Ethical Action Plan, Research Approach & Questions, Cube Concept and Configuration (draft 2, re-evaluation), input from tutorials, Introduction of the cube to Practitioners & Tutors. What are ‘unseen’ disabilities; identify and rational
Introduction to Blog 4
My positionality statement of my teaching practice
Art based research, ‘object-based learning’, ‘learning by doing’, ‘learning through making’. I’m an ‘Arts Based Researcher’, that is an obvious intrinsic element in my being. I am an artist, skilled maker. I have intelligent hands that can manipulate, change and mould any material that I choose to put my mind ‘to create’ an object or item; functional or non-functional. (Willcocks, J & Mahon, K (2023) I have a brain that is constantly brimming with creative ideas, imagery of future ‘make possibilities’ that I want to manifest into the world, but I know that my life will be still too short to make it all happen’.
I am strong believer in ‘object-based’ learning, and it is clear to me that by delivering my lessons through ‘doing, making and demonstration’ I can stimulate student discussion and creative imagination through the ‘doing and making’ process. This will reinforce the understanding of technical skills in the manipulation of material, the use of tools in construction. Sharing ideas within the student group, stimulate new ways of thinking and looking.
In my first Action Research Blog 1 (date: Posted on 20th October 2024 by Michael Ste. Croix) I have shown my initial thoughts and notes in how I will approach this project.
The aim of my research is to reveal unseen disabilities, below is my Ethical Action Plan and feedback from my tutor John O’ Reilly. This document launches my research.
ARP 2024-5
Name of practitioner-researcher: Michael Ste. Croix m.stecroix0920231@arts.ac.uk
06/10/2024
Please find below my Ethical Action Plan and ‘Research Approach & Questions’that has developed from it.
Research Approach & Questions
With reference to my ARP 2024-5 Ethical Action Plan, below are further methods and approaches I can deploy to engage students to discuss issues concerning disabilities:
Teaching Strategies for Students with Disabilities
- Direct Instruction: Break down learning into small, manageable steps and provide clear, explicit instructions. This method is particularly effective for students with learning disabilities1.
- Multisensory Approach: Use a combination of visual, auditory, and kinesthetic-tactile methods to enhance learning. This can include diagrams, graphics, and hands-on activities1.
- Scaffolding: Start with heavily guided instruction and gradually reduce support as students become more proficient. This helps build confidence and independence1.
- Assistive Technology: Utilize tools like screen readers, audio books, and electronic note pads ( my REMARKABLE 2) to support students’ learning needs2.
- Active Learning: Engage students in discussions, group work, and problem-solving activities. This encourages deeper understanding and retention of knowledge2.
Ensuring Students Are Learning
- Formative Assessment: Regularly check for understanding through quizzes, discussions, and observations. This helps identify areas where students may need additional support2.
- Feedback: Provide timely, specific, and constructive feedback. This helps students understand their progress and areas for improvement2.
- Reflective Practices: Encourage students to reflect on their learning experiences and strategies. This can help them become more aware of their learning processes and needs2.
Engaging with Students
- Create an Inclusive Environment: Foster a classroom atmosphere that is kind, compassionate, and respectful. This is crucial for students who may be revealing sensitive or traumatic experiences2.
- Active Listening: Pay close attention to what students are saying and respond thoughtfully. This shows that you value their input and are invested in their learning2.
- Student-Centered Learning: Recognize that students are experts in their own experiences. Involve them in decision-making processes about their learning paths and accommodations2.
Visualizing the Learning Path
My bridge analogy can be further developed into an infographic image that outlines the key stages of learning and supports the key learning outcome. Here are possible structures of the bridge support:
- Introduction to the Subject: Present the topic and its relevance.
- Setting Learning Goals: Discuss what students aim to learn.
- Exploring Theories: Introduce both seen and unseen aspects of the subject.
- Group Discussions: Facilitate discussions to explore different perspectives.
- Final Presentation: Allow students to present their findings and reflect on their learning journey.
Ethical Considerations
- Confidentiality: Ensure that any sensitive information shared by students is kept confidential.
- Support Systems: Have resources available for students who may need additional emotional or psychological support.
- Respect and Empathy: Always approach students’ disclosures with empathy and respect.
