Going further The challenge of research study for dyslexic graduates

1. Going furtherThe challenge of research study for dyslexic graduates DDIG Conference 27 March 2007 Val Farrar

2. Aims of session Identify the issues faced by dyslexic PGR students. Explore the implications for research staff, disability advisers and learning support tutors. Look at reasonable adjustments to practice. Demonstrate some available resources. Using the findings of research conducted in 2003 � 4, look at the issues and barriers experienced by disabled doctoral students and others undertaking postgraduate degrees by research. Examine the implications for research supervisors � how do these issues impact on practice. Reflect on our practice using case studies drawn from students who were part of the project research. Look too at adjustments which would create equity. Show you some resources which are one of the main outcomes of the project.Using the findings of research conducted in 2003 � 4, look at the issues and barriers experienced by disabled doctoral students and others undertaking postgraduate degrees by research. Examine the implications for research supervisors � how do these issues impact on practice. Reflect on our practice using case studies drawn from students who were part of the project research. Look too at adjustments which would create equity. Show you some resources which are one of the main outcomes of the project.

3. Premia: postgraduate research education � making it accessible To identify the barriers faced by disabled PGR students. To investigate best national and international practice. To develop resources for relevant staff. To design resources for disabled PGR students. To write guidelines for institutions. To work with external organisations (Research Councils, HEFCE, UKGRAD, DfES) and make recommendations to them. The project was funded by HEFCE � a strand 2 disability project based at Newcastle but with a remit to work across the sector to improve provision for disabled postgraduate research students. Its primary aim was to increase the numbers of disabled students undertaking research. Its objectives were to: Find out whether there are particular issues in the research environment for disabled students To identify and then build on best practice To create resources for staff to support them in their work for disabled students To develop resources for disabled students and to raise aspirations of disabled graduates To write guidelines for institutions To work with relevant national organisations so that disability issues are addressed and integrated into new research initiatives and policies.The project was funded by HEFCE � a strand 2 disability project based at Newcastle but with a remit to work across the sector to improve provision for disabled postgraduate research students. Its primary aim was to increase the numbers of disabled students undertaking research. Its objectives were to: Find out whether there are particular issues in the research environment for disabled students To identify and then build on best practice To create resources for staff to support them in their work for disabled students To develop resources for disabled students and to raise aspirations of disabled graduates To write guidelines for institutions To work with relevant national organisations so that disability issues are addressed and integrated into new research initiatives and policies.

4. Methods Analysed quantitative data on participation and destinations. Gathered qualitative data on students� experience of PGR study (31 disabled students across a range of institutions). Wrote up the findings in Access to Research. Developed resources to address the issues. The starting point was to explore what was happening nationally and internationally so that we could build on best practice � avoiding remaking the wheel. We discovered very little. Some research on the issues in Australia and New Zealand � found it more helpful to analyse best practice in research supervisor training and research student education. Best practice in, for example, research supervision addresses differentiation of learning needs, gives clear and unambiguous feedback to students, support in structuring research. To place the project in context and to have some sort of benchmark for the work, we looked at how many disabled research students and what happened to them after they completed. The focus of the research became less about increasing numbers and more about the quality of the experience. To look at the issues and analyse what constitutes an accessible research environment we sent qualitative questionnaires to disabled research students. Based on the research student life cycle, they were asked to write about their experiences. Most were then interviewed. They represent a range of UK institutions, academic disciplines and disabilities. The findings were published in a report � Access to research. The student voice is not always heard in work with disabled students and when it is heard it can be a powerful advocate and tool for change. Since then we have been developing staff resources to address the issues identified by the students � these have been edited by academics and disability specialists. Some have been written by students and the student experience underpins the whole.The starting point was to explore what was happening nationally and internationally so that we could build on best practice � avoiding remaking the wheel. We discovered very little. Some research on the issues in Australia and New Zealand � found it more helpful to analyse best practice in research supervisor training and research student education. Best practice in, for example, research supervision addresses differentiation of learning needs, gives clear and unambiguous feedback to students, support in structuring research. To place the project in context and to have some sort of benchmark for the work, we looked at how many disabled research students and what happened to them after they completed. The focus of the research became less about increasing numbers and more about the quality of the experience. To look at the issues and analyse what constitutes an accessible research environment we sent qualitative questionnaires to disabled research students. Based on the research student life cycle, they were asked to write about their experiences. Most were then interviewed. They represent a range of UK institutions, academic disciplines and disabilities. The findings were published in a report � Access to research. The student voice is not always heard in work with disabled students and when it is heard it can be a powerful advocate and tool for change. Since then we have been developing staff resources to address the issues identified by the students � these have been edited by academics and disability specialists. Some have been written by students and the student experience underpins the whole.

