Working in association with the Subject Centre for Geography, Earth and Environmental Sciences

1. Geography Discipline Network (GDN) New Legislation, New Opportunities: implementing the new disability legislation Accessing Fieldwork Carolyn Roberts University of Gloucestershire Working in association with the Subject Centre for Geography, Earth and Environmental Sciences

2. Disabled Students Undertaking Fieldwork: Challenges and Opportunities for Departments "Inclusive field trip design will envisage a variety of potential participants, and accommodate as many varied needs as possible without compromising the educational objectives" (University of Strathclyde, 2000, p.2) "If widening participation is to become a reality for disabled students, academic staff will need to take ownership of disability issues and work in partnership with disability practitioners and disabled students to ensure an appropriate learning experience" (Adams and Brown, 2000, p.9)

3. Context • Legislative changes • Disability Discrimination Act (1995) • Disability Rights Commission • Disability Rights Task Force • Special Education Needs and Disability Rights in Education Bill • Human Rights Act (1998)

4. Context • Special Education Needs and Disability Rights in Education Bill • It is proposed that: • "an educational provider would discriminate against a disabled student if he failed to make a reasonable adjustment to any arrangements, including physical features of premises, for services that place the disabled person at a substantial disadvantage in comparison to persons who are not disabled" • (DfEE, 2000)

5. Context • Quality assurance changes • Code of Practice relating to students with disabilities • “Institutions should ensure that, wherever possible, disabled students have access to academic and vocational placements including field trips and study abroad.” • Precept 11

6. Context • Financial changes • Disability Allowance - £10k pa • Mainstream funding - 2000/01; £172m for non-school settings 2002-04

7. The Nature of Disability Self-assessed disabilities by UK undergraduates 1998/99 % Unseen disabilities (e.g. epilepsy, diabetes, asthma) 39.0 Dyslexia 25.5 ‘Other disabilities’ 12.1 Multiple disabilities 6.6 Deaf/Hearing impairment 5.8 Wheel-chair user/Mobility difficulties 4.7 Blind/partially sighted 3.3 Mental health difficulties 2.8 Personal care support 0.2 Source: HESA (2000)

8. Dismantling the Barriers to Inclusion • Barriers to inclusion • Attitudinal barriers • Institutional and organisational system barriers • Physical barriers

9. Dismantling the Barriers to Inclusion • Assessing what is a ‘reasonable’ adjustment • a. whether the adjustment would affect the maintenance of academic and other standards • b. the cost of the adjustment and the financial resources available • c. whether making the adjustment or additional provision is practical • d. the effectiveness of the adjustment or additional provision • e. the disruption caused to others • f. whether the student, or others, should provide the additional provision or services • g. the importance of the service to which access is being sought. • (DfEE, 2000)

10. Support • The HEFCE-funded project is supported by: • Royal Geographical Society with the Institute of British Geographers • Conference of Heads of Geography Departments in Higher Education Institutions • Geological Society • Committee of Heads of University Geoscience Departments • Committee of Heads of Environmental Science

11. InformationavailableontheWWW • Issues in providing learning support for disabled students undertaking fieldwork • Providing learning support for students with mobility problems • Providing learning support for blind and visually impaired students • Providing learning support for deaf or hard of hearing students • Providing learning support for students with mental health difficulties • Providing learning support for students with hidden disabilities and dyslexia

12. Legislation and Regulation Disability Discrimination Act (DDA) (1995) The DDA defines a person’s disability as “a physical or mental impairment which has substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities” To avoid discrimination under the terms of the DDA, you must not treat a disabled person less favourably than someone else, because of the person’s disability, unless there is good reason to do so. This leads to consideration of circumstances under which it is justifiable to exclude a disabled person from an activity.

13. Making Reasonable Adjustments Educational institutions will be expected to make ‘reasonable adjustments’ in order to allow students access to their courses. The Government’s consultation paper states that: “An education provider would discriminate against a disabled person if he failed to make a reasonable adjustment to any arrangements, including physical features of premises, for services that place the disabled person at a substantial disadvantage in comparison to persons who are not disabled.” (DfEE, 2000)

14. Access Issues:An issue for the university department • A mature student aged 55 experiences arthritis, but wishes to participate fully in a geological mapping field class. The class has traditionally included only relatively fit young people in their late teens and twenties. Normally it goes to the Scottish Highlands since the lecturer running the visit is a specialist on metamorphism, and this is where the best rock exposures are found. The accommodation has been in rather rudimentary mountain chalets. The student hates to be the centre of attention, and is very keen that her presence does not compromise the experience of the younger cohort. • What advice should the department give her, and what issues should it face when organising the field trip?

