Skill: National Bureau for Students with Disabilities
Disability Directory
for
LEA Awards Officers
6th Edition
August 2005
About Skill
Skill: National Bureau for Students with Disabilities is a voluntary organisation that helps
disabled people across the UK to make the most of their opportunities in post-16
education, training and employment. Skill’s activities include:

promoting individual support to disabled people, their families and people working
with disabled people via an Information Service helpline and through information
booklets and publications

promoting good practice by organising regular events, meetings and support
networks for staff development and mutual support

producing publications for disabled people and those working with disabled people,
including a regular journal and good practice guides

influencing national policy through campaign work and liaison with government and
government agencies

reporting on the latest developments on its regularly updated website

working with its members.
Skill would like to thank everyone, particularly EA Draffan, who has been involved in
updating this publication for 2005.
Report produced by
Skill: National Bureau for Students with Disabilities
Chapter House
18-20 Crucifix Lane
London SE1 3JW
020 7450 0620 (voice/text) 020 7450 0650 (fax)
E-mail skill@skill.org.uk
Information Service
Open Tuesday 11.30am-1.30pm, and Thursday 1:30pm3:30pm
0800 328 5050 (voice) 0800 068 2422 (text)
E-mail info@skill.org.uk
Website: www.skill.org.uk
Charity Number 801971
Contents
1. Introduction
Background to DSAs
Skill review of DSA administration
Individual needs
HEFCE Performance Indicators
DSA Allowances 2005/06
Process of applying for DSAs
Suggested good practice for awards departments
The role of a student
2. Disability awareness
Language
Terminology
Trainers
The Disability Discrimination Act
3. A guide to different impairments and conditions
Introduction
Visually impaired students
Deaf and hard of hearing students
Students with medical conditions
Students with mobility or dexterity difficulties
Students with speech and language difficulties
Students with specific learning difficulties (including dyslexia)
Students with autism and Asperger syndrome
Students with mental health difficulties
4. Human support
Types of human support
Employing support workers
Study skills support
5. Equipment
The role of technology
Limitations
Choosing a supplier and insurance
VAT exemptions
Obtaining the right equipment
Equipment that is currently available and guideline prices
Equipment suppliers
6. Support networks
7. Needs assessors and assessment centres
8. Useful organisations
General disability organisations
Human support and equipment
Students with visual impairments
Students who are Deaf or hard of hearing students
Students with medical conditions
Students with mobility or dexterity difficulties
Students with speech and language difficulties
Students with specific learning difficulties
Students with autism and Asperger syndrome
Students with mental health difficulties
1.
Introduction
This is the sixth edition of the Disability Directory for LEA Awards Officers. This directory
is intended to complement the more general guidance provided by the DfES on
Disabled Students’ Allowances (DSAs) issued in their Education (Student Support)
Regulations. The guidance for 2005/06 can be found at
http://www.dfes.gov.uk/studentsupport/administrators/dsp_section_5.shtml
The guidance aims to enable awards officers to make more informed decisions when
processing applications for DSAs.
Section one introduces DSAs, provides good practice for LEAs and shows a system
that a student might go through to apply for DSAs.
Section two provides information on language and terminology relating to disability, briefly
introduces the DDA and explains the purpose of disability equality training.
Section three gives general information about different impairments and conditions. It
outlines what students with these impairments may need and the difficulties they may face
in higher education.
Section four looks further at human support, describing what is available. Part of the
section describes study skills support and explains why it is helpful for people with certain
impairments.
Section five focuses on what equipment is currently available and what the equipment is
used for. It lists the contact details of equipment suppliers who will be able to provide upto-date advice about certain pieces of equipment and guideline prices.
Section six lists existing support networks through which awards officers can discuss
issues and share ideas.
Section seven focuses on needs assessments and assessment centres.
Section eight provides a list of useful organisations that can give advice to awards
officers. It lists the contact details of experts and specialists in the area of each
impairment or condition. These experts will be able to share additional knowledge about
the current support and equipment available for students and the costs involved.
Background to Disabled Students’ Allowances (DSAs)
DSAs have encouraged increasing numbers of disabled people to enter higher
education and have enabled more students to study with the support they require. This
support helps students reach their potential, placing them on an equal footing with other
students in higher education.
DSA awards officers must satisfy themselves that a student will, because of his or her
disability, incur additional expenditure if he or she is to attend their chosen course. Awards
officers must also satisfy themselves that all such expenditure is reasonably incurred and
appropriate to the individual needs of the student. DSAs are not intended to assist with
disability-related expenditure that a student would incur if he or she was not following a
course. DSAs are also not intended to be used as a contribution towards the infrastructure,
general administration and pastoral costs of the institution which a student attends,
although LEAs can use discretion in deciding what administration costs they will pay (see
section four for more details on employing support workers).
Students may become disabled or have their condition identified after their course has
started, not just at the start of their first year. Other students may choose to disclose
their disability, or may need equipment, later in their course. Therefore, it is important
to accept applications for DSAs at any point during a student’s course.
Skill Review of DSA administration
In January 2001, Skill was commissioned by the DfES to undertake research to
investigate how effectively the policy to provide DSAs for disabled students in higher
education in England and Wales was being implemented. The purpose was to identify
both good and poor practice in current arrangements and to make recommendations for
future improvements. The Department identified four key areas for investigation:




the speed and availability of the needs assessment process
the administration of DSA applications by LEAs
the role of disability officers at higher education institutions in the DSA process,
particularly in assessing needs and supporting DSA applications
the purchasing and supply of equipment, focusing particularly on the choice of
suppliers.
Many of Skill’s recommendations have already been implemented and a summary of
Skill’s report, including an overview of findings and all the recommendations, is
available on the DfES website at
http://www.dfes.gov.uk/studentsupport/administrators/doc/skillreportsummary.doc
In addition, relevant information from the review will be included in this guide, at
appropriate points. It may be necessary to contact the Department where necessary
when consulting the Directory in order to be updated on the latest developments.
Individual needs
Every disabled student has different and individual needs. An impairment can be a
generic title for a number of different conditions, each with its own characteristics. For
example the term visual impairment covers conditions that may result in tunnel vision,
blurred or patchy vision or total blindness, and each of these affect a student differently.
Even when two people have the same impairment their needs may differ. They may be
living in, or accustomed to, different environments. Each may have different personal
coping mechanisms. They may also have different skills. For example not all blind
people read Braille and not all deaf people use sign language. This is why, previous
experience and knowledge of students with similar conditions, though useful, is no
substitute for considering the needs of each student on an individual basis. Therefore,
assessment bodies will carry out individual needs assessments, which can be paid for
through the DSAs.
HEFCE Performance Indicators
Each year, the Higher Education Funding Council for England (HEFCE) produces a list
of Performance Indicators (PIs) to measure the number of students in higher education.
The figures are available through the Higher Education Statistics Agency (HESA)
http://www.hesa.ac.uk/pi/.
The DSA Performance Indicator is used to compare the number of DSA-receiving
students in each institution with a benchmark that takes account of the subjects taught,
the entry qualifications of the students and the split between young and mature students
in the institution. According to HESA,
‘The proportion of students in receipt of DSA is relatively small. The percentage
of such students on full-time undergraduate courses in 2002/03 was 2.5%, with
institutional values ranging from 0.0% to 18.2%. For part-time students, apart
from those at the Open University, 0.9% were in receipt of DSA. The Open
University, with nearly a third of all eligible part-time students, had 1.8% of its
students in receipt of DSA.’
However it should be noted that HESA also revealed that
‘There was an increase of 0.5% of full-time first degree students who were in
receipt of the Disabled Students’ Allowance, of 2.6% in 2002/03 compared to
2.1% in 2001/02. This indicator uses the proportion of students who are in receipt
of the Disabled Students’ Allowance, as this is more robust than the proportions
reporting that they are disabled.’
(http://www.hesa.ac.uk/press/pr78/pr78.htm)
DSA Allowances 2005/2006
Full-time undergraduate students
 The specialist equipment allowance (a maximum of £4,680 to cover the entire course)
is intended to pay for major items of specialist equipment (eg computer hardware,
software and/or special devices and furniture) that a student may need to benefit fully
from his or her course. This allowance may also be used for any repair, technical
support, insurance or extended warranty costs that arise from owning that equipment.
This allowance is meant to cover the whole course and is not an annual payment. It
does not need to be spent all at once, but can be used as the course demands or as a
student’s needs change. Any equipment bought with the allowance belongs to the
student. A student can offer the equipment to his or her institution or LEA at the end of
the course, but the LEA cannot request that the student returns the equipment.

The non-medical helpers’ allowance (maximum of £11,840 per year) is intended to
fund helpers (eg sign language interpreters, notetakers) that are necessary for a
student to benefit fully from his or her course. It may be used to pay for training on IT
and specialist equipment. This allowance may also pay for a personal assistant to
attend field trips, including those abroad, that are a necessary part of a student’s
course. A non-medical helper should include charges for travel and subsistence costs
as part of his/her wage. However, where a non-medical helper has to travel particularly
long distances, the DSAs may be able to cover the additional costs. The non-medical
helpers’ allowance is usually paid in instalments over the year.

The general allowance (maximum of £1,565 per year) is intended to cover any costs
relating to disability and study that are not covered by the other allowances (eg extra
photocopying, books, disks/tapes, internet connections). It can also be used to top up
the equipment or non-medical helpers’ allowances if a student needs more than the
maximum available.

Travel costs may be paid using DSAs. This allowance covers additional travel costs,
which are related to disability. There is no maximum on the amount that can be paid.
Travel costs can be paid either for private motor vehicles or for taxi fares, depending
on value for money and what is most appropriate for the student.
Part-time undergraduate students
 To qualify for the DSAs, a part-time course must be at least one year in length and
must not take more than twice as long to complete as an equivalent full-time course.
Students on distance learning courses can apply for the part-time DSAs, subject to
the same conditions. Note that students on Open University (OU) courses should
apply for the DSAs through the Open University’s DSA office, rather than through
their LEA. OU students must be studying a minimum of 60 credits to qualify.

The specialist equipment allowance is a maximum of £4,680 for the whole course.

The part-time non-medical helpers’ allowance is calculated pro-rata, to a maximum
of £8,885 per year. For example, if the course is 50% of the full-time equivalent
course, the allowance is payable at 50% of £11,840.

The maximum general disabled students’ allowance is £1,170. Again, this is
calculated pro-rata.

Travel costs may be paid using the DSAs, again covering travel costs related to
disability. There is no maximum allowance.
Postgraduate students
 Students who are studying on a full-time or part-time postgraduate course that
requires a first degree as an entry qualification and lasts for a minimum of one year
full-time are eligible for DSAs.

In England, Wales and Northern Ireland, there is one allowance per year to cover all
costs of £5,640. The specialist equipment allowance, the non-medical helpers’
allowance and general allowance are subject to this overall maximum of £5,640.

