10
Students with disabilities
Students with disabilities
Updated January 2012
10
Students with disabilities
10.1
Context
10.2
Lectures
10.3
Reasonable adjustments in relation to coursework
10.4
Examinations
10.5
Placements and field work
10.6
Further advice
Students with disabilities
Updated January 2012
10 Students with disabilities
10.1
Context
1
The design and implementation of teaching and learning strategies and activities
should recognise the entitlement of disabled students to participate in all activities
provided as part of their programme of study.
2
The aim of reasonable adjustments to course work, examination and assessment
arrangements is to enable disabled students to demonstrate their abilities by making
reasonable adjustments to standard forms of assessment. This does not change the
purpose of the assessment but may alter the form. Academic standards must be
maintained and therefore reasonable adjustments for disabled students must be made
as an anticipatory measure. Alternative forms of assessment should therefore
automatically be factored into the validation or revalidation of courses or course units.
Assessment methods to be used on courses should be carefully considered. Providing
a range of assessment methods can reduce the likelihood that alternative approaches
(e.g. use of a BSL interpretation instead of a written requirement) or adjustment
strategies (.e.g. additional time) will be needed, thereby minimising the ‘difference’
between disabled students and their peers.
3
Any evidence claiming a disability, submitted by students, must meet the University’s
requirements.
10.2 Lectures
1
The following might be considered reasonable adjustments for academic departments
to make in relation to lectures. In many cases, these reflect good teaching practice for
all students. However, if the provision is not in place in a timely and appropriate
manner, students who are disadvantaged as a consequence may have the basis for
complaint and ultimately recourse to the law under current equalities legislation.
2
Lecture notes should be available in advance and in an electronic format unless
specifically requested in a different format. Information can be provided in a variety of
ways, other than printed text on paper, and many students use technology to allow
them to access this information more easily.
3
"Information" does not just mean course materials - it includes every correspondence
with a student, such as reminder letters and posters about room changes.
4
Some disabled students may prefer to record lectures rather than take written notes.
This is a useful and increasingly common permitted practice enabling them to gain full
advantage of their course, which might otherwise be inaccessible to them, for example:
when it is painful or causes discomfort for a student with a chronic medical condition to
sustain handwriting even for a short period of time; for dyslexic students who may not
be able to listen and write at the same time; or for students who find it difficult to
concentrate for lengthy periods.
10.3
Reasonable adjustments in relation to coursework
1
Reasonable adjustments to graded assessments are put in place to enable disabled
students to have the same opportunity as all students to demonstrate their ability.
Whilst such arrangements may level the ‘playing field’, it is recognised that an
individual student’s difficulties may not be fully accommodated by such arrangements.
Some disabled students may require an alternative form of assessment for coursework
on occasion (which should be factored in at the course validation stage). In these
instances there should be consultation between the academic department the student
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and University Disabilities Advisers to determine the most appropriate method of
assessment.
2
Where the nature of the disability is such that a variation in assessment is necessary
any alternative form of assessment must be of the same standard and present a
comparable level of challenge. For example, the alternative assessment arrangements
for students with a visual impairment may not adequately compensate them if they
have been unable to access the teaching of the course at an equivalent level of the
other students on the course. It should also be taken into account that, as the nature
of some disabilities is variable, students may have significant difficulties during a
particular stage of their course.
3
The University acknowledges that the production of written work may present particular
challenges for some students. The University has published guidelines for marking the
work of students with Dyslexia and related difficulties. Students with specific learning
difficulties, or difficulties within the autistic spectrum who have submitted current
diagnostic evidence which meets the University’s requirements, will be issued with a
certified letter to attach to their coursework and exam papers to enable staff to use the
guidelines effectively. The guidelines can be accessed at:
http://www.beds.ac.uk/aboutus/quality/forms
4
Generally students should not be required to disclose a disability or specific learning
difficulty on cover sheets for coursework in order to allow them the same opportunities
for anonymity that are available to other students. However, where there are requests
for alternative forms of assessment or for extensions to deadlines, relevant staff may
have to be informed of the nature of the disability or long term condition.
