Intervention for Inclusive Practice

Posted on 15th July 2025 by Frances Barry

Improving self-efficacy of ADHD students 

I have been a Specialist Study Skills Tutor since 2012, employed by the Disability Team at UAL. When I was doing my initial teaching training, the emphasis was on neurodivergent differences such as dyslexia and dyspraxia but in recent years, especially post covid, more students are presenting with ADHD and autism.  It is a requirement that tutors working with ADHD students and Autistic students complete specialized training as part of Continuing Professional Developemnt (CDP).  

 For this report I will be focusing on ADHD students. Although there is a high incidence of co-mobility, both neurological and mental health conditions in neurodivergent students, ADHD students have additional challenges associated with inattention, impulsivity and hyperactivity (British Dyslexia Association, Harrison, 2025, Lubranois, 2019). 

 An article in the British Medical Journal (BMJ) on prevalence from a report by the Nuffield Trust found that the number of people getting ADHD treatments prescribed rose from 154 858 in 2019-20 to 233 474 in 2022-23 (2025) 

GPs have reported being overwhelmed by patients seeking ADHD assessments, and researchers have reported that the overall rate of new diagnoses increased in male and female patients aged over 18 between 2000 and 2018. One of the most significant increases was in men aged 18-29, rising from 0.68 to 50.0 per 100 000 person years (BMJ, 2025) Research also highlights that ADHD is under diagnosed for women and girls. Evidence suggests that girls are better at masking ADHD, but this can come at quite a cost to their mental health. (Sibley, 2025) 

 This increase in adult diagnosis has caused some controversy and attracted a lot of negative media attention. However, those working in the field believe that the increase has come about as a result of more education about the condition and a more inclusive approach to ADHD (Sibley, 2025).  Crenshaw’s concept of intersectionality is a useful framework to examine why some people are less likely to get a diagnosis in childhood.  Factors such as race, gender and class all have a part to play in education and health systems with built in bias. (Crenshaw, 1990, Phoenix, 2018) 

UAL has embraced this increase and, leaning even more into the social model of disability, now offers support to students without a full diagnosis of any neurodivergent condition, not just ADHD. Due to long waiting times for assessment and diagnosis, students were missing out on support.  The social model of disability is less focused on diagnosis and labels of disability and aims to focus on external barriers that neurodivergent students face when navigating neurotypical spaces. 

There are many similarities between ADHD, Dyslexia and Dyspraxia and problems associated with Executive Functioning (EF); planning, organising workload, time management, memory, slow processing of incoming information and problems with self- regulation (Harrison, 2025). EF works by enabling a person to rationalize and perform tasks be that academic or life skills: analyse what needs to be done, plan how to complete the task, get organised, break down the steps, allocate time and monitor how that time is spent, evaluate progress to assess if still on task and adjust as needed (Harrison, 2025).  All straight forward but a mind field if these functions are impaired.  

As a Specialist Study Skills tutor, I am trained to teach students strategies and techniques to encourage them to understand their own executive functioning capacities and work with them to promote optimum learning. This is known as Metacognition, thinking about how you think (Mortimore, 2008). More information available. https://franbarry25.myblog.arts.ac.uk/files/2025/07/Promoting-metacognition-using-feedback-case-study-3-TTP.docx. 

When I first meet a student, I develop an Individual Learning Plan based on the key needs identified by the student.  These range from; time management, organizing workload, planning and structuring written work, writing strategies, academic and basic reading strategies, research techniques.  How these needs are prioritized and supported depends on when a student accesses support, what deadlines they are working towards, and what their experience has been to date on their course. If a student only accesses support when deadlines are eminent, stress levels will be elevated, and any planning strategies will need to ensure that tasks are broken down into manageable and doable chunks.  Other traits associated specifically with ADHD; impulsivity, inattention, and hyperactivity must be considered as these present additional challenges for students. According to an Independent report commissioned by NHS England  

‘ADHD, when unsupported, is a potent route into educational failure, long-term unemployment, crime, substance misuse, suicide, mental and physical illness….., when appropriately supported, people with ADHD can thrive and fully engage in a working life’ (2025, P.3). 

