Designing for inclusion: an experimental module in creative arts for students with complex disabilities

Ashworth, Mary, Bloxham, Susan and Pearce, Leonie (2008) Designing for inclusion: an experimental module in creative arts for students with complex disabilities. (Unpublished)

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Abstract

There is an overriding concern amongst policy makers to enhance the record of higher education in promoting equal opportunities (CRE, 2006; HEFCE, 2006) and this is certainly the case in relation to equality on the grounds of disability. The Quality Assurance Agency in the UK (1999:17) states ‘Assessment and examination policies, practices and procedures should provide disabled students with the same opportunity as their peers to demonstrate the achievement of learning outcomes’. This policy drive is supported in law by The Special Educational Needs and Disability Act (2001, SENDA) which places a legal obligation on all higher education institutions (HEIs) to make ‘reasonable adjustments’ for students with disabilities, including adjustments to assessment. Following the implementation of the amended Disability Discrimination Act Part IV, in 2002, it became unlawful to discriminate against disabled students through failing to make such adjustments; from December 2006, higher education institutions also had to comply with the Disability Act, which required public sector institutions to take the initiative in promoting equality for disabled people, and to demonstrate progress in this respect in relation to specific targets. The research reported here examined an experimental module in the creative arts. The aim of the module was to develop a curriculum and methods of assessment for students with complex disabilities. Accordingly the research examined the ‘reasonable adjustments’ in the module which were designed to accommodate the students’ needs.

Item Type:	Report
Departments:	Professional Services > Research Office & Graduate School (ROGS)
Depositing User:	Insight Administrator
Date Deposited:	10 Mar 2010 14:30
Last Modified:	12 Jan 2024 08:00
URI:	https://insight.cumbria.ac.uk/id/eprint/123

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