Abstract
Introduction
Recent reports on the future of higher
education in the U.K. have emphasised the importance of increasing the
participation of under-represented groups (Dearing, 1997; DfEE, 1998). In
relation to able students with special educational needs, changes in attitudes
towards disability are essential if this goal is to be achieved. So too is the
development of awareness and knowledge concerning disability. Developing the
understandings and expertise required to meet this challenge has important
implications for the initial training of teachers (ITT) and for those wishing
to enter a much wider range of careers (DfEE, 1998). It also bears on talented
but disabled students whose merits and support needs can be overlooked.
The first two papers in this symposium describe developments at first degree level in two Higher Education Institutions. It focuses on the problems faced by able students with dyslexia who aspire to undertake degree courses in Higher Education.
References
Dearing, R. (Chair) (1997) Higher Education in the
Learning Society. Report of the Committee of Enquiry into Higher Education.
London: Department for Education and Employment.
Department of Education
and Employment (DfEE)(1998) The Learning Age and Higher education in the 21st.
Century: Response to the Dearing Report. London: DfEE.
National Working
Party on Dyslexia in Higher Education (NWPDHE)(1999) (Chair: C. Singleton)
Dyslexia in Higher Education: policy, provision and practice. Hull: University
of Hull.
Special Education and Teacher Training: An Effective Model of
Partnership Between Schools and an Higher Education Institution
M.
Bowen, Wales
Context
The research has been undertaken in order to ensure
that, as newly qualified teachers, trainee teachers following a B.A. (QTS)
course at a Higher Education Institution (HEI) will have the necessary
knowledge and skills to meet the special educational needs (SEN) of pupils in
their care (Bowen, 1995; Department for Education and Employment, 1998).
Aim
The aim of the research is to do the above by developing
an effective model of partnership between primary schools and the HEI.
Method
The study will identify and evaluate existing practice
in other HEIs using questionnaires and interviews with a sample group. It will
also identify and evaluate the practice of the HEI in which the study takes
place using questionnaires and interviews with trainee teachers, mentors and
liaison tutors. These research data will be used to design and implement a
mentor and liaison tutor training programme and a school-based SEN training
programme for all B.A. (QTS) year one students.
Results
Selected results will be presented and their
relevance to the development of a suitable training programme for years two and
three of the course of initial teacher training will be considered.
References
Bowen, M. (1995) Partnership and teacher education
in special schools. Curriculum, vol.16, np.3, pp. 179-186.
Department for
Education and Employment (DfEE)(1998) Meeting Special Educational Needs. A
programme of action. Sudbury: DfEE Publications Centre.
Development of A Special Needs Undergraduate Degree Programme
N. Thomas, UK
Context
Traditionally, higher education involved the study in
some depth of a particular recognised subject or area in the Arts, Science,
Social Science or vocational fields. Developing a programme for 'Special Needs
in Society' as a subject area seemed feasible in the mid-nineties as the issues
surrounding people with learning difficulties gained momentum, not only in this
country but internationally (Clark, 1995; Malin, 1995). It is even more so at
the start of the 21st. Century .
Development
This paper outlines the development of the
programme at the University of Wolverhampton. The background thinking and the
planning of the modules was within the Education faculty. Following validation,
the new degree pathway was offered in October 1995.
The initial interest and recruitment in 1995 was greater than expected and that interest and annual response have been maintained. The age range of entrants was wide as were the students' experiential backgrounds. The resultant subject combinations in the first year showed great diversity.
Many of the students graduating from the first cohort went into teacher training with particular interest in Further Education. Others went into institutions offering provision for children and adults with learning difficulties. The planning and organisation of the course will be outlined and its strengths and weaknesses considered. Promising lines for development of the programme will be addressed.
References
Clark, C., Dyson, A. and Milward, A. (1995)
Towards Inclusive Schools. London: Fulton.
Malin, N. (Eds.)(1995) Services
for people with learning disabilities. London: Routledge.
Dyslexia in Higher Education in the UK
Peter Pumfrey
Context
This paper draws on research carried out by Higher
Education Funding Council supported National Working Party on "Dyslexia in
Higher Education", Chaired by C. Singleton of the University of Hull. The
presenter was a member of that Working Party (National Working Party on
Dyslexia in Higher Education, 1999). Its aims were:
1. to carry out a national survey of policies, provision and practice bearing on the identification, assessment and support of students with dyslexia in Higher Education; and
2. to formulate national guidelines on identification and support of students with dyslexia that could assist the development of unified mechanisms of provision across the sector.
Its findings must be considered in the light of the earlier Dearing Committee Report on "Higher Education in the Learning Society"(1997).
Aims (restricted for the purposes of this presentation)
Population and Sample
All 234 HE institutions in Britain were
involved.
Members of The National Federation of Access Centres, together
with other organisations and professionals involved with the Disabled Students
Allowance scheme whereby support can be provided for dyslexic students in H.E.,
were invited to consultations.
Method
All Higher Education Institutions in the U.K. were
sent a specially developed questionnaire. Five regional consultations and one
national consultation were held.
Results
There was an overall response rate of 83% to the
questionnaire.
121 individuals attended consultations, plus members of the Working Party. The national incidence of dyslexia in Higher Education institutions was estimated.
The consultations yielded 440 concerns.
Recommendations, based on detailed quantitative and qualitative analyses of the evidence obtained, were organised under the following heads.
Conclusion
The number of dyslexic students seeking entrance
to Higher Education will increase. The findings and recommendations of the
NWPDHE have helped, and will continue to help, such institutions constructively
to address the challenges of including and supporting talented dyslexic
students in H.E.
Do not the higher education systems in other countries
face similar challenges?
 |
 |