DART Project:
Evaluation Forum
Wednesday,
September 15th, 2004
REPORT
EVALUATION FORUM:
Objective
The purpose of the Evaluation Forum was to identify and categorise the
‘barriers’ to learning experienced by disabled students. (In this instance
‘barriers’ was defined as aspects of the students’ experiences of learning and
teaching that created difficulties for those students in accessing the
curriculum). This was to be achieved by:
·
Examining the information gathered through
interviewing disabled students and academic tutors contained in the 17 Case
Studies produced or currently under development
·
Analysing this information so as to identify the
‘barriers’ to learning
·
Categorising these ‘barriers’ (to form the search
criteria for the ‘Barriers’ option on the DART auditing and diagnostic tool)
Participants to this Evaluation Forum had been supplied in advance with
the following documentation:
·
17 Student Case
Studies (some still under development)
·
An Interim
Evaluation Report on the methodology employed in the development of the DART
Case Studies
·
A Journal
article that focused on ‘barriers’ experienced by disabled students
Participants had
been expected to familiarise themselves with these documents in advance of the
Evaluation Forum.
EVALUATION FORUM:
Participants
The Forum was attended by the following participants:
John Dickens (DART Project Director, Loughborough University)
David Jackson (Disability & Additional Needs
Service, Loughborough University)
Sally Olohan (Student Support Services, Nottingham
Trent University)
Ellen Sanders (Disability Policy Advisory Unit,
University of Nottingham)
Stephanie Tooth (SIDESTEP Project, Staffordshire
University)
Dr. Andy Wilson (Professional Development,
Loughborough University)
The Forum was
facilitated by:
Alan Maddocks (DART Project Manager, Loughborough University)
Prof. Harry Tolley (DART External Evaluator,
University of Nottingham)
EVALUATION
FORUM: Programme
The programme for this Evaluation Forum ran as
follows:
1.00pm: Welcomes / Introductions
1.10pm: Context Setting / Purpose of the
event
1.30pm: Case Study Analysis (conducted in
groups)
3.00pm: Feedback from
groups
3.30pm: General discussion based on feedback
4.15pm: Conclusion: an ‘agreed’ set of
criteria
4.30pm: Close
As a result of the deliberations of the participants to this Evaluation
Forum, the following categories of ‘barriers’ to learning were identified:
·
Poor Physical Environment (including access,
acoustics, lighting etc.)
·
Unsatisfactory Module / Programme Learning
Outcomes (i.e. they fail to meet inclusive practice)
·
Unclear Purpose / Intent (regarding process or
activity)
·
Poor mix of Learning Methods (e.g. lacking
variety)
·
Inappropriate Delivery (of verbal, text-based,
visual, or graphical information)
·
Inappropriate Assessment (lacking variety,
flexibility etc.)
·
Unhelpful Group Processes (lacking structure or
inclusive practice)
·
Inconsistent Staff Knowledge & Skills
(regarding the needs of disabled students)
·
Insensitive Systems (lacking flexibility, creating
isolation, segregation, and low motivation)
·
Inflexible Regulations (e.g. regarding programme
requirements, timetabling etc.)
In addition participants
identified certain issues that would need addressing within the advice and
guidance offered by the DART Tool. These included:
·
The impact on disabled students of having to face
‘barriers’ to learning:
o
Reduced motivation
o
Isolation
o
Segregation
·
The responsibilities of students to face up to
‘barriers’ to learning, develop coping strategies etc.
·
The provision of skill development opportunities
for students.