This statement may seem stark, and not all ADHD students are impacted by all 3 or even 1 of these traits, but self-reports during sessions suggest that learning is impacted in various ways.  An inability to concentrate, to get started, to focus on certain tasks, to stay focused.  There can be impulsive decisions regarding assignments; changing research topics, often after already spending a long time on research; having to start from scratch with little time. Despite having average or above average intelligence there is a tendency to devalue their own achievements which causes high levels of frustration and stress related to academic work. A feeling of not being in control. This can contribute to a lack of self-efficacy, low motivation, and an inability to start and complete tasks (Harrison, 2025) 

I recently read a paper on how self-efficacy and self-esteem may be improved by employing a Positive Psychology approach, emphasizing traits such as optimism and perseverance, well-being, satisfaction and interpersonal skills (Costello & Stone, 2012, p. 119). This was the starting point for the summary proposal for my intervention. I sought feedback from colleagues and peers in the disabilities team, colleagues working in psychology and psychotherapy, PGCE tutors and peers. I also conducted my own further research which subsequently made me move away from the Positive Psychology model.  Cultural insistence on positivity, fueled by social media, can shut down genuine discussion regarding how you are struggling (Lecombe-Van Poucke, 2022). Toxic positivity and avoidance strategies may do more harm than good.   

Across various cultures, maintaining a positive outlook is considered central to achieving success and happiness (Wyatt, 2024). Manifestations of this concept can be found in Japan, ‘ganbatte’, in India, ‘santosha’, in South Korea, ‘hwaiting’ and Brazil, ‘jeitinho brasileiro’. (Wyatt, 2024, P.2). While promoting a positive outlook on life can be beneficial, too much focus on getting rid of bad thoughts and downplaying the usefulness of inner discomfort for healthy reflection can undermine challenges faced everyday by many people (Hooper, 2023). Challenges that when accepted and worked through can lead to a more authentic self, emotional and intellectual realism (Wyatt, 2024) I started to look at other psychological models and frameworks that would better inform an intervention which would ultimately enable students to have more agency over their learning and improve self-efficacy. 

Further research provided an interesting application of metacognition. Based on a clinical trial looking at the impact of inattention and depression on metacognition and conversely considering how metacognition and the attention and self-awareness it promotes can improve the daily functioning of ADHD sufferers. The paper recommends that metacognition should be included in clinical treatment plans (Butzback et al, 2021). Another paper promoting the development of psychological flexibility to get the most out of university life provides useful advice for all students (Hooper, 2023). The author uses an approach called acceptance and commitment therapy (ACT) which, put simply, encourages the student to reflect on unwanted thoughts and feelings as well as positive feelings (Hooper 2023). Embracing the whole self, being more aware of values, what is important to you, setting goals, paying attention to what you want to focus on and why. ADHD students can hyperfocus when their interest is peaked, (British Dyslexia Association) when they understand the context, (Hendrick, 2020). 

In conclusion, although my intervention is still a work in progress, I am very excited about what a directed metacognition exercise, using a psychological flexibility approach might contribute to a student developing a better awareness of who they are.  Not by focusing on their diagnosis but accepting the challenges this presents and thinking critically how they might overcome these challenges or at least manage the more frustrating aspects. The exercise will consider the student’s positionality and how my own positionality may influence student responses (Phoenix, 2018).   

I envisage setting up a puzzle or a problem to solve. Possibly a staged approach, and the student is asked to update progress each week, or however long it takes. Feedback will be given at each stage. The exercise will be playful, but students will have to ask the same questions they would when researching an academic brief. Students will make use of critical thinking techniques which will be framed in a context they set themselves (Hendrick, 2020).  

Key questions to prompt 

How are they going to solve the puzzle/problem?  Why?

What prior knowledge or experience can they bring to the challenge, and what do they need to research?  

How much value do they place on solving this problem?  

 Is it digital or real-life? A problem associated with online content. Equipping students with the skills to critically evaluate social media content may help them recognize toxic positivity (Wyatt, 2024).  

Are there any risks involved?  

Have they set clear goals?  

Moving forward, I would like to consult further with peers and students regarding the layout and design of the puzzle.  I also need to give further thought as to how best to measure and evaluate impact. 

References 

 British dyslexia society Neurodiversity and Co-occurring difficulties available at: https://www.bdadyslexia.org.uk/dyslexia/neurodiversity-and-co-occurring-differences/attention-deficit-disorder (accessed 6/7/25) 

ADHD: Is prevalence increasing? | The BMJ (accessed 11/7/25) 

Metacognition, psychopathology and daily functioning in adult ADHD (accessed 2/7/25) 

Positive Psychology and Self-Effi cacy: Potential Benefi ts for … (accessed 27/6/25) 

Crenshaw, K. (1990) Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color https://moodle.arts.ac.uk/pluginfile.php/2020062/mod_folder/content/0/Crenshaw%201990%20Intersectionality.pdf?forcedownload=1   

Harrison, A. G. (2025) Best Practice in identifying, teaching and supporting students with ADHD: Presentation delivered at Patoss event in June.  Available on Patoss website – on demand 

Hendrick, C. (2020) Why schools should not teach general critical-thinking skills | Aeon Ideas (accessed 12/7/25) 

Hooper, N.(2023) available at:  How to make the most of university | Psyche Guides (accessed 13/7/25) 

Lecompte-Van Poucke, M. (2022) You got this!’: A critical discourse analysis of toxic positivity as a discursive construct on Facebook (accessed 2/7/25) 

Mortimore, T. (2008) Dyslexia and Learning Style: A Practioner’s Handbook 2nd edn. West Sussex: Wiley & sons. 

