It's Hard Just to Come Through the Door!

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It's Hard Just to Come Through the Door!

• Sue Jackson
• Lecturer in Disability Support
• London College of Communication
• University of the Arts London

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The Disability Discrimination Act (2002)

• The purpose of the legislation is to enable
  disabled people to gain access to learning
  opportunities
• Colleges and Local Education Authorities have new
  legal responsibilities
• Not to treat disabled students less favourably
  for a reason related to their disability

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• To provide reasonable adjustments for disabled
  learners
• To anticipate the likely needs of disabled
  learners
• It is unlawful to discriminate against disabled
  applicants, potential applicants or students

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Widening Participation

• Key tenet of UK Labour government policy
• Ties in with social inclusion project
• Traditionally HE in the UK was elitist and for
  very small numbers
• Not just about increasing numbers also about
  reaching disadvantaged groups in the UK mainly
  a social class issue
• Opens door for more progress on disability

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Student DAN- A Student With Depression Who Can Be
Aggressive

• Changes needed
• Empowering Dan to disclose his disability so
  that reasonable adjustments could be made
• Reminding staff that they could not treat Dan
  less favourably
• Offering him academic and emotional support in
  order to continue his studies without resorting
  to aggressive behaviour

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Student CARL- a Student That Wont Come Into the
Class

• Change needed
• a weekly tutorial so Carl would know what was
  happening during that weeks activities, so that
  he could decide what he would be able to manage
  at the university

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Student BARBARA- a Student That Staff Dont
Notice

• Changes needed
• Barbara needed to disclose her difficulties
• Classrooms were changed
• Barbara recommended to seek help from our mental
  health advisor

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Student ANDREA - a Student With Obsessive
Compulsive Disorder

• Changes needed
• Extra technical tutorial support provided
• Change of group
• The possibility of opting out offered
• Study and emotional support offered

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• How can students with mental health difficulties
  be helped to overcome the barriers to higher
  education?

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• Raising awareness (with threat of legislation)
• Institutions have a duty to take reasonable steps
  to encourage students to disclose a disability
• Access visits are encouraged
• Informal assessments are arranged

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• Discussions with course team to decide on
  strategies. Regular communication between staff
  and disability team
• Study support to ensure academic assignments are
  managed and completed

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• Students have a right for information regarding
  their disability to be kept confidential,
  although this may affect the ability to put
  effective adjustments in place
• Emotional support offered to ensure anxieties are
  heard

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Student Feedback

• I am glad to have been able to tell the truth
  to one person at LCC. You have no idea how much
  just a little kindness and understanding, such as
  that you have shown me, can mean to someone in my
  situation.

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• I appreciate all the assistance you have given
  me to date and it is reassuring to know that
  there is help at LCC should I ever need it. This
  reassurance itself immediately raises the morale
  and allows me to be even more confident that I
  can face each day like a normal person. This is
  very important to me.