Challenges, Strategies, Solutions

The things disabled students do or that others do for them.

Disabled students have to be always 3 steps ahead. They are constantly assessing accessibility. They often have to be everywhere earlier than everyone else to arrive on time or ensure they have enough space in the location.

Wheelchair users are often prevented from entering crowded places because of a lack of space to move around.

Others provide support in a variety of means, for example, friendships, note-taking, support in getting from A to B, assembling scooters/wheelchairs; carrying things; shopping and getting organised.

Factors impacting all students –disabled and non-disabled

All students suffer from fatigue; can find study overwhelming; have difficulty in finding their way around campus; suffer from stress; have difficulty in forming relationships; confidence-building; feeling homesick etc…but everything is exacerbated for disabled students. Disabled students are constantly having to think ahead and have so much more to consider.

Financial Support

Provide support to students in completing DSA allowance and ordering equipment, installing kit etc.

Funding for studying an extra year – if completion of a degree takes 4 years instead of 3.

Funding for home study support and equipment

Help with student loans

Support with applications, grant support and institution information

 

Strategies and Solutions vary according to disability

Have a map to help navigate around campus or a video to view field surveys or how to navigate around campus/town and also for fire drills. Ensure wheelchair users have ramps over steps. Provide maps and disabled-friendly access routes, which consider gravel paths and other difficult surfaces – also consider grade 1 listed buildings etc and how modifications can be made that do not impact the listing eg ramps on top of cobbled steps.

Students can be encouraged to sit at the front so not to be distracted and also to be able to see more clearly.

Disabled students need to be consulted. Find out what assistance they require, for example, breaks to move about or to rest arms due to using hand controls for equipment.

Avoid pigeonholing and labelling disabled students – disability awareness training is key.

Students to have access to a person to read to them if appropriate; writing and typing support and proof-reading support.

Ensure teaching material is accessible – powerpoint presentations in a recommended font and size.

Support to be provided for recapping over things, in case anything was missed due to lack of concentration or arriving late to lectures or being unable to attend etc. Also for scanning books and printing into large print.

Support to be provided for getting into work, social activities, training and education.

Students to have access to to Blackboard and electronic lecture notes and disability aids; PCs with internet access; Dictaphones; accessibility software; digital hearing aids; vibrating alerts for fire alarms; zoomtext and CCTV; graphic tools software; laptop; software; scanning equipment; chair with special arm rests; digital recorders; CD recorders; study skills tutor; special exam arrangements; embosser; Braille PDA; extended time for activities; a monitor; large print keyboards; accessibility mouse; texthelp read and write; printer and ink allowance for printing large print / on different backgrounds; scanner; voice recognition software and guidance and support and helpline for using the equipment and install of software.

Students can be provided with a trolley to help carry and move about books or food shopping etc.

Wheelchair users to have a cover to keep dry in the rain.

Disabled car users to have adapted cars and remote controls for lowering bollards / opening gates etc. Students to have carparking that is close by to the building.

Students can be given accommodation for all 3 years in student halls, instead of the traditional first year.

Wheelchair users are aware of the sound their chairs make, particularly in quiet study areas like libraries – when refurbishing / new builds consider appropriate flooring.

Wheelchair users required battery chargers for electric chairs.

Allow disabled students to have the appropriate time they need to complete tasks and provide support if required – for example, note-taking support in lectures. Reasonable adjustments to be made by tutors – as per recommendations by SENDA and DDA.

Lecture halls should be well-lit. If the lights are switched out for a powerpoint slide show, the lights should be switched on when the speaker talks.

Tutors should be empathetic and consult with students at regular stages through the course, as their required support may change. They should also have an insight into the disability and think of new teaching strategies.

Training for support staff such as technicians; librarians; catering staff and others to be aware of disabilities and to respond to it in a willing way. Remove anxiety wherever possible.

Good two way communication between student and staff.

All study material should be issued in advance.

Ensure disabled students know what support is available and access to the student support team.

Provide support for disabled students participating in sports, eg. Accessing boats

Ensure disabled students have buddies to help them form friendships and help to eliminate isolation.

Provide disabled students with facilities in their room, so that access to the kitchen is not always required eg. A fridge and microwave.

Do any use a medical model? Is this justified?

In the case studies, the use of the medical model can be seen – for example, the use of labelling eg. ‘vegetarian eater’. This is unacceptable and disability awareness training is vital. The use of the blog on the BBC website had the desired result for the person who ‘labelled’ a disabled student and did apologise. There was mention of diagnosis – perhaps this is justified but a better approach would be to identify barriers and develop solutions and ask the student to identify their strengths and needs. There was also assessment and monitoring – a better approach maybe for students to try a variety of resources. Students did feel isolated – training for everyone is required and the introduction of student buddies.