Transcript Harnessing Dis-ability - Anglia Learning and Teaching

Harnessing Dis-ability
Structure
0 Introduction
0 Group work
0 Recognising issues
0 Sharing experiences
0 Help developing disabled academic colleague
0 Summary
Introduction
ARU Valuing Diversity and Promoting Equality 2010 Policy
“Senior Managers have a particular responsibility to
encourage the involvement and participation of disabled
employees to ensure that, wherever possible, employment
practices and procedures recognise and meet their needs.”
…..…..
We will take steps to ensure that disabled people have the
same opportunity as other employees to develop their
potential and progress their careers. As part of the annual
appraisal process, line managers will discuss with disabled
employees what actions can be taken to help them develop
and use their abilities, including training and development.”
(Employment of Disabled Staff, 2010)
A neglected area: disabled academic staff
0 Issues:
0 managing career development (teaching and REF)
0 staff observations
0 student feedback
0 senior management support
A teaching project: Harnessing Dis-ability
0 Title: “How disabled lecturers manage their
disabilities in their teaching and engage students in
the process”
0 usefulness of the technology
0 staff development
0 Method: an ethnographic study
0 observations
0 notes
0 stories
0 interviews
Our approach
0 An identification of a disability in a person from the
perspective of strengths, not weaknesses… [and]…
compensating for disruption through the development
of skills representing higher mental functions
(Yygotsky, 1978).
Opportunities
0 to learn about how different disabilities may affect
your academic colleagues' classroom teaching,
assessment and small group work
0 to create an awareness for a better career
development of disabled academics
Examples of disabilities:
0 Hearing impairment (hard of hearing, cochlear implant user)
0 Dyslexia
0 Dyspraxia
0 Asperger’s Syndrome
0 ADHD
0 All above may also include various degree of anxiety
0 panic attacks
0 avoidance
0 nervousness
Group work
0 Stage 1: Recognising issues: How much do we know
about it?
0 each group to discuss the main characteristics of one
disability, create and present a mind map (using the
poster)
0 Stage 2: Sharing experiences: How can we help each
other?
0 each group to read a given article about one disability and
discuss how they could improve teaching and assessment
experience of their disabled colleague
Hearing impairment
0 For severely and profoundly deaf people, acquiring language is a
different process from the way in which hearing people develop
language.
0 Usually language is acquired through plentiful exposure to
meaningful linguistic interaction in early childhood.
0 Severe deafness drastically reduces both the quantity and the
quality of linguistic input available to the deaf person.
0 link this to a speech impairment
Useful source: BBC (2012) “Living outside the hearing world”. Available:
https://www.bbc.co.uk/news/magazine-16855655 (3 min)
Dyslexia
0 Dyslexia affects the area of the brain that deals with language,
leading to differences in the way information is processed and
affecting the underlying skills needed for learning to read, write and
spell.
Useful source:
‘’Exclusive: Sir Richard Branson on Dyslexia’’. Available:
http://www.youtube.com/watch?v=HpvF5xCQ7s8 (5 min)
“Steven Spielberg discusses his dyslexia for the first time ever”. Available:
http://www.youtube.com/watch?v=4N6RKHOHMJQ (5 min)
“Dyslexic Advantage - What You May Not Have Heard About Dyslexia” .
Available: http://www.youtube.com/watch?v=xyab_VSBCAk (14 min)
“left from write - What is Dyslexia ? (Full 45 minute version). Available:
http://www.youtube.com/watch?v=GPhV9SyVmwA
Dyspraxia
0 Dyspraxia is a form of developmental coordination disorder (DCD) is a
common disorder affecting fine and/or gross motor coordination in
children and adults. It may also affect speech.
0 DCD is a lifelong condition
0 Individuals may vary in how their difficulties present: these may
change over time depending on environmental demands and life
experiences.
0 An individual’s coordination difficulties may affect participation and
functioning of everyday life skills in education, work and employment.
Useful source:
“Untold Stories - Living with Dyspraxia”. Available:
https://www.youtube.com/watch?v=6Oe_qPcTnz0 (5 min)
Dyspraxia Foundation (n.d.). Available:
https://www.youtube.com/watch?v=nMsGMOXM3AQ (6 min)
Asperger’s Syndrome (Autistic Spectrum Disorder)
0 Asperger syndrome is a form of autism, which is a lifelong disability that
affects how a person makes sense of the world, processes information and
relates to other people.
0 is mostly seen as a 'hidden disability'. You can't tell that someone has the
condition from their outward appearance.
