Inclusive Approaches to Student Communication Kate Lister and Elaine McPherson

Workshop plan Disabled students numbers in the OU Findings from our study Guidance on inclusive approaches to language Impacts for our practice Workshop plan 1- Elaine 2 – Kate 3 – Elaine 4 - Kate

Brainteaser How many disabled students do you think we have? (Number or percentage) What do you think our largest disability category is? What do you think our fastest growing disability category is? 3 min in pairs!

Active Students Oct 2018 Disabled Students Oct 2018 % Total Disabled Different from rest of the sector – normally SpLD makes up 50%. Unseen = long term health conditions, cancer, diabetes, epilepsy, etc. Active Students Oct 2018 Disabled Students Oct 2018 % Total Disabled 132,966 25,849 19.4%

Discussion Is that what you expected? In what ways do you support disabled students in your role? 3 min in pairs Feedback

UK social model: refers to ‘disabled students’ rather than ‘students with disabilities’ (society is the disabling factor) Terminology includes ‘impairments’, ‘support’, ‘reasonable adjustments’, ‘circumstances’, etc. Students are required to ‘disclose a disability’ to access support Relatively standard in UK HE Lack of research or evidence that this model of language is effective or desirable OU (like most institutions) made the decision to use this language and terminology on students’ behalf without consulting them. The OU and language

Students opinions We ran a project to create a student-driven research agenda. Students told us: They don’t like the word ‘disabled’ They don’t feel comfortable disclosing a disability or requesting support In many cases they did not disclose or access support because they felt uncomfortable with the language

What are students’ opinions regarding the language the OU uses to discuss disability? 01 What language do students use to discuss the impact of their ‘disability’ on their studies? 02 What model of language do students prefer the OU to use when discussing disability in the context of academic study? 03 ASSIST: A Sociolinguistic Study to Investigate Student-driven Terminology

Methodology Focus groups (20 participants) Discourse analysis Free discussion on learning journey (RQ2) Critique on choice of OU communication (RQ1) Discourse analysis Survey (1046 respondents) Select preferred style of OU digital communication Select preferred terminology in 1-1 engagement Statistical analysis

Stage 1 results Discourse analysis from focus groups Three language models emerged: A deficit model, focusing on the disability itself and the issues it causes A support model, focusing on ‘barriers to study’ and the institution supporting the student An empowerment model focusing on student autonomy, with the institution enabling the student Discourse analysis from focus groups Stage 1 results

Stage 1 results Deficit/ medical model Support model Empowerment model Disability Barriers/obstacles to study Identity Condition Support needs/ requirements Study needs Inabilities Additional requirements Weaknesses Problems Difficulties Strategies Help Support Tools and resources Stage 1 results

No clear preference for a single dominant model of language Language should be appropriate to the context A medical situation requires medical model language Different reactions to broadcast communication, interactive questions and co-owned artefacts Different reactions to headings and filler text Stage 2 results

Stage 2 results

Stage 2 results Students with mental health and SpLD conditions preferred support and empowerment language models and were least happy with the term ‘disability’ Students with fatigue/pain and mobility conditions were most comfortable with the term ‘disability’ and were more likely to choose a medical language model than their peers

Stage 2 results Women preferred support and empowerment language models and ‘study needs’ or ‘additional study needs’ Men were more likely to ‘leave it as it is’ (however it is) and were more comfortable with the term ‘disability’.

Discussion So what we do? How can we talk to our students in a way that supports them?

What we did Made changes in some student-facing comms (websites, disability support form, etc) Dissemination of project and results, seeking feedback Through Inc STEM, we created: Methodology report for policy makers/researchers Guide to using and mirroring disability language for student-facing staff in HE Guide to engaging with and influencing language for students in transition from school to HE

Guidance for staff Look at the guidance: What do you like about it? What changes would you make to it? How might this guidance best be used/disseminated?

Final thoughts In our roles, how can we be more inclusive in our approaches to language and disability?

Thank you!