CREATING AN INCLUSIVE LEARNING & TEACHING EXPERIENCE

Whittington, Darren (2015) CREATING AN INCLUSIVE LEARNING & TEACHING EXPERIENCE. Discussion Paper. UNSPECIFIED.

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Abstract / Summary

The diagnosed disabilities of under graduates within the Creative Art & Design sector of higher education now stands at 15.7% per annum(2 Equality in Higher Education: Statistical Report 2013), at Falmouth University with it’s focus on creative education this number is closer to 25%(Appendix 1). When including undisclosed disabilities this number could actually be closer to c.30% of the School of Communications student intake per annum, this is an increasing trend and therefore becoming the norm to which the School should engage in it’s teaching practice and the learning environments it creates. The personalised approach to learning teams/crits is reliant on the ability of tutors to work with small groups of students of c.6-8, allowing the time to cater for individual needs and flexibility in an approach to communicating peer feedback. With the increasing numbers of disabled students attracted to the School, an increase in overall annual student intake and the diversification of a lecturers role within the business of the University the pressure is now mounting to increase the sizes of these learning groups and decrease the time available to run them.

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