0 People with the condition have difficulties in three main areas. They are:
0 social communication
0 social interaction
0 social imagination
Useful source:
“Dr. Temple Grandin, "The Autistic Brain: Thinking Across the Spectrum“.
Available: http://www.youtube.com/watch?v=IA4tE3_2qmI
The National Autistic Society (n.d). Available:
http://www.autism.org.uk/About-autism/Autism-and-Aspergersyndrome-an-introduction/What-is-Asperger-syndrome.aspx (4 min)
ADHD
0 ADHD is one of the most common disorders of childhood and
adolescence and is characterised by impulsivity and
hyperactivity and/or inattention.
0 There are 3 main combinations of characteristics:
0 Some people have predominantly hyperactive-impulsive type.
0 Some have predominantly inattentive type.
0 And some have a combined type (this makes up the majority
of ADHD cases.
Useful source:
“How A.D.H.D. Feels”. Available:
http://www.youtube.com/watch?v=Ue0zSycgbN0 (3 min)
“Driven To Distraction: ADHD.” Available:
http://www.youtube.com/watch?v=hy5L8W2vV-Q (2 min)
Anxiety
0 Symptoms of anxiety can include: agitation, disturbed sleep,
change of appetite, headaches, digestive difficulties or panic
attacks.
0 Sudden unexpected surges of anxiety are called panic, and
usually lead to the person having to quickly get out of whatever
situation they happen to be in.
0 Anxiety and panic are often accompanied by feelings of
depression.
Useful sources: “When Anxiety Attacks”. Available:
http://www.youtube.com/watch?v=lTEE1VFMksU (50min)
“Autism: how anxiety affects everything - Sarah Hendrickx. “Available:
http://www.youtube.com/watch?v=rPD_yzMHJls
Issues
0 Hearing impairment
0 Dyslexia
0 Asperger
0 ADHD
0 Anxiety
A serious hearing impairment (hard of hearing or a
cochlear implant user)
0 noise level and background noise
0 teaching adult means working harder; must always be able to listen and
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understand
tiring and demanding – demands an absolute concentration
suffering in silence
nervous in front of large audience because of not being able to hear properly
speech incoherence
mistaken for being rude if not responding or avoiding answering
annoyed student
Not enough or too much light
confusing if everyone speaking at once
difficulty with “accented” speech
shouting and straining the voice – loss of quality resulting in tiredness
assessment - spelling
PowerPoint contains too much text
Dyslexia (dyspraxia)
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planning lesson
writing on board
repeat writing
remembering names/notes
organising tasks
time management
sorting out groups
checking written work in the class
reading documents
time management
others do not understand about my conditions
ridicules
lack of self confidence in writing
concentration and attention problem leading to anxiety
ADHD (Asperger/Autistic Spectrum )
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hyperactivity - chatting a lot and demanding attention
forgetful
lack of fine motor control
looking out of window
inattention - getting bored very easily
making the excuses to transition to something else
Impulsivity - spontaneously whip up a more exciting activity foe the
students
struggling to finish paperwork
prioritizing and deciding which task to complete first
difficult sitting still during staff meeting
processing world differently
too creative for where we are right now
too zippy
low self-esteem
difficulty concentrating
not following instructions
Anxiety
0 affected concentration and short-term memory
0 attendance, punctuality and behaviour
0 ability to participate
0 panic attack
0 communication difficulties
0 incompatible working practice
0 motivation
Discussion: Help developing your disabled academic
colleague
0 better room arrangement
0 groups arrangement
0 distance/power between lecturer and students
0 relating to disabled students
0 speaking in turn
0 speaking slowly
0 clear speech
0 patience and understanding
0 be passionate about helping you colleagues: show that
you CARE!
0 laughing with me not at me!
Summary
0 So, what have you learned today?
Thank you 
http://thecookiebitechronicles.wordpress.com/page/7
/
Also interesting….
0 Bad lip-reading -
http://thecookiebitechronicles.wordpress.com/page/
6/
Other sources
0 Southampton University (n.d.) Supporting dyslexic trainees and
teachers. pdf. Available at:
http://www.nottingham.ac.uk/studentservices/documents/unis
outhampton-supportingdyslexictraineesandteachers.pdf.
[accessed 20 June 2014]
0 The National Autistic Society (n.d). online. Available at:
http://www.autism.org.uk/About-autism/Autism-and-Aspergersyndrome-an-introduction/What-is-Asperger-syndrome.aspx