FASS Disability Initiative Seminar One: Working with students with disabilities

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FASS Disability InitiativeSeminar OneWorking
with students with disabilities

• Dr Leanne Dowse
• l.dowse_at_unsw.edu.au

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Seminar Overview

• Welcome
• Legislative Context
• Understanding disability social and political
  context
• Working with students with
• Responding to students
• Support at UNSW
• Next lunchtime seminar

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Legislative Context

• The University has a range of obligations under a
  range of Commonwealth and State Legislation,
  including
• Human Rights and Equal Opportunity Commission Act
  1986.
• Disability Discrimination Act 1992.
• Age Discrimination Act 2004.
• NSW Anti-Discrimination Act 1977.
• United Nations Convention on the Rights of
  Persons with Disabilities, Article 24 Education.

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Legislative Context, cont.

• Australian Vice-Chancellors Committee (2006)
  AVCC Guidelines relating to Students with a
  Disability
• Provides advice on good practice - assists
  universities to meet the needs of students with a
  disability through strategies and arrangements
  that are appropriate to their individual
  circumstances.
• Guidelines Learning and Teaching (pp. 6-7)
  highlights
• Curricula should be inclusive and student
  centered, taking account of the diversity of
  student needs.
• The delivery and assessment of courses should be
  inclusive and enable students with a disability
  to demonstrate equitably the achievement of
  learning outcomes.
• Learning environments should provide
  opportunities for equitable participation by
  students with a disability.

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Understanding disability social and political
contextThe social model of disability

• For many years, the medical model has been the
  dominant approach to disability. This model
  locates the "problem" of disability in the
  deviant body of the individual, rather than in
  society itself or in the way the deviant body is
  perceived.
• The social model challenges this. It suggests
  that although people have impairments, the extent
  and nature of the disability they experience will
  be the result of the degree to which society
  supports their social, economic and cultural
  participation.

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Understanding disability social and political
contextImpairment versus disability

• Impairment an injury, illness or congenital
  condition that causes or is likely to cause a
  loss or difference of physiological or
  psychological function.
• Disability the loss or limitations of
  opportunities to take part in society on an equal
  level with others due to social or environmental
  barriers.

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Understanding disability social and political
contextWhy students with similar impairments
have different needs

• Students with the same impairment may have very
  different needs, depending on the following
  factors
• The type or extent of their impairment. Vision
  impairment", for example, describes a broad range
  of conditions with very different implications
  for the student.
• The students previous educational experience.
  Some may have already developed effective study
  skills, while others may have only recently
  developed an understanding of their disability.
• The nature of the study. A student with vision
  impairment in a science lab may have very
  different needs in a law lecture.
• The teaching format. A student's needs will vary
  according to whether they are undertaking
  practicum work, e-learning or lab work, for
  example.
• The level of study. Postgraduate study will
  require different skills than an undergraduate
  course.

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Understanding disability social and political
contextHow much do I need to know about a
students impairment?

• Impairments result from injury, illness or
  genetic disorders. While it's important to have
  some understanding of this, your concern is not
  with the specifics of the impairment, but with
  its implications for learning, and with making
  reasonable adjustments to teaching and support
  practices. 
• Wheelchairs and guide dogs are obvious
  indicators, but disabilities are often "hidden"
  or inconspicuous. Rather than make assumptions
  about the impact of a student's condition on
  their learning, ask them what assistance or
  accommodations they need.

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Working with students with

• vision impairment
• hearing impairment
• mental illness
• learning disability
• physical impairment
• Aspergers syndrome
• http//www.adcet.edu.au/cats/DisabilityInfo.aspx

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Students with a vision impairment

• Overview
• There is no typical student with a vision
  impairment.
• May be the result of a range of conditions.
• The impact depends on type, extent and timing of
  vision impairment.
• Students may rely on a guide dog or a white cane
  to assist mobility, while others have sufficient
  residual vision to get around independently.
• Students may require accommodation and assistive
  devices to facilitate access to education.
• Accommodation can range from sitting at the front
  of the lecture hall to using assistive technology
  (such as screen-magnification or screen-reading
  software) to enable them to read and access the
  internet.

