Towards Inclusive Language: Exploring student-led approaches to talking about disability-related study needs

To support inclusive and equitable study, universities often categorise students as ‘disabled’ in order for them to access support for their studies, and require them to engage with terms such as ‘disclosing a disability’ and ‘reasonable adjustments’. This pathologises them by requiring them to identify as ‘different’ even if they do not consider themselves to be. Indeed, many students report that they feel uncomfortable with this; they do not identify as ‘disabled’, and this can discourage students from informing the university about their ‘disability’ and can create barriers to accessing support. There is little understanding of how members of these diverse populations identify themselves or their preferences for discussing ‘disability-related’ support. In this paper, we report on a study where we sought to understand students’ language styles and preferences when it comes to discussing disability and study requirements, and contrast these with the language used throughout our institution (and UK higher education institutions in general). The aim of the project was to investigate the language that students feel comfortable using when talking about their ‘disabilities’ and to identify gaps between the language students use to describe their own disabilities and the language used in UK higher education. We initially utilised a mixed-methods approach to investigate students’ perspectives of language. This combined a qualitative approach using discourse and positioning analysis techniques to investigate the language students use, and a quantitative approach to analyse these results at scale. Survey results showed that terminology addressing students as ‘disabled’ was uncomfortable for many (particularly those with mental health conditions or specific learning difficulties); ‘additional study needs’ was preferred. However, we found divergence in these preferences across contexts, rather than consistent preference for any recognised language model. We also identified clusters with significantly different perspectives on language within the population. The project team then worked with a wide range of stakeholders to collaboratively develop guidance for student-facing staff, and researchers and policy-makers to use when talking to students about disability. We also developed guidance for students to explain the type of language commonly used by universities around disability. In this paper, we explain the process we followed to turn the findings of the first stage of the research into guidance. We explore the issues staff raised and how these led to the creation of suitable research-informed guidance on language use. Through this, we draw conclusions on how to develop suitable understanding of inclusive language across an educational institution. These include the sensitivities both staff and students may feel regarding terminology such as ‘needs assessments’ and ‘adjustments’, the importance of mirroring language in a one-to-one setting and the need to provide clear examples as well as abstract terms. This guidance will support staff to use, investigate and influence language used to discuss disability-related study needs, with a view to moving towards inclusive, student-led language approaches

Unfit for purpose? Rethinking the language of assessment for Widening Participation students

This article explores learning from a scholarship project which sought to identify principles of best inclusive practice in the language of assessment. Our focus was on an Access Programme, aimed at preparing entry-level learners to succeed in HE. Drawing on assessment principles of fairness and equity (QAA, 2012), the project challenged the 'assimilation' required by non-traditional learners in current assessment practices (Hockings 2010, Williams et al, 2014). An iterative mixed methods approach was conducted to elicit student and tutor perceptions and analyse existing documentation. Findings highlighted important pragmatic and conceptual issues around the language of assessment. In practical terms our Programme Assessment Guides are being redesigned and re-written for greater clarity. More fundamentally, we argue the opportunity to re-think the purpose of assessment on Access to embed more inclusive language could offer the sector a holistic approach to retaining students from groups under-represented in HE, and supporting their success

GNC University: A Case Study in Partnering Business and Education through Distance Learning

In 2002, General Nutrition Corporation, Inc. contacted the Department of Food Science and Human Nutrition at the University of Florida to collaborate in offering a series of courses in introductory nutrition for GNC employees in order to equip them with basic nutrition knowledge. The purpose of this case study was to describe the GNC University program as a model for business-education partnerships via distance education, to describe student expectations for the GNC University experience, to describe student reactions to the GNC University experience, and to describe the reaction of teaching assistants to their experience with GNC University. There were several key findings in this study. Students’ expectations are to increase in nutrition knowledge, professionally and personally, and to increase in their technological skills. There is a need, in future evaluation of this program, to measure whether students feel their expectations of increased knowledge and technological skills are being met. Additionally, focus groups with teaching assistants revealed a need for greater preparation for assisting students with technical difficulties. Overall, this program shows promise for business-education partnerships through distance education

Embedding and Sustaining Inclusive Practice to Support Disabled Students in Online and Blended Learning.

