THE USE OF TECHNOLOGY TO SUPPORT DISABLED GEOSCIENCE STUDENTS IN THE UK

Higher education institutions (HEIs) in the United Kingdom are having to reassess their geoscience curricula in the light of new legislation which addresses the teaching, learning and assessment needs of disabled students. In doing so, many academics are looking to the use of technology to develop inclusive curricula for all students.

In May 2001, the Special Educational Needs and Disability Act (SENDA) was granted Royal Assent. The Act covers all publicly-funded higher and further education institutions in England, Scotland and Wales, and makes it unlawful to discriminate against disabled students in education by treating them ‘less favourably’ than students without disabilities. The onus is on the HEIs to ensure that ‘adjustments’ are made so that a disabled student is not at a ‘substantial disadvantage’ compared with their non-disabled peers. These ‘adjustments’ need to be anticipatory in nature, which means that HEIs must consider what will have to be done to ensure that the needs of future disabled students can be accommodated. Anecdotal evidence from Australia, where similar legislation has been in place for almost 10 years, suggests that over 90% of the cases which went to court, and where the judgement was against the HEI, were directly related to teaching, learning and assessment.

This paper will discuss how HEIs in the UK are responding to this new legislation. In particular it will focus on the use of technology for supporting the teaching, learning and assessment of disabled geoscience students, specifically in relation to activities such as fieldwork and the use of virtual field courses. It will also discuss the role of national bodies such as TechDis, which advises HEIs in all aspects of the use of technology in supporting students with disabilities and/or learning difficulties.