Accessible Curriculum
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What the QAA Code of Practice for students with Disabilities recommends is that the delivery of programmes should take in to account the needs of disabled people, or, where appropriate, be adapted to accommodate their individual requirements. Institutions should consider making arrangements which ensure that all academic staff and technical staff:
• Plan and employ teaching and learning strategies which make the delivery of the programme as inclusive as possible.
• Know and understand the learning implications of any disabilities of the students whom they teach, and are responsive to student feedback.
• Make individual adaptations to delivery that are appropriate for particular students, which might include providing handouts in advance and/or in different formats (Braille, disk)
• Institutions should consider implementing IT and computer arrangements and strategies which maximise disabled student’s access to learning and pay due attention to the requirements of disabled students.
(An audit and guidance tool for accessible practice within the framework of teaching the learning, SWANDS, 1992 – 2002).
The academic provision of any programme has to ensure that it upholds the professional bodies standards and requirements but within an inclusive and accessible setting to prevent discrimination. Although discrimination based on academic standards cannot be justified if the elements in question are not a core requirement of the course. Any justification has to be relevant to the academic standards of a particular course and individual abilities of an individual person.
Accessible Curriculum
An assessable curriculum is one in which reasonable adjustments are routinely anticipated. It has been commented that ‘wherever possible courses should be accessible by design, so that only minimal adaptations need to be made for individuals.’ (Disability Discrimination Act Part 4, Learning and Teaching Good Practice Guide, Disability Rights Commission.).
(adapted from Teachability Project - University of Strathclyde 2000 – 2005)
Disabled students will be advised early on in their programme what the options are for alternative flexible progression paths should they need to utilise them such as PT routes or intermitting for a period of time. (An audit and guidance tool for accessible practice within the framework of teaching the learning, SWANDS, 1992 – 2002).
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