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Teaching Disabled Students Kirsty Wayland kw226@cam.ac.uk

Learn best practices for teaching disabled students, create Student Support Documents, access DRC services for staff and students. Enhance inclusive teaching and learning for better outcomes.

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Teaching Disabled Students Kirsty Wayland kw226@cam.ac.uk

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  1. Teaching Disabled Students Kirsty Wayland kw226@cam.ac.uk

  2. Aims and Objectives • To demonstrate that good teaching practice for disabled students is also good teaching practice for all students • To update on best practice for including disabled students • To review learning activities to see where potential barriers for disabled students may occur

  3. DRC Services for students Student support meeting with an adviser. For all disabled students, including international students and those with long-term health conditions, or mental health conditions These meetings may include the following; Screening for ADHD, Asperger syndrome and SpLD Referral for diagnostic assessment Support with sources of disability related funds (DSAs/RAF/IDSF) Setting up of human support, such as note taking, mentoring or study skills Reviewing medical or diagnostic evidence/Pre-admissions visits Producing a Student Support Document Loan of ergonomic or recording equipment

  4. DRC Services for staff Advice and Resources for Academic and Support Staff The DRC welcomes enquiries from staff about all aspects of support for disabled students – call 01223 332301 or email and ask to speak to an adviser disability@admin.cam.ac.uk Workshops on specific conditions and best practice for academic and support staff are available via PPD http://www.ppd.admin.cam.ac.uk/ Bespoke workshops available on request Web materials and Moodle courses on supporting and teaching disabled students http://www.disability.admin.cam.ac.uk/teaching-disabled-students Student Support Document/Cohort Summaries Loan of ergonomic equipment via OH referral

  5. What is a Student Support Document (SSD)? • Tool to support students and staff • Consolidation of specialist evidence • Planning and preparation • Consistent • Institutional duties met • Live document

  6. How is the SSD constructed? • Gathering and consolidation of information: Medical/Specialist evidence Student Information Form Study Aids and Strategies Report (NAR) • Adviser Summarises/Recommends in context • Discussion with and approval by student • Distributed to Colleges/Department/Faculties

  7. How do students arrange appointments? Email disability@admin.cam.ac.uk Phone 01223 332301 Address: Keynes House, 24a Trumpington Street, CB2 1QA (opposite the Fitzwilliam Museum, Old Addenbrookes Site) Advise the student to ask for an appointment with an adviser – we will do the rest. If you have any questions, please phone or email

  8. Other sources of support • Counselling service • College nurse • GP • Tutor

  9. What is inclusive teaching and learning? Inclusive learning and teaching recognises all students' entitlement to a learning experience that respects diversity, enables participation, removes barriers and anticipates and considers a variety of learning needs and preferences. Higher Education Academy website October 2016 https://www.heacademy.ac.uk/workstreams-research/themes/retention-and-success/inclusive-learning-and-teaching

  10. Inclusive Teaching • Consider inclusivity at the outset • Identify the requirements of the students and work out what an accessible venue is for them • Use any technology available, e.g. loops, recording equipment • Provide an overview of the course structure, including linking topics and clarity around course outcomes • Provide handouts – in advance if necessary in an accessible format, electronic, or 12-14 sans serif font, left side justified on off white paper • Use ground rules to make discussion activities constructive and the expected participation explicit • Provide directed reading lists • Give feedback including positive points

  11. To attend and participate in: Supervisions and small group teaching • Challenges: • Organisation and meeting deadlines • Social interaction • Working in groups – turn taking, feedback, questions • Speaking too much • Not wanting to speak • Using feedback • Solutions: • Making things explicit – expectations, presenting • Discuss support needs in advance • Use of ground rules for all • Practice opportunities • Written feedback

  12. Ground rules – some examples • Turn taking – one person speaks at a time • Hands are raised before speaking • Each person speaks for a maximum of 5 minutes • Each person can ask a maximum of 3 questions at a time • Constructive feedback

  13. Modelling tasks • Demonstrate good communication in the group setting, remind the group of the agreed means of communication • Give model answers to questions indicating if necessary the compulsory elements of each answer • Discuss (on a 1-1 basis if necessary) the time required for each activity

  14. Feedback • Written by, or agreed with the supervisor • Supplemented by concrete examples where possible • Consideration given to explaining how the feedback is weighted • Use of specific scores, such as degree classifications to indicate level of work

  15. Code of practice – reasonable adjustments • permit the student to make an audio recording of lectures, seminars or supervisions for their own use; • provide the student with electronic copies of lecture materials in advance, for their own use, when available; • provide directed reading lists differentiating between ‘essential’ and ‘desirable’ items.

  16. Code of practice – students with Specific Learning Difficulties Practicals • Practical organisers should break information down if task details are long. Repetition of information may be necessary and instructions should be provided in written form. Libraries • Libraries should provide extended library loans/ additional library privileges as appropriate within library constraints.

  17. Useful Sources of Information DRC website: www.disability.admin.cam.ac.uk Code of Practice: http://www.educationalpolicy.admin.cam.ac.uk/files/final_cop_2016-17_for_disabled_students.docx Managing Reasonable Adjustments in Higher Education Equality Challenge Unit: http://www.ecu.ac.uk/publications/managing-reasonable-adjustments-in-higher-education Guidance on matters to be taken into account in determining questions relating to the definition of disability HM Govt, Office for Disability Issues: http://odi.dwp.gov.uk/docs/wor/new/ea-guide.pdf QAA Code of practice for the assurance of academic quality and standards in higher education Section 3: Disabled students - March 2010: http://www.qaa.ac.uk/academicinfrastructure/codeofpractice/default.asp Disability Support in Higher Education: http://www.direct.gov.uk/en/DisabledPeople/EducationAndTraining/HigherEducation/DG_4000917

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