Inclusive, Multi-Partner Co-Creation for the Teaching of Special Educational Needs and Disabilities in Higher Education

Autor/inn/en	Wright, Emma; Smith, Rosi; Vernon, Melissa; Wall, Robyn; White, Lucinda
Titel	Inclusive, Multi-Partner Co-Creation for the Teaching of Special Educational Needs and Disabilities in Higher Education
Quelle	In: Journal of University Teaching and Learning Practice, 18 (2021) 7, S.25-38, Artikel 3 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	College Faculty; Students with Disabilities; Foreign Countries; Teaching Methods; Undergraduate Study; Undergraduate Students; Parent Attitudes; Teacher Attitudes; Student Attitudes; Teacher Competencies; Knowledge Level; Teaching Skills; Inclusion; Comprehension; Teaching Assistants; Teacher Student Relationship; Consciousness Raising; Social Bias; Interpersonal Communication; United Kingdom (Leicester) + Suchen Sie Ihr Suchwort? Fakultät; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Grundstudium; Elternverhalten; Lehrerverhalten; Schülerverhalten; Lehrkunst; Wissensbasis; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Inklusion; Verstehen; Verständnis; Teacher student relationships; Lehrer-Schüler-Beziehung; Bewusstseinsbildung; Interpersonale Kommunikation
Abstract	Co-creation of curriculum content is a growing priority across Higher Education and, while many projects stress the market benefits to institutions and students, this research instead focussed on promoting inclusion, social justice and anti-oppressive practice, with theoretical underpinnings in the social model of disability. This joint research project between staff and students at De Montfort University (DMU), Leicester, led to the co-creation of a Level 6 SEND module on the BA Education Studies programme. The co-designed research explores how the experiences of neurodivergent people, those with SEND, their families and practitioners, can inform teaching practices and module specifications at undergraduate level in Education Studies. Qualitative data, collected via questionnaires, focus groups and interviews with students, parents, practitioners and academics, revealed rich, diverse perspectives on the knowledge and understanding that future educators need, as well as the most inclusive methods for teaching and assessing that knowledge. The practice-based implications of the research included co-creation of a Level 6 SEND module which recognises value in 'non-professional' voices and embeds anti-oppressive practice in its design, delivery and assessment. [The page range (25-40) cited on the .pdf is incorrect. The page range is p25-38.] (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01