Apologies for Cross-Posting
Colleagues may find the set of 10 guides published by the Geography Discipline Network under our Inclusive Curriculum Project (ICP) of interest.
The ICP Guide series is written primarily for academics, educational developers, learning support staff and disability advisors supporting disabled students studying geography, earth and environmental sciences in higher education. The project builds on the success of an earlier HEFCE-funded GDN disability project, Providing Learning Support for Disabled Students Undertaking Fieldwork and Related Activities. In addition, the ICP series includes a completely new guide aimed at helping disabled students themselves to optimise their experience of higher education: To a Degree, A Guide for Students of Geography, Earth and Environmental Sciences with Specific Learning Difficulties, Long-term Medical Conditions or Impairments.
The ICP project focuses on the fundamental principle of inclusivity, whilst addressing the day-to-day practical realities of supporting students with a wide range of specific physical and mental difficulties. Hence although the series is written from a disciplinary perspective and some guide titles address particular areas of disability, the project provides guidance which offers transferable lessons for what is good practice throughout teaching and learning in higher education.
The full list of guides are:
1. Issues in developing an inclusive curriculum: examples from geography, earth and environmental sciences (Healey M, Jenkins A and Leach J)
2. To a degree: a guide for students with specific learning difficulties, long-term medical conditions or impairments (Clark G, Wareham T and Turner R)
3. Developing an inclusive curriculum for students with hearing impairments (Wareham T, Clark D, Turner R)
4. Developing an inclusive curriculum for students with mobility impairments (Milsom C, Anwar N and Thompson S)
5. Developing an inclusive curriculum for students with dyslexia and hidden disabilities (Waterfield J, West B and Chalkley B)
6. Developing an inclusive curriculum for visually disabled students (Shepherd I D H)
7. Developing an inclusive curriculum for a) students with mental health issues; b) students with Asperger Syndrome (Leach J and Birnie J)
8. Developing an inclusive curriculum: a guide for lecturers (Gravestock P)
9. Developing an inclusive curriculum: a guide for Heads of Department and Course Leaders (Harrison M)
10. Developing an inclusive curriculum: a guide for support staff (Roberts C)
The project was funded by HEFCE's Improving Provision for Disabled Students programme. In the next month we will be sending hard copy sets to all the Geography, Earth and Environmental Sciences departments in the UK along with a set to disability advisory units in those institutions. Everyone else may download the set from the GDN site (http://www2.glos.ac.uk/gdn/icp/). We regret that we are unable to supply further hard copies.
We hope you will find the set useful in supporting disabled students make the most of their learning experiences in higher education.
Best wishes
Michele Hills and Mick Healey
Editors
Professor Mick Healey BA PhD FRGS ILTM NTF
Director Geography Discipline Network
Co-Director Centre for Active Learning (CeAL) in Geography, Environment and Related Disciplines
Co-Director ESRC TLRP Project: Enhancing disabled students' learning in HE
Senior Advisor National Subject Centre for Geography, Earth and Environmental Sciences
Vice-President (Europe) International Society for the Scholarship of Teaching and Learning
National Teaching Fellow
Department of Natural and Social Sciences
University of Gloucestershire
Francis Close Hall
Swindon Road
Cheltenham GL50 4AZ
UK
Tel: +44 (0)1242 543364
Mobile: +44 (0)7952 095129
Email: [log in to unmask]
URL: http://www.glos.ac.uk/gdn/
http://www.glos.ac.uk/ceal
http://www.glos.ac.uk/environment/staff
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