Browsing by Author "Wright, Emma"
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Item Open Access Co-creation project toolkit.(2022-09-01) Smith, Rosi; Wright, Emma; Vernon, Melissa; Wall, Robyn; White, Lucinda; Mugabe, TakundaThe text, video and Easy Read included here set out the co-creation process used for our BA Education Studies module 'Special Educational Needs, Disability and Neurodiversity'. They are freely available for use in training and development.Item Open Access Collaboration in Higher Education(Collaboration in Higher Education: TLN Take5 Symposium, 2022-04-07) Wright, Emma; Smith, Rosi; Wall, Robyn; Vernon, Melissa; White, LucindaOur presentation reflects on our co-creation project to re-design the Special Educational Needs and Disability module on a BA Education Studies programme at De Montfort University, Leicester. The project, led by a co-creation group of disabled and neurodivergent teachers and students, consisted of two strands: research and module design. Research strand: What disabled and neurodivergent people, their families, practitioners and academics think new educators should know and understand, and how they think we should teach it. Module design strand: Learning outcomes, course content and assessment.Item Open Access Inclusive, multi-partner co-creation for the teaching of special educational needs and disabilities in higher education(University of Wollongong, 2021-12-07) Wright, Emma; Smith, Rosi; Vernon, Melissa; Wall, Robyn; White, LucindaCo-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.Item Embargo Rebalancing power relations in teacher-student co-creation(Taylor and Francis, 2023-05-31) Smith, Rosi; Vernon, Melissa; Wall, Robyn; White, Lucinda; Wright, EmmaThis chapter discusses a curriculum co-production project to redesign a final year Education Studies module in special educational needs, disability and neurodiversity. The project was led by a co-creation group of disabled and neurodivergent lecturers and students. After outlining the principles of co-production, the chapter focusses on the group’s working practices: how they made decisions collaboratively and how they attempted, with mixed success, to mitigate the power imbalances that are characteristic of teacher-student collaboration. Included alongside detailed descriptions of the processes used by the group, centring on four key days of decision-making, are extracts from each author’s reflective writing. These reflections show the difficulties experienced along the way, but also reveal the value of consciously attempting to discover inclusive ways of working, and the liberating nature of collaborating with other disabled and neurodivergent people, as well as reaffirming how co-creation can contribute to building students’ personal and professional identities.