NHS England (2025): available at: Report of the independent ADHD Taskforce – NHS England: (accessed 10/7/25) 

Phoenix, A. (2018) What is intersectionality? https://www.thebritishacademy.ac.uk/blog/what-is-intersectionality/   

A› adult-adhd-is-becoming-more-inclusive-but-n… 

Sibley (2025) Adult ADHD is becoming more inclusive, but not overdiagnosed: available at https://aeon.co › essays. (accessed 1/7/25) 

Stein Lubranois, S. https://aeon.co/ideas/living-with-adhd-how-i-learned-to-make-distraction-work-for-me (accessed 7/7/25) 

Wyatt, Z. (2024) The Dark Side of #PositiveVibes: Understanding Toxic Positivity in …(accessed 27/6/25) 

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Let’s talk about Race 

Posted on 19th June 2025 by Frances Barry

The concept of Intersectionality was born from a need to identify that while all black people suffer discrimination and all women suffer discrimination, black womens’ lived experience due to other structure bias, exacerbates the effects of this discrimination. (Crenshaw, 1990). Structural and personal bias affects anyone whose intersectionality make them vulnerable to discrimination by the patriarchy; be it race, class, ethnicity, gender, age, disability, sexual preference, but in this blog I argue that racism has been problematised and not tackled as distinct from other forms of inequality.

The latest figures in the most recent UAL EDI report reveal the percentage of B.A.M.E staff is 25.5% (8% percent higher than the educational section benchmark). What does this really mean in terms of representation? Is it evidence that racial bias is being tackled through employment practices? After all BAME is a controversial term. It covers a broad church.

One of the most impactful anti-racism training sessions I have ever attended was in 1986 when I first moved to London from Northern Ireland.  I was working in an Adult Education Advice Centre.  We were a small team of 6, all women and I was the only white woman.  These women were from Caribbean and East African dissent. The trainer was a Pakistani man.  A key reveal for me was when in response to the question; are you comfortable to describe yourself as an Ethnic Minority? I was the only participant who said yes.   It was pointed out to me that I could be British until I opened my mouth, but the others would always be defined by their colour and classed as a minority whether they were British born or not.  Racism is based more on colour than nationality. 

I was reminded of this when Diane Abbot was accused of racism when she suggested in an interview in the Observer that many white people, with points of difference, experience prejudice but do not experience day to day racism (BBC news).  Why did this statement cause such controversy?  Why is racism still so embedded in western culture? Why is talking about the direct impact of racism more problematic than talking about inequality and inclusion? 

Two research papers that examine the shifting manifestations of racism question how far public discourse on the subject has dealt with the effects of racism. Sambaraju & McVittie looking at racism from a social psychology perspective posit the view that there has been a public suppression of racism (2021, P.4). The paper cites examples where campaigns to make racism explicit meet with negative responses that are framed in terms of egalitarian concerns rather than prejudicial motives.  One such example cited in this paper is All lives Matter, (West et al, 2012). Supporters of this movement view themselves as being more inclusive than Black Lives Matter but they are explicitly downplaying the role of racism in the killing of George Floyd that led to the creation of this movement, (2021, P.7). 

Lin highlights the use of critical race theory (CRT) to identify racist inequalities and bias in the design and delivery of some academic subjects.  However, her paper highlights incidences where ‘colourblind ideology’ has denied the existence of racism in health studies, computer science, sports, business and religion (2022, P. 1086). If a problem is not visible it is easier to ignore and harder to speak out against. Anti-racism needs to be explicitly about race not just diversity when considering inclusive policy, pedagogy and our own practice.

BBC (April 23, 2023) Diane Abbott suspended as Labour MP after racism letter available at: https://www.bbc.co.uk › news (Accessed 30th May) 

Crenshaw, K. (1990) Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color https://moodle.arts.ac.uk/pluginfile.php/2020062/mod_folder/content/0/Crenshaw%201990%20Intersectionality.pdf?forcedownload=1 (Accessed 25th April) 

Lin J.P.C. (2022) Exposing the chameleon-like nature of racism: a multidisciplinary (available at https://www.researchgate.net › publication Accessed 2nd June) 

Sambaraju, R. & McVitte, C. (2021) Mobilizing race and racism: visible race and invisible racism (Accessed 5th June) 

UAL EDI annual report (2024) Available in: https://www.arts.ac.uk/about-ual/public-information/equality-objectives-and-reports (Accessed 30th June)

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Intervention – summary proposal 

Posted on 26th May 2025 by Frances Barry

Promoting Self-Efficacy in students with ADHD 

More and more students are presenting with ADHD (stats).  This increase has caused some controversy in the field and attracted a lot of negative media attention. UAL has embraced this increase and, leaning even more into the social model of disability, now offers support to students without a full diagnosis. Due to long waiting times for assessment and diagnoses, students were missing out on support. 

