Theme 4 Project 3
| Project
title |
Enhancing
the quality and outcomes of disabled students' learning in higher
education |
|
Lead
researcher |
Professor Mary
Fuller, University of Gloucestershire, Director of Team |
|
Other
researchers |
Professor
Sheila Riddell & Dr
Elisabet Weedon (Educational
Studies, School of Education)
University of Edinburgh, Professor Mick Healy, Professor Alan Hurst,
Ms Terry Wareham, Dr Andrew Bradley and Dr Linda Piggott |
|
Keywords |
Students
with disabilities; learning experiences; learning outcomes; higher
education |
|
Abstract |
Drawing
predominantly on the disciplines of Education, Sociology and Social
Policy, the study focuses on a hitherto poorly researched group of
marginalized students in higher education - disabled students. Their
experience of teaching, learning and assessment at university is
the project's major concern. The study uses quantitative and qualitative
methods - a survey of disabled undergraduates and analysis of annual
performance indicators in relation to disabled and non-disabled students
in four universities; interviews with key informants, including selected
lecturers; and in-depth study of 48 disabled undergraduates.
Extending prior work on learning styles and on departmental subject cultures
of teaching and assessment, the research examines differences in teaching,
learning and assessment provision between subjects (such as, Art and
Design, Biological Sciences, Computer Science, English and Geography)
and the way this affects disabled students in four universities. In addition,
the value of Biggs' framework of constructive alignment (which focuses
on ensuring appropriate teaching and assessment methods for specified
learning outcomes) will be established in the specific context of disabled
students' learning. The study monitors disabled students' attainments
over a three-year period relative to those of non-disabled students and
develops case studies of the way disability issues and disabled students
are treated in the universities with different cultures.
The researchers will develop a framework for understanding the relationships
between teaching, learning and assessment provision and disabled students'
experiences of teaching, learning and assessment, in subject discipline
and institution contexts. In this way it will develop a picture of the
processes by which change occurs in teaching, learning and assessment
and the relationship between these aspects of education and outcomes
for disabled students. The work will inform pratice in other higher education
institutions.
. |
|
Publications |
None
at present |
|
Start
/end date |
48
months, starting January 2004 |
|
Funder
/amount |
ESRC
TLRP |
|
|