In Scotland, postgraduate DSAs are paid at the same rate as those for
undergraduates.
Process of applying for DSAs
The process of administering DSAs (for awards officers) and applying for DSAs (for
students) differs in different authorities. Skill’s review of DSA administration identified a
lack of consistency across LEAs as a key flaw in the process. There is a need for
greater national consistency and, as far as possible, greater simplicity and clarity. Skill
therefore recommended that LEA paperwork for processing DSA applications, including
application forms and letters instructing students, be standardised. It is recognised,
however, that LEAs may wish to continue using locally prepared letters due to the
complexity of the DSA process, and therefore, the DfES has issued guidance on
standard paperwork and suggested templates for letters, which a number of LEAs are
now using as good practice.
One important change in the administration of DSAs is that students may now obtain
early needs assessments. LEAs can use DSAs to fund needs assessments for
prospective students in advance of the final confirmation of their place. Needs
assessments can be organised and funded for students who have been deemed eligible
for student support. With the removal of the requirement for LEAs to issue Eligibility
Notifications, application for HE may be received later than in previous years. Therefore,
the Department recommends that in order to minimise delays in general DSA
processing, LEAs determine eligibility for student support from potential DSA
applications as a priority and fast-track these applications (see DfES guidance chapter
for LEAs “DSA – 2005/06” ,). Please note that the student must have had their place at
a university or college confirmed before the full DSA can be paid, ie in August or
September, but they can be paid before their course actually commences,
The process of applying for DSAs may involve many different people, depending on the
situation. All or some of the following people may be involved alongside a student:
 disability adviser (if the institution has one)
 course tutors
 those involved with a needs assessment (if needs are not already known)
 equipment or support supplier
 social services department.
All of these people may provide an important input into the support, including equipment
that students use to benefit fully from their courses. When a student first contacts an
awards officer, it can be helpful if the awards officer suggests that he or she contacts
the above people and involves them in the application process. However, the student
must give their consent if the awards officer is to involve other people.
Suggested good practice for awards departments
The following list of suggested good practice has been revised to reflect the DSA
review. The review confirms and adds to advice given in this section in the previous
edition of the Directory.
1. It is recommended that students have at least one named contact at their LEA
whom they can telephone and e-mail (see the section ‘The DSA application
process’ in the DfES guidance chapter “DSAs – 2005/06”.
2. It is recommended that DSAs be better publicised through dissemination to
schools, colleges, libraries and Connexions/careers services. Awareness of
DSAs amongst students is still low. LEAs may wish to consider designing posters to
raise awareness and distributing these as e-mail attachments.
3. It is recommended that LEAs take additional steps to raise awareness of the
availability of DSAs amongst students, perhaps by enclosing a flyer when
sending out PN1 and PR1 forms. The Skill review highlighted the problem of
alerting and detecting potentially eligible students who did not necessarily selfidentify as disabled.
4. It is recommended that LEAs provide full and early information to students
about DSAs and how the application process works, eg scope of DSAs, when
applications should be made, how long the process will take, what is expected from
students in terms of evidence, where they can go for their needs assessment
5. It is recommended that student choice is built into the application process, eg
with regard to date, time and place of needs assessment appointment,
arrangements for implementing support
6. It is recommended that LEAs inform applicants of what may be purchased and
what will not be paid for. (DfES guidance chapter “DSAs – 2005/06”, paragraph
132 sets out what support is appropriate for DSA funding).
7. It is recommended that written consent from the student to contact the
disability co-ordinator, suppliers and other third parties is obtained. The form
‘Application for DSAs for the academic year 2005/06 is also used to obtain student’s
consent to releasing information and paying third parties directly. . For further
advice on this form, refer to the guidance chapter “DSAs – 2005/06”, paragraph 169.
This allows the disability co-ordinator to set up local training on the equipment or
maintenance agreements with local firms or internal computing departments.
8. It is recommended that LEAs inform applicants of decisions promptly and
provide timely updates, as appropriate, of amount of DSA spent and amounts
remaining.
9. It is recommended that LEAs inform unsuccessful applicants of any routes of
appeal or complaint, or reconsideration, eg inviting them to provide further
information they may feel supports their application. (see ‘Bridging the Gap
The role of a student
The process of applying for DSAs can be confusing for students as they do not always
understand what evidence is required and what they will be assessed for. As a result, a
student may not present all of the necessary evidence. The chart below details the
process that most students go through when applying for DSAs. It may be helpful to
develop a chart of the application process students need to go through for your
authority, including relevant contact details. This may also help identify where the
process may need simplifying or streamlining.
It may be useful to remind a student that if they book an appointment for an
assessment, and later find that they are able to obtain an earlier appointment at an
alternative centre, it is important that they cancel the first appointment. There has been
an increasing problem of students obtaining alternative appointments without informing
the first centre, therefore wasting valuable time and resources, and adding to the
problem of long waiting lists for assessments.
Inform your LEA that you need to
apply for the Disabled Students’
Allowances. Ask for a named
contact.
Supply the LEA with evidence of
your disability. Make sure you
check with the LEA what kind of
evidence is acceptable.
Think about the disability-related
needs you may have on the
course you have chosen. You may
find it helpful to speak to the
disability adviser or course tutor
about this.
Once your evidence has been
accepted, arrange for a needs
assessment by a centre or
assessor approved by your LEA
(remember, you can arrange this
once you have been assessed as
eligible for student support.
You may need to revisit the needs
assessment once you have a
confirmed place to ensure that it
addresses your needs on the
course you have chosen. Your LEA
can advise on this.
If you have a specific learning difficulty
including dyslexia, have you had a full
diagnostic assessment since you were
16 years old?
YES
NO
Arrange for an Assessment of
Performance Attainment (see section
on students with specific learning
difficulties for further details).
2.
Disability Awareness
Language
Language is a very powerful tool. The words we choose to express ideas can have a
strong influence on the way we define and understand issues. Disability is an area
where language is contentious, and people may wonder whether the words they choose
are appropriate. This section looks at the different ways in which disability is defined, as
well as preferred terminology.
Defining and categorising disability is a difficult task and many different terms and
definitions exist. This is in part because acceptable terminology changes over time and