7. General challenges Research community puts high value on academic independence. Dyslexic students� requirements can challenge some basic precepts of research programmes.

8. Examples of challenges Dyslexic researcher � writing the thesis. Dyslexic doctoral student - learning and using new research terminology. Dyslexic candidate with short term memory difficulties - the viva. Dyslexic and dyspraxic student - planning 3 years� research. Dyslexic PhD student - presenting research findings to academic audience.

9. Issues � general themes All agreed that being a disabled PGR student raised different issues. Some barriers experienced by many students � whatever the disability. Some experienced by all research students - but magnified by dyslexia. The staff involved are different � roles and involvement. Maybe very important to say that all stated the experience of being a disabled research student was very different from their experience as disabled undergraduates. Research education has a different impact on disabled students. When we mapped the research student life cycle, it became clear that the personnel who intervene at key points are different - graduate school administrators, those giving pre-entry advice to prospective applicants, research managers and research supervisors, dedicated careers advisers, trainers in research and generic skills, external examiners for thesis and viva. Many of these staff are involved in a way that is different from their involvement with undergraduates. The context of research education redefines relationships and activities. The research supervisor has a very different role from a personal tutor or lecturer. The external examiner at a viva relates to the candidate differently from the assessor of course work or internal examination. The selector of doctoral students is interacting during an interview at another level from the undergraduate admissions tutor analysing an applicant�s personal statement on a UCAS form. The personnel and the nature of their involvement with students are different. Some barriers were universal � reluctance to make too much of their requirements for fear of being seen as inadequate and not up to the task; reluctance to disclose for the same reasons; being left to one�s own devices, reliant on one�s own resources. Some issues were common to all researchers but were exacerbated by disability. E.g. getting to grips with research terminology is a frequent theme but if you are lip-reading, it�s rather more problematic.Maybe very important to say that all stated the experience of being a disabled research student was very different from their experience as disabled undergraduates. Research education has a different impact on disabled students. When we mapped the research student life cycle, it became clear that the personnel who intervene at key points are different - graduate school administrators, those giving pre-entry advice to prospective applicants, research managers and research supervisors, dedicated careers advisers, trainers in research and generic skills, external examiners for thesis and viva. Many of these staff are involved in a way that is different from their involvement with undergraduates. The context of research education redefines relationships and activities. The research supervisor has a very different role from a personal tutor or lecturer. The external examiner at a viva relates to the candidate differently from the assessor of course work or internal examination. The selector of doctoral students is interacting during an interview at another level from the undergraduate admissions tutor analysing an applicant�s personal statement on a UCAS form. The personnel and the nature of their involvement with students are different. Some barriers were universal � reluctance to make too much of their requirements for fear of being seen as inadequate and not up to the task; reluctance to disclose for the same reasons; being left to one�s own devices, reliant on one�s own resources. Some issues were common to all researchers but were exacerbated by disability. E.g. getting to grips with research terminology is a frequent theme but if you are lip-reading, it�s rather more problematic.

10. We know there are differences between the sciences and arts and humanities but because the students necessarily remained anonymous � and their subject area too � it has been interesting to hear from various audiences how that cannot possibly be the words of a scientist, a social scientist etc. In fact they have often been wrong. 1�Scientific research projects mean that there is a team so you can�t feel isolated�: A scientist with a mental health difficulty who became isolated from his team because he was allocated a space on another floor and making the journey became a real barrier. 2�Qualitative data gathering can be easily adjusted in the social sciences to avoid all difficulties�. A social scientist who battled with their supervisor to renegotiate their fieldwork because it was physically impossible for them to do it.We know there are differences between the sciences and arts and humanities but because the students necessarily remained anonymous � and their subject area too � it has been interesting to hear from various audiences how that cannot possibly be the words of a scientist, a social scientist etc. In fact they have often been wrong. 1�Scientific research projects mean that there is a team so you can�t feel isolated�: A scientist with a mental health difficulty who became isolated from his team because he was allocated a space on another floor and making the journey became a real barrier. 2�Qualitative data gathering can be easily adjusted in the social sciences to avoid all difficulties�. A social scientist who battled with their supervisor to renegotiate their fieldwork because it was physically impossible for them to do it.

