Agenda and Papers - University of Edinburgh

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Appendix 3 Teachability Task group Membership Dr John Ardila (Teachability Co-ordinator, The School of Literatures, Languages & Cultures) Dr Katie Cebula (Academic Coordinator of Adjustments, The Moray House School of Education) Ms Heather Dickson (Convener for EUSA Action Group on Mental Wellbeing & Disability) Mr Alan Ducklin (Convener; Associate Dean (Quality Assurance and Enhancement), College of Humanities & Social Science) Dr Judy Hardy, (Co-ordinator of Adjustments, School of Physics & Astronomy) Dr Tina Harrison (Director of Academic Standards & Quality Assurance) Professor Dai Hounsell, (Vice- Principal for Academic Enhancement) Ms Lynn Hyams (Academic Affairs Officer, College of Humanities & Social Science) Ms Erin Jackson ( e-Learning representative, School of Law) Mrs Gillian Mackintosh (task group support, Academic Services) Dr Gordon McDougall (Associate Dean (Quality Assurance), College of Science & Engineering) Ms Gillian Mutch (Institute for Academic Development) Ms Sarah Purves, (Academic Manager, EUSA) Ms Ruth Stewart (Head of Academic Administration, College of Medicine & Veterinary Medicine) Dr Simon Talbot, (College of Medicine & Veterinary Medicine) Ms Sheila Williams (Director, Disability Office) October 2010 17
Appendix 4 Senatus Teachability Task Group May 2011 University–wide remit for the Co-ordinator of Accessible Learning (CAL) and Co-ordinator of Adjustments (CoA) At present many, but not all, Schools have an Academic Co-ordinator of Teachability (ACT). In a number of Schools one person holds a joint ACT-CoA post, in other Schools the posts are split between two academics, and in yet others they are split between a member of academic staff and a member of administrative staff. In one case (Molecular and Clinical Medicine & Clinical Sciences and Community Health) the roles are more associated with programmes (e.g. MBChB) than Schools. At College-level, HSS developed remits for each of these posts in 2005. At Schoollevel, the majority (18 of 22) currently have no remit for the ACT role. However, absence of a written remit should not be seen as indicative of a lack of good practice. Several ACTs said that they would welcome a University-wide understanding of the role. A related issue is the fact that, in a number of Schools, it is very difficult to find the ACT via the web/phone (although this information may be available to students in course handbooks etc). In HSS this information is readily available on the Collegelevel webpages, although it is not available on all School websites. Note – the proposed recommendations draw on existing remits for these roles and on the Disability Office’s ‘Manual for the Management of Adjustments to Academic Processes for Disabled Students’ (due to be revised shortly). The recommendations are designed to clarify the function of the two roles. In some cases, these recommendations will result in a slight change of responsibilities for the existing holder(s) of these posts. Schools may therefore wish to take the opportunity to review which members of staff cover the roles and how the responsibilities are shared out. As there was no previous University-wide remit for the CAL role, there is likely to be variation across Schools in the extent to which the recommendations change the responsibilities currently associated with this role. For some ACT/CALs there may be new responsibilities, e.g. advising Boards of Examiners, sitting on School committees, and contributing to the School QAE report. Other ACT/CALs may already be involved in all of the proposed responsibilities. CoAs were previously guided by the Disability Office’s Manual of Adjustments and, in the case of HSS, the remit supplied by college. The tasks outlined do not differ substantially from those listed in the manual, although in some Schools it may not have been the CoA who fulfilled all of these tasks (e.g. they may not previously had responsibility for ensuring that lists of offers from the Admissions Office were reviewed). Additionally, the need for collaboration between the CoA and the CAL is a new feature. The most substantial change is the ‘signing off’ of Adjustment Schedules. In the recommendations below the term ‘accessible learning’ has replaced ‘teachability’. 18
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appropriately and with a good level
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University of Edinburgh Disability
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1. Enhancing our Student Experience
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• The third Disability Equality S
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1.2. Users of the Service: Student
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Table 5: Breakdown of Disabled Stud
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• The main areas of support ident
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1.4. Service Accessibility The loca
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Case study - the Challenge of Suppo
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APPENDIX B: Internal and External R
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Aims and actions 3. Maintain infras
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Page 87 and 88: The University of Edinburgh Senate
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Agenda and Papers - University of Edinburgh

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