Delivering Kent Inclusive Practices (Kips) in Academic Roles

Delivering Kent Inclusive Practices (KIPs) in academic roles

Contents

Why are Kent Inclusive Practices (KIPs) important? 2

1: Maximise electronic resources. 3

2: Make documents easy to navigate and understand. 3

3: Make presentations meaningful. 4

4: Provide alternative media but make it accessible. 4

5: Make assessments accessible. 4

6. Promote productivity tools (assistive technologies) to everyone. 5

Guidance for delivering KIPs in academic roles 6

Module Convenor 6

Seminar Leader 9

Lecturer 12

Academic Advisor 13

References 13

Why are Kent Inclusive Practices (KIPs) important?

Kent Inclusive Practices (KIPs) offer guidance on simple but powerful mainstream adjustments to learning and teaching delivery at Kent and are informed by analysis of our most frequently requested Inclusive Learning Plan (ILP) adjustments. Embedding these adjustments will improve the learning environment for all students, reduce the need for retrospective adjustments and lessen the reliance upon Inclusive Learning Plans (ILPs).

KIPs reinforce the measures for inclusive module design described in the University of Kent Code of Practice for Quality Assurance: ANNEX B: Approval and Withdrawal of Modules (Appendix A) and have been endorsed by the University of Kent Education Board (June 2017) who highlighted the key role KIPs will play in quality assurance measures such as the Teaching Excellence Framework (TEF).

The guidance for delivering Kent Inclusive Practices (KIPs) in academic rolesdocument indicates how to embed KIPs within a school to ensure that everyone has access to the resources and information they need to study independently.

If you are unsure about any of the inclusive practices please contact Student Support and Wellbeing (SSW): .

Kent Inclusive Practices (KIPs)

1: Maximise electronic resources.[1]

·  Give preference to electronic (‘born-digital’[2]) resources that meet minimalaccessibility standardsand support the use ofproductivity tools (assistive technologies).[3]

·  Make module outlinesaccessibleelectronically (e.g. via Moodle) at least 4 weeks before the module starts.[4]

·  Make lecture/seminar slidesaccessibleelectronically (e.g. via Moodle) at least 24 hours before the session to enable all students to prepare (particularly students with notetaking difficulties).[5]

·  Make prioritised[6] reading listsavailable at least 4 weeks in advance to accommodate the provision ofalternative formatsand support those with slow reading speed.[7]

·  Uselecture capture[8]to assist notetaking, ideally for everyone, but at leastfor students with relevant Inclusive Learning Plans (ILPs).[9]

2: Make documents easy to navigate and understand.

·  Accessible Word documents(essentials).

·  Creating accessible resources.

·  Accessing alternative formats.

3: Make presentations meaningful.

·  Accessible PowerPoint(essentials).

·  Guidance ondelivering accessible lectures and seminars.

·  Creating accessible resources.

·  Accessing alternative formats.

4: Provide alternative media but make it accessible.

·  Givetext alternatives for the key teaching points inimages, tables, graphics, videos and audio.

·  For images andtables, this can be an explanatory caption.Forvideooraudio, it might be atranscript or a bullet point summary of the main points made.These alternatives are essential for learners who can't see or hear the media. A text version, with searchable terms and correctspelling of complex names, is useful to reinforce the learning for everyone.

·  Creating accessible resources.

·  Accessing alternative formats.

5: Make assessments accessible.

·  Varyassessment methodsand make them appropriate tolearning outcomes. When you assess a disabled student, make sure you're assessing their knowledge, skill and understanding, not their disability.

·  Consider if assessment methods are varied and appropriate to learning outcomes:

o  Do the number and timing of in-class assessments for the module take into account the practicalities of students with extra time arrangements? (E.g. timing of laboratory practical assessments).

o  Are spelling, punctuation and grammar an appropriate part of the assessment criteria? If these are critical to the learning outcome (e.g. language studies), can this been clearly stated in advance in the module specification? If not, can marking schemes allow exclusion of this criteria where this is required as a reasonable adjustment (e.g. for students with specific learning difficulties)?

o  It may be helpful for schools to bear in mind the kinds of alternative assessments most frequently requested when completing module specification documents. Of course, it is not possible to anticipate everything in advance but schools may have an idea what assessments have been most frequently requested in the past (for example exams, presentations and group work).

·  Guidanceinclusive assessment activities (pdf)

·  Jisc advice on accessibleassessment.

·  Assessmentand feedback at Kent.

6. Promote productivity tools (assistive technologies[10]) to everyone.

·  Promote the use ofproductivity tools(assistive technologies) for all.

Guidance for delivering KIPs in academic roles

This guide indicates how responsibility for KIPs might be shared between teaching and support staff within a school and was created jointly by the School of Arts and Student Support and Wellbeing (SSW)[11] as part of the OPERA(Opportunity, Productivity, Engagement, Reducing barriers, Achievement) projectsupported by advice and guidance from Jisc.

