Inclusive, multi-partner co-creation for the teaching of special educational needs and disabilities in higher education

Date

2021-12-07

Advisors

Journal Title

Journal ISSN

ISSN

1449-9789

Volume Title

Publisher

University of Wollongong

Type

Article

Peer reviewed

Yes

Abstract

Co-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.

Description

open access journal

Keywords

Co-creation, social model of disability, neoliberalism, special educational needs and disabilities

Citation

Wright, E., Smith, R., Vernon, M., Wall, R., and White, L. (2021) Inclusive, multi-partner co-creation for the teaching of special educational needs and disabilities in higher education. Journal of University Teaching & Learning Practice, 18(7), pp. 25-40.

Rights

Research Institute

Institute for Research in Criminology, Community, Education and Social Justice