Creating Excellence for Disabled Students in Universities Alan Hurst formerly Professor, Department of Education University of Central Lancashire Preston England

Plan of Presentation Some preliminaries The three “E” approach – entry/experience/exit Some questions – the three “D” – discrimination/disclosure/dyslexia Closing comments – where are we now and where do we want to be?

Some Preliminaries The meaning of “access” – not only about a wheelchair-friendly environment The importance of access to learning Some comments on use of language The foundations on which excellence is based – two key principles The legal position

Two Key Principles Underpinning the Changes From an individual/medical/deficit model of impairment to a social/educational/political model Principles of independent living especially having choices and the right to take decisions about one’s own life

Language and Terminology The social model can be reflected in the use of appropriate language and terminology but language and terms do change so it is essential to be aware of the most recent and the most acceptable to people with impairments e.g. “disability” v “impairment” “learning difficulty” v “learning difference”

The Current Legal Position The Disability Discrimination Act 1995 Defines “disability” Defines “ discrimination” Requires “reasonable adjustments” The Special Educational Needs and Disability Act 2001 The Disability Discrimination Act 2005

Entering Higher Education Range of choice The availability of information –see the next slide Covering the costs Transition procedures

Covering the Costs The Disabled Students Allowances Three parts: Figures for ( and are available pro rata for part time students) General allowance – maximum of Euro 2180 per year of course Equipment Allowance – maximum of Euro 6540 once only Non medical assistance ( e.g. sign language interpreter) – maximum of Euro 16,550 per year of course Amounts usually rise annually to cover inflation BUT in maxima for non-medical raised by 20% (will be around Euro 26,500 for full time undergraduates, Euro 13,500 for postgraduates and Euro 18,000 for part time)

What are the Costs? Some examples from the University of Central Lancashire Trained sign language interpreter – Euro 52 per hour Trained note-taker – Euro 32 Euro per hour Readers/library helpers – Euro 24 per hour Specialist dyslexia tutors - Euro 56 per hour Scribe/amanuensis in examinations – Euro 35 per hour

Entering University The Importance of Information Comprehensiveness of pre-entry information Accuracy and honesty of information Easy availability in different formats Images of disability used Language and tenor of information Website and Internet

Experiencing University 1 The Structure of the Course Attendance Requirements Fieldwork, Study Visits, Home and Overseas placements Laboratories, Workshops, Studios Special Equipment and Technology Core Non-negotiable Elements of the Course/Programme

Experiencing University 2 Life in the Classroom Barriers intrinsic to the nature of the subject Barriers resulting from chosen methods of teaching and learning Barriers created inadvertently Learning in big groups Learning in small groups

Experiencing University 3 The Assessment of Learning Scope for negotiate and flexibility Early and clear information about requirements Early and clear information about criteria Early and clear information about distribution of marks Physical and environmental considerations Modifications and alternatives Allocation of responsibilities

Experiencing University 4 Life Outside the Classroom Living Accommodation Personal Assistance Enjoying Social Life

Exiting from the University The availability of careers advice Moving on to further study Getting a job Giving feedback to the university about the quality of what the disabled student has experienced

The Three “D” Discrimination – the legal position Disclosure – who says what to whom/when/with what consequences? Dyslexia – a major concern for teaching staff

Some Issues for Universities Obtaining funds for high quality provision – some from central higher education funding body based on number of students claiming the Disabled Students Allowances Setting up a service for disabled students – and the need then to Identify roles and responsibilities of specialist services and of everybody else especially in a genuinely inclusive university Training for staff particularly for those who teach – in UK some progress made with increase in number of disabled students in universities but specialist disability staff now see major challenges result from barriers seen by teaching staff

Some Points for Discussion Learner support v Learning support Learning difficulty v Learning difference Base level of institutional provision v Individual procurement /purchase of services Quality v quantity Health and safety : first excuse v last resort

The Need to Build Alliances: Working with Other Forces to bring Change Organisations of and for disabled students Government organisations The Law

Organisations of and for disabled students Guides and publications for staff ( e.g. accessible curriculum) and for students ( e.g. accessing university education) Networks and meetings (Cf. Karl Marx and the development of “class consciousness” – a “class in itself” becomes a “class for itself” – the Communist Party Manifesto 1848) Projects International links e.g. through conferences such as the triennial Innsbruck conference

The Legal Context BUT “ The law cannot deliver what the culture does not will” (Johnson 2003)

The Finishing Point The Mission Changing cultures at many levels in society and in institutions – very difficult task for those promoting change and those being changed “The more accustomed one becomes at dealing with the unknown, the more one understands that creative breakthroughs are always preceded by periods of cloudy thinking, confusion, exploration, trial and stress; followed by periods of excitement and growing confidence as one pursues purposeful change or copes with unwanted change” (Fullan 1993)

The Finishing Point The Outcome “If we do not change the direction we are headed now, we shall end up where we are going” (Chinese proverb quoted by Jodi Picoult as the frontispiece of the recent novel “Nineteen Minutes”) “If we do not know where we are going, how will we know when we get there?” Evidence of major progress? When disability services are seen as value-added provision rather than an additional institutional expense.