Student Centred Support

Activity name	Student Centred Support
Participants	Leeds Met, Durham, Newcastle	Aims Covered: 4
Timescales	June 2007 to June 2009
Background	The introduction of the Special Educational Needs and Disability Act (SENDA, 2001) and the Disability Discrimination Act part IV (DDA, 1995) provide an opportunity and incentive to review T&L methods and see how the requirements of the students with special needs can be addressed. Through the adoption of emerging guidelines, together with investigations into the impact of assessment approaches on students with special needs, ALiC seeks to minimise the risks for such students and enhance the experience and success of the whole student population. During Years 1 and 2, the actvities undertaken through this work package achieved a number of objectives and provided the background for areas for continued exploration and development.
Activity	In addition to collaboration between sites to establish an over-arching view of student-centred support, each site is undertaking a specific area of activity designed to examine a particular area of support for students (and teaching staff), including: supporting students with special needs, especially those with Dyslexia; raising and developing staff awareness of some of the challenges students with special needs might face and resources for developing appropriate learning materials and assessment; supporting a diverse student population in their group and project based work; strategies for enhancing and supporting the first-year student experience; alternative approaches to curriculum design; Explore and examine mechanisms, strategies, and tools to support staff in teaching a diverse student population; Strategies for engaging and supporting students in their first year at university.
Evaluation	Collection and analysis of data from a range of interviews, focus groups and activity outputs (eg exams, project reports etc) including commonalities and differences between partner sites. Adoption and adaption and feedback from good practice by staff at partner sites. Comparison of results with HE survey results and evaluation of events, materials, curriculum changes and teamwork situations have been successful or require improvement/changes.
Expected outcomes	Increased staff awareness of some of the challenges faced by students with common special needs. An enhanced learning experience for students through the provision of better support for group and project based work. A better understanding of the impact of team /peer learning as a teaching strategy, and of assessment strategies, to enhance and support the first year student experience. A better understanding of whether the use of social technologies and active learning approaches in the first year curriculum increases students’ engagement with their studies and if this has an impact on retention.
Expected outputs	Dissemination of research findings, experience reports, techniques, and support material for the teaching and learning issues surrounding an increasingly diverse student population including approaches to assessment, group and project based work, and curriculum design. Dissemination of alternative approaches for developing staff awareness of accessibility and other issues in students' lives that have the potential to diminish a student's learning experience in HE.
Risks	Staff may choose not to adopt these special needs support materials such as the guidelines. Support templates may be too restrictive for some topics such as maths. Mitigation: identify problem areas and develop specialised approaches. Difficulty in obtaining permission from, or access to data on, individual students with special needs.