because there are distinctive models of disability that focus on different definitions. At
present, the medical model and the social model are widely used, but some feel these
representations do not cover the very complex issues that face society and disabled
people. In understanding the difference between the two models, it is useful to
distinguish between impairment or condition (medical model) and disability (social
model).
The medical model refers to the medical diagnosis of a person’s impairment or
condition and determines what people can and cannot do (eg sight loss, hearing loss,
epilepsy). It also details what the person will need in their lives in order to function
adequately with this particular condition. The problem therefore is seen as being with
the individual themselves.
The social model focuses on the societal and environmental barriers, constructed by
society as a whole, which prevent disabled people from taking an equal part. This
means that people with impairments are disabled by the environment and society.
The following pairs of statements illustrate the difference between the two models:
Medical:
I have spina bifida and use a wheelchair, so I can’t access that office.
Social:
That office has no wheelchair access so I can’t work there.
Medical:
I am deaf, so I can’t take notes from the overhead projector and watch the
sign language interpreter at the same time.
Social:
The tutor hasn’t given me photocopies of the OHP notes, so I have to
choose between taking notes from the overhead or watching the
interpreter.
Terminology
The way specific impairments are referred to is subject to debate and change. This is
sometimes referred to as ‘political correctness’. Politically correct terminology excites
strong feelings in many people, both positive and negative, but there are problems both
with taking it to an extreme and with ignoring it completely. The danger with taking it to
an extreme is that it can prevent people from asking questions and dealing with their
real reactions and attitudes - using the right words can become more important than
promoting a positive attitude. While it is important not to get too bogged down in what
the ‘correct’ words and phrases are, it is useful to understand why some terms are
preferable.
Language should be used in as positive a way as possible. The terms and phrases
mentioned below are not hard and fast rules and, indeed, preferences vary between
individuals. However, in general, terminology and phraseology should not marginalise or
patronise the people it is describing but instead it should provide positive images. For
example, people are often referred to by their conditions as if that constitutes their
whole identity, eg ‘he is an epileptic’, ‘the deaf’. Taken a step further, this can lead to
negative and technically inaccurate labelling that can dehumanise or belittle a person.
‘Wheelchair bound’ and ‘deaf and dumb’ are examples of phrases that can be replaced
by both more accurate and less offensive language such as ‘wheelchair user’ and ‘Deaf
without speech’.
Ask yourself whether you think these terms are positive, negative or neither:
Wheelchair-bound
spastic
special
the disabled
mentally ill
Spina Bifida
cripple
invalid
integrated
independent
disabled person
sufferer
brave
special needs students
There are reasons why some people find some of these words offensive. Terms such
as ‘brave’ and ‘special’ may seem positive at first, but their capacity to be offensive is
linked to a stereotype of disabled people being less capable than others. ‘Able-bodied’
people often admire people with disabilities for being ‘courageous’ and ‘pioneering’, or
they may be ‘their own worst enemy’.
To summarise, language is a potent force, which can promote negative stereotypes, but
do not become so concerned with the terminology that it becomes a reason for not
discussing issues. If you are not sure what term to use, take your cue from the disabled
person him or herself. What term does he or she use to describe him or herself? Avoid
labels and generalisations and remember that disabled people are individuals whose
disability is only one part of their identity. The following table is an attempt to reflect the
terms usually preferred by those groups whom they are used to describe.
Use
Avoid
People/students with...(eg diabetes)
Using the adjective as a noun, eg ‘the
disabled’, ‘a diabetic’
‘Persons’
People suffering from/afflicted with,
implying victim role
Special needs
Students with learning difficulties and/or
disabilities
SLDD or other initials
Disabled person (if the person prefers it
and/or for variety) or person with a
disability (if the person prefers it and/or
for variety)
Handicap (except in relation to golf,
racing), cripple, invalid, spastic, special,
‘challenged’
Person with a learning difficulty or person SEN, ESN, mentally handicapped,
with a learning disability
retarded, mental age of...
Wheelchair user
Wheelchair-bound
Person with a visual impairment or a
blind person or a partially sighted person
Visually handicapped person
Deaf, profoundly deaf or hard of hearing
person
Person with a hearing impairment and
never deaf and dumb or deaf and mute
Person with a mental health problem or a
mentally ill person or a mental health
services user
Disturbed person, mad or mental
Hearing aid
Deaf aid
Accessible toilets or toilets/facilities that
are fully accessible
Disabled toilets (unless they are out of
order)
Personal assistants/enablers
Carers
Trainers
Many awards officers have had disability training and found it very helpful. The Student
Awards Agency for Scotland has made this training a regular part of its general
induction programme and awards officers have found that it builds up their
understanding of disability and the needs of disabled students.
Many training organisations, including Skill, independent trainers and consultants offer
disability awareness training as part of their training curriculum. Disability equality
training is a more specialised training delivered by disabled people. The University of
Cambridge has set up a database of disability equality trainers working across the UK.
This can be accessed at the following website:
http://www.cam.ac.uk/cambuniv/disability/university/trainingdb/
Many colleges and universities also offer training and a large number of institutions and
assessment centres will give training to awards officers if approached.
The Disability Discrimination Act
Part 4 of the DDA covers discrimination in the provision of education. The post-16 part
of the Act makes it unlawful for education institutions to discriminate against disabled
applicants or students and requires them to make reasonable adjustments where
students or applicants are placed at a 'substantial disadvantage'. Part 4 does not
currently cover Northern Ireland, but the Special Educational Needs and Disability Order
(SENDO), which has similar provisions, will come into force in September 2005.
Education providers are required to make reasonable adjustments whenever a disabled
person or student is placed at a substantial disadvantage. This might include:
• changes to course content and course delivery
• providing learning materials in alternative formats
• providing sign language interpreters or notetakers in classes
• ensuring a field trip or outing is accessible
• providing study skills support
• extending essay or assignment deadlines
• training staff to communicate appropriately.
Education providers are only required to do what is reasonable and they are allowed to
take into account other grants and loans, such as DSAs, available to the student when
making this judgement.
From 1 December 2006, a Disability Equality Duty (DED) on all public authorities in
Great Britain will be introduced under Part 5a of the DDA. The DED is not about giving
rights to individuals but is about public authorities considering the impact of all their
activities on disabled people in general and about getting disability issues right from the
start.
All public bodies, including education providers and local authorities, will be covered by
a general duty to:

