This is the 4th blog post in a series on the topic of the ‘Flipped Classroom’. In the previous post I identified the possible benefits that this model could bring in terms of widening participation, with one area being possible benefits to disabled students, which I want to unpick further here.
Not all disabled learners are going to prefer this model, but there are going to be many that may. The commonest disability that we are likely to encounter within education is dyslexia, and if I broaden this out there are 3 categories:
- Those that are diagnosed.
- Those that aren’t diagnosed yet.
- Those who have dyslexic tendencies without being officially recognised.
Organisations will know how many of the first group they have, but we have no idea how many of the other 2 groups that there will be. The advantage of the flipped classroom is this may help these learners without them having something different (and the associated stigma) to the rest of the class.
So – how may this help? Education discriminates against dyslexic learners because education has an over reliance on the importance of language – the very thing that dyslexics find most challenging. Many dyslexics are above average intelligence, and they develop coping strategies to overcome this discrimination. For many the coping strategy is based on ‘getting through the lesson’ and they have to spend a lot of their effort just making sense of various forms of information and the way it is presented, rather than trying to develop a deep understanding of the topic being taught. If we have a flipped classroom scenario – the learner can use tools like text to speech, coloured overlays, onscreen reading bars etc to help them access the information. If any content is video or audio the learner can pause, rewind etc. giving them the extra time needed to make meaningful notes – rather than having to work at the pace the tutor has set.
If a learner accesses the information up front, they can then come to the seminar session prepared to enter into high level discussion with their peers.
In my first post in the series, I mentioned how a visually impaired learner may benefit, and the logical reasons are the same – they take control of their support needs and adaptations, they work at the pace that is best for them, and in an environment that they find most conducive to learning. Similarly if a learner has a hearing impairment, they can study in an environment (probably one without background noise) that is best suited to them. One issue that is interesting here, is many educators think that audio (including video) is not going to be good for someone that is deaf. If someone has no hearing then this would be true, however there are many people that are deaf that have some hearing, and make use of hearing aids to amplify sounds to give them some hearing. For these people – listening to a lecturer speaking in a lecture theatre with the sound of the air conditioning, projector, students coughing, squeaking of pens taking notes etc is very hard, even if an induction loop is used. However – if the same content is provided as audio or video, which they can listen to in their own environment and using technology to amplify the sound to the best level for them – again with the ability to pause and rewind bits they didn’t fully hear is very useful.
Of course there will be many disabled learners who won’t prefer the ‘flipped classroom’ ideology – but the key here is the notion of choice that I identified in my second post in the series. The learners who prefer the flipped route sign up for courses running it, for those that don’t they sign up for an alternative course. The challenge here will be for the people advising the students, to have the confidence and knowledge to advise the students correctly, without introducing a prejudice that ‘because they are disabled the flipped classroom won’t work for them’.
If some organisations do get the flipped principle working, and the right students choose those courses, we have the potential for some disabled learners to be able to study without having to declare their disability (and the associated stigma) and that to me is a very powerful and exciting position.
The image below shows a student using technology to invert the colours to high contrast and increase the text size.
Taken from http://farm5.static.flickr.com/3073/3050414114_f2ae8bb229_b.jpg on 2012-5-14
Original URL – http://www.flickr.com/66606673@N00/3050414114/ created on 2008-10-20 10:43:05
cobalt123CC BY-NC-SA 2.0
Filed under: CPD and reflective practice, e-learning, Inclusivity Tagged: | Accessibility, blind, classroom, College, deaf, dyslexia, dyslexic, dyslexic learners, dyslexic tendencies, education, FE, flipped, flipped classroom, flipped learning, HE, impairment, Inclusivity, learning, School, University, visual, widening participation