UK higher education data has shown persistent differences in degree outcomes for specific student groups. Consequently, the Office for Students (the UK government’s higher education regulator) are funding 17 projects to address these inequalities. Building on its expertise, our institution is leading the IncSTEM project alongside colleagues from two other universities, to evaluate, scale up and promote inclusive teaching and learning practice within Science, Technology, Engineering and Mathematics (STEM) disciplines in higher education. There are challenges with inclusive distance learning, many of which are emphasised in STEM through the prevalence of practical and field activities, the widespread use of groupwork, and the use of text that is rich in symbolic notation. Online and blended learning approaches, including access to digital learning resources, bring opportunities for more inclusive practice, but can also lead to unforeseen and unquantified barriers for students. Integrating an inclusive approach to teaching and learning requires universities to embed and sustain practices that consider the diverse needs of students throughout curriculum design and delivery, bringing benefits to all students. In this paper, we present data on staff perceptions and practices regarding accessibility and inclusion for disabled students, explore examples of inclusive practice, and discuss how these can be applied by practitioners in order to create a higher education environment in which students of all backgrounds and characteristics are able to succeed

Open urethroplasty versus endoscopic urethrotomy - clarifying the management of men with recurrent urethral stricture (the OPEN trial) : study protocol for a randomised controlled trial

Peer reviewedPublisher PD

Enthoprotin: a novel clathrin-associated protein identified through subcellular proteomics

Despite numerous advances in the identification of the molecular machinery for clathrin-mediated budding at the plasma membrane, the mechanistic details of this process remain incomplete. Moreover, relatively little is known regarding the regulation of clathrin-mediated budding at other membrane systems. To address these issues, we have utilized the powerful new approach of subcellular proteomics to identify novel proteins present on highly enriched clathrin-coated vesicles (CCVs). Among the ten novel proteins identified is the rat homologue of a predicted gene product from human, mouse, and Drosophila genomics projects, which we named enthoprotin. Enthoprotin is highly enriched on CCVs isolated from rat brain and liver extracts. In cells, enthoprotin demonstrates a punctate staining pattern that is concentrated in a perinuclear compartment where it colocalizes with clathrin and the clathrin adaptor protein (AP)1. Enthoprotin interacts with the clathrin adaptors AP1 and with Golgi-localized, γ-ear–containing, Arf-binding protein 2. Through its COOH-terminal domain, enthoprotin binds to the terminal domain of the clathrin heavy chain and stimulates clathrin assembly. These data suggest a role for enthoprotin in clathrin-mediated budding on internal membranes. Our study reveals the utility of proteomics in the identification of novel vesicle trafficking proteins

Reducing recurrent stroke: Methodology of the motivational interviewing in stroke (MIST) randomized clinical trial

Rationale Recurrent stroke is prevalent in both developed and developing countries, contributing significantly to disability and death. Recurrent stroke rates can be reduced by adequate risk factor management. However, adherence to prescribed medications and lifestyle changes recommended by physicians at discharge after stroke is poor, leading to a large number of preventable recurrent strokes. Using behavior change methods such as Motivational Interviewing early after stroke occurrence has the potential to prevent recurrent stroke. Aims and/or hypothesis The overall aim of the study is to determine the effectiveness of motivational interviewing in improving adherence to medication and lifestyle changes recommended by treating physicians at and after hospital discharge in stroke patients 12 months poststroke to reduce risk factors for recurrent stroke. Design Recruitment of 430 first-ever stroke participants will occur in the Auckland and Waikato regions. Randomization will be to intervention or usual care groups. Participants randomized to intervention will receive four motivational interviews and five follow-up assessments over 12 months. Nonintervention participants will be assessed at the same time points. Study outcomes Primary outcome measures are changes in systolic blood pressure and low-density lipoprotein levels 12 months poststroke. Secondary outcomes include self-reported adherence and barriers to prescribed medications, new cardiovascular events (including stroke), changes in quality of life, and mood. Discussion The results of the motivational interviewing in stroke trial will add to our understanding of whether motivational interviewing may be potentially beneficial in the management of stroke and other diseases where similar lifestyle factors or medication adherence are relevant

Positive Digital Practices: supporting positive learner identities and student mental wellbeing in technology-enhanced higher education

Embedding mental wellbeing in learning is a priority for the UK Higher Education sector, as increasing numbers of students disclose mental health difficulties, challenges and conditions. Technology-enhanced, distance and blended learning is uniquely positioned to make a change for good in the sector; it can provide alternatives to traditional education models, support hard-to-reach students and make positive changes to practice. However, to make positive change, it needs to address the barriers to mental health that are inherent throughout education, and embed student wellbeing throughout its practices, cultures and digital environments. The Positive Digital Practices project aims to scale up existing work on mental wellbeing in technology-enhanced learning, creating resources to support practitioners in three focus areas: Positive Learner Identities - supporting students’ emotional awareness, reflection, resilience in adversity and wellbeing literacy; Positive Digital Communities - supporting students’ sense of belonging and facilitating meaningful connections that do not rely on a campus environment; Positive Digital Pedagogies – creating and sharing pedagogical practices that support mental wellbeing. In this paper, we present baseline data from staff and students on perceptions of barriers and enablers to student mental wellbeing, and we explore examples of positive practice from the Positive Learner Identities work area. We present the participatory co-creation methodologies used, the resources created, and we discuss how these can be applied by practitioners. These resources are a call to action for post-secondary practitioners to work together to enhance student mental health and wellbeing, and make education a more inclusive, equitable experience