This is a practical guide to issues of equality and diversity in the curriculum specifically related to the art, design and communication subject discipline. It considers relevant discipline specific theories and strategies and reflects on the challenges the sector still faces within this area. It also shares concrete examples of good practice through a series of short case studies that can support and inspire teachers. It is by no means a definitive guide and only provides some initial signposts, which can be built upon and disseminated more widely.
Good Practice Guide: teaching students with a hearing impairment in art, design and communication - UK
"Learning, teaching and assessment: A guide to good practice for staff teaching d/Deaf students in art, design and communication" is a guidance booklet may help you understand the basic issues in teaching, learning and assessment whilst teaching art and design to d/Deaf students. (Judith Mole and Diane Peacock)
This 2010 publication aims to advise academics on aspects of inclusive teaching. Extracts from psychology students' experiences are included where appropriate. The project aimed to improve the learning experience for disabled students studying psychology at university, by providing evidence-based information and guidance to staff and to potential and current students.
This 2011 UK resource developed by the Higher Education Academy will help lecturers ensure that they teach in a way that is as helpful as possible to the widest possible range of students - whatever those students' learning styles, social or cultural backgrounds, genders, sexualities or physical or psychological conditions. There are sections on independent study, lectures and seminars, exams, and course structure, and the guide concludes with a handy checklist of nine steps departments can take to make their teaching more inclusive.
Disability Services at Western Sydney University (WSU) along with associated faculty, has developed a series of inherent requirement Statements. The inherent requirements outlined provide a guide for students and staff when deciding whether you are able to meet these requirements and the type of reasonable adjustments that could be put in place to allow you to complete the course without compromising the academic integrity of the course.
Inherent requirements have been developed for the following courses: (all links go to an external website)
- Bachelor of Applied Leadership and Critical Thinking
- Master of Art Therapy
- Bachelor of Community Welfare
- Graduate Diploma in Counselling
- Graduate Diploma in Cardiac Sonography
- Bachelor of Criminal and Community Justice
- Bachelor of Design
- Education and Teaching
- Interpreting and Translation
- Midwifery (undergraduate)
- Nursing (undergraduate)
- Nursing and Midwifery (postgraduate)
- Occupational Therapy
- Bachelor of Paramedicine
- Podiatric Medicine
- Master of Professional Psychology
- Master of Psychology (Clinical Psychology)
- Bachelor of Social Work
- Teachers of English to Speakers of Other Languages (TESOL)
The survey on which this report is based was commissioned by the English Subject Centre in 2007. Its aim was to gather information from disabled students both about their experience of studying English and about pedagogical, social, structural and technological factors that may have helped or hindered them.
Available on this UK web site are two free booklets entitled "Learning, teaching and assessment: good practice guides for staff teaching d/Deaf students in art, design and communication" and "Learning, teaching and assessment: good practice guides for staff teaching d/Deaf students in science and engineering".