There has long been an argument that ADHD is under diagnosed especially for women and girls. Evidence suggests that girls are better at masking ADHD but this comes at quite a cost to their mental health. 

ADHD is different for each person, but commonalities exist. Problems associated with executive functioning; planning, organising workload, time management, memory and problems with self- regulation. 

Despite having average or above average intelligence there is a tendency to devalue their own achievements which causes high levels of frustration and stress related to academic work. This can contribute to a lack of self-esteem, low motivation and a gap in intelligence and achievement. 

As a Specialist Study Skills tutor, I already offer strategies and techniques to improve executive functioning.  However, I recently read a paper on how self-efficacy and self-esteem may be improved by employing a Positive Psychology approach, emphasizing traits such as optimism and perseverance, well-being, satisfaction and interpersonal skills (Costello & Stone, 2012, p. 119).  

ADHD students usually have negative images of the ‘academic self’ due to historical failures with education and suggestions that their struggles are more to do with behaviour (lazy) as opposed to function. Low self-worth affects motivation. 

So, if students can be encouraged to focus on their strengths, they might be more optimistic about their ADHD and study skills.  I already promote these thought processes through metacognitive exercises but what I am proposing is using a more directed approach underpinned by positive psychology.  Not counselling as I am not qualified to deliver that. Nor would the intervention ignore wider institutional and structural biases that impact on attainment.  I need to do more research and discuss with my peers, but I believe I can come up with an appropriate model to carry out a pilot. 

Positive Psychology and Self-Effi cacy: Potential Benefi ts for … 

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Religion, Belief and Faith

Posted on 20th May 2025 by Frances Barry

Do we need more space for faith?

Religion is complicated. Not always easy to start a conversation about. Even when people share the same doctrine they may interpret and practice this in very different ways often influenced by other intersections: gender, class, race, sexuality, dis/able, age. It is for this reason that this blog is focused on religion as an institution and faith as a worldview, rather than ‘in the classroom’.

Marx famously said religion was the opium of the people, a means of social control. An institution used by the ruling classes to oppress and subjugate the proletariat, offering a hope of happiness in the next life that they were really entitled to in this, cited in Bocock & Thompson (1985).  Religion has been weaponised to impose social control over entire communities. In Northern Ireland where I grew up a ‘religious’ war raged for 30 years; less about religious differences, more about domination and maintaining an unjust status quo. Using religion to divide and rule, promoting fear of the ‘other’ (Bigo & Guittet 2011). Since 9/11 the Muslim world has been targeted and criminalised; the War on Terror. Muslims are more likely to be subjected to surveillance and suspicion (Bigo & Guittet 2011). Meanwhile the ultra-right, often citing crimes against Christian beliefs are eroding many of the human rights worked hard for and won for marginalised communities.

Ample evidence to support the existence of the more sinister aspects of how religion is politicized by the dominant institutions that hold power (Rekis, 2023).  Racialised to discredit other interpretations of similar creeds.  Black led Christianity in the US is deemed less relevant. Misogyny and racism are employed to simplify the discourse associated with Muslim women who wear the veil (Rekis, 2023).

Religion is problematical and academia and liberal commentators embrace secularism and the promotion of scientific ideas, said to be underpinned by objective reason and rationality, to discuss metaphysics and philosophical debate (Rekis 2023). Given the state of the world, this approach may need a rethink.  Climate change denial, state sanctioned genocide, extreme inequality in allocation and access to resources does not scream reason and rationality.  

From an intersectionality perspective people have less space to present their religious identities. For many years it was not an aspect of my ‘self’ that I chose to share. Partly because I no longer practice but largely because religion can make people feel uncomfortable. Rekis’s paper calls for opportunities for people from different religious groups to feel safe to talk about and share how their religious ‘self’ informs their world view. This space is currently not available in mainstream academia (2023).

