The Higher Education Academy, History, Classics and Archaeology

Subject Centre for History,
Classics and Archaeology

Disability

A Guide for Disabled Students and Learners

This brief report outlines the rights of disabled students or prospective students according to the Disability Discrimination Act 1995 and amendments of 2002, 2003, and 2005 making it unlawful for education providers to treat individuals less favourably for reasons relating to their disabilities, guaranteeing that they provide auxiliary aids as a reasonable adjustment, and make reasonable adjustments to physical features of premises where these put disabled people at a substantial disadvantage, respectively.
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Active Learning Tasks for Women's History

First year History students at Worcester undertake a mandatory module 'How to do History' to familarise them with, and remind them of, the skills and concepts which underpin history. This project was conceived as a response to concerns raised by the increasingly diverse range of students with regard to their educational backgrounds, life experiences, abilities and specific learning difficulties.
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Dyscalculia

Dyscalculia is the less well-known maths-related form of dyslexia, and at times it can go hand in hand with dyslexia.
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Geography Discipline Network (GDN) Inclusive Curriculum Project

This set of 10 guides has been published by the Geography Discipline Network under their Inclusive Curriculum Project (ICP). These guides are written primarily for academics, educational developers, learning support staff and disability advisors supporting disabled students studying geography, earth and environmental sciences in higher education, and are of interest to related disciplines, such as archaeology.
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Geography Discipline Network Inclusive Curriculum Project Guides (CeAL)

A series of disability-specific guides to help lecturers to teach and support the learning of students with disabilities effectively. Although produced by Geography, these are highly relevant to all Humanities disciplines.
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Latin for Students with Learning Disabilities

This useful two-sided A4 flyer includes a brief subject-specific bibliography and eight reasons why Latin is a good choice for students with learning disabilities, as well as describing the (very few) modifications necessary to teach students with learning disabilities with reference to the organisational characteristics of an ideal Latin class.
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Network Equality

Network Equality was established to respond to equality issues with a clear, focused structure to enable organizations (and individuals) to build on best practice policies. It intention is to offer a mechanism to consolidate good practice and spread the lessons learnt to a national audience of concerned practitioners. Network Equality offers quarterly meetings at various venues across the country, professional development workshops, accredited equality programs, Disability Equality Professionals Association (DEPA) membership, and of course, networking and support.
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The National Centre for Tactile Diagrams

The National Centre for Tactile Diagrams are conducting a project funded by the Higher Education Funding Council for England/Department for Employment and Learning Northern Ireland (HEFCE/DELNI) to help higher education staff to improve their expertise in supporting blind and visually impaired students.
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Typography for visually impaired users

Text Matters is an information design consultancy with a user-centred approach. This particular set of guidelines discusses the use of typography for visually impaired users in order to provide the reader with a better understanding of specific issues such as clear language, form design and accessible design.
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Virtual Walkabout

It starts with a set of simple photographic images of an archaeological site ordered as if part of a walking tour of the site. Students are encouraged to explore the site before making a walkabout of their own using the tools provided.
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The Subject Centre for History, Classics and Archaeology, School of Archaeology, Classics and Egyptology, Hartley Building, Brownlow Street, University of Liverpool, Liverpool, L69 3GS, telephone +44 (0) 151 795 0343, Email:  hca.hea@liverpool.ac.uk