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Oric supporting disabled students
Oric supporting disabled students
Oric supporting disabled students
Oric supporting disabled students
Oric supporting disabled students
Oric supporting disabled students
Oric supporting disabled students
Oric supporting disabled students
Oric supporting disabled students
Oric supporting disabled students
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Oric supporting disabled students

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  • We also support students applying for DSA.We can explain and facilitate the process (which is largely independent of uni)
  • Very common questions we get from staff including what to do if a student discloses to you that they have a condition, MH need, SpLD or disability?See disclosure policy – kept in schoolsProtects staff and student later on. We have individual and institutional legal duties to support students – can be personally sued for discrimination!
  • Transcript

    • 1. Supporting Disabled Students
      Based on presentation by Rachel Challinor from the University of Salford Disability Service
      1
    • 2. Introduction & background
      Our role to supports students
      Disclosure and what to do
      Useful resources
      Session Plan
      2
    • 3. 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.
      Disability Service
      3
    • 4. Disabled Students’ Allowance
      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;
      • 5. Assistive Technology e.g. computer equipment and specialist software and ergonomic work stations.
      • 6. General Allowance e.g. photocopying, internet at home.
      4
    • 7. 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
      Support Plans – a background
    • 8. 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
      Support Plan & You
    • 9. 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
      What can I do?
    • 10. What if a student discloses they are disabled or have a Specific Learning Disability (SpLD)?
      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
    • 11. 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)
      9
      Do you think a student might have dyslexia (or SpLD)?
    • 12. 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/
      Teaching PracticesThis 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/
      Inclusive Practice in HE 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
      10
      Useful resources

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