11. What are the issues? Transition � pre-entry information, advice and admissions; Class of degree; Writing a research proposal; Funding levels and mechanisms; Research and generic skills training; Supervision meetings � taking notes; Impenetrable research language; ** Pre-entry information sources often lacked clarity � what is a PhD? Where and when do I look for opportunities? How will I fund study including disability related costs? Who will help me to put together a research proposal? Will the selector see my disability and not my ability? Will I be judged on my ability and not my disability? **Some students were unable to access parts or all of the induction programme. A deaf student needing a note taker who hasn�t had an assessment of his support requirements and therefore has not received funding yet. A blind student without assistive technology in place, or who is unable to attend social events in inaccessible venues. ** Supervision sessions planned at wrong times for students whose pain level is highest in the morning, in rooms unreachable by students with mobility difficulties. **Impenetrable research terminology. The currency of the research community, the keys to the kingdom. A deaf student who lip reads and has never encountered the word cannot process it. A dyslexic student who cannot write and has to teach unknown words to their speech-activated software.** Pre-entry information sources often lacked clarity � what is a PhD? Where and when do I look for opportunities? How will I fund study including disability related costs? Who will help me to put together a research proposal? Will the selector see my disability and not my ability? Will I be judged on my ability and not my disability? **Some students were unable to access parts or all of the induction programme. A deaf student needing a note taker who hasn�t had an assessment of his support requirements and therefore has not received funding yet. A blind student without assistive technology in place, or who is unable to attend social events in inaccessible venues. ** Supervision sessions planned at wrong times for students whose pain level is highest in the morning, in rooms unreachable by students with mobility difficulties. **Impenetrable research terminology. The currency of the research community, the keys to the kingdom. A deaf student who lip reads and has never encountered the word cannot process it. A dyslexic student who cannot write and has to teach unknown words to their speech-activated software.

12. What are the issues? Planning and organisation of 3+ years� work; Necessity of differentiating learning needs; Valuing difference in a highly literate community � style of learning; Challenge of intensive reading; Extended writing; Appropriate office space; ** Planning & organising research for a student with dyslexia who has organisational difficulties; someone w short term memory problems. **The understanding of the disability and how it affects learning. Adapting practice to meet different needs. Valuing alternative styles of learning. A dyslexic student may bring extraordinary gifts to the research arena but not perhaps traditional ones. Lateral rather than linear thinkers � whole picture not parts � making connections between apparently disparate ideas. ** Students faced with intensive reading and an expectation that all entering research will be able to skim read, browse for relevance, differentiate key texts from non-essential reading, read critically. Not all fit that model and it is not only dyslexic students who might be challenged by the volume of essential reading. Assistive technology enables but it doesn�t enable you to read quickly. **Writing the thesis � can be a formidable challenge to a pre-lingual deaf student whose first language is BSL which has its own syntax and grammar. Dyslexic student organising ideas � shaping the parts of the whole.** Planning & organising research for a student with dyslexia who has organisational difficulties; someone w short term memory problems. **The understanding of the disability and how it affects learning. Adapting practice to meet different needs. Valuing alternative styles of learning. A dyslexic student may bring extraordinary gifts to the research arena but not perhaps traditional ones. Lateral rather than linear thinkers � whole picture not parts � making connections between apparently disparate ideas. ** Students faced with intensive reading and an expectation that all entering research will be able to skim read, browse for relevance, differentiate key texts from non-essential reading, read critically. Not all fit that model and it is not only dyslexic students who might be challenged by the volume of essential reading. Assistive technology enables but it doesn�t enable you to read quickly. **Writing the thesis � can be a formidable challenge to a pre-lingual deaf student whose first language is BSL which has its own syntax and grammar. Dyslexic student organising ideas � shaping the parts of the whole.

