Transcript New Approaches to Disability

New Approaches to Disability
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New legislation intended to end discrimination in Education.
Institutions now have to plan in advance to meet the needs of
students with disabilities rather than being content with a
reactive approach.
The excuse that `there is no purpose in making course and
facilities more inclusive as disabled people do not apply’ is
specifically targeted as this excuse becomes self- validating.
Institutions must treat not treat disabled students less favorably
than non-disabled and need to make `reasonable adjustments’
Including `adjustments to curriculum’.
The Legislation
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Special Educational Needs and Disabilities Act 2001 (SENDA).
In particular the section that deals with post-16 aged students in
education.
Became law on 1st September 2002.
Affects all institutions and all areas of activity involved in higher
education provision.
High on the agenda of QAA Code of Practice and full
implementation a legitimate part of any subject review process.
The QAA Code of Practice for Students with Disabilities lists 24
Precepts and compliance with SENDA is fundamental to
meeting the requirements for quality assurance in the QAA
Code of Practice.
Compliance It is both the law and QAA good practice.
Basic Tenants, Principles and
Ethos
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Full access and opportunities to disabled students. Ethos of
compliance through:
1. Anticipatory duty towards requirements of disabled students.
2. Reasonable adjustments to all provision.
3. Alternative strategies where possible
Act “means that strategic planners will necessarily be making explicit
what might formerly have been implicit or merely understood”.
“Embedded consistent practice rather than `bolt on’ or ad hoc provision
…. Mainstreaming of inclusive practices. …. SENDA obligations will
require that such awareness and action is planned, embedded and
monitored throughout the faculties/schools and not centred on an
individual student.”
(Senda Compliance in Higher Education, SWANDS, 1999-2002, 8-9.)
Disclosure
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There is a formal process for disclosure through which the
student can gain help in various ways. However the student can
ask for confidentiality. Also some students with disabilities never
disclose nor ask for support.
Non-disclosure does not allow for inactivity. The imperative is to
help the student whatever the degree of disability or disclosure,
and to act in an anticipatory manner.
QAA Code make it clear that there are many ways of defining
disability and a wide spectrum of degree. Some may be
temporary, some only impact on study activities. Minor or
temporary disability should still be helped through good practice.
Disability Support Office
Disclosure and assessment is dealt with
through the DSO. (Liz Brewer –
Disability Office Assistant)
 Students either come with an assessed
and statemented disability letter/report,
or they disclose while in the course of
the time at BSUC. The process is
basically the same for either.
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Disclosure and Assessment
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Preliminary talk to disability office.
 Register with disability office.
 Disclosure – confidentiality agreement. Only relevant
staff need to be informed.
 Dyslexia and Learning Difficulties students can take a
15 minute QuickScan test for dyslexia. If the results
reveal a problem that an official identification by a
chartered Education Psychologist is necessary. A
report is then produced for sending to the LEA.
 All other disabilities need a statement from a doctor
outlining the disability and how it may affect the ability
to study.
Disability Support Allowance DSA
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These are paid by the LEAs to support students with: dyslexia, visual
impairment, hearing impairment, mobility, multiple disabilities, mental
health problems, any other long term condition which affects study.
 DSAs pay for equipment (computers, special chairs, dictaphones, book
allowances, etc.) or personal support (people to take notes, special
tuition, etc).
 Once the LEA is contacted they send an application form and can be
ask for a letter of explanation and must see copy of the report or
doctor’s letter.
 If the LEA agrees the Disability Support Office needs to know. Also
they may be able to help with rejections.
 A needs assessment is then made (usually London, Plymouth or
Southampton). The needs assessment is then acted upon either by the
college, LEA or individual, and funded by LEA.
Admissions
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Clear criteria for each programme to prevent
discrimination. All interviewers know and have
guidelines on how to deal with disability issues in
interviews.
Keep records and have transparent arrangements so
that decisions can be justified and monitored.
Disabled applicants may wish to see records of an
interview if discrimination is claimed.
Be open and clear about the provision for disabled
students and signal it in all publicity.
Courses, Teaching and Learning
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Course planning needs to consider how to be
inclusive in all things.
Have alternative strategies for delivering courses
wherever appropriate and possible.
Courses material can be made available through
electronic means as an alternative wherever possible
– Blackboard, College Web, etc., or as hardcopy
(handouts, etc). In some cases video of
lectures/teaching activities may be appropriate. All
three (printed material, visual display and electonic
dissemination) can then be made available in an
appropriate form. (size, colour etc.)
Teaching methods
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An audit of `face to face’ teaching style
can done to seek improvements for
clarity, speed, audibility, visibility – all
measures of positive communication.
By doing so not only disabled student’s
understanding may be improved but all
students benefit
Printed Material and Publicity
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Should highlight the alternative provisions
that can be available for disabled students.
 The students should not have to ask about
alternative provision for it to be brought to
his/her attention, but it should be signaled in
all printed material.
 In course publicity it should be seen as a
positive selling point and encouragement to
disabled applicants.
Assessment
Principle of flexibility should be
embedded in all assessment activities.
 Alternatives should be in place that can
help as broad a range of disabilities as
possible.
 Anticipating requirements of disabled
students in curriculum design and
assessment schemes.
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Student’s Own Responsibilities
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While the institution needs to be anticipatory the
student does have a responsibility to communicate
needs as much as is possible.
There needs to be means of communication set up
for the needs to be channeled and acted upon.
Regular meetings and help monitoring students with
disabilites outside normal tutoring. But students need
to attend and make use of such channels of
communication.
Student can make needs explicit too late in the day.
If alternative strategies are in place but the student
does not ask for them although they are clearly
publicised it is hard to help.
Make it a positive story
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Disability is a high priority in Government strategy
and thinking on higher education.
Up until now the uptake and provision for disabled
students has been low. A statistically small number
of disabled people apply and complete courses in
higher education as a proportion of all disabled
people.
For BSUC to be seen to be positively encouraging to
applicants and to help them though course
successfully may bring rewards.