Transcript Document

Good Learning and Teaching Practice With
Regard to Disability
Karen Burton and Sally Foister
Study Support & Wellbeing
Student Services
At the end of this session you will:
• Have a greater understanding of disability as a protected
characteristic and our legal responsibilities to make
anticipatory and specific reasonable adjustments
• Know the challenges presented by some disabilities and
the anticipatory adjustments that can reduce these and
improve student experience
• Have increased knowledge of how reasonable
adjustments are put in place at ARU and your
responsibilities for these
•
•
.
A person has a disability if—
• they have a physical or mental impairment
AND
• the impairment has a substantial and longterm adverse effect on their ability to carry
out normal day-to-day activities.
Equality Act 2010
We must not:
We must make:
The DDA makes it unlawful to discriminate
against, harass or victimise a disabled
person in relation to:
Reasonable adjustments to remove any
substantial disadvantage
•
•
•
•
admissions
the provision of education
access to benefits, facilities or services
the conferment of qualifications
Applies to:
•provision, criteria or practice
•physical features
•auxiliary aids
Anticipatory adjustments
Disability discrimination can occur when a
disabled person is treated less favourably
OR there has been a failure to make a
‘reasonable adjustment'.
Anticipate potential needs and take positive
proactive steps to enable full participation
What is ‘reasonable’ is an objective question for
the courts to ultimately determine.
ARU Student FTE breakdown by disability
Disability
Not known to be disabled
Other disabilities incl. long standing illnesses (Cancer, HIV)
Physical Impairment, incl. wheelchair users, blind and deaf
Social/communication impairment, mental health and unseen disabilities
Specific and general learning disability, incl. dyslexia, dyspraxia and AD(H)D
Grand Total
Total
13,199
299
104
262
768
14,632
%
90%
2%
1%
2%
5%
100%
2012/3 core students
Students engaging with Study Support at ARU by disability 2012/3
700
656
600
500
400
300
200
127
81
100
6
26
1
5
11
27
7
99
81
72
31
2
20
23
0
Total students registered with service
Not registered with service
1275
376
Difference 'no known'/ SpLD
Change on previous year for SpLD
Difference 'no known'/disability exc SpLD
Change on previous for disability excl SpLD
9. Feedback on my work has
helped me clarify things I did not
Assessment and feedback
understand.
Academic support
10. I have received sufficient
advice and support with my
studies.
11. I have been able to contact
staff when I needed to.
2
0
3
6
-1
7
8
7
7
8
-2
-1
-4
-4
-6
-9
-9
-4
-5
-8
Overall Satisfaction
22. Overall, I am satisfied with the quality
of the course.
2013
Shortfall
compared
with no
known
disability
Shortfall
compared
with no
known
2012 disability
80
%
change
Disability: No known disability
80
0
Disability: A specific learning difficulty (e.g.
dyslexia, dyspraxia or AD(H)D)
76
-4
66
-14
10
Disability: Disability (excl a specific learning
difficulty)
70
-10
78
-2
-8
Degree attainment (good honours results)
• Degree attainment (good honours results) – students who
declared a disability were overall less likely to achieve a good
honours result (39%) than students who are not known to be
disabled (45.4%).
• The attainment gap between disabled and non-disabled
students is 6.4% at ARU compared to 2.2% nationally.
Equality in higher education: statistical report
2013, Part 2: Students (published by Equality
Challenge Unit, Nov 2013)
The HEA NSS Analysis of national results for 2011
Anticipatory Adjustments
•
•
•
•
•
•
Legal duty to anticipate likely needs
Take action in advance
Likely to be of broad benefit
Does not require you to cover every possible requirement
Not responding to an assessed individual need
May reduce need for individual arrangements
ACTIVITY 1 - Anticipatory Adjustments
• Using the information sheets provided, consider the potential difficulties
and challenges that students with a particular disability or condition can
face. What practices could you adopt in your teaching and/or materials to
minimise these challenges?
• Rate these for ease /speed of application
(15 mins)
• Feedback
(10 mins)
Reasonable Adjustments
• Are specific to the needs of the individual
• Will be contained in a document (Summary of Reasonable
Adjustments or SRA)
• Legal entitlement
• Responsibilities for implementing will fall to staff throughout
ARU
• Likely to reduce the need for these as we increase our
anticipatory adjustments
ACTIVITY 2 - Reasonable Adjustments –
a chance to reflect on your knowledge of procedures and responsibilities
•
Work in groups/pairs but complete a personal copy of the quiz/reflective question
sheets on your tables
•
Use the sample Summaries of Reasonable Adjustments to help
•
In your groups/pairs, agree 2 or 3 key thoughts/questions/concerns emerging from
this
(10 mins)
•
Group to feedback on key thoughts
(5 mins)
Activity 2 answers
1.
2.
3.
Study Support Service (part of Student Services)
Faculty administrator
25% extra time in exams; individual room for exams; lecture notes in advance; extended library loans; timetabling
adjustments
4.
5.
6.
Study Support Service. Note-taker; dyslexia tuition; reader/scribe in exams; mentor
False. If listed as a reasonable adjustment, extra time must be given to all timed assessments.
This aspect is complex as students have the right to confidentiality when they disclose but can also expect that all
necessary adjustments are in place once these are made known to a single source. This complexity is reflected in the answers
below
Essentially this is false. We need to confirm the existence of a disability and the associated requirements before we recommend
reasonable adjustments. Therefore, if a student tells you they are disabled you should refer/encourage them to the Study Support
Service who will work with them to produce the summary of adjustments.
False. The sharing of information is organised via the Study Support Service with specific consent from the student.
True unless you believe that there is a genuine risk of harm to themselves or others. However, you should also stress
(ideally in
writing) that it is unlikely that their needs will be met if you cannot inform the people who are responsible for making specific
adjustments. Reassure them that Study Support will advise and support them in the strictest confidence.
False. You cannot ignore a disclosure even if you cannot take direct action. Always encourage the student to contact Study
Support but you should also do this to discuss the situation. We can give general advice and you do not have to name the
student.
7.
False. Implementing anticipatory adjustments is likely to reduce the need specific adjustments and potentially the need for
disclosure but it likely that individual arrangements will be necessary for some students.
8.
False. The impact of such an injury is unlikely to be sufficiently ‘long-term’ (12 months or longer) that it would bring them
within the legal definition of disability. Study Support may be able to arrange emergency measures such as exam
arrangements but there is no legal duty to make reasonable adjustments in this situation.
Inclusive Teaching and Learning VLE Page
http://vle.anglia.ac.uk/sites/2013/incllt/Pages/Inclusive-Practice-in-Non-teaching-Services.aspx
Student Services Staff Awareness Training
http://web.anglia.ac.uk/hr/training/browse/list.html
Study Support Service:
http://web.anglia.ac.uk/anet/student_services/study_support/index.phtml
[email protected]
Ext 6700/6701
HEL333, Cambridge (inc. Young Street)
Tindal 2nd Floor, Chelmsford
Gui 107b, Peterborough
Transcription Centre: Ext.3174