After evaluating and reflecting on my experiences and cohorts, I have seen significant issues arising due to the large number of neuro divergent learners which require us to adapt our teaching approach. Whilst we have a robust disability team here at UAL, they are stretched beyond comprehension. They also hide behind hidden emails and laptops and students do not see them in their classroom where the issues occur.
My intervention proposal is something I have been keen to implement a pilot for for a while. The intervention is around resource and class intervention and will see a recent alumni become a visiting ‘teaching assistant’ for my year ones on my course. The alumni in question is graduate Justine Baylis who I personally taught and mentored. Justine’s enterprise FMP was around a social enterprise teaching support platform for students similar to her that were neurodivergent and really struggled with the university model – and yet were very talented.
My proposal and intervention is that Justine will attend 1 x class a week for block 1 in our first unit and assist with teaching ,with a focus on being there for those who need the support. This TA role will ensure that additional teaching materials are also produced and distributed to ND students or students with anxiety that are prepared by Justine. Justine will then be able to provide tutorials around submission time to support those who need a alternative yet friendly face.
I believe that this intervention will close the attainment gap, provide support to myself and course tutors who are struggling to cope with so many diverse learners, and will also ensure that a disability support service comes into the heart of the classroom.