Contextual Background
Being Joint Course Leader of BA Textile Design I am aware of the variety of learning differences that students have on our course. Students will have Individual Student Agreements (ISA) in place to acknowledge that these differences exist, however these ISAs are not always effective, disadvantaging students experience on the course
Evaluation
‘As part of the conversation about consent to share information, the Disability Adviser will ask the student for permission to update their disability status on the student records system. This information is stored as a numeric code; there are different codes for types of conditions, impairments and Specific Learning Differences (e.g. dyslexia). This information is used for anonymized statistical monitoring and planning purposes‘ UAL Confidentiality Guide 2024
I have acknowledged during my time as a senior lecturer that there are many students disclosing differences.
ISAs outline reasonable adjustments which will support students to access their studies. ISAs also include Guidance for inclusive teaching and learning
I recognise that during the past ISAs have not been used effectively to offer practical guidance. They can feel generic, failing to capture the nuances of neurodiversity and the ways that these learning differences can manifest in a teaching scenario (ibid).
For example a student may have an agreement in place allowing them to arrive late or leave a session early if needed, sometimes a tutor may not be aware that this is in place therefore there is an assumption that the student is not committed.
Moving Forward
I have had feedback from students who feel they are not being fully supported regarding their Individual Support Agreement which has added extra stress to myself as a course leader as it generates extra work to ensure tutors fully understand the support required.
1 to 1 ISA Tutorials
I have now put in place individual tutorials with students who have an ISA to discuss their agreement in person and how we can support them. With the consent from the student we will read through the Individual Student Agreement and acknowledge specific adjustments to support them on the course.
ISA Training
As a conversation with our wide team course I have now organised ISA training for all staff on BA Textile Design to understand what an Individual Support Agreement is how to support students. We have also organised training from Counselling and Student health to support this. During the training we will share good practice that we are doing already and exchange knowledge how we think we can support a student with certain differences.
HPL Converstaion
I acknowledge that its important for Hourly Paid Lecturers (HPL) and Visiting Lecturers to recognise a students Individual Support Agreement at the beginning of a project. I have organised separate meetings with tutors to discuss ISAs ahead of a project so students feel there is a consistency of support across the departments.
Understanding of Briefs
I understand that when we have visiting lecturers or HPL’s teaching on a certain project they may not be fully aware of submission requirements and learning outcomes of the Unit. This can cause anxiety to a student that may ask specific questions regarding this and the tutors don’t fully know the answer.
References:
Disability Service Inclusive, individual, empowering : Confidentiality Guide