• Tips
• Prepare as much information as possible in
  electronic format - this allows users to adapt
  the information to a format which is suitable for
  them.
• When approaching students make sure to identify
  yourself as they might not be able to see you.
• Face the class when speaking.
• Read aloud information on overheads and
  whiteboards.
• Pause on important points.
• Model appropriate communication for students in
  tutorials use plain English and speak in a
  normal voice, not loudly, slowly or with
  exaggeration.
• Inform the student if you plan to use videos,
  slides or overheads, and discuss alternative ways
  of presenting the necessary information.
• Approach students regularly to find out how they
  are going and if they are having any problems.

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Students with a hearing impairment

• Overview
• There is no typical student with a hearing
  impairment.
• May be the result of a range of conditions.
• The impact depends on type, extent and timing of
  hearing loss.
• Students who were deaf from birth or as the
  result of illness in childhood may lip-read
  and/or use sign language (Auslan).
• People with profound hearing loss usually prefer
  to be referred to as Deaf rather than hearing
  impaired. They see their deafness, language
  (Auslan) and culture as a positive part of their
  identity rather than as a disability.

• Tips
• Make eye contact with the student before
  beginning a lecture/tutorial.
• Allow a clear view of the speakers face at all
  times when speaking.
• Use short simple sentences.
• Normal delivery in a clear and natural tone, slow
  down a little if you normally speak fast.
• Write new terms or concepts on the board.
• If amplification is required, make sure that the
  lecture/tutorial room can accommodate this.
• Reduce background noise as much as possible. If
  necessary, engage the cooperation of the other
  students.

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Students with a mental illness

• Tips
• Speak to the student confidentially, in private
  and not in front of the class.
• Be clear about what you can and cant offer.
• Be accessible to the student prior to assessment
  deadlines and exams when they are more likely in
  need of support.
• Help the student find other resources of support
  raise your awareness of resources available on
  campus and locally.
• Ask the student what support they need.

• Overview
• A hidden disability.
• Broad term that describes a range of diagnosable
  conditions that impair a persons ability to
  think, feel and behave.
• E.g. schizophrenia
• depression
• bipolar disorder
• post-traumatic stress disorder eating
  disorders
• anxiety
• May be transitory or long standing, with symptoms
  ranging from mild and episodic to severe and
  ongoing students may require academic
  accommodations at some times but not at others. 

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Students with a learning difficulty

• Overview
• A learning difficulty is the result of a
  neurological disorder which causes the learner to
  receive and process some information
  inaccurately.
• The most common learning disability found in the
  tertiary environment is dyslexia. Other learning
  disabilities are dysgraphia and aphasia. 
• Learning difficulties can have a significant
  impact on learning.

• Tips
• Use Plain English, short sentences, clear speech.
• Revise work covered previously.
• Provide a summary to put lectures into context.
• Be prepared to repeat and rephrase information if
  necessary.
• Ensure you keep the students attention and make
  sure that the environment is as distraction-free
  as possible.
• Ask the student - they may be the best person to
  know what is helpful.

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Students with a learning difficultyDyslexia

• Overview
• A combination of abilities and difficulties which
  affect the learning process in one or more of
  reading, spelling and writing. 
• Accompanying weaknesses may be identified in
  areas including speed of processing, short-term
  memory, sequencing, auditory and/or visual
  perception, spoken language and motor skills.

• A student may show one or all of these
  indicators
• A marked discrepancy between a student's oral and
  written ability. They may perform well in seminar
  groups, but find it difficult to articulate ideas
  in written format.
• Proof-reading errors, i.e. missed words,
  inaccurate spellings.
• Difficulties with grammar and punctuation.
• Long and/or poorly constructed sentences.
• Repetition of ideas.
• Difficulties with the structure of the piece. The
  order in which points are made may not seem
  logical or sequential.
• Paragraphs may seem overly long and not link to
  the previous or following paragraph.

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Students with a physical impairment

• Overview
• Physical activity and mobility may be impaired by
  a number of permanent or intermittent conditions
  such as cerebral palsy, arthritis, muscular
  dystrophy, multiple sclerosis (MS), Parkinsons
  disease and repetitive strain injury (RSI).
• Physical disability may also result from vehicle
  or sporting accidents.
• Some students may suffer chronic fatigue, and
  others, extreme day-to-day energy fluctuations.