Academic staff from the School of Arts fed back very positively on these anticipatory practices - highlighting the benefits of developing practices that supported all students and not just those with inclusive learning plans (ILPs). The following guidance is based on this pedagogical experience of embedding inclusive practices and is offered as a model for other schools across the University to adapt to their own requirements.

Many academic staff may well cover a number of roles e.g. Module Convenor and Lecturer on the same module and, although the guidance is specific to each role, we understand that there may be duplication of guidance across different roles and only expect each element to be carried out once by each individual.

If you are unsure about any of the inclusive practices described in this document please contact Student Support and Wellbeing: .

Module Convenor

/
General accessibility good practice for module administration / Promote and embed Kent inclusive practices (KIPs):
·  Be aware of the particular demands of the individual module, e.g. field trips or practical work that may have specific requirements.
·  Be clear about arrangements necessary to ensure the student has the opportunity to achieve the learning outcomes of the module.
·  Consider potential accessibility benefits and barriers in the choice of teaching methods (e.g. lectures, seminars, field work; online learning; group work; laboratory requirements, third party learning platforms/systems). Is the physical environment accessible to students with mobility difficulties?
·  Give preference to electronic (‘born-digital’) resources that meet minimal accessibility standards and support the use of productivity tools (assistive technologies).
o  Making material available online (e.g. electronically) is one of the best things you can do to make learning and teaching experiences more accessible to all. Electronic documents can be far more easily made to suit individual requirements using the Sensus Access file conversion tool. The fact that electronic materials can be accessed remotely and at any time also mean that they are very helpful to part-time, distance and commuting students too.
·  Make module outlines accessible electronically (e.g. via Moodle) at least 4 weeks before the module starts.
·  Make lecture/seminar slides accessible electronically (e.g. via Moodle) at least 24 hours before the session to enable all students to prepare (particularly students with notetaking difficulties).
·  Use lecture capture to assist notetaking, ideally for everyone, but at least for students with relevant Inclusive Learning Plans (ILPs).
Reading lists / ·  Make prioritised[12] reading lists available at least 4 weeks in advance to accommodate the provision of alternative formats and support those with slow reading speed.
o  CLA scans can be prioritised by emailing the subject librarian and advising that they are for a student with a print disability.
o  CLA scans may need to be further converted to allow reading. The Sensus Access file conversion tool is an excellent way to do this.
·  See the Kent Alternative Formats Process (docx) for guidance for Academic Schools on requesting accessible materials for students with print disabilities.
Are lecture/seminar materials in accessible formats? / ·  Accessible Word documents (essentials).
·  Accessible PowerPoint (essentials).
·  Guidance on delivering accessible lectures and seminars.
·  Creating accessible resources.
Have you thought about the accessibility of assessments? / Assessment methods are varied and appropriate to learning outcomes:
·  Do the number and timing of in-class assessments for the module take into account the practicalities of students with extra time arrangements? (E.g. timing of laboratory practical assessments).
·  Are spelling, punctuation and grammar an appropriate part of the assessment criteria? If these are critical to the learning outcome (e.g. language studies), can this been clearly stated in advance in the module specification? If not, can marking schemes allow exclusion of this criteria where this is required as a reasonable adjustment (e.g. for students with specific learning difficulties)?
·  It may be helpful for schools to bear in mind the kinds of alternative assessments most frequently requested when completing module specification documents. Of course, it is not possible to anticipate everything in advance but schools may have an idea what assessments have been most frequently requested in the past (for example exams, presentations and group work).[13]
§  Supporting statements to show how adjustments may or may not be incorporated into a module can be based on the generic examples below:
§  Students who are deemed to be entitled to an alternative to an exam may be required to write an essay of suitable length (where this is consistent with learning outcomes).
§  Students who are deemed to be entitled to alternative assessments may be required to deliver a project or make other demonstration of ability (under controlled conditions) where this is consistent with learning outcomes.
§  Students who are deemed to be entitled to alternative assessments to group presentations could be required to deliver a prerecorded or one-to-one presentation (where this is consistent with learning outcomes).
§  Alternative assessments may not always be possible where they conflict with the learning outcome/s of this module and/or prevent meeting a requirement of a professional body/course accreditation.[14]
·  Guidance on a range ofinclusive assessment activities (pdf)
·  Jisc advice on accessibleassessment
·  Assessmentand feedback at Kent.