Neumann goes further.  In his paper he suggests building on 3 key pedagogies, briefly outlined below and promotes the idea of ‘faith as a critical pedagogy’ (2011).  A discourse to get people to consider what they share rather than what separates them and encourage them to work together for social justice. He approaches his concept from 3 different directions. Caputo’s proposition that reason and belief, contrary to popular thinking are not that far apart, Tillich’s articulation of faith as being the ‘quality of having ultimate concern’ and Freire’s early religious faith and connections to liberation theology (2011, p. 603)

We need a paradigm shift. We need faith in social justice, a dialogue on what philosophies underpin the belief systems of all of humanity, not just the patriarchy….’ to collide marginalized conceptualizations of faith with a new analysis of critical pedagogy….’ (Neumann, 2011, P. 602).  Faith as a critical pedagogy could provide a framework that embraces people’s religious identities or philosophical positions, their lived experience, not the dogma and exclusive practices promoted by religious institutions. We need different world views to form and provide different economic and political models.   Solidarity not divide and rule.

Bigo, D. & Guittet, E. P. (2011) available at: Northern Ireland as metaphor: Exception, suspicion and radicalization in the ‘war on terror’ (accessed 5/5/25)

 Bocock, R. & Thompson, K. (1985) (ed) Religion and Ideology. Manchester University Press.

CRITICAL PEDAGOGY AND FAITH – Neumann – Wiley Online Library (accessed 25/03/25)

Rekis (2023) Religious Identity and Epistemic Injustice: An Intersectional Account (accessed 20/5/25)

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UNIT TWO INCLUSIVE PRACTICE – Intersectionality and disability 

Posted on 30th April 2025 by Frances Barry

Crenshaw originally used the concept of intersectionality to denote the various ways in which race and gender interact to shape the multiple dimensions of Black women’s experiences. Her objective was to illustrate that many of the experiences Black women face are not subsumed within the traditional boundaries of race or gender discrimination (1990).  

More recently the term has been adopted by academia to frame identity as a layered concept.  There are many ways of being and of being discriminated against.  Identity is multifaceted and intersectional and how we position ourselves is affected by this intersectionality.  It is not a way of describing people but can be used as a lens through which to understand how social structures create vulnerabilities in people that can result in inequality and discrimination (Nayak, 2025). We identify and are identified via class, race, gender, sexuality, age, (dis)abled. According to Lukkien et al, disability and class are invisible identities and in the 38 papers included in their review only one paper focussed on class, while disability and age were the categories least observed (2023)  

Identity is a social construct, and individuals are seldom in control of how their identities are perceived. Power dynamics are always at play and cultural and political systems mean social identities are placed in a hierarchy, not least in HE settings. (Lukkien, 2023) 

So how can the concept of intersectionality help improve the practice of teaching and learning in a HE environment?  As a Specialist Tutor working with neurodiverse students, I became involved in a workshop within ADSHE/PASSHE, our professional body.  The aim was to recommend what intersectionality might look like in practice, how it could be used by Specialist Tutors when working with students whose ’disability’ is the identity at the forefront of the teaching and learning experience but only one aspect of their lived experience.  Since Intersectionality is a Black Feminist theory, recognising and owning the impact of racial discrimination is paramount (Nayak 2025) 

 Nyak (2025) writing from a social work perspective and Phoenix (2018) educational policy, see intersectionality as a framework of practice rather than a concept for discussion.  A praxis not a strategy.  Inclusive practice needs to be more than a statement of intent. Allyship and challenging discriminatory practice is a position available to everyone working in HE and is a collective responsibility (Lukkien et al, 2023).   Ways of working that assist this process are many and verified and I list but a few.   

Admit that you can’t imagine someone else’s experience as we all have different experiences based on the aspects of ourselves that intersect and are visible at a personal and societal level.  However, we will listen, learn and offer solidarity (Nayak, 2025). Question existing models, theories and approaches to pedagogy which inform existing policies and practices.  Interrogate the context that indicates power dynamics in given situations, including where we position ourselves, ‘Privilege checking’ Mcintosh (1988) as cited in Phoenix, (2018).  Understand the impact of multiple oppressions and historical bias against anyone who inhabits the spaces outside societal norms. Spaces that can be rich, educational and enlightening when seen as distinct from, not deficient to ‘the norm’.   

Crenshaw, K. (1990) Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color https://moodle.arts.ac.uk/pluginfile.php/2020062/mod_folder/content/0/Crenshaw%201990%20Intersectionality.pdf?forcedownload=1 (accessed 5/4/25)

Lukkien, T. Chauhan, T. Otaye-Ebede, L. (2023) Addressing the diversity principle–practice gap in Western higher education institutions: A systematic review on intersectionality https://moodle.arts.ac.uk/pluginfile.php/2020062/mod_folder/content/0/Lukkien%2C%20Chauhan%20and%20Otaye-Ebede%202024.pdf?forcedownload=1 (accessed 2/4/25)

Nyak, S. (2025) Why Intersectionality is vital to anti-discriminatory practice https://www.researchinpractice.org.uk//all/news-views/2021-september/why-intersectionality-is-vital-to-anti-discriminatory-practice/ (accessed 2/4/25)

