Teaching Disabled Students Kirsty Wayland kw226@cam.ac.uk

Aims and Objectives To demonstrate that good teaching practice for disabled students is also good teaching practice for all students To update on best practice for including disabled students To review all learning activities to see where potential barriers for disabled students may occur

How do you define a disability? Equality Act A ‘disabled’ person is someone who has a physical or mental impairment which has an effect on his or her ability to carry out normal day-to-day activities. That effect must be: • substantial (that is, more than minor or trivial); and • adverse; and • long term (that is, it has lasted or is likely to last for at least a year or for the rest of the life of the person affected). Relearning to learn/study skills, have got here with bad strategies and loads of support End with – So – to consider what students with Specific Learning Difficulties might find difficult, it can be helpful to consider what students need to be able to do 3

Disclosure Disabled students are encouraged to disclose on application, but can do so at any point About 30% of students with Specific Learning Difficulties are diagnosed after they begin their study It is everyone's responsibility to talk about disability – ensure you are confident about whatever disclosure process is used CHECK stats with HD, and third statement with JAH

Communication Speak clearly, at a measured pace and ensure those listening can see your face Use any technology requested by the student When managing a discussion, take a strong lead and ensure turn taking is fair and includes learners who cannot pick up visual clues

To attend and participate in: Lectures Barriers: Location Arriving on time, with correct materials Note taking Reading boards/handouts Solutions: Use of an accessible venue Following best practice in communication Handouts in accessible formats Slides and handouts in advance Course overview Obviously – these issues apply across the range of activities This is a list of UG activities – similar difficulties apply for PG students who will likely need to learn new strategies as their learning activities change 6

To attend and participate in: Supervisions Barriers: Meeting deadlines Speaking in groups – confidence issues, verbal fluency Participating in discussions Using feedback Solutions: Use of ground rules to manage discussions Making things explicit – expectations, essay titles Practice opportunities Feedback – verbal and written Verbal fluency - Sequencing ideas and communicating them Making things explicit – essay titles Feedback – remembering verbal feedback - hard to take notes and comment, hard to remember 7

To attend and participate in: Practicals/fieldwork/years abroad Barriers: Access – in an unknown or poorly understood environment Handwriting Instructions Clumsiness Solutions Use of a laptop/notetaker/dictaphone Instructions available in a range of formats Extra time for practical work Human support for practical work Handwriting – may need laptops Instructions – good practice for all, instructions clear and unambiguous and presented in Specific Learning Difficulties friendly way (which we’ll come to) Clumsiness – human support, similar to fine motor difficulties with handwriting 8

To source and read relevant materials Barriers: Reading volume Acquiring and adjusting materials Solutions: Directed reading lists Format of materials Study skills for extracting information Directed reading lists – Review support – open relationship to alter Accessible text – cream paper etc. Meares-Irlen/scotopic sensitivity 9

To produce and submit written work Barriers; Handwriting Submission processes Essays Planning Presenting ideas clearly which match verbal fluency Solutions; Preparing the ground – model essays, clear titles Structured feedback Alternative assessments John – is the alternative assessments too far? Intended to introduce submission of essay plans as alternative

To undertake written, aural, and practical exams 31st January deadline for diagnosed disabilities Adjustments include; Extra time Use of a word processor Scrap paper Quiet room

Alice Alice is deaf and studying Natural Sciences and she communicates using speech, hearing aids and an induction loop. She is in her second year and it is going very well. Lectures, supervisions and practicals all run smoothly. Alice takes her exams in the main exam hall. What would need to happen for this to work well? What strategies would those teaching Alice need to employ? What human support would Alice need and where would she get it?

Lucy Lucy has been diagnosed with dyslexia in the Michaelmas term of her second year reading History. Following her diagnosis she has been able to catch up with her peers and is now on track for a 2.1. She has extra time in exams and is allowed to use a word processor. What would need to happen for this to work well? What human support might Lucy need? Where would she get it?

Chloe Chloe has Asperger Syndrome which means she has difficulties with communication, understanding social situations and is hypersensitive to smells. She is studying Computer Science and it is going really well. What would need to happen for this to work well? What human support might Chloe need? Where would she get it?