The landing page entitled “Disability and dyslexia” maps with a video and supporting text with the offer given to disabled students at UAL, according to the Equality Act 2010. Scrolling down adjacent to the video “The Social Model of Disability at UAL” on the right-hand side is the text, which through bullet points articulates the UAL commitment for disabled students. As an observation, the following paragraph actually describes the process a student goes through to seek support. However, as a consideration, if this was listed as a step-by-step set of instructions, a call to action, encouraging students to apply. For this is later explained with clarity, when the link to ‘Disability and dyslexia: what to expect’, is clicked, leading to ‘Your first appointment’ format.
As I had already begun this post graduate unit of study before the delivery of my own teaching on BA (Hons) Bespoke Tailoring, I decided that I would integrate ‘The Social Model of Disability at UAL’ video into my scheme of work on the ‘Intro to’ unit. So, it became part of my professional practice in September 2022, at the beginning of the new academic year. The inclusion of this video within my design session gave another opportunity to promote the services. It also demonstrates to the students an appreciation for the diversity of learners within a Design studio setting, encouraging an inclusive approach to our creative environment.
To cite an example, which celebrates inclusivity of a disabled student with low-tech support. At a former HE Institute, my role embraced design and technical responsibilities on a BA (Hons) Fashion programme of study, as I am a Designer-Maker-Educator. For context, I would deliver design sessions (2D) as well as pattern cutting (3D), whereas at LCF we separate the two specialisms in the main. Studios were triangulated, in that we exercised design, pattern cutting, and construction in the same rooms. The Fashion Studios were equipped with Digital Screens, Pattern Cutting tables and Industrial Sewing Machines and Presses. In one session, I had noticed that a student with impaired vision was struggling to construct her pattern pieces on one of the Industrial Sewing machines with accuracy. I could recall a magnifying glass on a stand within one of our Stockroom cupboards. I immediately went to collect it and asked the student if she would like to use it. Her response was yes, and I she continued to use it for her construction work, aiding her accuracy as a valuable tool. I believe, in learning and teaching, we can empower our students experience for the better by simply observing our surroundings and then positively responding to the needs of our students on an individual basis. Evaluating through engagement with students, we can encourage and support inclusive learning with positive solutions.