Phoenix, A. (2018) What is intersectionality? https://www.thebritishacademy.ac.uk/blog/what-is-intersectionality/ (accessed 3/4/25)

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MICRO TEACHING

Posted on 17th March 2025 by Frances Barry
The Monster

MICRO TEACHING – Object Based Learning 3rd February 2025 

One of the most challenging tasks to date on the course was the 20-minute micro teaching activity. Not the activity itself, as I went on to discover, but the anticipation.  Object Based Learning (OBL) is not a pedagogy I use in my teaching.  The guidance provided suggested giving your activity an introduction to provide context for the participants, but this would have given the game away. After reading the HEA paper recommended, Hardie, I decided to adopt the method outlined in case studies 1 & 2; promoting an element of surprise. 

The object I chose was a monster which represents the 3rd year student dissertation\extended essay. To reveal, object as metaphor, at the beginning would have changed the exercise. I was pitching the OBL activity at the other teachers in the room not the neurodiverse students I work with. The feedback indicated that this was the right move. 

All neurodiverse students are unique, but we can make some assumptions based on evidence and students’ disclosures about common challenges many face; getting ideas down on paper, sourcing and applying relevant research, processing information, planning and structuring written work, editing techniques. Students report issues with concentration and focus.  Not that they cannot concentrate and focus but find it difficult to focus on what they need to do to plan and execute the extended essay. Time management can be a big issue, not just dealing with competing priorities but knowing what to prioritise. They can see the big picture but are unable to visualise the component parts. 

 Students internalise often negative experiences from previous brushes with education.  They report, because they have been told, that they are slow readers, slow to understand and comprehend key information, unable to organise workload, procrastinators and not very good at writing down ideas. 

Often students project this negative self-image onto their approach to written work and are perfectionists or may feel ‘what’s the point’.  Therefore, the prospect of writing a dissertation plays to their deepest fears. How can we help to change this mind set or at least provide enough scaffolding to allow the student to approach the task while minimising stress levels?  In my experience support needs to be based on a concrete concept, nothing too abstract, and broken down. 

So how can the monster help? Monsters are socially constructed, as are academic conventions.  How can students be encouraged to deconstruct the monster and make it less fearsome? 

For the OBL activity I provided a worksheet and asked participants to response to some basic questions. What do you see when you see the monster? Why do you think you have these initial responses to the monster? Emotional responses, fear or thoughts of childhood.  When they felt afraid!   Metacognition is key to academic enjoyment and my logic is, getting students to think about the basis for their fear of monsters might enable them to think about the basis of their fear of their dissertation and repackage into something they can work with. 

Worksheet for Object Based-Learning (OBL) 3rd February 2025

‘If I cannot inspire love I will cause fear’ (The Monster, Mary Shelley’s Frankenstein)

Skills I want students to develop through this activity

● Communication

● Understanding of key concepts

● Research skills and confidence

● Inspiration

Key learning aim. Does the activity work?

Broad research question questions to help students formulate ideas about the object and reflect on initial responses.

  1. What do you see when you see the monster?

Starting point could be own experience of monsters (might talk about emotional responses, fears or thoughts of childhood or be more interested in how it is made?). These responses might be grouped as philosophical frameworks and physical techniques.

2. Why do you think you have these initial responses to the monster?

3. Who/what might the monster represent?

4. Where might monsters and their manifestations lurk?

5. How might you rationalise and deconstruct your relationship to the object (given that it is only an object)?

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1st Case study

Posted on 17th March 2025 by Frances Barry

Knowing and meeting the needs of diverse learners 

Navigating neurotypical spaces 

Introduction & Background 

I am a Specialist Tutor working with students who are neurodiverse.  This term was first introduced in the late 1990s and groups together a whole range of neurological difference including dyslexia, dyspraxia, autism, ADHD and Autism, (Pollak, 2009) cited in (Damiani, 2018). 

Broadly speaking students who fall under this category, though all unique, think and experience their environment differently to neurotypicals.  Not least because social and learning environments are geared to satisfy societal norms. Neurodiverse students perceive and interact based on how their neurons are connected.  Differences may not be apparent but can mean that these students are constantly working very hard to understand what is expected of them. They may also have heighted sensory perceptions so react more acutely to the smells, sounds, light and space around them (Damiani, 2018). 

Evaluation 

To ensure best practice I keep up to date with evidence-based research and training to enable me to better understand how neurodiverse students think. All Specialist tutors have a teaching qualification and complete a log of CPD for the professional body.  We can apply this knowledge and skills in our tutorials with students, but it is also our responsibility to help students navigate the HE landscape and through developing their own metacognition equip them with strategies to identify barriers, triggers and mitigate to ‘rebalance’ (Damiani, 2018, P19) 

The wider HE institution has some responsibility under the Equalities Act 2010 but is often driven by priorities that create conditions that make it difficult for staff to support their full cohort of students, never mind neurodiverse students in ways that promote learning and minimise stress.  