eliminate disability discrimination

promote equality of opportunity for disabled people

eliminate harassment of disabled people

take account of disabled people’s impairments even if this means treating disabled
people more favourably

promote positive attitudes towards disabled people

encourage participation by disabled people in public life.
In addition, certain listed public authorities will be covered by a specific duty and they
will be required to produce a Disability Equality Scheme on a three-yearly basis. All
education providers, education funding bodies and local authorities will be covered by
the specific duty.
Disability Equality Schemes will need to involve disabled people who are employed by,
or who use the service provided by, the public authority. In the case of local authorities,
this may include service users and students in receipt of DSAs from that authority. The
scheme will have to demonstrate the impact that it will have on disabled people, how it
will be monitored and how disabled people have been involved in drawing up the
scheme.
Impact assessments will have to be carried out on all existing and new policies and
procedures to ensure that authorities take account of any poor quality decisions that
they have made in the past and consider the impact of all new policies on disabled
people. They will not all have to be done at once and key policies and procedures will
be prioritised in the first Disability Equality Scheme and then a rolling programme of
impact assessments should be undertaken.
The DRC has produced two draft Codes of Practice on the Disability Equality Duty: one
for England and Wales and one for Scotland. They are hoping to finalise the Codes in
spring 2006.
3.
A guide to different impairments and conditions
Introduction
This section provides you with some basic information about different impairments. It is
almost an impossible task to categorise them as no two people will be disabled in the
same way.
People are often curious about the causes of conditions related to disabilities. Causes
are many and varied. Some people are born with impairments, while others develop
them. The same condition may have a major or minor effect on an individual and this
may depend on that person’s age and circumstances. Some of the most common
medical terms or causes are referred to in this directory, but many others are not
mentioned, so this is not intended to be a comprehensive list. Indeed the name of a
condition, in itself, is unlikely to provide you with much helpful information. While it may
be necessary for you to have medical evidence and how they managed certain
situations, what you really need to know about are the barriers that some aspects of
teaching and learning can impose on disabled students. This section aims to give you
some pointers towards this.
Some students may know exactly what they need to help them study, before they apply
to higher education. It may be that their needs are quite straightforward, or that the
equipment or strategies they have used in other settings are appropriate to their new
studies. For many students, however, this will not be the case. Higher education will be
an unfamiliar environment; the strategies they have used in school may not be
appropriate in lectures or applicable to studying for long periods alone in the library.
Students may need to seek advice from the institutions where they are intending to
study, from professional assessors or from others with relevant knowledge. Even after
taking advice, there may be no obvious ‘right’ answers, and students may need to try
out one or two ideas before they settle with the support package which best suits them.
Similarly, students’ needs may change either because their condition alters, or because
the demands of their course alter. In such circumstances, students may need to
reconsider or, where funding allows, increase their support package in the light of their
changed needs. The overall message is: every student is an individual with
individual needs.
The following information, therefore, is only designed to give broad outlines of various
kinds of impairment, providing enough detail to enable you to look at general areas of
concern which can then be made more specific by the individual details you receive
from students.
See section 7 for details of specific organisations that can provide further
information and advice.
Visually impaired students
Background information
People may be born with a visual impairment or develop one in later life. They may call
themselves blind or partially sighted depending on the degree of their impairment. Only
a small proportion (about 4%) are totally blind. The majority of people with visual
impairments will have some useful sight but some people have blurred vision, cannot
judge distances and speed, or are unable to distinguish between objects that have a
similar colour or shape. Others may see things that are very close, but little that is in the
middle or far distance, or may have a restricted range of vision (tunnel vision). A small
percentage of people with visual impairments will be disabled in other ways, and in
particular may be deaf or hard of hearing. This does not mean someone has no useful
sight or hearing, but it is more likely to mean he or she has some degree of both
deafness and visual impairment.
For more information, visit DfES Access for All - Blind or partially sighted
http://www.dfes.gov.uk/curriculum_literacy/access/sight/
Implications for studying
Sight is a prime way of gathering information and learning, not only for reading and
writing but also for social interaction and practical activities. Visual materials such as
text, graphics and video can become difficult to access for students with visual
impairments unless alternatives are offered.
Institutions may have to offer students larger study bedrooms to accommodate bulky
equipment and Braille texts. Lecturers may need to provide prioritised booklists,
overhead transparencies (OHTs) and handouts should be available in digital format
(from a computer) or provided well in advance to allow for scanning into audio or
Brailling.
Strategies and equipment
General
Most students who are visually impaired will already have a preferred system of
accessing information, with the most common being large print, audio tape, Braille, disk
or a combination of these.
For large print, a minimum of 14-point and preferably 16- or 18-point is recommended. It
can be produced by photo-enlarging ordinary print, but the quality of print is improved if
work is produced in large print at the outset, particularly if bold print is used. It is,
however, generally more difficult to scan large print, and many people using residual
vision find it tiring to concentrate on any print for long periods.
Those who prefer large print may, depending on their eye condition, use a range of low
vision aids to make the most of their sight, including monocular magnifiers and CCTV
(closed circuit television), which throws an enlarged version of a page onto a screen.
Computer software can also be obtained to enlarge print on the screen, thus providing
independent access to those students who prefer to deal with materials on disk or from
