This article assesses ways in which teaching staff in higher education can implement strategies to overcome barriers to assessment procedures for disabled students. It discusses new legislation (the Special Educational Needs and Disability Act) and suggests that solutions to the problems of traditional assessment lie in innovative approaches that have inclusive teaching (including universal design) as an underlying principle.
Mike Wray discusses some of the issues around staff development models used by disability offices. It is proposed that an understanding of the communities of practice that academic staff work in is important if inclusive approaches to the support of disabled students in the learning environment are to be developed.
Analysis of the questionnaire to assess the staff development needs of the DEMOS universities in relation to disability: online and paper-based responses
Report on the interviews with representatives from Staff Development Units (SDUs) in the DEMOS Universities
Analysis of a questionnaire to assess the staff development needs in relation to disability of the DEMOS universities
Presentation to the Fourth International Conference on Higher Education and Disability, Innsbruck, 14th July 2001
by Mike Wray, Project Coordinator, DEMOS Project (July 2001)
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