1. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0 Based on presentation by Rachel Challinor from the University of Salford Disability Service 1

2. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0  Introduction & background  Our role to supports students  Disclosure and what to do  Useful resources 2

3. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0  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

4. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0  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

5. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0  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

6. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0  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

7. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0 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

8. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0  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

9. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0  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 (www.bda.org.uk)www.bda.org.uk 9

10. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0  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. http://www.disabilitytoolkits.ac.uk/ http://www.disabilitytoolkits.ac.uk/  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. http://www.ettad.eu/ http://www.ettad.eu/  Inclusive Practice in HE http://www.plymouth.ac.uk/pages/view.asp?page=3243 http://www.plymouth.ac.uk/pages/view.asp?page=3243  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. http://www.plymouth.ac.uk/pages/view.asp?page=10494 http://www.plymouth.ac.uk/pages/view.asp?page=10494 10