13. What are the issues? Barriers to fieldwork/data collection; Academic networking; Conference presentations; Being published; PhD student as teacher; The viva. **Much learning is informal/incidental. It takes place over coffee, in research base rooms, in social settings. Motivational, exciting, stimulating � yet routinely disabled students have found themselves excluded. Deaf student who lip reads expected to go to coffee room where all the team would sit round a rectangular table and she was unable to see all the speakers � gave up and stopped going, blind student unable to attend social occasions, student with mental health difficulties on a separate floor from other researchers and finding the proactive social moves needed impossible. ***CONTINUED*** ** Collection of data � needs support to construct a programme of fieldwork that is rigorous and possible within the boundaries of a student�s disability. ** Access to conferences � expectation of attendance yet the planning and organisation of it for some students is vast and time-consuming. ** Expectation of teaching: great opportunity but is it accessible. Are students given the support they need to be effective teachers and to gain the maximum from the experience. Student with manual dexterity difficulties who could not feel the acetates and would drop them; a dyslexic student who was terrified that the students would realise they could not spell, a deaf student who lip reads teaching in a darkened lab and who could not lip read the questions. ** The viva � pretty complex issues and possibly the one that challenged the team the most.**Much learning is informal/incidental. It takes place over coffee, in research base rooms, in social settings. Motivational, exciting, stimulating � yet routinely disabled students have found themselves excluded. Deaf student who lip reads expected to go to coffee room where all the team would sit round a rectangular table and she was unable to see all the speakers � gave up and stopped going, blind student unable to attend social occasions, student with mental health difficulties on a separate floor from other researchers and finding the proactive social moves needed impossible. ***CONTINUED*** ** Collection of data � needs support to construct a programme of fieldwork that is rigorous and possible within the boundaries of a student�s disability. ** Access to conferences � expectation of attendance yet the planning and organisation of it for some students is vast and time-consuming. ** Expectation of teaching: great opportunity but is it accessible. Are students given the support they need to be effective teachers and to gain the maximum from the experience. Student with manual dexterity difficulties who could not feel the acetates and would drop them; a dyslexic student who was terrified that the students would realise they could not spell, a deaf student who lip reads teaching in a darkened lab and who could not lip read the questions. ** The viva � pretty complex issues and possibly the one that challenged the team the most.

14. Challenges to change The research culture; Fear of erosion of standards; Academic apprenticeship model; Clash of learning approaches; There are several challenges to changing the experience of disabled research students but if you improve access for disabled researchers, you improve it for all. All research students are more likely to stay and complete if the research environment is made more accessible. Disabled researchers are not a discrete group: there is a need to embed disability awareness in the consciousness and the culture. But there are currently many competing agenda items for those in the research community. At a time of change, institutions and individuals can view disability as one too many new �initiatives�. There can be a tendency to think that if you support a student, you are doing the work for them. If you make adjustments for the individual, you might start to erode standards. Then there is the thought that if I had to do it, they must suffer too as I suffered as a research student. The research experience is the peak of academic study; we must protect its culture. Finally so much of the experience is tied in with external agencies. There is a need to work not only with institutions but concurrently with those who design national policies and frameworks.There are several challenges to changing the experience of disabled research students but if you improve access for disabled researchers, you improve it for all. All research students are more likely to stay and complete if the research environment is made more accessible. Disabled researchers are not a discrete group: there is a need to embed disability awareness in the consciousness and the culture. But there are currently many competing agenda items for those in the research community. At a time of change, institutions and individuals can view disability as one too many new �initiatives�. There can be a tendency to think that if you support a student, you are doing the work for them. If you make adjustments for the individual, you might start to erode standards. Then there is the thought that if I had to do it, they must suffer too as I suffered as a research student. The research experience is the peak of academic study; we must protect its culture. Finally so much of the experience is tied in with external agencies. There is a need to work not only with institutions but concurrently with those who design national policies and frameworks.

15. Challenges to change Perceptions of learning support; Time limits on period of research; Yet another change to research landscape; Student finance issues.

16. When it works: �We planned out how long it would take to do this amount of reading, how long it would take to do this writing, then when could I hand it in and then when we would have the meeting to discuss.�They always really work; they have always read everything I�ve done and given me feedback on what I have done.�That really does boost confidence as well.�

17. Contact details Val Farrar valfarrar@btinternet.com Premia website www.premia.ac.uk