Perspectives on Deaf Student Support

Esmail Patel

Background:

       Esmail Patel 24 years old Born hearing, became deaf at 1 year Deaf BSL user, sometimes use lip reading & speech 2.2 Degree – Business Information Systems & Career Management Work:   City College, Manchester – support worker Greater Manchester Police – admin assistant

Assessment of Need:

 Had early assessment & support was in place at beginning of course    Good assessment of need Took place at the University Useful conversation and advice   Provided with a range of options Treated individually depending on needs     But Lots of paperwork Many deaf people have difficulties with English Not fully understanding forms

At University:

 Support used:    Interpreter Note taker Language Support Tutor  Equipment used:   Laptop Deaf Alerter (fire alarm)

Support & equipment very valuable.

Support:

 Support organised by:   Student Services (Advisors for Deaf Students) SLRU (Communication Support Team)  These provided deaf awareness training for Course Tutors & advice about working with interpreters and note takers.

Barriers:

 Biggest barrier was awareness of tutors about Deaf English:    Exam situation Coursework assignments Meeting deadlines  Shortage of interpreters meant no cover for illness. Therefore no access.

Recommendations: Uni

 More universities need more specialist support, so Deaf students can choose their local university rather than having to go where the support is.

 More universities need in-house interpreters. This allows for ad-hoc and flexible support eg. visits to Health Centre, meetings with tutors.

Recommendations: Course tutors

 More awareness about Deaf literacy and communication methods.

 Must give all information including assessment deadlines and materials, exam dates and handouts well in advance.

 Be prepared to give extensions if a student cannot meet Language Support Tutor.

 Need to make sure they have a good relationship with Deaf student, so they can communicate effectively.

Recommendations: to LEA

 Make forms and information more accessible in plain English.  Reduce the amount of paperwork and complex systems where by Deaf students are signing forms all the time, having to remember dates when support was provided.

 Hearing students do not have this extra stressful responsibility.  All LEAs should produce same paperwork for all universities.

Recommendations: Students

 Students need to become more responsible regarding their support systems.

 They need to know all the rules about what LEAs will provide and pay for.

 They need to know how the university systems work eg. cancelling interpreters and charges for not cancelling.