TOWARDS AN HOLISTIC APPROACH TO PEDAGOGY AND SERVICING OF STUDENT NEEDS
Geoff Lindsay, Sheila Galloway, Jonothan Neelands
This project, commissioned by Arts Educational Schools London (December 2007 – March 2008) reviewed their current practices on:
- Student support for disability, dyslexia and other forms of learning difficulties
- Academic design, pedagogy, assessment and related policies and practices
- Widening participation and community outreach
- Duplication of administrative and other services
The study highlighted procedures to help the schools become more holistic generally and to align with best practice in the sector.
The CEDAR team analysed documentary and interview data from staff and students to inform AESL’s decisions on development, alongside an overview of best practice in the sector. In particular we considered support for students with disabilities and special learning needs.