the Internet.
Many blind students will use recordings for some of their studying, which means that
they have to rely entirely on auditory input, which requires both practice and skills of
concentration and memory. It is more difficult to skim through audio material, although
equipment is available which plays material at a faster speed than normal. Many
students now depend on digital technology with CDs, disks, memory drives and MP3 or
Daisy players.
Braille is a system based on patterns of raised dots to represent letters. Not all blind
people use Braille as it takes some time to learn and requires a certain level of
sensitivity in the fingertips. Braille embossers print material from a computer but require
quality paper and each cell takes up more space than a letter or letter combination, so
they tend to be bulkier than print. This means that more storage space may be required
and large amounts cannot be carried at one time.
Diagrams and other pictorial information can be adapted in several ways for blind
people. In some cases it may be appropriate for information to be relayed through an
oral or written description. Diagrams can be adapted and turned into tactile diagrams by
the National Centre for Tactile Diagrams (www.nctd.org.uk) based in the RNIB office in
Birmingham. Some diagrams can be developed from a computer drawing via a toaster
or heat fuser and others can be made with a heat pen and swell paper or duplication foil
commonly known as German film (which can then be labelled on a Brailler). The best
solution will depend largely on the complexity of the diagrams being used and a
student’s preferred method of accessing information.
Some students use readers, and may use notetakers in lectures and amanuenses to
write for them in examinations. However, it is becoming increasingly common for
students to use computers or other notetaking equipment in exams and lectures.
Students who are blind and deaf may have sufficient hearing to use a hearing aid. If not
they may use a signing system based on finger spelling with words spelt out into the
palm of the hand. They may use any of the systems above to provide written materials.
Technology
As technology advances, the options for blind and visually impaired students are
improving. In notetaking situations, electronic portable Braille notetakers may be used
with speech output or refreshable Braille displays with small pins. These devices allow
students to take notes without having to depend on a human notetaker to assist them.
Many students now use computers with specialist software and scanners to help them
read documents. The computer may have magnification, to enlarge all aspects of the
screen, and speech output or screen reading, so that documents and web pages are
read aloud. A desktop computer or laptop can be supplied with an additional panel of
refreshable raised dots that sits in front of the keyboard, known as a soft Braille line or
refreshable Braille display. This provides a Braille version of what is displayed on
screen. It is also possible for keyboards to be adapted or have keyboards with Braille input keys.
Many students use reading aids such as computer scanners in addition to the above.
These are operated in a similar way to a photocopier but provide a computer or digital
image of the printed material. Optical character recognition (OCR) software can convert
the image into machine-readable print, including working out columns and tables. The
text can be read aloud, enlarged or adapted to suit the user’s needs. Word search and
other navigational features help students explore documents and it may be possible to
highlight text and set up keywords for those who cannot scan or speed read material.
Some students use speech or voice recognition software, which allows them to dictate
their ideas or notes directly onto the computer. This can be used when typing is not an
option, for example, if a student has additional disabilities.
The Royal National Institute of the Blind (RNIB) provides factsheets on all types of
access technology and the assessment centres listed in section 8 can help with an
assessment of equipment needs.
Mobility
Most blind students will need some mobility training in order to familiarise themselves
with the site. This can be arranged with social services or the RNIB. Many blind
students are also guide dog owners but the practical arrangements for this can often be
quite complex to set up in a university or college environment, as dogs need to have
access to water and a grassy run set aside as a dog toilet
Other blind students will use a ‘long cane’ which, as its name implies, is a long, light
stick used to check the environment ahead. A white cane indicates the user is blind.
People who are deafblind use red and white canes.
Field trips and studying abroad can prove an extra challenge for blind students when it
comes to getting around without assistance and appropriate guidance may be required.
Deaf and hard of hearing students
Background information
Some people may be born deaf; others may become deaf gradually or suddenly as a
child or adult. Some people find it hard to listen to conversations in noisy surroundings
and some have to put up with a constant noise in their ears, as may be the case with
tinnitus. Only a very small proportion of people have no hearing at all.
There is often an important distinction to be made between people who are prelingually
deaf, (ie became deaf before learning to speak) and those who became deaf later in life.
Prelingually deaf people usually find it harder than others to acquire spoken and written
language as this is generally learnt through hearing the spoken word. As adults their
spoken language skills may not be as well developed as other people’s, and they may
prefer sign language. The intelligibility of speech, however, does not equate with an
individual’s proficiency in the language or overall intelligence.
For more information, visit the DfES Access for All - Deaf or partially hearing
http://www.dfes.gov.uk/curriculum_literacy/access/hear/
Implications for studying
Hearing is an important way for most people to gather information, and speech is how
nearly everyone communicates. Certain teaching and learning environments with, for
example, lecturers and group discussions, can cause particular difficulties for those who
are deaf or hard of hearing. Teaching staff may need to learn particular strategies to aid
lipreading in lectures or other teaching settings and may need to adapt to, and prepare
for, the presence of an interpreter in the room. Even with this support, deaf students will
have to work much harder than other students in order to fulfil their potential.
Strategies and equipment
General
Deaf students may use speech, lipreading, sign, a hearing aid or a mixture of all these
in day-to-day communication. Different students will have different methods and this
may depend on the degree of deafness and the individual’s age at onset of deafness.
For example, people who are hard of hearing, or who have become deaf later in life
may rely more heavily on lipreading while those who are prelingually or profoundly deaf
are more likely to use sign language.
