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!
Oric supporting disabled students
Supporting Disabled Students<br /> Based on presentation by Rachel Challinor from the University of Salford Disability Service<br />1<br />
Introduction & background<br />Our role to supports students<br />Disclosure and what to do<br />Useful resources<br />Session Plan<br />2<br />
Two pronged approach:<br />Institutional - anticipating needs of disabled students<br />Individual - meeting individual needs of individual students<br />Covers physical and sensory impairments, health issues, mental health issues and specific learning difficulties such as dyslexia and Aspergers Syndrome.<br />Arrangements for temporary conditions<br />Liaison with academic and other university staff about particular arrangements.<br />Disability Service<br />3<br />
Disabled Students’ Allowance<br />From the funding body (NHS or SFE) not University .<br />To pay for any additional costs incurred as a result of a disability.<br />Student has an assessment (external) to identify what sort of support is required - for example:<br /><ul><li>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.</li></ul>4<br />
A list of reasonable adjustments.<br />Distributed to School Administrator and Programme Leader – they have responsibility to send to all relevant staff. <br />Most recommendations have been agreed by Schools and Disability Service as reasonable.<br />Some may be more specialised and bespoke and will be discussed with schools.<br />Advisers welcome feedback about additional recommendations, as not all recommendations suit all courses.<br />If necessary, amendments are made to the support plan.<br />5<br />Support Plans – a background<br />
It is your responsibility to find out if your students have a support plan.<br />You can find this out from the School Office or Programme Leader.<br />MAKE SURE YOU READ THE SUPPORT PLANS.<br />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.<br />Talk to colleagues if you have any questions about how to carry out the recommendations or contact the Disability Service.<br />Implement the adjustments as required.<br />6<br />Support Plan & You<br />
Think about inclusive teaching practices – some suggestions!<br />Provide handouts or post on blackboard – easy to read layout<br />Use coloured paper, Arial pt 12 min.<br />Allow students to record sessions<br />Provide a glossary of technical language<br />Constructive positive feedback <br />Facilitate groups to ensure all able to participate in group work<br />Use a microphone<br />Do not talk when not facing the audience<br />Leave time to copy from the board<br />Put audio-visual material on blackboard<br />Be mindful some will have extensions<br />……can you think of any more?<br />7<br />What can I do?<br />
What if a student discloses they are disabled or have a Specific Learning Disability (SpLD)?<br />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.<br />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.<br />8<br />
Do they read slowly - regularly needs to re-read many times to understand?<br />Poor spelling, punctuation and grammar?<br />Good verbal skills, but difficulty in expressing in written form?<br />Difficulty with planning work, organising time, remembering names, phone numbers, and deadlines?<br />Do they forget what has just been said to them or loose train of thought half way through speaking?<br />Are they clumsy?<br />Great at the practical stuff but written work not to the same level?<br />Effort is not reflected in the results?<br />Further information on symptoms from British Dyslexia Association (www.bda.org.uk)<br />9<br />Do you think a student might have dyslexia (or SpLD)?<br />
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/<br />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/<br />Inclusive Practice in HE http://www.plymouth.ac.uk/pages/view.asp?page=3243<br />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<br />10<br />Useful resources<br />