5
Examples of alternative forms of assessment which may be considered when devising
assessment tools are:
Oral presentation of work should be allowed in the form of vivas. Both staff and students will
benefit training in the use of vivas to meet the learning outcomes of courses if this is the
agreed mode of assessment;
When recommended, students should have the option of presenting coursework instead of
doing examinations;
Examinations with an open book provision should be permitted, e.g. for students who have
significant memory difficulties;
Audio or video presentations should be permitted for students who find direct presentation
difficult (e.g. due to expressive language difficulties);
Mind mapped presentations may be acceptable for some assessment components;
Practice items should be readily available and marked if requested;
Projects and work of a more practical kind, may be appropriate alternatives to dissertations;
Portfolios or presentations may be appropriate alternatives to essays;
Short answer responses may be an appropriate alternative to essays in some contexts.
6
Extensions to deadlines may be deemed ‘a reasonable adjustment’ for some students
and may be one of the recommendations included in diagnostic evidence or a needs
assessment report. It is the responsibility of the student to apply to the Extenuating
Circumstance s Board in good time, providing relevant current evidence as deemed
appropriate by the Board.
10.4
Examinations
Students with disabilities
Updated January 2012
1
It is the student’s responsibility to make an application for any variations to
assessment within the published deadlines established for this purpose as additional
arrangements can take time to arrange. New requests for adjustments must be
processed and approved by the Extenuating Circumstances Board a minimum of six
weeks prior the commencement of each examination period. Failure to meet the
deadlines may mean that it will not be possible to arrange support for the forthcoming
session.
2
In order to receive consideration, all applications must be supported by current
medical/diagnostic evidence which meets the University requirements. Students who
have specific learning difficulties (e.g. Dyslexia/Dyspraxia) must provide an up-to-date
diagnostic report completed by a chartered educational psychologist or suitably
qualified dyslexia specialist (normally completed after the age of 16 years). If the
University considers that the evidence provided is not sufficiently up-to-date or the
recommendations it contains are not sufficiently relevant to higher education then the
student may be required to provide further evidence or have a re-assessment. The
Disability Advice Team can advise how to go about this.
3
The University Disability Advisers in consultation with the relevant academic
department are responsible for determining suitable examination arrangements. Once
the student has submitted an application they must attend an interview with a Disability
Adviser to discuss their needs, following which recommendations will be submitted to
the Extenuating Circumstances Board for approval. Students whose applications are
successful will be notified in writing detailing the approved recommendations prior to
the commencement of the examination period. Once approved, these arrangements
will be maintained throughout the period of their course, with the opportunity to review
arrangements annually.
4
Reasonable adjustments to the examination process will take place within the following
range.
a
Additional time allowances
The extent of additional time allowances will depend on the requirements of the
individual student. This typically ranges from 15 to 30 minutes per hour.
b
Rest breaks
In general 10 minutes per hour may be allowed for rest breaks. These may be
taken when required by the student and timed by the invigilator. Time permitted
for rest breaks is strictly "pen down" time.
c
Reading time
Time may be allocated for reading through the question paper and any additional
materials. This additional time is also strictly "pen down" time.
d
Flexible start times
In rare cases, with the agreement of the Examinations Officer, students may be
permitted to start the examination earlier or later than the scheduled time. In
these cases there would be a requirement for students to be supervised before or
after the examination for security reasons.
e
Modification of printed examination papers
Students may require question papers to be made available in alternative
formats, e.g. in enlarged print, Braille or on coloured paper.
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f
Personal Assistance
Students may require a scribe (or "amanuensis"). The scribe should be a native
English speaker with some direct knowledge of the subject. Where possible the
scribe should be known to the student and the student should have been offered
the opportunity to practice with the scribe beforehand. Additional time will be
required for examinations dictated to a scribe and a separate room will be
required for the examinations.
Students may require the questions to be read out to them. The reader should be
a native English speaker with some direct knowledge of the subject.
Students who are deaf may require a communicator. Those who use sign
language may require an interpreter at the start of an examination if instructions
are delivered orally.
Students may be accompanied by a personal carer. Arrangements should be
made for them to be able to sit in close proximity to the student.
g
Equipment
Where the use of a computer is specified as an adjustment for written papers,
standard computers and printers will normally be provided by the University.
