Former Student in Bsc (Hons) Major in Biology, Minor in Environmental Management.

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Presentation transcript:

Former Student in Bsc (Hons) Major in Biology, Minor in Environmental Management

Work as Personal Demonstrator Main point was to enable the student to work, not to do their work for them. Most work took place in lab during practicals. Some work out in the field and computer labs. Help provided changed according to the student and situation.

Two students, two situations Student A Student B More severe autismn. Lesser practical skills. Harder communication. Highly skilled with computers. Less severe autismn. Higher practical skills Easier communication. Needed help with computers.

Adjusting to Student’s Needs Student A: Needed a lot of help with practicals. Two separate sets, one for student and one for demonstrator. Student follows demonstrator’s example. Stressed when in group, thus worked separate from others.

Adjusting to Student’s Needs Student B: Able to work in crowded areas. Routines. Only needed a bit more supervision, supporting explanation on what we’re doing and occasionally advise. Only one set of equipment and little assistance. Needed help with data handling and computer skills.

Results of the Scheme, Student A After two months able to communicate more, even able to start a conversation. Had learned enough to make a valid suggestion about the work. Became much more efficient in working. More certain of his ability to work in a lab.

Results of the Scheme, Student B More confident of his work and abilities. Was able to finish his work. Higher skills in data handling.

Results of the Scheme, Demonstrator Paid work related to course subject. Able to experience what teaching is like. Learning situation for the demonstrator as well. Aided in winning the Worcester Award. Great overall experience.

Any questions?

Basics of working as a Personal Demonstrator Open and respective attitude. Creating an environment where the student feels comfortable and free to learn and experiment. Allowing them the time and space needed. Chance for social interactions (eye contact etc.) but not forcing it. No physical contact (hand shaking). Planning ahead with the module tutors. Adjusting according to student.