Hi Pauline
The SPACE project here in Plymouth has done some useful work in this
area
Mel Parker [log in to unmask]
is the project coordinator - I'm sure she'd be happy to hear from you
John
John Hilsdon
Co-ordinator, Learning Development
-----Original Message-----
From: learning development in higher education network
[mailto:[log in to unmask]] On Behalf Of Pauline Ridley
Sent: 07 October 2004 17:10
To: [log in to unmask]
Subject: Re: Inclusive assessment
Dear Christine
I've also been involved with colleagues in the last couple of years to
develop more inclusive approaches to teaching and assessment.
Our website for staff on teaching students with disabilities is at
http://staffcentral.brighton.ac.uk/clt/disability and has a section on
assessment adjustments at
http://staffcentral.brighton.ac.uk/clt/disability/Assessment.html This
includes some advice on alternative assessment formats at
http://staffcentral.brighton.ac.uk/clt/disability/AsstAlt.html
None of the advice is particularly original, but it is all in one place,
and
also has links to useful specialist sites, including some excellent
Australian ones on alternative assessment.
Re the specific query, one of the links for Computing Maths etc at
http://staffcentral.brighton.ac.uk/clt/disability/SENDASubject.html#cmis
might be useful - especially the LTSN subject centre - as well as the
excellent material produced by TechDis, which I expect you know.
We have also had issues in relation to programming for a visually
impaired
student, as so much programming teaching relies on a visual approach to
structure.
Benchmarks statements are likely to need to be reviewed in light of
SENDA -
I was on the panel that drew up the statement for Art and Design
History,
and we have since had some interesting discussions/arguments about our
previously unexamined assumption that visual acuity is an essential
attribute for ADH students. Colleagues in the Open University are
particularly keen on a more inclusive approach - so you may also find
they
have developed solutions to your question
Hope some of this is relevant
Pauline
PS sorry I've been out of action for so much of the recent CETL
discussions
(accident, broken elbow, still unable to do much of anything - and as my
colleague has just pointed out, I now know all about inability to use
key
strokes!)
-----Original Message-----
From: learning development in higher education network
[mailto:[log in to unmask]] On Behalf Of Christine Keenan
Sent: 07 October 2004 15:22
To: [log in to unmask]
Subject: Inclusive assessment
Dear Val, and everyone
I am working with a colleague in our School who is interested in
exploring
issues of inclusivity in assessment for students with disability and
other
groups of students as well. My colleague is particularly interested to
ask
whether anyone has developed strategies, innovative approaches, or has
any
other good ideas about assessing programming for example, where a
student is
unable to key strokes. We are particularly concerned about meeting
ILOs/benchmarks and the actual learning experience for the student who
has
difficulty with full participation.
I am keen to promote the notion of choice in assessment as well in order
to
promote inclusivity for all students in the widening participation arena
and
wonder if anyone has experiences that they could share with us.
Hope everyone is keeping well and surviving the start of term
Chris
Christine Keenan
Learning and Teaching Officer
School of Design, Engineering & Computing
Bournemouth University
Poole House
Fern Barrow
Poole Dorset
BH12 5BB
Tel: 01202 595307
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