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Each presentation during the Lightning Session will be six to eight minutes, using a maximum of six slides. These rapid fire presentations will serve as a great introduction to projects, resources and approaches to inclusive education and learner support across the sector.
As not enough autistic people are in full time work, DMU’s Autism Team surveyed autistic students asking what barriers they perceived they faced in accessing work. Students revealed that they doubted their ability to manage in the workplace due to issues with burnout and overwhelm. Eg. they were afraid that it would be too overwhelming to go into work every day; and that interacting and working with new people, in new environments would lead to burnout. In response to this we devised a programme of practical, Energy Accounting workshops in which students learn the principles and skills of Energy Accounting. Students are supported to recognise their own energy levels, and work out activities to help them manage their energy according to the demands of the day. Thereby removing a perceived barrier to accessing employment. This presentation will provide a template that colleagues could copy and utilise in their own institutions
This study presents the key role of higher education institutions in reducing psychological and social barriers faced by students with disabilities. Drawing on the author’s pyramid of barriers model, it highlights how process management strategies can support individuals, promote inclusive learning environments, and facilitate their transition to equal opportunities in the labour market.
Explore how Brain in Hand supports students in preparing for transitions within education and into the workplace, enhancing retention and success. This presentation will highlight the role of personalised human and digital support in bridging the gap between educational provisions and workplace requirements, while assisting with potential funding options for ongoing support.
The motivation for this research study is to better understand how technology can support students with dyslexia in higher education and inform the development of more effective interventions to improve learning outcomes, leading to improved career opportunities. Original research using a cross-sectional study (online questionnaire) was conducted with Ethics Committee approval. Participants were asked to complete the quantitative survey and a small number of open-ended questions about their secondary and tertiary educational experiences and the use of technology to support them. Some 203 students with dyslexia registered with Access and Lifelong Learning support services participated in the study. A learning analytics dashboard was developed for the disability support services staff to better understand the key findings, specific examples, and recommendations of how technology can support students with dyslexia. The dashboard uses Generative AI (Microsoft Copilot), sentiment analysis (using Python VADER package), and statistical methods (Chi-square (χ²) and Log-Odds ratio using Python SciPy package) to provide advanced analytics and insights on how students with dyslexia employ a variety of strategies to cope with their learning difficulties, often tailored to their unique challenges and preferences. A common approach is the use of technology, with many students relying on computers, tablets, and specialised software and devices to aid in reading and writing tasks.