• Tips
• Students may seek permission to tape lectures.
• Copies of lecture notes and overheads may be
  helpful.
• If lecture/tutorial rooms are being changed,
  advise the student and the Disability Officer.
• Maintain communication with student and invite
  feedback.

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Students with Aspergers Syndrome

• Overview
• An autistic spectrum disorder caused by a
  neurological dysfunction.
• Students may have above-average intelligence,
  extensive factual information, advanced
  vocabulary in a particular topic, exceptional
  memories for detail, be original and creative in
  their thought patterns, have good attention to
  detail and can be very independent in their
  studying.
• They  may also exhibit the following
  characteristics in the learning environment 
• weakness in comprehension and abstract thought,
  problem solving, organisational skills, concept
  development, and making inferences and
  judgements.
• difficulty with cognitive flexibility, tending to
  think in a more linear way thinking tends to be
  rigid, they have difficulty adapting to change or
  failure and do not readily learn from their
  mistakes.
• difficulty coping with change and obsessive
  routines.

• Tips
• If possible, get to know the students particular
  needs in advance - meet them before the course
  starts to discuss needs.
• Provide clear, detailed information (oral and
  written) about structure of course, practical
  arrangements, assessment requirements and
  deadlines.
• Be consistent in approach and keep variations to
  a minimum - if a change (e.g. in timetable, room,
  lecturer) is inevitable, give clear, specific
  information as far ahead as possible e.g. around
  exam time.
• Use clear, unambiguous language (spoken and
  written) and avoid or explain metaphors, irony
  etc and interpret what others say. Give explicit
  instructions and check that the student is clear
  about what he/she has to do. 

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Responding to studentsKnowing when to intervene

• If you are concerned that the student is
  experiencing a significant degree of disability
  which impacts on their ability to learn and/or
  complete their assessments.
• If a student appears depressed, expresses
  feelings of hopelessness or their behaviour
  significantly changes.
• If a students behaviour is unacceptable.

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Responding to studentsKnowing how to intervene

• Speak to the student confidentially, with respect
  and in private not in front of the class.
• Ask the student what support they need.
• Be accessible to the student prior to assessment
  deadlines and exams when they are more likely to
  ask for support.
• Leave diagnosis and treatment to the appropriate
  professionals.
• Ensure the student is aware of appropriate
  support available on campus.

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Responding to studentsKnowing how to intervene,
cont.

• Recognise your own limitations. If you are
  unable to assist a student seek advice from the
  Universitys Student Equity and Diversity Unit.
• Your concern is not with the specifics of the
  impairment, but with its implications for
  learning, and with making reasonable adjustments
  to teaching and support practices. 

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Responding to studentsYou Refer when

• Accurate assessment of the students study needs
  is required.
• Communication breaks down.
• The students problems goes beyond your own
  experience and expertise.
• You are uncomfortable helping a student with an
  issue.
• You find yourself becoming overly involved with
  the student.
• You are worried about the persons safety.
• You are not sure.

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Special Consideration versus Reasonable
Accommodation?

• Special Consideration
• Available to students who have been impacted by
  short-term events that are beyond their control
  and affect their performance in specific
  assessment task/s.

• Reasonable Accommodation
• Available to students with a disability or
  ongoing medical condition who require continual
  support.
• Students are advised to register with the Equity
  Diversity Unit (EADU). Registration is
  advisable but not obligatory.
• EADU can arrange accommodations such as note
  taking liaison with academic staff exam
  provisions library assistance assistive
  technology and resource material.

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Support at UNSW

• Student Equity and Diversity Unit
• Student Equity Officer (Disability) can assist
  staff and students to identify and implement
  strategies and adjustments that can assist
  students to meet their goals.
• Tel [phone]
• Email studentequity-diversity_at_unsw.edu.au
• http//www.studentequity.unsw.edu.au
• UNSW Counseling Service
• Provide Counselling, orientation to Uni,
  motivational support, personal skills
  development, advisory services for staff,seminars
  and workshops and self help resources.
• Tel [phone]
• Email counselling_at_unsw.edu.au
• http//www.counselling.unsw.edu.au

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Next lunchtime seminar

• Curriculum and course design
• Thursday 23 July
• 100 200 pm
• Rm 211
• Lunch included