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Perspectives on Deaf Student Support

Perspectives on Deaf Student Support. Esmail Patel. Background:. Esmail Patel 24 years old Born hearing, became deaf at 1 year Deaf BSL user, sometimes use lip reading & speech 2.2 Degree – Business Information Systems & Career Management Work:

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Perspectives on Deaf Student Support

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  1. Perspectives on Deaf Student Support Esmail Patel

  2. Background: • Esmail Patel • 24 years old • Born hearing, became deaf at 1 year • Deaf • BSL user, sometimes use lip reading & speech • 2.2 Degree – Business Information Systems & Career Management • Work: • City College, Manchester – support worker • Greater Manchester Police – admin assistant

  3. Assessment of Need: • Had early assessment & support was in place at beginning of course • Good assessment of need • Took place at the University • Useful conversation and advice • Provided with a range of options • Treated individually depending on needs • But • Lots of paperwork • Many deaf people have difficulties with English • Not fully understanding forms

  4. At University: • Support used: • Interpreter • Note taker • Language Support Tutor • Equipment used: • Laptop • Deaf Alerter (fire alarm) Support & equipment very valuable.

  5. Support: • Support organised by: • Student Services (Advisors for Deaf Students) • SLRU (Communication Support Team) • These provided deaf awareness training for Course Tutors & advice about working with interpreters and note takers.

  6. Barriers: • Biggest barrier was awareness of tutors about Deaf English: • Exam situation • Coursework assignments • Meeting deadlines • Shortage of interpreters meant no cover for illness. Therefore no access.

  7. Recommendations: Uni • More universities need more specialist support, so Deaf students can choose their local university rather than having to go where the support is. • More universities need in-house interpreters. This allows for ad-hoc and flexible support eg. visits to Health Centre, meetings with tutors.

  8. Recommendations: Course tutors • More awareness about Deaf literacy and communication methods. • Must give all information including assessment deadlines and materials, exam dates and handouts well in advance. • Be prepared to give extensions if a student cannot meet Language Support Tutor. • Need to make sure they have a good relationship with Deaf student, so they can communicate effectively.

  9. Recommendations: to LEA • Make forms and information more accessible in plain English. • Reduce the amount of paperwork and complex systems where by Deaf students are signing forms all the time, having to remember dates when support was provided. • Hearing students do not have this extra stressful responsibility. • All LEAs should produce same paperwork for all universities.

  10. Recommendations: Students • Students need to become more responsible regarding their support systems. • They need to know all the rules about what LEAs will provide and pay for. • They need to know how the university systems work eg. cancelling interpreters and charges for not cancelling.

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