Incorporating student voice in course development

This paper explores how students start to become co-constructors of their curriculum on a BA Hons SENDI course, using Loe’s model of relational proximity (2016) to inform this dialogue. Focused discussion groups served to clarify students’ expectations of course delivery and whether the course was meeting their expectations. This provided positive change to participants involved in the research process, encompassing student academic voice to enable a more co-constructed curriculum. Evidence of this was established whilst interrogating formative and summative feedback data which identified the strengths and challenges within a 12-monthperiod.Results of this study include students feeling more settled and supported and being able to voice options to achieve change. The combination of guest lectures, work experiences and external trips helped to enhance understanding of course content and how to implement knowledge into real life experiences. Students have a more positive experience of the course and the use of student voice will continue to be incorporated in future course developments