Disability and Dyslexia Support on placements Information about DDS Overview of support available How to get/fund the support

As a result of engaging in today’s session participants should be able to: Understand legislative background to supporting disabled students on placement Offer appropriate advice regarding disclosure of a disability including due regard for confidentiality Consider how to make reasonable adjustments for disabled students Reflect on the issues raised and how they affect PE’s practise Make effective use of further resources

Equalities Act 2010 Equality Act 2010: You are disabled if you have “a physical or mental impairment that has a ‘substantial’ and ‘long-term’ negative effect on your ability to do normal daily activities.”

Equalities Act 2010 Protects people from discrimination, harassment and victimisation based on “protected characteristics” one of which is disability HEI’s have a duty to promote equality of opportunity between disabled and other persons Reasonable adjustments for disabled students*

University of Worcester 13% of our students a variety of disabilities and long term medical conditions (many of them hidden): Brain Injuries Mental Health Medical Conditions Vision Hearing Specific Learning Difficulties…

Specific Learning Differences Around 6% of University students have Specific learning difficulties (SpLD) like dyslexia and dyspraxia: May affect their ability to demonstrate full potential in the academic environment.

Diagnostic services Screening LADs tests onsite Screening interviews SpLD assessments University supports some of cost

Disability and Dyslexia Service (DDS) DDS powerpoint 31st March 2016 Disability and Dyslexia Service (DDS) Friendly and confidential service for students With a disability or Long term medical condition Liaise with academic departments and other support services Help to arrange individual support Offer individual advice & support Throughout studies at university Disability and Dyslexia Service, University of Worcester

Possible support available DDS powerpoint 31st March 2016 Possible support available Entitlements: in-class and exams Transcription Service Assistive Technology Advice Individual specialist tutors Support with note-taking Support workers Adaptable environment (height adjustable tables) Use of laptop / pc Mental Health Advisers Disability and Dyslexia Service, University of Worcester

Who is disabled? – How do we know? If students disclose: DDS registration – likely to have support already Class lists Academic Tutors Placement co-ordinators Interview Placement agreement meeting Mid-point meetings

Why people may not decide to tell others they have a disability They may feel vulnerable or exposed. They may feel embarrassed. Educational experience may have left a reluctance to acknowledge difficulty. They may be afraid of losing their place on the course. They may feel they have overcome their difficulties. They may feel it will prevent them from getting a placement They may not know!

Advice on disclosing a disability to employers, mentors / PEs Be honest. Give information on areas of strength and weaknesses. Clarify what the disability means for them. Explain, if appropriate, how they were assessed and the results of the assessment (strengths and weaknesses). Go through needs with mentor / PE and discuss which adjustments would make it easier for them to do the job. Emphasise strengths

Checking for accessibility –things to consider Venues Resources Policies Practices Attitudes Teaching & supporting by the PE Disability etiquette Access audit (VC)

Making Reasonable Adjustments When making a reasonable adjustment for an individual, a number of factors must be considered: Whether the student is disadvantaged by the method of assessment; or How effective the adjustment will be in overcoming the disadvantage the student faces or Whether the requested adjustment is related to a disability or is just an expression of preference Whether the adjustments are reasonable: The Practicality of the changes; Impacts on other students/workers; Wider benefits to other students/workers. Finance

Reasonable adjustments and Competencies / Capabilities A genuine competence standard (capability) applies equally to all students and may not be modified. However, depending on the need of an individual disabled student, the means by which that student is enabled to demonstrate that competency / capability can be adjusted/adapted.

Reasonable adjustments and Competencies / Capabilities

Reasonable adjustments and Competencies / Capabilities How do we test these competencies / capabilities? Be clear – what is it we are testing? Identify the barriers a disabled student might face Evidence Student Identify / agree reasonable adjustments

Reasonable adjustments for disabled students in relation to competence standards A placement student taking a written test for a qualification in office administration asks the education provider for extra time for the test because they has dyslexia. This is likely to be a reasonable adjustment They also ask if they can leave out the questions asking them to write a business letter and to précis a document, because they feel that these questions would substantially disadvantage them because of their dyslexia Competence at writing and précising, are part of the competence standard being tested so this adjustment is not required

Written Requirements – How do we assess their capabilities? spelling? speed? manual dexterity? visual acuity? auditory perception? short-term memory? Q. Does it make a difference if they record? Q. Do they have to make the notes? Q. Do they have to make notes as they go? Q. Is typing notes a problem?

Examples of reasonable adjustments in employment Work or training at a different location Getting or changing equipment Changing instructions or reference manuals Providing a reader or interpreter Providing supervision or other support Reducing caseload

Some examples Vision impairment Taking part in meetings Provide minutes and papers in advance, find out what format the employee requires (e.g. Braille, large print) Dyslexia Taking part in a meeting Provide minutes and papers in advance, in a user friendly format Writing a report Provide mind mapping software Dyslexia or learning difficulty Taking minutes at meetings Provide a Dictaphone and allow extra time to type up minutes Severe asthma Travelling to meetings using public transport Provide taxis to and from the nearest public transport

Social Work Placements Using your own experience discuss: What barriers might/do disabled students face? What steps have been taken to overcome these? Groups of 5-6

Social Work Placements

For further information DDS powerpoint 31st March 2016 For further information Go to the University of Worcester website to learn more about the support we offer www.worcester.ac.uk/student-services/disability-and-dyslexia https://scips.worc.ac.uk/ British Dyslexia Association http://www.bdadyslexia.org.uk/employer/reasonable-adjustments Dyslexia Action http://www.dyslexiaaction.org.uk/page/creating-dyslexia-friendly-workplace Disability and Dyslexia Service, University of Worcester