Moving Forward 

The UAL Disabilities service operates within the Social Model of disability and provides advice and training to the staff on the taught courses to help to remove barriers to attainment and ensure reasonable adjustments are in place for students that have a right to them. What I learn on this course will provide me with opportunities to share knowledge with my team regarding pedagogy, teaching and learning theories and assessment models that are directly relevant to equality of access for neurodiverse students across the institution. For example, I am going to replicate and share with my team, the Object Based Learning (OBL) microteaching exercise proposing a visual aid to deconstruct dissertations. 

I am hoping that the focus on inclusion that underpins this course will afford me opportunities to offer advice to policy makers that might help to reduce barriers that impact neurodiverse students’ attainment levels and their overall enjoyment of university life.  It’s a wonderful time if the student is equipped to become a critical thinker and feel confident to question the root causes of challenges they face.  The term ‘reasonable adjustments’ is very loose, and students deserve more rigour in the application, not least recognition by institutions that they have a duty to reduce fundamental barriers related to access, teaching styles, pedagogies and assessment models. (Bhagat & O’Neill, 2011).  This course is providing me with valuable communication tools to assist in this process  

References 

Bhagat, D. & O’neill, P. (2011) Inclusive Practices, Inclusive Pedagogies Learning from Widening Participation Research in Art and Design Higher Education. CPI Group (UK) Ltd Croydon 

Damiani, L. M.  (2018) On the spectrum within art and design academic practice     (accessed February 2025) 

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2nd Case study

Posted on 17th March 2025 by Frances Barry

Planning and teaching for effective learning

Planning in the face of crisis

Introduction

Students access Specialist Study Skills as and when they need it.  The best scenario is when students access at the start of term and can focus on the learning rather than assignment deadlines. This isn’t always the case, and some access the tutorials when they have already fallen behind or have been given a brief they are struggling with, have more than one competing priority or have a resubmission. The first session should be when we discuss study needs with a student, long and short goals and draw up an individual learning plan.  This is not always achievable when a student only wants to focus on the deadline and what they need to do to submit the assignment.

Evaluation

While it is important to deliver student led tutorials, being on the PGCE has reminded me how important it is to have a robust time management plan.  Delivering crisis management to students is not effective in the long term and often you never see those students again until the next crisis. Neurodiverse students dislike being asked to work under pressure (Grant, 2010) so time management is essential.

Moving Forward

Regardless of what crisis the student presents with I am going to ensure that we have the space and time to take a breath and reflect on how the current situation came to pass.  Is it a one off, illness or another personal situation. Or a pattern. I have a vey basic weekly planning grid that I find is invaluable for getting students to think about how they use their time. It acts as a schema, creating a visual model of how they experience time (Mortimore, 2008). Everything they need to do goes in the grid not just academic work.  Once university, life, work, family, health, priorities are included, all colour coded, we can look for gaps to dedicate to the assignments.  Guilt free time is factored in as students can lose their sense of enjoyment if their studies seem out of control.  Prep for lectures and seminars is noted, any admin tasks. Time allocated to the assignments is task orientated. What exactly will they do in the time?  I encourage students to visualise themselves sitting down at a desk starting work.  Not just say they will spend all afternoon in the library.  Once they are sitting down, the time allocated to the task is chunked.  Breaks are needed.

As well as planning time more effectively this exercise, if reviewed and repeated weekly start to show patterns related to learning styles and learning preferences. (Mortimore, 2008). How do they work best, where and when in the day? It helps them move away from the notion that time is the enemy and instead developments metacognition to critically evaluate how they use their time (Medina et al, 2017).

References

Grant, D. (2010) That’s the way I think Dyslexia, dyspraxia and ADHD explained. 2nd edn. Oxon: Routledge.

Medina, S, Castleberry, A. N. Persky, A. M. (2017) Review: Strategies for Improving Laerner Metacognition in Health Professional Education. Available at: https://pubmed.ncbi.nlm.nih. (Accessed 20 February 2015) 

Mortimore, T. (2008) Dyslexia and Learning Style: A Practioner’s Handbook 2nd edn. West Sussex: Wiley & sons. 

