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  1. Learning at City Conference 2017
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Learning Enhancement and Development

Session 3G - Paper 1

You Don’t Need Eyes to See, You Need Vision: Generating a technology enhanced learning environment to support students with vision impairment

Session Slides

Dr Lee Campbell - University of Lincoln and Central St Martins, UAL

In 2015, I was awarded a Loughborough University Teaching Innovation Award relating to implementing technology creatively in the learning environment as part of a research-informed teaching project I labelled Technoparticipation. I deploy technology as the means to encourage student participation and support their learning.

Summarising practical and theoretical work done previously, this paper proposes innovative approaches to how teaching styles can broadly accommodate those with vision impairment and, more specifically adapt (performance) art to make it more accessible. In so doing it seeks to better develop inclusion for students with Visual Impairment (VI). Intermeshing practice, teaching and research around issues of access, participation and education, it builds upon previous work exploring teaching strategies for the visually impaired (Axel and Levent, 2003; Hayhoe, 2008; Allan, 2014) and shares useful adaptations to help make learning more accessible for students with vision impairment.

The paper begins with personal narrative describing me coming to grips with new pedagogical approaches owing to the first presence of a student with VI in my Fine Art class explains how my initial reaction to being told of the student’s presence in my session forced me to come across an important realisation in relation to the nature of my teaching sessions had been up to that point in terms of the various activities I expected students to engage in and the nature of the teaching materials/resources that I used to enable learning. The paper then proposes some useful adaptations that can be made to teaching materials to enable learning amongst students with VI. Discussion of the highlighted practical adaptations alongside specific teaching activities that I have designed and delivered is where key pedagogical interest lies; they represent principle learning outcomes that listeners are encouraged to apply to their own pedagogic strategies where appropriate.

References:

Allan, J. (2014). Inclusive education and the arts, Cambridge Journal of Education, 44:4, 511-523].

Author, (2016) ‘Tactics of Interruption: Provoking Participation in Performance Art’. Unpublished PhD thesis. Loughborough University.

Hayhoe, S. (2008). Arts, culture and blindness: studies of blind students in the visual arts. Cambria Press: Youngstown, USA.

Jonas, H. (1954). ‘The Nobility of Sight: A Study in the Phenomenology of the Senses’ in Philosophy and Phenomenological  Research. 14(4), 507-519

Axel, Elizabeth & Levent, Nina. (2003). Art Beyond Sight: A resource guide to art, creativity, and visual impairment. New York: AFB Press

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