • Physical environment • Student voice

  13. Into action…Initial SENDA Training • Approved Cross University Action Plan • Senior Management briefing • Audit tool / ‘How to…’ guide to support • Estates Audit actioned

  14. SENDA Training February - September 2003 Series of awaydays to cover legislative responsibilities and internal support procedures for: • Academic Schools • Service areas • College Staff

  15. Responses • Acceptance / resignation • Procedural • Enthusiasm • Anger / resentment • Protectionist • Understanding • Misconception

  16. Evaluations Sample comments: • “Clarification of reasonable adjustments & academic standards and boundaries of support.” • “Reconsider language of disability to move away from deficit model” • “Firm awareness of legal requirements and support framework”” • Enabled some lateral thinking about pedagogic and access aspects of the Act • Former student with a disability provided a real sense of what this means • “Opportunity to flag up previously unconsidered areas” • “Feel much more comfortable about requirements of legislation / don’t understand why some staff are hostile to legislation.” • “Feel better able to advise students now and what actions to take “

  17. No coffee! • Outstanding issues of assessment & differentiation • More expected from lecturers’ time which is already in high demand • Good biscuits • Ignores good practice already in School

  18. Embedding change • HR compulsory Diversity Induction for all new staff. • Educational Development sessions • PG Cert L&T sessions • PG Cert in Disability Assessment in HE • Approval & Review procedures • Support & communication procedures • Physical environment • School Coordinators

  19. Assessing the Impact – June 2004 • Pilot questionnaire to key staff in service areas and schools • 18 questionnaires sent • 5 responses

  20. Continuing the conversation… • External drivers • Quality issues • Monitoring through committee structure • Professional development of staff • Student voice • Curriculum transformation • Multi-media approach to learning

  21. Culture change….? • ‘Coercion’ by legislation • Some hearts & minds • Fear of litigation • Fees & customer focus • Professional standards in learning & teaching • Catching up with compulsory sector?

  22. Contact • Helen Masterton H.Masterton@roehampton.ac.uk • Sara Doherty S.Doherty@roehampton.ac.uk

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