15. Access Issues:An issue for a lecturer assisting with a site visit • An engineering student with severe dyslexia is about to visit a construction site. Just before the coach leaves the campus, he is given a set of paperwork relating to risk assessment of the site, and asked to complete the relevant forms quickly as the visit is running behind schedule. The originals of the forms must be left with the Departmental Office, and copies made for the site manager; this is a legal requirement. The Departmental Administrator is agitated and in haste, and everyone else has their heads down filling in the names of their next of kin, and the agreement that they have read and understood the risks involved on the site. • You are a member of academic staff who has volunteered to drive one of the two minibuses. You notice that the student, who you do not know appears to be having difficulty completing the form. What do you do?

16. Access Issues:An issue for a fieldcourse tutor • An introductory biological sciences field excursion will be examining the pattern of vegetation colonisation in a conservation area on the Pembrokeshire coastline, considering the linkages between soil development and the presence of particular plant species. The tutor also intends to bring specimens of plants and invertebrates back to the laboratory for microscopic examination later. The group includes a partially sighted student who normally travels with a guide dog, and is starting to use audiotapes and large print to support her study in the classroom and library. • You, the tutor, meets the student for the first time two weeks before the class is due to go. What do you do?

17. Access Issues:An issue for the head of department • A University’s compulsory residential fieldcourse in Landscape Architecture normally takes place in either Barcelona or Berlin, where students are often involved in independent group work evaluating design outcomes for recent development projects. One young student has identified to the University that he has depression and panic attacks, although the depression is managed through prescription drugs. He does not appear anxious about participating, but the lecturers taking the trip are concerned that the student may either apparently behave irresponsibly whilst away or be unable to cope with the intensity of the work and the social life after days in the city. Their initial view is that his presence may compromise the work of other students, or that there may be a problem through over-indulgence in alcohol taken in combination with his medication. • They approach you, the head of department, with their concerns. What advice do you give them?

18. Issues for Higher Education Institutions • Among the questions that institutions should ask regarding fieldwork are: • What are the learning objectives of the fieldwork exercises? • What are the barriers that may restrict the student’s participation? • What modifications may be made to the way the fieldwork is organised? • Are there some elements of the fieldwork experience that the student can participate in? • Are there other related courses available in which the fieldwork component is less central?

19. Modifications to Fieldwork • Providing written details about the main features to be seen in the field and the activities and projects to be undertaken to benefit a deaf student … • Making a video of a classic geological site that is not accessible to a student in a wheel-chair … • Investigating an alternative local non-residential field course venue for a student needing daily dialysis treatment …

20. Examples of Actions Taken by Departments to Include Disabled Students on Fieldwork “We have had several students with ME and have had to structure their trips so that they do not get over tired, either by shortening them, or ensuring that they get a rest in the afternoons and that their companions do not keep them awake at night. In each case the student has told us what they can do and the programme has been designed accordingly.” “The Regional Access Centre provides a scribe to accompany students on fieldwork” [Deaf / hearing impaired]. “We tread carefully and try to help the students all we can. Single room accommodation to reduce pressure. Sense of humour gets most through” [Mental health conditions].

21. Examples of Actions Taken by Departments to Include Disabled Students on Fieldwork “We have had a number of visually impaired students for whom we have taped material and provided enlarged photocopies of diagrams. The university’s support group has special computers and a range of aids. We have taken care that such students are allocated the easiest terrain and one in the company of those who understand their limitations. An assistant escorts them across rough ground.” “All students (disabled or not) are invited to inform staff of any mobility / fitness problems they may have. Several members of staff suggested that alternative, low level / easy terrain routes were arranged. This did lead some students to miss some sites, in which case assessment was amended to miss out questions on these.”

22. Spectrum of Approaches Adjusting Methods Offering alternatives – surrogate / virtual trips Adjusting objectives / outcomes Adjusting fieldtrips / destinations Modifying practices Inclusive Curriculum Exclusive Curriculum

23. Inclusion Really Does Mean inclusion There is little point in devising arrangements whereby a student with mobility impairment can take part in a day's activities if he or she is excluded from other academic activities associated with fieldwork, including preparatory and follow-up work, let alone the domestic and social life associated with it. Thus for residential fieldcourses, there is a whole raft of issues associated with domestic arrangements, including sleeping, eating and washing, as well as access to social facilities. Finally, consideration has to be given to other academic facilities which might be used during the fieldwork, such as lecture rooms, libraries or laboratories, or public buildings.

24. Learning Support for Disabled Students Undertaking Fieldwork and Related Activities http://www.glos.ac.uk/gdn/disabil/index .htm