It's Hard Just to Come Through the Door!

1. It's Hard Just to Come Through the Door! Sue Jackson Lecturer in Disability Support London College of Communication University of the Arts London

2. 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

3. 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

4. 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

5. Student DAN- A Student WithDepression 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

6. Student CARL- a Student That Won’t Come Into the Class Change needed: • a weekly tutorial so Carl would know what was happening during that week’s activities, so that he could decide what he would be able to manage at the university

7. Student BARBARA- a Student That Staff Don’t Notice Changes needed: • Barbara needed to disclose her difficulties • Classrooms were changed • Barbara recommended to seek help from our mental health advisor

8. 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

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

10. 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

11. 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

12. 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

13. 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.”

14. “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.”