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Supporting Disabled Students

Supporting Disabled Students. Based on presentation by Rachel Challinor from the University of Salford Disability Service. Session Plan. Introduction & background Our role to supports students Disclosure and what to do Useful resources. Disability Service. Two pronged approach:

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Supporting Disabled Students

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  1. Supporting Disabled Students Based on presentation by Rachel Challinor from the University of Salford Disability Service

  2. Session Plan Introduction & background Our role to supports students Disclosure and what to do Useful resources

  3. Disability Service • Two pronged approach: • Institutional - anticipating needs of disabled students • Individual - meeting individual needs of individual students • Covers physical and sensory impairments, health issues, mental health issues and specific learning difficulties such as dyslexia and Aspergers Syndrome. • Arrangements for temporary conditions • Liaison with academic and other university staff about particular arrangements.

  4. Disabled Students’ Allowance • From the funding body (NHS or SFE) not University . • To pay for any additional costs incurred as a result of a disability. • Student has an assessment (external) to identify what sort of support is required - for example: • Personal Support e.g. specialist study coach or note taker; • Assistive Technology e.g. computer equipment and specialist software and ergonomic work stations. • General Allowance e.g. photocopying, internet at home.

  5. Support Plans – a background A list of reasonable adjustments. Distributed to School Administrator and Programme Leader – they have responsibility to send to all relevant staff. Most recommendations have been agreed by Schools and Disability Service as reasonable. Some may be more specialised and bespoke and will be discussed with schools. Advisers welcome feedback about additional recommendations, as not all recommendations suit all courses. If necessary, amendments are made to the support plan.

  6. Support Plan & You It is your responsibility to find out if your students have a support plan. You can find this out from the School Office or Programme Leader. MAKE SURE YOU READ THE SUPPORT PLANS. Each support plan is unique to the student and even if two students have the same disability they may not have the same reasonable adjustments in their support plans. Talk to colleagues if you have any questions about how to carry out the recommendations or contact the Disability Service. Implement the adjustments as required.

  7. What can I do? Think about inclusive teaching practices – some suggestions! Provide handouts or post on blackboard – easy to read layout Use coloured paper, Arial pt 12 min. Allow students to record sessions Provide a glossary of technical language Constructive positive feedback Facilitate groups to ensure all able to participate in group work Use a microphone Do not talk when not facing the audience Leave time to copy from the board Put audio-visual material on blackboard Be mindful some will have extensions ……can you think of any more?

  8. What if a student discloses they are disabled or have a Specific Learning Disability (SpLD)? If a student discloses a disability to a member of staff, this is considered a disclosure to the whole University and they should be directed to the Disability Service to get appropriate support. If the student does not want any support for their disability they can sign a Student Disclosure Form to confirm that they DO NOT want the information to go any further or that they want any support.

  9. Do you think a student might have dyslexia (or SpLD)? Do they read slowly - regularly needs to re-read many times to understand? Poor spelling, punctuation and grammar? Good verbal skills, but difficulty in expressing in written form? Difficulty with planning work, organising time, remembering names, phone numbers, and deadlines? Do they forget what has just been said to them or loose train of thought half way through speaking? Are they clumsy? Great at the practical stuff but written work not to the same level? Effort is not reflected in the results? Further information on symptoms from British Dyslexia Association (www.bda.org.uk)

  10. Useful resources Placement Information, advice and resources for disabled students, for academics involved in the provision of placements, and for prospective employers offering work experience, internships and placements.http://www.disabilitytoolkits.ac.uk/ Teaching PracticesThis web-based resource aims to enable teachers and trainers to ensure that disabled learners are fully integrated into adult education  by advising teachers/trainers and quality assurance staff on inclusive teaching/training and assessment strategies.http://www.ettad.eu/ Inclusive Practice in HE http://www.plymouth.ac.uk/pages/view.asp?page=3243 SPACE(Staff-Student Partnership for Assessment Change and Evaluation) is a three-year HEFCE funded Project, developing and promoting alternative forms of assessment as a way of facilitating a more inclusive approach to assessment. http://www.plymouth.ac.uk/pages/view.asp?page=10494

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