Seminar Leader

/
Seminar materials available on Moodle / ·  Make lecture/seminar slides accessible electronically (e.g. via Moodle) at least 24 hours before the session to enable all students to prepare (particularly students with notetaking difficulties).
·  Guidance on delivering accessible lectures and seminars.
·  Creating accessible resources.
Are documents in accessible formats? / ·  Accessible Word documents (essentials).
·  Guidance on delivering accessible lectures and seminars.
·  Creating accessible resources.
Is your PowerPoint accessible? / ·  Accessible PowerPoint (essentials).
·  Guidance on delivering accessible lectures and seminars.
·  Creating accessible resources.
Reading list/seminar reading texts / ·  Make prioritised[15] reading lists available at least 4 weeks in advance to accommodate the provision of alternative formats and support those with slow reading speed.
o  CLA scans can be prioritised by emailing your subject librarian and advising that they are for a student with a print disability.
o  CLA scans may need to be further converted to allow reading. The Sensus Access file conversion tool is an excellent way to do this.
·  See the Kent Alternative Formats Process (docx) for guidance for Academic Schools on requesting accessible materials for students with print disabilities.
Pictures/photos/illustrations in scanned materials will not be described by any audio-visual programme / ·  Givetext alternatives for the key teaching points in images, tables, graphics, videos and audio.
·  For images andtables, this can be an explanatory caption.
·  Forvideooraudio, it might be atranscript or a bullet point summary of the main points made.
·  These alternatives are essential for learners who can't see or hear the media. A text version, with searchable terms and correctspelling of complex names, is useful to reinforce the learning for everyone.
·  Guidance on delivering accessible lectures and seminars.
·  Creating accessible resources.
·  Accessing alternative formats.
Flag-up by email any problems with resources/materials copying in the student, the School Student Support Officer and Student Support and Wellbeing as soon as possible / ·  See the Kent Alternative Formats Process (docx) for guidance for Academic Schools on requesting accessible materials for students with print disabilities.
·  Guidance on delivering accessible lectures and seminars.
·  Creating accessible resources.
Practical workshops will need to be discussed prior to the start of term with the student, the School Student Support Officer and Student Support and Wellbeing / ·  Anticipating need is important, as is understanding that this will remain a learning experience for both student and seminar leader. Keep a record of useful actions for future accessibility needs within the School.
·  Guidance on delivering accessible lectures and seminars.
Assessment and marking / ·  Varyassessment methodsand make them appropriate tolearning outcomes. When you assess a disabled student, make sure you're assessing their knowledge, skill and understanding, not their disability.
·  Guidance on a range ofinclusive assessment activities (pdf)
·  Jisc advice on accessibleassessment
·  Assessmentand feedback at Kent.
·  Online marking of electronic submissions in an accessible format would be good practice. Ask Learning Technologists for further information on how this could work for you. e.g. leaving spoken comments on documents?

Lecturer

/
Lecture materials available on Moodle / ·  Make lecture/seminar slides accessible electronically (e.g. via Moodle) at least 24 hours before the session to enable all students to prepare (particularly students with notetaking difficulties).
·  Guidance on delivering accessible lectures and seminars.
Is your PowerPoint accessible? / ·  Accessible PowerPoint (essentials).
·  Creating accessible resources.
Consider recording your lecture on Kent Player / ·  Use lecture capture to assist notetaking, ideally for everyone, but at least for students with relevant Inclusive Learning Plans (ILPs).
Consider purely visual elements of any slides or presentations / ·  Could you add a description for audio software to describe?
·  Could an aural element be added?
·  Whilst you present, do not just use gesture also say what you are doing.
Read aloud the written components of slides to make this accessible to all students / Remember to clearly state what you are doing or can see, rather than only pointing or gesticulating toward slides or images.
·  Accessible PowerPoint (essentials).
·  Guidance on delivering accessible lectures and seminars.
·  Accessible lectures and seminars.
All hand-outs should be on Moodle prior to the lecture (at least the night before) / ·  Accessible Word documents (essentials).
·  Accessible PowerPoint (essentials).
·  Guidance on delivering accessible lectures and seminars.
·  Creating accessible resources.
Use a microphone / Microphones help:
·  Reduce the amount of effort that students have to spend concentrating to hear (very important for students with hearing impairments and for those whose first language is not English)
·  Reduce the risk of loss of information or mishearing information.
Repeat any questions / ·  During group discussions, or when responding to audience questions or remarks, repeat what the speaker has said clearly for all to hear. Acoustics in lecture rooms are often poor, and when a forward-facing audience member speaks, few behind them can hear anything. Even in a smaller space, if you are hard of hearing it can be difficult to ascertain exactly who is speaking at any given time, and therefore who to focus on. If the teacher becomes a central conduit for all comments, the student can retain focus.

Academic Advisor

/
Provide any hand-outs or written information you will be sharing in an email (at least the night before you meet with a student) / ·  Creating accessible resources.
·  See the Kent Alternative Formats Process (docx) for guidance for Academic Schools on requesting accessible materials for students with print disabilities. /

References

Council on Library and Information Resources Washington (2002) Building a National Strategy for Digital Preservation: Issues in Digital Media Archiving. [Online] Available at: http://www.clir.org/pubs/reports/pub106/pub106.pdf [Accessed: 23/04/2016].