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Supporting additional learning needs on placement

Supporting additional learning needs on placement. Fran Nethersole & Hannah Hunter Dietetic Student Leads, Newham University Hospital. Outline. 1. Introduction/ definitions 2. Our experience at Newham 3. Important points to consider when supporting students 4. Consequences

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Supporting additional learning needs on placement

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  1. Supporting additional learningneeds on placement Fran Nethersole & Hannah Hunter Dietetic Student Leads, Newham University Hospital

  2. Outline 1. Introduction/ definitions 2. Our experience at Newham 3. Important points to consider when supporting students 4. Consequences 5. References/ resources

  3. Introduction What are additional needs? • Medical needs • Physical disability • Special educational needs Or a combination thereof

  4. IntroductionThe legal side • Special Educational Needs and Disability Act 2001- discrimination against disabled students in the provision of education, training and other related services is unlawful • Discrimination occurs when a student is treated less favourable based on their disability or reasonable adjustments are not made

  5. Introduction:Reasonable adjustments • Reasonable adjustments: equipment/ learning aids, support strategies, adjust learning process • Do not lower educational standards

  6. Newham Hospital Experience • Agreed to accept an additional C placement • Student had a recent diagnosis of dyslexia in addition to recovering from an acute condition which had lasting effects • Condition was exacerbated during placement by viral infection

  7. Newham Hospital ExperienceAccommodating needs • College - Agreed student needed split breaks through the day • Suspected difficult commuting – NO onsite accommodation – moved into family friend’s • Installation of computer software for additional needs – IT & dedicated laptop

  8. Newham Hospital ExperienceInitial challenges we faced • Exacerbated medical condition • Absences early in placement • Moving timetables for dietitians • Poor consistency of achieving student objectives/learning outcomes

  9. Newham Hospital ExperienceIssues affecting supervisors • Different expectations of students needs • Preconceived thoughts about student • Concerns re managing to meet needs within clinical workload • How to deal with changes in student’s ability • Managing periods of absence & reduced hours • Consolidation workload

  10. Newham Hospital ExperienceStudent concerns • Fearful of failure • Stress can exacerbate condition !! • Commuting/travel very tiring • Other student progressing ahead

  11. Newham Hospital ExperienceHow did we manage? • Day by day • Week by week • Concerns from all !! • Guidance from College Placement needs

  12. What is important to consider when supporting students? • Planning/ preparation • Practical strategies • Good communication • Flexibility/ patience • Supporting staff

  13. Consider when supporting students: Preparation • Occupational health • Pre-placement form • Visit before placement if possible • Implement practical strategies • Inform/educate staff

  14. Consider when supporting students: Practical strategies • Equipment/ learning aids (e.g. reading glasses, coloured paper, PDA, specialist computer software) • Adjustments to schedule (e.g. start & finish later, timetable breaks) • Clarify learning outcomes (e.g. caseload) • Use available resources (Southampton University Guide to supporting dyslexic students on practice placements)

  15. Consider when supporting students: Good communication • Between student & supervisors • Between supervisors & student leads • Between student leads & HEIs • ?occupational health

  16. Consider when supporting students: Flexibility • Despite planning, things change • Disability may vary depending on the day (e.g. concentration/ tiredness) • Activities vary day to day and may be more or less taxing

  17. Consider when supporting students: Supporting staff • Communicate what is happening • Use weekly handover meetings • Debrief after placement (can involve HEI) • How other students are affected?

  18. Consequences Benefits • Learning experience • Rewarding • Challenges preconceptions/ prejudice Challenges • Frustrating • Confusing • Time consuming • ?poorly compatible with PAL

  19. References/ resources • Department for Education and Skills (DfES) (2001) Special Educational Needs and Disability Act (SENDA). London, DfES. • University of Southampton. Supporting dyslexic students on practice placements 2nd edition. Available: http://www.southampton.ac.uk/edusupport/ldc/docs/Supporting%20students%20with%20dyslexia%20in%20practice%202nd%20edition.pdf Last accessed 10th July 2012.

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