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Personal Demonstrators

Personal Demonstrators. - enabling safe and effective participation of disabled students in practical subjects. A new challenge. In September 2011 three students with Autistic Spectrum Disorder (ASD) joined our first year.

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Personal Demonstrators

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  1. Personal Demonstrators - enabling safe and effective participation of disabled students in practical subjects

  2. A new challenge In September 2011 three students with Autistic Spectrum Disorder (ASD) joined our first year. Two had support workers provided through the non-medical helper funding of the Disabled Students Allowance (DSA) organised by the centralised Disability Service. One of these students was severely affected.

  3. Why was this a new problem? • These were the first students with severe problems, such as ASD, to go through main stream schooling. They had therefore developed the same expectations as their peers. • Only a few students are involved (we had one the following year) but it is likely to continue.

  4. Difficulties • Our sessions have a great deal of practical work. • Staff were spending large amounts of time providing additional support in order to ensure understanding and safety during practical sessions. • The support workers have no subject-specific knowledge or understanding and are not versed in safe practice required for practical work.

  5. Solution? • Students from the year above those with ASD act as Personal Demonstrators and assist with practical work. • The Personal Demonstrators have, ideally, already taken the module in which they give assistance so have a good background understanding.

  6. Benefits • Enhances the learning experience of students who have difficulty with practical work. • Ensures the health and safety of the students and their peers in practical sessions • Enhance the employability of the students through their more effective engagement in practicals • Improves the employability of UW students through their engagement as Personal Demonstrators

  7. More benefits… • The Personal Demonstrators are paid under the ‘Earn as you Learn’ scheme. • Helps the support workers . When informed of this proposal, one of the non-medical helpers stated that she was ‘hugely relieved’ and that this form of support would make her job ‘far less stressful’ as she was ‘out of her depth’.

  8. Training the Personal Demonstrators The training planned and delivered by Val Chapman (Director, Centre for Inclusive Learning Support) covered the essential information that would enable the Personal Demonstrators to provide appropriate, safe support. The topics, covered over the course of two half-day sessions were supplemented by videos of Val’s presentations.

  9. Training included: • Basic information regarding Equality legislation • Confidentiality and disclosure; boundaries • Support provided by the University’s Disability and Dyslexia Service • Basic risk assessment Disability-specific strengths and potential difficulties • Principles of inclusion • Disability etiquette – general • Disability-specific etiquette • Competence standards, academic integrity, and equity • Making reasonable adjustments: techniques and tools • Making use of web based resources that support inclusive practice • Assistive technology and accessibility options in MS Office

  10. Ethical issues • Students with difficulties are identified by their module tutors and give their written consent to take part in the scheme. • Support workers are involved in the discussion. • The UW Disability Service is notified that additional support will be provided

  11. Outcomes • One students was unable to complete his practical work during the sessions. This was resolved as soon as a Personal Demonstrator assisted. • The students who elected to have Personal Demonstrators have continued with the scheme and have remained at the university • Effect on support workers • Benefits to the Personal Demonstrators

  12. Funding • So far, funding has been obtained from Learning and Teaching grants. • the Institute of Science and the Environment is willing to fund the scheme. • Funds may be available through the Access Agreement Project funding

  13. The future • The scheme has already been offered to other subject areas within the Institute of Science and the Environment • It can be used by any subject with a practical content • It can be extended to include other students with difficulties such as thosewho are affected by their medication (e.g. students with mental health difficulties).

  14. References • AGCAS Disability Task Group (2012) What happens Next? A report on the First Destinations of 2009/2010 Disabled Graduates, [Online] Available from http://www.agcas.org.uk/assets/74-What-Happens-Next-downloads Accessed 12/03/12

  15. Contact details Lorraine Weaver Head of Biological Sciences, Institute of Science and the Environment l.weaver@worc.ac.uk Tel: 01905 855598

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