Inclusive Curriculum approaches for autistic students – Lessons from participatory projects.
- School of Education (Building R19)
- Social Sciences
Currently higher education is characterised by dramatic changes to funding systems, increasing numbers of disabled students entering higher education and an international student population that is diverse in its needs. Higher Education Institutions therefore need to be pro-active and innovative in their efforts to make their environments accessible to all. The Inclusive Curriculum approach is highlighted as an approach which benefits the majority by taking account of the needs of minority groups.
This seminar will present a number of Inclusive Curriculum projects which focus on supporting autistic students, and which have been developed with the active participation of autistic students as Project Leaders and/or Assistants. Examples of good practice from a number of UK universities will be shared, with our reflections on the lessons learnt.
Target audience - anyone within further or higher education with an interest in improving inclusive practice.
Download seminar powerpoints (PDFs)
The AuVision resource website.
10.20 Welcome and tea/coffee
10.35 Introduction (Dr Andrea MacLeod, Lecturer in Autism Studies at the University of Birmingham)
10.40 Dr Damian Milton (Head of Autism Knowledge and Expertise (Adults and Community) at National Autistic Society)
Inclusive practice for autistic students in HE (including examples from PARC: Participatory Autism Research Collective)
11.20 AuVision project team
The ‘AuVision’ project – lessons from a peer-to-peer consultation with autistic students and launch of online resource for University of Birmingham staff
12.00 Tea/coffee and networking
12.20 Dr Marc Fabri (Senior Lecturer, Researcher and Course Leader for Creative Media Technology, Leeds Beckett University)
Autism&Uni project – European-funded project to improve transition to HE for autistic students
The event is free but please register online
The AuVision participatory project was funded be the Centre for Learning & Development (CLAD) at the University of Birmingham