“So what have we got this semester?” Dealing with diversity among enabling Student cohorts Rosalie J. Bunn English Language & Foundation Studies University of Newcastle

Aims of Paper 1. To consider the diversity of problems encountered among enabling student cohorts 2. To reflect on the need for experience and sensitivity of enabling educators in dealing with student problems and disabilities

Some categories & strategies (Refer to handout)  Learning Disabilities  Physical Disabilities  Mental Disabilities  No prior adult learning  Confidence problems  Lack of IT skills and resources  Identity issues  Other problems

Learning Disabilities Dyslexia: Kurzweil technology (pattern recognition, signal processing, print to speech reading machines) Masking of competence in other cognitive skills Individual learning styles need to be understood

Learning Disabilities Problems such as ADHD may coexist with other problems such as dyslexia, depression, bipolar disorder or anxiety disorder Self management strategies taught to other enabling students work well for students with ADHD

Physical Disabilities Protocols strategies are needed for blind and deaf students Liaising with Adaptive Technology Having a centralised point of coordination essential Liaising with families and confidentiality Legal, moral and ethical issues Having Security contact immediately accessible is vital

Mental illnesses & brain injury People suffering a mental illness at some time constitute 20% population (National Survey of Health & Wellbeing of Adults 1997) 13% all adults experience high or very high levels of psychological distress (National Health Survey ) 50% of people reporting mental or behavioural problems had mood or affective problems; 46% had anxiety related problems (ABS 2006) 3% population affected by bipolar disorder (National Health Survey 2006)

No prior adult learning Overcoming students negative experiences of schooling Breaking down barriers to learning Encouraging Learning Support Need for perseverance and encouragement (by both students and lecturers)

English as a Second Language Room for flexibility and tolerance Double burden: English language and academic language Added difficulties for refugees

Confidence problems Lack of confidence does not equate with lack of competence Over confidence about their abilities is also a barrier to student learning (eg. absenteeism)

Information Technology Lack of knowledge and access to word processors creates additional stress Fear of technology compounds problems

Identity issues Transsexual or transgender students Female students creating new identities as single mothers Indigenous students

Managing Disability & Disadvantage “It is what students bring to the table that predicts achievement more than any other variable” (Hattie 2003:1). “What teachers know, do, and care about … is very powerful in the learning equation” (Hattie 2003:2). Staff have legal responsibilities under The Disability Discrimination Act (1992) and Disability Standards for Education (2005)

Managing Disability & Disadvantage Staff must make “reasonable adjustments” to accommodate students with disabilities, but that is not specific in the legislation (lecturers must consider what is defensible in court) Discussion and negotiation with the student is imperative (but sometimes privacy provisions make this difficult)

ConclusionConclusion Enabling education is crucial to undergraduate intakes and to empowerment and self esteem of students Enabling educators are not valued for the difficult, complex and beneficial work they do More attention needs to be paid to staffing and funding enabling programs Every new semester brings new (and old) problems, dilemmas and challenges, you just never know what will walk through the door.