Journal of Academic Development and Education JADE Issue 11 Summer 2019 | Page 25

The Lecture from Hell: An interactive experience to face our accessibility demons * Collected stories: being cared for at home. The development of a story book resource * Abigail Pearson ([email protected]) Julie Green ([email protected]) Abstract: Abstract: With an increasingly diverse cohort, inclusive curriculum design is recognised as being beneficial to all students. The recent changes in the provision of Disabled Students Allowance (DSA) make this a vital area to explore. Though there is an increasing focus on the legal requirement to enable students with disabilities to participate in Higher Education on an equal basis with others, there is little formal training for staff as to what constitutes accessible curriculum design or how to implement it. The full impact of failure to ensure this in practice is underestimated. Literature shows that there is suspicion about reasonable adjustments either as an avenue for students to ‘cheat’ the system, or as a subtle lowering of academic standards and freedom. In response, this presentation argues for a shift in equality training towards experiential learning for staff in order to help them move from a procedural to impact based viewpoint. This requires staff to go back to school and experience a lecture through the eyes of their students. Collaborating with students with diverse learning needs to find out their barriers to learning to illustrate how these manifest in the classroom will enable academics to experience rather than simply recognise barriers. To explore the development of a story book resource for use within nurse education. Following a successful application for teaching innovation funding, in partnership with our local community trust, Midlands Partnership Foundation Trust (MPFT), we collected stories from patients, their carer and community nurses. In total, 19 stories were received and deemed suitable for inclusion in a book. The collection of stories raises the profile of nursing in a community setting and highlights the breadth and complexity of the care delivered in this complex and often isolated environment. It provides an insight into patient and carer experiences of the District Nursing Service and also includes reflections from nurses who provide care in this environment. The stories have been collated, illustrated and demonstrate the rich tapestry that is ‘District Nursing’. Reflection and learning points have been included to encourage use of the book as a resource to enhance both pre- and post-registration health care programme delivery. This resource has been shared nationally and is being included in the curriculum at a number of HEIs. An electronic copy of the book can be found at: https://adobe.ly/2OY5A3m Re f l e c t i o n s o n K ee l e Lea r n i n g a n d Tea c h i n g C o n f e r e n c e 25