Evidence Informed Practice/Research Reflecting Practice
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In recent years there has been growing recognition that the development of teaching and other learner-centric activities depends greatly on the effectiveness of transfer between teaching and research. Much of the good practice advice and guidance featured on the JISC Techdis web site has been developed through research, both formally through research projects and through research within the teaching context itself.
All best practice guidance in the field of inclusive education originates in a combination of common sense approaches to teaching and research to develop improved ways of supporting students with a variety of needs for impairments to undertake particular tasks or activities.
JISC itself, JISC Techdis, the UK education funding councils, the UK Research Councils, Becta, and a variety of other public and private sector agencies, organisations and charities have funded a great many research projects over the years, some of whose outputs have directly affected the inclusivity of the education sector.
This is particularly the case when needing to guide the practice of industry and commercial partners. JISC Techdis has been highly successful with its relationship with publishers due in the main to JISC Techdis being able to aid and assist the industry with pragmatic advice but grounded in rigorous testing and research.
In some areas there is still no clear guidance available, and so research must continue. For example, it is still unclear which technology biased techniques for teaching, learning and assessment are the most effective for students with dyslexia, or even whether there could ever be such universally beneficial techniques. This does not prevent us from using the existing evidence to provide guidance on potentially useful solutions.
As the leading funded agency in the UK for accessible and inclusive education, JISC Techdis acts as a conduit for research findings to make their way into the realm of the teacher, and for evidence gathered and techniques developed by teachers and others supporting students directly to feedback to the research community so that further developments and advancement may be obtained.
The HEAT Scheme enabled staff in an variety of roles supporting the learning experience to uncover or develop an aspect of inclusive practice using technology
