Inclusive teaching and learning: what's next?

This paper reflects the ‘Inclusive Teaching and Learning in Higher Education as a route to Excellence’ published by the Disabled Students Sector Leadership Group’s (DSSLG) in January 2017 and highlights actions that may be required to attain the goals set out in the report. Here we link Universal Design for Learning (UDL) principles with the Social Model of Disability and highlight how successful inclusive teaching and learning practice supports all students. The main findings that will require further consideration are: Successful inclusive teaching and learning practices involve planning, design, delivery and evaluation of curricula outcomes as part of a UDL agenda. It is essential to have sector wide agreement about the minimum expectations for inclusive teaching and learning practices that adhere to the Equality Act 2010. Strategic leadership is recognised as essential, but without collaboration with students including those with disabilities, results may not represent the needs of all stakeholders. Outcomes must be open to public inspection in particular those that involve maintenance and measurement of quality over time. Training and support to embed inclusion is vital to assist faculty, researchers, teaching support staff and other service providers. Being flexible, equitable and proactive in the provision of multiple means of curricula presentation and assessment modes. This includes making ‘reasonable adjustments’ and allowing for personalisation to support a diverse student population. Effective implementation and training in use of technologies is required to enhance productivity and enable inclusion. This includes tools for planning and organisation, note taking, reading and writing support. The need for clear pathways for student communication with named personnel to ensure the success of anticipatory actions and the requirements for reasonable adjustments. The sharing of expertise to support research into evidence of good practice

An investigation into the perspectives of providers and learners on MOOC accessibility

An effective open eLearning environment should consider the target learner’s abilities, learning goals, where learning takes place, and which specific device(s) the learner uses. MOOC platforms struggle to take these factors into account and typically are not accessible, inhibiting access to environments that are intended to be open to all. A series of research initiatives are described that are intended to benefit MOOC providers in achieving greater accessibility and disabled learners to improve their lifelong learning and re-skilling. In this paper, we first outline the rationale, the research questions, and the methodology. The research approach includes interviews, online surveys and a MOOC accessibility audit; we also include factors such the risk management of the research programme and ethical considerations when conducting research with vulnerable learners. Preliminary results are presented from interviews with providers and experts and from analysis of surveys of learners. Finally, we outline the future research opportunities. This paper is framed within the context of the Doctoral Consortium organised at the TEEM'17 conference

Accessing Maths and Stats By Other Means

Historically, it has been the work of talented individuals to produce solutions for those with a variety of disabilities who are working and studying in the field of Mathematics and Statistics. Reading graphs from a screen or paper when blind is a challenge, and coping with complex statistics causes many dyslexic students to blanch. However, there are ways of managing independently and it is often through the use of assistive technology that problems are solved and equal access is maintained. The Technology for Disabilities Information Service (TechDis) (www.techdis.ac.uk), has a role to play in enhancing access to this technology by working closely with existing groups in both Higher and Further Education to provide relevant materials for the teaching and learning community; the Joint Information Systems Committee (JISC) provide the TechDis Service, and TechDis will work closely with other JISC services. TechDis will also interact with other bodies, including the Learning and Teaching Support Network (LTSN), with whom TechDis is co-located in York. This article is part of the ongoing process to address the practicalities of making Mathematics accessible through the use of assistive technology, and will contain links to further information

Accessible elearning - Elearning for accessibility/AT: Introduction to the special thematic session

The special thematic session on eLearning for accessibility and assistive technologies is made up of a wide range of papers that illustrate a variety of approaches to teaching and learning that comes under the title ‘eLearning’ such as gamification, use of apps, online presentation tools and MOOCS. Successful inclusion of those with disabilities as well as those who wish to enhance their knowledge can be achieved by ensuring ease of access to the platform of choice, the type of content available, whilst enhancing user motivation and appreciation.</p

Retrospective study of Achilles mechanism disruption in 45 dogs

Forty-five cases of canine Achilles mechanism disruption were reviewed, mostly involving medium-sized dogs, among which dobermanns, labradors and border collies were most commonly represented. Most cases were acute in onset (66.7 per cent), and were usually closed injuries (75.6 per cent). In the majority of cases, the damage involved all tendons (26.7 per cent), all tendons except the superficial digital flexor tendon (22.2 per cent), or the gastrocnemius alone (20 per cent). Damage most commonly occurred at the tendo-osseous junction (60 per cent), with injury occurring less commonly at the musculotendinous junction (20 per cent) or in the body of the tendon (13.3 per cent). A plantigrade posture was not predictive of involvement of specific tendons, but was more likely if the injury involved the musculotendinous junction. The most common method of treatment was a primary tendon repair using polydioxanone suture in a locking-loop pattern, with placement of a temporary calcaneotibial screw and cast. The outcome was not significantly influenced by whether the injury was open or closed, the duration of the injury, the tendons involved, or the method of repair. Complications were recorded in 16 cases (35 per cent), of which 10 were minor and six major. Complications were significantly more likely if the damage involved the body of the tendon. Long-term follow-up was available for 19 dogs; the outcome of surgery was considered to be good to excellent in 18 dogs

Leptin response to acute prolonged exercise after training in rowers

Item does not contain fulltext1 augustus 201