Quality Assurance and Accessible Training 2

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Project No: LLP-LdV-TOI-2007-UK-065

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Research Results

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Stakeholder Research Sample - 184 persons

33

31

47

60

13

UK

Bulgaria

Greece

Romania

Turkey

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Stakeholder Sample - Gender

35.3

64.7

Male

Female

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Stakeholder Sample – Experience of Disability

None 177

A specific learning difficulty e.g. dyslexia 1

Blind or partially sighted 3

Disability, special need or medical condition that is not listened 2

Don’t answer 1

Stakeholder Sample - Disability

VET: 184 Adult and VET: 56

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The stakeholders were asked to complete a 5 point scale to answer the questions; 5 = very often, 1 = never

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Whole Class Activity

Teaching/training method Mean Standard deviation Number of answers

Question & Answer 4.64 0.655 184

White/blackboard 4.47 0.952 184

Lecture/Teacher/Trainer talk 4.26 0.929 184

Teacher/Trainer led whole class discussion

4.04 0.874 184

Demonstration 3.90 0.944 183

Free Flowing whole class discussion

3.86 0.934 184

Overhead projector 3.27 1.363 183

Notice board style displays 2.98 1.079 183

Watching a Video/Film 2.64 1.014 182

Large group role play 2.52 1.185 183

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Small Group Activities Teaching/training method Mean Standard deviation Number of answers

Student oral presentations individually 3.56 1.00 182

Practicals 3.48 1.091 182

Case studies 3.44 1.141 183

Small group assignments 3.35 1.038 182

Student led discussions 3.32 1.065 167

Games 3.30 1.173 169

Visits/Visitors 3.24 1.091 182

Small group discussions 3.19 1.163 183

Student oral presentation of groups 3.16 0.943 182

Debate 3.12 1.101 182

Guided discovery or what’s your theory 3.03 1.186 183

Small group role play 3.01 1.043 184

Buzz groups (informal brainstorming) 2.72 1.506 184

Card games 2.59 1.245 183

Drama/acting 2.47 1.223 173

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Individual Activities (1)

Teaching/training method MeanStandard deviation

Number of answers

Question & Answer 4.27 0.917 184

Worksheets or other individual work 4.26 1.032 184

Individual assignments 4.17 1.058 183

Homework/private study 4.13 1.000 184

Exam paper questions 3.93 1.311 184

End of year/course tests 3.78 1.542 184

Reading textbooks/journals etc 3.78 1.14 184

Regular tests 3.52 1.418 184

Library research/information Seeking 3.39 1.201 184

Student personal choice in an assignment 3.35 1.060 180

Demonstration 3.35 1.237 178

Use of the Internet/WWW etc 3.34 1.322 182

Case studies 3.33 0.993 184

Individually negotiated activities 3.22 1.124 183

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Individual Activities (2)

Teaching/training method MeanStandard

deviationNumber of

answers

Use of word-processing 3.10 1.344 182

Computer aided learning 3.09 1.276 182

Use of computerised spreadsheets 3.08 1.354 182

Self produced handouts 3.03 1.534 184

One-to-one teaching 2.98 1.056 184

Interviewing/surveys/questionnaires 2.97 1.024 182

Essay writing/formal reasoning 2.91 1.311 184

Experiments/investigations – “recipe” type 2.85 1.061 183

Experiments/investigations – “discovery” type 2.83 1.176 183

Pre-tests 2.69 1.110 184

Use of computerised databases 2.34 1.258 181

Commercially produced handouts 2.27 1.348 184

Use of computerised graphics/DTP 2.16 1.218 182

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Number of Stakeholders who have taught students with disabilities

90.9

83.3

93.6100

69.2

0

20

40

60

80

100

120

UK Bulgaria Greece Romania Turkey

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Stakeholders have experience of teaching students with the following disabilities:

46.70%

28.80%

51.10%

24.50%

44%

45.60%

43.50%

55.40%

53.30%

ADHD

Autism

Dyslexia

Dyspraxia

Hearing Impairments

Medical Conditions

Mental Health

Physical Disabilities

Visual Impairments

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Number of stakeholders who have made adjustments to practice to meet the needs of students with disabilities

93.9%

58.1%

93.6%

75%

69.3%

UK Bulgaria Greece Romania Turkey

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The types of adjustments made:

22.8%

36%

12.0%

29.3%

31.0%

16.3%

4.9%

9.2%

23.4%

28.3%

11.4%

19.6%

53.3%

48.3%

81.5%

Prompter

Colour naming/Reading info from presentations

Onscreen assessment

Assessment material on coloured paper

Enlarged onscreen assessment

Enlarged, unmodified externally set assessment materials

Early opening of externally set assessment materials

Bilingual dictionaries

Assistive technology

Use of coloured overlays

Alternative venue

Separate accommodation

Change to assessment area/room

Scribe

Extra time

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The Stakeholders felt that the following activities would be easiest to change/adapt

Teaching/training method Mean Standard deviation Number of answers

Lecture/Teacher/Trainer talk 4.33 0.970 165

Question & Answer 4.25 0.874 167

White/blackboard 4.20 0.967 164

Teacher/Trainer led whole class discussion

4.16 0.899 164

Demonstration 4.11 1.006 167

Free Flowing whole class discussion 3.74 1.126 165

Overhead projector 3.47 1.182 165

Watching a Video/Film 3.36 0.878 167

Notice board style displays 3.03 1.200 164

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50%

44%

38.6%

37.5%

21.2%

16.9%

16.9%

16.3%

Visual Impairments

Physical Disabilities

Dyslexia

Hearing Impairment

Medical Conditions/Unseen Disabilities

ADHD

Dyspraxia

Autism/Aspergers Syndrome

Mental Health Difficulties

The stakeholders indicated which disabilities they would feel most confident supporting

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Some of the differences between the partner countries:

The level of achievement for people with disabilities

The kind of support available for disabled students within

educational institutions

The kind of activities that teachers/trainers adopt in the

classroom

The belief that disabled students have in the educational

system

Teachers’ and trainers’ level of experience in teaching

disabled students

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Thank you