This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - Based on presentation by Rachel Challinor from the University of Salford Disability Service 1

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  Introduction & background  Our role to supports students  Disclosure and what to do  Useful resources 2

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  Two pronged approach: ◦ Institutional - anticipating needs of disabled students ◦ Individual - meeting individual needs of individual students  Covers physical and sensory impairments, health issues, mental health issues and specific learning difficulties such as dyslexia and Aspergers Syndrome.  Arrangements for temporary conditions  Liaison with academic and other university staff about particular arrangements. 3

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  From the funding body (NHS or SFE) not University.  To pay for any additional costs incurred as a result of a disability.  Student has an assessment (external) to identify what sort of support is required - for example: Personal Support e.g. specialist study coach or note taker; Assistive Technology e.g. computer equipment and specialist software and ergonomic work stations. General Allowance e.g. photocopying, internet at home. 4

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  A list of reasonable adjustments.  Distributed to School Administrator and Programme Leader – they have responsibility to send to all relevant staff.  Most recommendations have been agreed by Schools and Disability Service as reasonable.  Some may be more specialised and bespoke and will be discussed with schools.  Advisers welcome feedback about additional recommendations, as not all recommendations suit all courses.  If necessary, amendments are made to the support plan. 5

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  It is your responsibility to find out if your students have a support plan.  You can find this out from the School Office or Programme Leader.  MAKE SURE YOU READ THE SUPPORT PLANS.  Each support plan is unique to the student and even if two students have the same disability they may not have the same reasonable adjustments in their support plans.  Talk to colleagues if you have any questions about how to carry out the recommendations or contact the Disability Service.  Implement the adjustments as required. 6

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - Think about inclusive teaching practices – some suggestions!  Provide handouts or post on blackboard – easy to read layout  Use coloured paper, Arial pt 12 min.  Allow students to record sessions  Provide a glossary of technical language  Constructive positive feedback  Facilitate groups to ensure all able to participate in group work  Use a microphone  Do not talk when not facing the audience  Leave time to copy from the board  Put audio-visual material on blackboard  Be mindful some will have extensions  ……can you think of any more? 7

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  If a student discloses a disability to a member of staff, this is considered a disclosure to the whole University and they should be directed to the Disability Service to get appropriate support.  If the student does not want any support for their disability they can sign a Student Disclosure Form to confirm that they DO NOT want the information to go any further or that they want any support. 8

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  Do they read slowly - regularly needs to re-read many times to understand?  Poor spelling, punctuation and grammar?  Good verbal skills, but difficulty in expressing in written form?  Difficulty with planning work, organising time, remembering names, phone numbers, and deadlines?  Do they forget what has just been said to them or loose train of thought half way through speaking?  Are they clumsy?  Great at the practical stuff but written work not to the same level?  Effort is not reflected in the results?  Further information on symptoms from British Dyslexia Association ( 9

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  Placement Information, advice and resources for disabled students, for academics involved in the provision of placements, and for prospective employers offering work experience, internships and placements.  Teaching Practices This web-based resource aims to enable teachers and trainers to ensure that disabled learners are fully integrated into adult education by advising teachers/trainers and quality assurance staff on inclusive teaching/training and assessment strategies.  Inclusive Practice in HE  SPACE (Staff-Student Partnership for Assessment Change and Evaluation) is a three-year HEFCE funded Project, developing and promoting alternative forms of assessment as a way of facilitating a more inclusive approach to assessment