Additionally, specific equipment may need to be available to the student in an
examination, e.g. ergonomic keyboard, large screen monitor, screen reader, or
non-programmable electronic spellchecker. Where the student’s needs are
unusually complex and therefore more specialist software or hardware is
necessary, the student may be permitted to use their own equipment under the
endorsement, and at the discretion, of the Examinations Office. In such
circumstances the University reserves the right to make a technical examination
of the equipment for security purposes and to set parameters for usage.
h
Furniture
Students may require ergonomic furniture rather than the standard furniture
provided, e.g. a chair with support arms or back rest, a book holder, an adjustable
height table.
10.5
Placements and field work
1.
The university and the placement provider both have responsibilities and often have
overlapping duties to students on placement, regardless of whether a placement is
arranged by the academic department or the student themselves. The responsibility
to ensure that students are not disadvantaged on placement falls on the University.
However the responsibility to make reasonable adjustments for disabled students
ultimately resides with the placement provider. This may require continuous
negotiation between both parties. Academic departments need to be very clear about
the core requirements of courses and ensure that placements and/or field work are
appropriate in this regard. Where these are integral to the course, under the
‘anticipatory duty’ section of SENDA, the requirements of students who have a
disability need to be considered at the planning and approval stages. This may mean
that in order to fulfil core requirements, arrangements previously made/approved may
need to be modified.
2.
Many vocational/professional courses combine campus based study with an integral
work placement. Early communication with the student prior to the placement being
selected and confirmed is necessary to identify what needs to be considered. With
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careful planning and monitoring, most work placements, field trips or study periods
abroad can be accessible to the majority of disabled students.
3.
Placement co-ordinators should be alert to personal (for the student) and legal (for
the university) issues surrounding disclosure of information about a student’s
disability to a placement provider. The student may need support in deciding whether
or how to disclose a disability, and the university may have a legal obligation to pass
on (or not to pass on) this information. Advice on this issue can be sought from the
relevant professional body, and/or the University’s Legal Services department.
4.
Things to consider
a. Have work placements, field trips and overseas partner institutions been audited for
accessibility? Are tutors aware of the barriers that particular venues or activities
may pose for disabled students? For example the geographical and physical
location needs to be taken into account; can the student sensibly travel distances?
b. Where possible are field trips or trips abroad organised to places that are
accessible?
c. Are students given a further opportunity to disclose a disability as trips and
placements are being organised? Are they asked about any particular needs? Are
Disabilities Advisers kept in the loop for advice on suitable adjustments?
d. Are disabled students supported in finding placements that meet their
requirements? Is the pace and/or pattern of work taken into account. For example
can placement hours completed over an extended period be accommodated?
e. Has the availability of local health services/care providers been established should
the student need to access them
f. Are arrangements made to ensure that the student can take personal assistants or
assistive technology with them where necessary?
g. Has it been established whether the student can deal effectively with administrative
tasks that may be required and the volume of reading or writing required?
h. Has additional consideration been given to health and safety aspects?
i. Have work placement providers or overseas partner institutions received training in
disability equality or how to work with disabled students?
j. Where placements or field study opportunities cannot be made accessible, what
alternative learning opportunities are available (for example, virtual field trips)?
k. Are placement providers or overseas partners clear about who will take
responsibility for making adjustments and the range of adjustments they may need
to anticipate?
5.
On completion of the placement it is advisable that placement supervisors should obtain
feedback from the student and record any disability specific issues, for example, the
successful implementation of any reasonable adjustments and any suggested
recommendations for future placements/ field activities.
10.6
Further advice
1
The Higher Education Academy has published guidance produced by the Equality
Challenge Unit and the Higher Education Academy, ‘Disability Legislation; practical
guidance for academic staff’ (Equalities Challenge Unit, 2006). This document
provides academic staff with clear information about how to apply disability legislation
to teaching and learning. It draws on a host of resources from across the sector and
signposts examples of issues and good inclusive practice when teaching disabled
students.
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http://www.ecu.ac.uk/publications/disability-legislation-practical-guidance-foracademic-staff-revised
Students with disabilities
Updated January 2012