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3rd Case study

Posted on 17th March 2025 by Frances Barry

Assessing learning and exchanging feedback 

Promoting metacognition using feedback 

Introduction 

Metacognition is the skill of thinking about thinking (Mortimore,2008). Being more aware of how you think is a skill that aids critical thinking and problem solving, crucial for academia and real-life work situations.  Metacognition enables knowledge of one’s own thought processes, which interact with internal and external forces such as motivation or type of instruction and 3 self-assessment skills: planning, monitoring and evaluation. (Medina et al,2017) 

Evaluation 

Developing proficiency in these skills takes time and relies on the application of cognitive processes that neurodiverse students reportedly struggle with. Self-directed learning or self-regulated learning is a goal when teaching students to become independent learners. However neurodiverse students who have slow processing speeds, weak working memory, poor concentration and who lack confidence when communicating their ideas and evidence in a written format may need more instruction to really think about how they learn best and how best to apply this knowledge so they feel more in control of their own learning. (Mortimore,2008) 

Moving forward 

I encourage students to always ask for and reflect on feedback.  Some find this exercise more useful than others.  Often if they get a lower grade than they expected they do not even want to read it. 

I plan to use feedback in a more structured or directed way to encourage students to use it to help to develop metacognition? The more students are encouraged to critically think about what the feedback is telling them about their planning and execution of the task the better they will become at monitoring their process and evaluating if they have understood and hit the brief. 

There are tried and tested study skills for planning.  We all produce better work when we have time to plan or more importantly know how to plan. Directing students to consider how they planned the work and breaking down each stage helps students to reflect on how better planning of time and research can help to achieve a better outcome.   Outcomes can include an Essay, reflective piece, portfolio, ‘making’. 

Directing the student to evaluate whether they clearly understood what they needed or wanted to do to realize the outcome will help them to develop their critical thinking skills.  Were they surprised by the feedback? Directing them through the comments and asking them to monitor whether they agree. Students who critically reflect on their own work can more easily judge whether the feedback reflects the work they had done or not done because of bad planning, or if it may be a communication issue and the marker needs to be better educated in how a neurodiverse brain thinks, which is never wrong, just different.  The marker may have missed the point articulated by their neurodiverse brain and it is a communication issue. 

References 

Medina, S, Castleberry, A. N. Persky, A. M. (2017) Review: Strategies for Improving Learner Metacognition in Health Professional Education. Available at: https://pubmed.ncbi.nlm.nih. (Accessed 20 February 2015) 

Mortimore, T. (2008) Dyslexia and Learning Style: A Practioner’s Handbook 2nd edn. West Sussex: Wiley & sons. 

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1st Reflection

Posted on 17th March 2025 by Frances Barry

1st Reflection: Induction Day

What’s in a name!

I was absolutely delighted when I got the news that I have been accepted onto the

PCGE Teaching Art, Design and Communication. When I was applying, I had my

doubts as I am not an ‘art practitioner’. Paperwork all done and

dusted I was invited to an induction meeting at the beginning of December. So far so

good. Feeling fab.

Then I read the instructions…please bring something to draw with!! My heart sank. I

can’t draw. Had I completely misunderstood the course content? Had my application

form somehow slipped through the application process. Imposter syndrome

materialised and came to sit on my shoulder.

Imposter syndrome can affect anyone at any time, although research indicates that

women seem to be more affected, regardless of their proven abilities and

experience. (Breeze et al, 2022)

However, in this instance my doubts about my abilities were founded in the real fact

that I could not draw. So, what else could I do to reassure myself that I was as

qualified to do this course as the next person? How to challenge the Imposter

Syndrome?

Imposter syndrome has been defined by Slank, cited in Breeze et al, as a ‘failure of

rationality’ (2022, pp.4). We tend to examine ourselves and reflect critically on

our abilities, despite a track record that evidences that we are good at what we do.

Research suggests that Imposter Syndrome is associated with individuals who may

Feel ‘othered’ in an institutional setting. Women and other marginalised groups. It is

important to recognize the very real structural and cultural bias in institutions,

including HEs that can define a person position in academia implicitly and explicitly

and feed the imposter syndrome but that is for another discussion. In this instance I

focus on what sparked this particular attack. Why did I feel inadequate?

The title of the course is Teaching Art, Design and Communication. When these

words are put together what meaning can be derived? To my mind Teaching and

communication are straightforward concepts and pose no threat to my confidence.

Art and Design suggest a more specialist skills set. I would never describe myself as

an artist or a designer in the traditional sense. I’m not an art practitioner.

Language is coded and is used to classify and identify in given environments. In my

mind, in the Art school the practitioner is right up there at the top of the hierarchy.

Those that ‘do’ have more agency, are more authentic. Belong. What space do I

inhabit in this context? There has been much discussion regarding what is Art.

Ergo what is an artist? Is it more useful to think of myself as a ‘creative’? Much

more comfortable with that.

Reference

Breeze, M. Addison, M. Taylor, Y. (2022) Introduction Situating Imposter Syndrome in Higher Education. Available at: https://strathprints.strath.ac.uk (Accessed 6th February 2025)

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