My aim is to make the learning process more transparent and supportive, especially for students with disabilities. I will adjust my ethical approach, and research aims, and objectives based on feedback and observations from students and practitioners. The ‘hidden disabilities’ that students experience, where, race, colour, gender intersects. (Disability and Race Ade Adepitan (-2021) As teachers, we must be ‘attuned’ to these student ‘unseen’ disabilities so that support can be given to them to support their learning.
Cube Concept and Configuration (draft 2, re-evaluation blog posted Posted on 3rd November 2024 by Michael Ste. Croix)
Cube concept.
I have reflected on my teaching practice and how I have been greatly influenced by the PgCert unit ‘Inclusive Practice’. This unit provided a safe space to discuss Disability, Faith, and Racism, referencing works by Crenshaw, Aziz, and Brown. (Crenshaw, K (1991) These discussions led me to re-evaluate my approach to teaching performance and stage design, emphasizing the importance of inclusivity. It highlighted the issue of ‘unseen’ disabilities that students may not disclose, which can hinder their educational experience. I propose to develop a physical tool to help students reveal these disabilities in a supportive environment, aiming to foster inclusivity and provide necessary support.
My teaching practice and my commitment to inclusivity, particularly for students with unseen disabilities. I plan to create a cube made up of wooden blocks that students can manipulate in their hands to reveal their hidden challenges. This cube will serve as a tool to foster discussions about disabilities, aiming to support students in expressing their difficulties. With emphasis to create a safe and inclusive educational environment and plans to further research and refine the cube design based on feedback. I will also highlight the need for teachers to be aware of and address the intersectionality of various student challenges.
Constructing the ‘Cube concept, usage and rational’.
The image above is a visual idea of how different cubes attached together can create a large data base of ideas and concepts on unseen disabilities, each cube intersecting and influencing its neighbouring cube in the pursuit of bridging the difficulties that students encounter in university educational learning.
The cube can stimulate innovative ideas and ways of thinking; to touch your written thoughts, to hold it in your hands- to create new concepts in learning. Through ‘object-based learning’ – giving your ‘written’ thoughts and ideas to someone else, to physically pass your thoughts and ideas around the table group-students; an interaction of ideas; manipulated and ‘taken apart’ and disassembling and reassembling the cube again, and again, and again and again. Intersecting disabilities as the cube goes through several trans configuration’s -intersections creating new ideas new ways of looking at a problem-revealing to the student’s possibilities, creative interaction with fellow colleagues.
I am conscious of the sensitivity of the subject which may provoke reactions of a personal nature on colleagues, depending on how I present the research material and objectives. The themes that are discussed may encourage us to explore the social and political issues that race, colour, culture, politics and social structures interweave within our lives; how we face it within the context of education and how we challenge it when it manifests itself within a class lesson or to a student body.
It is a difficult issue, for us as teachers to engage with …it requires creative approaches to address these problems.
What qualifies as a hidden disability
A hidden disability refers to a condition or impairment that is not immediately evident to others. It includes various physical, cognitive, and mental health conditions that can have a significant impact on a person’s daily life, despite not being visibly apparent
The cube can be a powerful tool in recognizing and supporting individuals with hidden disabilities. It serves as a visual cue to the tutor and university student support services that these students may need additional understanding, patience, or assistance. This can be particularly helpful in a university environment or public spaces, where hidden disabilities might otherwise go unnoticed.
The cube may be able to help, individuals; discreetly signal their need for empathy and support, encouraging actions, like offering extra time during class interactions. This teaching tool may help break down barriers and create a more inclusive society. hidden disabilities.
A Society where everyone’s hidden disabilities are acknowledged and supported. Hidden disabilities can make life a daily challenge for those students who live with them. Students may encounter difficulties to fully engage with their university environment or be fully involved in student activities/communities. Traversing the educational demands they face on their chosen courses. overwhelming environments, individuals with hidden disabilities often face challenges in receiving the kind of assistance or support they need.
Some of these ‘unseen’ disabilities are autism, anxiety, dyslexia, asthma, chronic pain. Four common hidden disabilities include autism, epilepsy, Crohn’s disease, and visual impairments. Disabilities include physical, sensory, cognitive, intellectual, mental health, and chronic health conditions. By promoting awareness and starting conversations, we can create a more inclusivity.