Most deaf and hard of hearing people can lipread to some extent. Some use it as their
main way of receiving speech from others. Lipreading is not straightforward as several
sounds have a similar appearance. Residual hearing or contextual clues can help to
distinguish sounds. However, it takes time to become accustomed to the way someone
speaks and people with beards and moustaches which hide their lips, or who have
unfamiliar accents are particularly hard to understand. Lipreading takes concentration
and is therefore tiring over long periods. Some people also use trained lipspeakers if
they are in an environment where they cannot lipread clearly themselves. A lipspeaker
will repeat silently what is being said using clear lip patterns. It is usually helpful if the
lipspeaker is familiar with the subject matter.
Many deaf people, although not all, use sign language to communicate. British Sign
Language (BSL) and Irish Sign Language (ISL) (which is used in the Republic of Ireland
and to some extent in Northern Ireland) are indigenous languages in their own right with
their own grammar, syntax and vocabulary. Sign language is as rich as spoken
language and can convey the same meanings and complexities. Those who have
grown up using it may refer to themselves as ‘Deaf’ rather than ‘deaf’ emphasising their
identity within a minority language community rather than as disabled people. Other
deaf people whose first acquired language is English may use Sign Supported English
(SSE) a form of visual English using BSL vocabulary.
If a student uses sign language as their main, or part of their main method of
communication, a trained sign language interpreter or a communication support worker
is needed to interpret for them. If a student does not use, or is not confident using his or
her own voice, the interpreter may also ‘voice-over’ the deaf student’s signs to others.
An interpreter will need to have some familiarity with the subject matter, in order to
interpret successfully. In some academic disciplines there may as yet be no sign
vocabulary for some of the specialist language used. This may mean that the student,
tutor and interpreter may need to improvise to some extent.
There is an acute shortage of sign language interpreters prepared to work in higher
education across the UK and a particular shortage of people qualified in Irish Sign
Language. Some students may be able to operate successfully using communicators
with a slightly lower level of proficiency but the higher the level the better. However, for
some the lack of appropriately trained interpreters or communicators, or the high cost of
qualified support, means that alternative forms of assistance may need to be offered if
their studies are not to be adversely affected.
Many deaf students will use notetakers in addition to, or instead of, communication
support as they will be unable to take written notes while watching a sign language
interpreter in taught sessions.
Some students may opt to record lectures and have the recordings transcribed and a
few may choose to video the interpreter as a permanent record of a session. However,
videos and full transcriptions take time to review and may add to the workload so should
be used judiciously.
Some deaf students, particularly prelingually deaf students, may need help with written
English, especially on extended essays or dissertations. This sort of support can be
provided by a teacher of the deaf who, without touching on the subject discipline, can
help with language use, grammar and essay construction on particular assignments.
Many deaf or hard of hearing students will use a hearing aid even if they use other
methods of communication. Hearing aids do not compensate for hearing loss in the way
that spectacles might remedy short sight. Hearing aids work by amplifying sounds, but
in doing so all sounds are equally amplified, including background noise which can be
problematic. Any sense of the direction from which a sound comes is also usually lost.
For some people, the constant stream of meaningless noise which a hearing aid brings
can be very tiring. Nevertheless, for many people hearing aids are useful additions to
other communication strategies. Many deaf students develop successful strategies to
manage the difficulties that may arise when studying and benefit from the additional
support provided that may reduce possible feelings of isolation in hearing institutions.
Technology
For most people who use a hearing aid, some additional support in a lecture theatre or
seminar will be helpful. Induction loops fitted into the room are one approach, although
some students find that radio aids, which are portable, give a slightly better sound as
they can be tailored to an individual pattern of hearing loss. Both loops and radio aids
work in a similar way: the speaker uses a microphone (in the case of a radio aid this is
usually on a clip which can be attached to a lapel). The signal is transferred to a loop
either around the room, or a small loop worn around the neck. This in turn transmits to a
student’s hearing aid. Multi-directional, conference microphones are available, or the
microphone can be passed around in seminars or other settings where there are
several speakers. Students may already own their own radio aid or may need to
purchase one. Radio aids need to be serviced regularly and may need to be adjusted to
match any increase in deafness.
Some deaf students may be able to use the telephone with an amplification device, or
by simply turning their hearing aid to ‘T’. For others a minicom, or text phone, which is
used in conjunction with a standard telephone, enables people to communicate through
text, either directly to another minicom user or via British Telecom’s Typetalk
switchboard.
Students who have difficulty with the English language may use spellcheckers, grammar
checkers, computer dictionaries and thesauruses to support them in written work.
Accessibility options available on computer operating systems allow bleeps and other
audio warning sounds to be conveyed as flashing window borders as visual signals.
Many deaf students use text messaging and e-mail extensively to communicate with
tutors, support workers and fellow students. These methods support communication
needs that may be course related such as timetable, room changes and in interpreting
course specific terminology. E-mail also assists in the development of written language
skills of prelingually deaf people by increasing exposure to written language generally.
Students with medical conditions
Background information
Some students will have long-term or permanent medical conditions which may have an
impact on their studies. Some will result in physical or sensory impairments and others
will have ‘hidden’ or unseen conditions such as epilepsy, diabetes, ME, haemophilia,
sickle cell, cystic fibrosis, HIV or AIDS, asthma, heart and other chronic conditions.
Many conditions may be stable, others may be variable and some will be progressive.
The following conditions are outlined, as they are common and often misunderstood.
Asthma is an increasingly common condition although it is not always severe enough to
