|
Suggested Guidelines
for the Flexible Design and Delivery of Curriculum at the Australian Maritime
College.
This Fact Sheet
is available in PDF Format. To Access and download this version click
here.
Curriculum Adjustment is
about ...
- challenging existing
practices and procedures in order to develop more inclusive ways of
designing and delivering curriculum;
- examining the curriculum
content, delivery process and/or assessment methods to find alternative
ways for students to achieve equivalent learning outcomes and demonstrate
the achievement of essential competencies;
- providing a way to minimise
the impact of the student’s disability upon their performance without
compromising academic standards;
- ensuring that all
students have equal opportunity to learning experiences.
Curriculum Adjustment
is not about ...
- compromising competency
requirements and standards
- giving a student
who has a disability an unfair advantage
- Curriculum adjustments
cannot compromise the essential skills or knowledge required for a particular
course.
- Flexible delivery
and assessment processes may ultimately benefit all students.
National Code of Practice for
Australian Tertiary Institutions
With regard to reasonable
adjustment processes, the National Code of Practice outlines the following:
Minimum Standard:
G2 To ensure programs
are accessible to students who have a disability, institutions make reasonable
adjustments to course content, delivery and assessment methods without
compromising the standards or essential components of programs.
Operating Guidelines:
G2.1 In establishing
reasonable adjustments, institutions:
- vary the educational
process when students are able to demonstrate that they are disadvantaged
as a result of disability
- minimise the
disadvantage resulting from disability without creating a competitive
advantage in relation to other students
- are satisfied
that the essential components and rigour of the program are maintained.
G2.5 Reasonable adjustments are embedded where possible in
the development of flexible curricula that take account of student
choice and preferred styles of learning.
Suggested Process for Making
Adjustments to Curriculum
There is no one prescriptive
set of guidelines which, when applied, will meet the needs of all students.
The following set of guidelines outline a broad approach to the process
of determining suitable adjustments which meet both the need of the student
and the competency requirements of the course.
1. Determine the `essential’
requirements of the course
- What is the purpose
of the course?
- What are the essential
tasks to be undertaken and competencies to be achieved for the student
to successfully complete the course?
- industry accreditation/award
requirements
- specific knowledge,
concepts, skills to be mastered
- What course components
or methods of instruction are non-negotiable?
- What essential competencies
are to be assessed and how?
- Is it essential for
the student to `demonstrate the skillí or `demonstrate knowledge of
the skillí ?
- Are there alternative
ways of assessment (oral, written, practical)?
2. Consult with
the student to determine individual needs
- Consultation with
the student is essential to determine the individual requirements.
- Consider what skills
and abilities the student needs to successfully complete the course.
- Avoid making assumptions
about what the student may or may not be capable of achieving. Such
assumptions are often based on inaccurate stereotypical beliefs.
- Is there a minimum
level of proficiency in these abilities?
- Does the competency
have to be performed in a prescribed manner?
- Can the student meet
all essential requirements despite his/her disability?
- Will the process
of accommodating a studentís needs pose any risk to personal or public
safety?
- Does the student
understand the essential purpose of the course and any subsequent restrictions
on inclusive methods of instruction?
- Prospective students
should receive adequate information in appropriate formats on curriculum,
assessment, practical requirements and available support services before
they enrol in a course.
3.
Consider alternative means and make adjustments
- What alternative means of achieving academic knowledge and
essential competencies can be used?
- What alternative
methods of instruction are possible?
eg. - greater focus
on the practical demonstration of skills rather than theory
- utilisation of
technology, for example, making course materials available on
the Internet
- modification of
practical components to accommodate the needs of students who have
a mobility or sensory impairment
- What auxiliary aids
might be useful?
eg - assistive technology
- tutorial support
and extra time to complete tasks
- a support person
to assist the student to complete physical tasks
- What other methods
of assessment of competencies are possible?
(See Fact Sheet 5 for suggested adjustments
to assessment processes)
4. Further considerations
...
- Open Learning,
mixed mode and flexible delivery provide students with
options which can
greatly assist their access to study.
Source Materials: Acknowledgment
is made of material used with permission from the following source:
Monash University "Course
accommodations for students with learning disabilities"
(Brochure Series - Learning
Disabilities in Higher Education Kit)
Practical Examples
of Adjustments
- Adaptation of a studentís
full-time study program to a part-time program over an extended period.
- The provision of
additional tutorial support.
- Alternative or additional
methods of assessment in a safe environment to ensure that standards
of competency were achieved satisfactorily (eg. use of the simulator
to conduct a bridge exercise).
- Use of short-answer
rather than multiple-choice questions for students with lower levels
of literacy skills, as the latter were found to be confusing for such
students.
Good Practice at the AMC
A number of students
with learning disabilities were enrolled in a certificate-level course.
Teaching staff made a range of adjustments to accommodate the needs of
these students:
- Written manuals
were revised to ensure simple, clear language.
- Practical and theoretical
aspects were integrated.
- Attention was given
to clarity of presentation.
- Extra group tutorial
and study skills sessions were offered to the students.
- Students were encouraged
to support each other in small learning groups.
- Adjustments to
assessment procedures were negotiated with individual students.
Who can assist:
For further information
please contact:
The Coordinator
Student Support Unit.
Connell Building MF9
Newnham campus
Ph 6335
4792
Fax 6326 6493
|