What is autism?https://www.mencap.org.uk/learning-disability-explained/conditions-linked-learning-disability/autism-and-aspergers-syndrome – :~:text=Autism%20is%20not%20a%20learning,also%20have%20a%20learning%20disability. We want a society where disabilities are seen, heard and supported. Promoting a more understanding and accepting society. Creating a supportive environment where people can be catered to their needs.
Introduction of the cube to Practitioners & Tutors
To start my Action Research Project, I wanted critical feedback from tutors, practitioners and teachers who create, deliver teaching material and engage with students delivering course curricular. Highlighted below is my introduction to selected colleagues who I wanted to participate in my research.
Dear Colleagues,
First, I want to thank you for taking part in helping me with my Action Research Project on ‘Unseen Disabilities’. thank you for the support and feedback you have given me so far on my research journey.
I presented to you at our Workshop 2 class on Friday 25th October an ‘Action Bag’ which contained a cube, electrical tape, a document that gave a brief description of the cubes function and my aim of the research.
As teachers, educators and practitioners, I asked you to give a critical assessment of my research project and to take the opportunity to explore how the cube can be used as an educational tool- applied to subject learning or in a workshop environment to achieve a learning outcome.
I would like some feedback in how you view my research project and how you used the cube. This feedback can be written or an arranged meeting to discuss in person. Or we can find time at our next Group 4 Workshop 3 at Elephant & Castle of Friday 22/11/2024. This will conclude one cycle of my research.
I will collect the ‘Action Bag’ and feedback from you to be used as data. Your cube, now an artifact, will be reviewed in how it’s been used or not used during your assessment.
Please let me know if you need further information.
Many thanks
Michael
Below, is a segment of the document that is part of the ‘Action Bag’ presented to participants. please find below full presentation document attached.
Cube Test 1 Friday 25th October 2024
CUBE TRANS CONFIGURATION TOOL
“What is so exciting for me about object-based learning; it helped me to I understand that you can create new ways in communicating ideas and information, stimulate deeper learning and new ways of thinking through the use of an object; how it influences one’s thoughts when a person is holding it in their hands”.
‘The variations in how information can be transmitted; abstract ideas and thinking can be made simpler or complicated. Transferable skills can be developed through the manipulation of materials, the way we talk about materials and its understanding of it. How certain objects made or found can create meaning and engage people from different cultures and nationalities.’ I want this research to promote a new way of thinking in how objects are placed in a space, holds or contains information, how it provokes thinking and understanding. To observe how we learn, how we engage with each other and communicate and share transferable skills learnt during the research teaching session.
The cube will be introduced in class as a hands-on tool to encourage open dialogue about unseen disabilities and other challenges students may face. Here’s how the process will unfold:
- Presentation: The teacher will start by explaining the purpose of the cube and its role in fostering inclusivity. They will highlight how the cube can help reveal and discuss unseen disabilities, faith, and racism.
- Demonstration: The teacher will show how the cube can be manipulated into different configurations, using images or a live demonstration. This will help students understand how to interact with the cube.
- Engagement: Each student will receive a cube to explore. They will be encouraged to write or draw on the blank surfaces of the cube, expressing any unseen challenges they face.
- Discussion: The class will then engage in a group discussion, using the cubes as a starting point. Students can share their thoughts and experiences, fostering a supportive and inclusive environment.
- Feedback: The teacher will gather feedback from students on their experience with the cube, which will be used to refine the tool and improve future lessons.
This approach aims to create a safe space for students to express themselves and receive the support they need.
full presentation document attached here:
I have based my Action Research project by acknowledging that my teaching practice is based on ‘object-based learning’ and by ‘learning by doing’, ‘learning through making’, I am an ‘Arts Based Researcher’.
My research is to reveal unseen disabilities, I have created an ARP 2024-5 Ethical Action Plan, highlighting my aims an objective to construct a physical cube that the students can use if they are not prepared to speak out openly amongst fellow students-to document the disability without revealing their identity. The cube will allow them to write on surfaces and name visible and ‘unseen’ disabilities.
