1. Disability and Dyslexia Support on placements
Information about DDS
Overview of support available
How to get/fund the support

2. As a result of engaging in today’s session participants should be able to:
Understand legislative background to supporting disabled students on placement
Offer appropriate advice regarding disclosure of a disability including due regard for confidentiality
Consider how to make reasonable adjustments for disabled students
Reflect on the issues raised and how they affect PE’s practise
Make effective use of further resources

3. Equalities Act 2010
Equality Act 2010: You are disabled if you have “a physical or mental impairment that has a ‘substantial’ and ‘long-term’ negative effect on your ability to do normal daily activities.”

4. Equalities Act 2010
Protects people from discrimination, harassment and victimisation based on “protected characteristics” one of which is disability
HEI’s have a duty to promote equality of opportunity between disabled and other persons
Reasonable adjustments for disabled students*

5. University of Worcester
13% of our students a variety of disabilities and long term medical conditions (many of them hidden):
Brain Injuries
Mental Health
Medical Conditions
Vision
Hearing
Specific Learning Difficulties…

6. Specific Learning Differences
Around 6% of University students have Specific learning difficulties (SpLD) like dyslexia and dyspraxia: May affect their ability to demonstrate full potential in the academic environment.

7. Diagnostic services Screening LADs tests onsite Screening interviews
SpLD assessments
University supports some of cost

8. Disability and Dyslexia Service (DDS)
DDS powerpoint 31st March 2016
Disability and Dyslexia Service (DDS)
Friendly and confidential service for students
With a disability or
Long term medical condition
Liaise with academic departments and other support services
Help to arrange individual support
Offer individual advice & support
Throughout studies at university
Disability and Dyslexia Service, University of Worcester

9. Possible support available
DDS powerpoint 31st March 2016
Possible support available
Entitlements: in-class and exams
Transcription Service
Assistive Technology
Advice
Individual specialist tutors
Support with note-taking
Support workers
Adaptable environment (height adjustable tables)
Use of laptop / pc
Mental Health Advisers
Disability and Dyslexia Service, University of Worcester

10. Who is disabled? – How do we know?
If students disclose:
DDS registration – likely to have support already
Class lists
Academic Tutors
Placement co-ordinators
Interview
Placement agreement meeting
Mid-point meetings

11. Why people may not decide to tell others they have a disability
They may feel vulnerable or exposed.
They may feel embarrassed.
Educational experience may have left a reluctance to acknowledge difficulty.
They may be afraid of losing their place on the course.
They may feel they have overcome their difficulties.
They may feel it will prevent them from getting a placement
They may not know!

12. Advice on disclosing a disability to employers, mentors / PEs
Be honest.
Give information on areas of strength and weaknesses.
Clarify what the disability means for them.
Explain, if appropriate, how they were assessed and the results of the assessment (strengths and weaknesses).
Go through needs with mentor / PE and discuss which adjustments would make it easier for them to do the job.
Emphasise strengths

13. Checking for accessibility –things to consider
Venues
Resources
Policies
Practices
Attitudes
Teaching & supporting by the PE
Disability etiquette
Access audit (VC)

14. Making Reasonable Adjustments
When making a reasonable adjustment for an individual, a number of factors must be considered:
Whether the student is disadvantaged by the method of assessment; or
How effective the adjustment will be in overcoming the disadvantage the student faces or
Whether the requested adjustment is related to a disability or is just an expression of preference
Whether the adjustments are reasonable:
The Practicality of the changes;
Impacts on other students/workers;
Wider benefits to other students/workers.
Finance

15. Reasonable adjustments and Competencies / Capabilities
A genuine competence standard (capability) applies equally to all students and may not be modified.
However, depending on the need of an individual disabled student, the means by which that student is enabled to demonstrate that competency / capability can be adjusted/adapted.

16. Reasonable adjustments and Competencies / Capabilities

17. Reasonable adjustments and Competencies / Capabilities
How do we test these competencies / capabilities?
Be clear – what is it we are testing?
Identify the barriers a disabled student might face
Evidence
Student
Identify / agree reasonable adjustments

18. Reasonable adjustments for disabled students in relation to competence standards
A placement student taking a written test for a qualification in office administration asks the education provider for extra time for the test because they has dyslexia.
This is likely to be a reasonable adjustment
They also ask if they can leave out the questions asking them to write a business letter and to précis a document, because they feel that these questions would substantially
disadvantage them because of their dyslexia
Competence at writing and précising, are part of the
competence standard being tested so this adjustment is not required

19. Written Requirements – How do we assess their capabilities?
spelling? speed? manual dexterity?
visual acuity? auditory perception?
short-term memory?
Q. Does it make a difference if they record?
Q. Do they have to make the notes?
Q. Do they have to make notes as they go?
Q. Is typing notes a problem?

20. Examples of reasonable adjustments in employment
Work or training at a different location
Getting or changing equipment
Changing instructions or reference manuals
Providing a reader or interpreter
Providing supervision or other support
Reducing caseload

21. Some examples Vision impairment Taking part in meetings
Provide minutes and papers in advance, find out what format the employee requires (e.g. Braille, large print)
Dyslexia
Taking part in a meeting
Provide minutes and papers in advance, in a user friendly format
Writing a report
Provide mind mapping software
Dyslexia or learning difficulty
Taking minutes at meetings
Provide a Dictaphone and allow extra time to type up minutes
Severe asthma
Travelling to meetings using public transport
Provide taxis to and from the nearest public transport

22. Social Work Placements
Using your own experience discuss:
What barriers might/do disabled students face?
What steps have been taken to overcome these?
Groups of 5-6

23. Social Work Placements

24. For further information
DDS powerpoint 31st March 2016
For further information
Go to the University of Worcester website to learn more about the support we offer
British Dyslexia Association
Dyslexia Action
Disability and Dyslexia Service, University of Worcester