A Brief Reflection on the Implication of ‘Deficit Model’ Considerations within Foundation Year Provision

  • Charles Reynolds University of South Wales


This short paper presents a personal reflection on the concept of deficit as perceived in foundation year provision. It considers the extent to which a coalescence of perspectives can enable positive developments in the diminishment of ‘deficit’ and a consequent realistic expansion of students’ indigenous academic strengths.


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Author Biography

Charles Reynolds, University of South Wales

Charles has taught on the Foundation Programme at the University of South Wales for many years and has a vast experience of supporting students who are returning to learning. He is the Statistics/Further Maths lecturer for the course and is especially concerned that this subject area (often a prerequisite for progression) is made accessible to students entering a whole range of disciplines in their future degree studies. Charles is concerned to help and encourage those who do not feel very confident in approaching any mathematics or have not practised their skills in this area for some time. He has a research interest in reducing ‘maths anxiety’ in mature and non-specialist students and holds Fellowship of the Chartered College of Teaching as well as membership of the British Educational Research Association, the British Psychological Society, the British Society for Research into Learning Mathematics, and the Mathematical Association. Email: charles.reynolds@southwales.ac.uk.