I have outlined initial ‘Research Approach & Questions’ with links to for further support for students who have disabilities that need support.
The ‘Cube Concept and Configuration’ explains the functionality and usage of the cube. The cube will serve as a tool to foster discussions about disabilities, aiming to support students in expressing their difficulties. With emphasis to create a safe and inclusive educational environment and refine the cube design based on feedback.
I will also highlight the need for teachers to be aware and address the intersectionality of various student challenges.
For this teaching tool to work, we must know what qualifies as a hidden disability and to recognise it, they are: anxiety, dyslexia, asthma, chronic pain. Four common hidden disabilities include autism, epilepsy, Crohn’s disease, and visual impairments. Disabilities include physical, sensory, cognitive, intellectual, mental health, and chronic health conditions. By promoting awareness and starting conversations, we can create a more inclusivity.
I have started my Action Research Project by engaging teachers, educators and practitioners. I have asked them to give a critical assessment of my research project and to take the opportunity to explore how the cube can be used as an educational tool- applied to subject learning or in a workshop environment to achieve a learning outcome. This will be key data for my research and how I will progress in developing the cube as a teaching tool.
REFERENCES
Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color Author(s): Kimberle Crenshaw Source: Stanford Law Review , Jul., 1991, Vol. 43, No. 6 (Jul., 1991), pp. 1241-1299 Published by: Stanford Law Review
Search for: Is autism a learning disability in NHS?
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Kimberle Crenshaw: What is Intersectionality?
https://www.youtube.com/watch?v=ViDtnfQ9FHc
946,575 views 22 Jun 2018
Crenshaw, K (1991) Mapping the Margins: Intersectionality, Identity Politics and Violence against Women of Color, Source: Stanford Law Review, , Jul, 1991, Vol. 43, No. 6 (Jul.1991). pp.1241-1299
Aziz, R (1997) Feminism and the challenge of racism: Deviance or difference? In Black British Feminism, ed. Mirza, H. S. London, Routledge, pp. 70-77.
Choudrey, S. (2016) Inclusivity-Supporting BAME Trans People [Online]. Gender Identity Research & Education Society, 14 February. Available from:
Orr, S, & Shreeve, A 2017, Art and Design Pedagogy in Higher Education: Knowledge, Values and Ambiguity in the Creative Curriculum, Taylor & Francis Group, Milton. Available from: ProQuest Ebook Central. [1 January 2024] Created from ual on 2024-01-14:50:26
Willcocks, J & Mahon, K (2023) ‘in commerce the potential of online object-based learning activities to support the teaching of intersectional environmentalism in art and design in high education ’.’Art, Design & Communication in Higher Education’, (Volume 22) p. 187-207
Sam, C 2016 ‘How do art design technicians conceive of their role in higher education’ Spark: UAL Creative Teaching and Learning Journal Vol 1 / Issue 2 (2016) pp. 62-69
Willcocks, J & Mahon, K,-‘The potential of online object-based learning activities to support the teaching of intersectional environmentalism in art and design higher education’
Citation: Thomas, Cate. 2022. Overcoming Identity Threat: Using Persona Pedagogy in Intersectionality and Inclusion Training. Social Sciences 11: 249. https://doi.org/10.3390/ socsci11060249 Academic Editor: Nigel Parton Received: 25 March 2022 Accepted: 30 May 2022 Published: 2 June 2022
(Disability and Race Ade Adepitan (-2021) web: https://www.youtube.com/watch?v=KAsxndpgagU
Christine Sun Kim in “Friends & Strangers” (2023) web: https://www.youtube.com/watch?v=2NpRaEDlLsI
Chay Brown Intersectionality in Focus: Empowering Voices during OK Disability History Month 2023 (2023) web: https://www.youtube.com/watch?v=_yID8_s5tjc
Search for: Is autism a learning disability in NHS?
(Citation Michael Breakey, Luke Cunningham and Dimitrios Coumados 08/01/2024) from feedback on Intervention report ‘Unseen Intersections-Configuration Cube’
Do further research in how UAL supports students with disabilities, especially those students who suffer from anxiety and study work related stress. Look at ISA-individual Support Agreement and how it is used. Contact Cary’s Kennedy.