affect a student’s study. Stress, air quality and even the cold can affect asthmatic
conditions.
Conditions affecting health and stamina include ME (myalgic encephalomyelitis also
referred to as chronic fatigue syndrome), haemophilia, sickle cell, cystic fibrosis, HIV
and asthma. In these conditions, a student’s health will be stable for some of the time
but stress, some incident, or the condition itself may cause health to fluctuate requiring
him or her to take time off until strength is regained.
Diabetes affects about 2% of the population. People with diabetes do not produce
enough of the hormone insulin to control their blood sugar level. This can be treated
with diet, exercise, and, often, injections allowing the person to lead a regular active life.
Some people are prone to variations in mood and concentration. The condition can lead
to other complications such as visual impairment, circulatory and neurological problems
which can affect manual dexterity, and renal problems. If the diabetes is not stabilised a
student may require time to adjust to a changing lifestyle.
Epilepsy is a neurological condition defined as a tendency to have recurrent seizures,
which are a symptom of the condition not the cause. There are many types of epileptic
seizure which may be generalised (involving the whole of the brain), or partial (where
only part of the brain is involved). Many people can use drugs to control their condition
effectively. In some cases, epilepsy is adversely affected by stress, for example that
caused by examinations and deadlines. Some people have brief seizures of five to
fifteen seconds known as ‘absences’ or ‘petit mal’. The affected person may not be
aware that they have had an ‘absence’ and they might miss several (random) parts of a
sentence or talk and could therefore find a session confusing because of inadvertently
missing essential points.
Implications for studying
The effects of all the conditions above can vary according to age, circumstances and
often, levels of stress. For many stamina is most affected, which means that laboursaving technology and planning an even workload, with the possibility of extended
deadlines, are important. Students may need to have time off, and effective support
packages will help them to catch up and cope with new study requirements on their
return.
Most students sort out their needs at the beginning of a course and find them
satisfactory throughout. Some students with degenerative or variable conditions will
have changing needs and may need to alter their support arrangements during their
period of study. This may include some students who have asthma or epilepsy that is
normally well controlled by medication but who may have periods when this is not the
case.
Students with these conditions may not see themselves as being disabled and may not
make contact with disability services until later on in the course. People with some of
these conditions may also face considerable prejudice from those around them and
may, as a result, be reluctant to disclose their condition or needs.
Some health and safety issues may need to be considered.
Strategies and equipment
General
Some students may need a place of privacy to take medication, including injections or
dialysis. If this requires the assistance of someone else, the medical services should be
able to help. Others may require a room to rest during the day or may need a taxi home
if they become overtired.
For a number of students diet will be important and students may need to eat at specific
times. They may need a small refrigerator in their rooms particularly for people with
diabetes to help ensure they maintain their diet.
Technology
Many students need to study at home as much as possible saving their energy for when
they need to attend lectures and seminars. They may benefit from a computer and
access to the internet to communicate easily with tutors and fellow students. Students
with stamina difficulties and those who experience pain might benefit from speech or
voice recognition software and possibly a scanner. Such students may find it helpful to
record lectures (or use a notetaker) rather than take notes themselves. A few with
photosensitive epilepsy may need to have special VDU screens, or a screen filter. The
flat Thin Film Transistor (TFT) or Liquid Crystal Display (LCD) monitors can reduce glare
and help viewing but it is also important to check lighting conditions.
Students with mobility and dexterity difficulties
Background information
Some students will have mobility or dexterity difficulties which can include difficulties
with walking, limited or no use of the hands and fingers due to tremor, uncontrollable
movements, loss of limbs, lack of general coordination or restricted growth. Physical or
dexterity difficulties may occur prior, during and after birth. The causes are wide, and
include conditions affecting bones (eg brittle bones), muscles (eg myasthenia gravis,
muscular dystrophy), joints (eg arthritis), nerves and tendons (eg polio, multiple
sclerosis), spinal cord (eg spinal cord injuries, spina bifida) the brain (eg stroke, tumour,
injury through accidents, cerebral palsy or hydrocephalus which often occurs with spina
bifida) or overall development and growth.
It is not the cause but the effect which is important. Many people with physical
difficulties may tire easily or be susceptible to changes in temperature. Some students
will experience considerable pain, which may become worse when students are
fatigued. However, these conditions may be controlled through medication, which, in
itself, can have unpleasant side effects.
Most conditions are stable but a few (for example, muscular dystrophy or multiple
sclerosis) are degenerative or may be variable over time, with good and bad periods.
Some conditions, such as upper limb disorders (including repetitive strain injury/RSI)
may be alleviated if diagnosed at an early stage, but otherwise become chronic
conditions. Some students may have manual dexterity difficulties which affect their
ability to write or undertake other fine motor skills but do not affect other day-to-day
activities.
In many situations, the basic ability to learn is unaffected. However, people who have
sustained brain damage of some description or who have neurological conditions may
have specific learning difficulties, including perceptual, cognitive or memory problems of
various kinds.
For more information, visit the DfES Access for All - Physical disabilities
http://www.dfes.gov.uk/curriculum_literacy/access/physical/
Implications for studying
The physical environment forms the greatest barrier for people with mobility difficulties
and it may be the day-to-day mechanics of studying that pose problems for those who
have dexterity difficulties. Some students may have great difficulty in learning their way
around a complicated campus, may be fearful of moving along on uneven surfaces or
have difficulties with steps. They can be supported by having a ‘guide’ to accompany
them in the early days in their new environment.
It is important to acknowledge the need at all times for a flexible and understanding
approach to support that may be required when lectures occur with extensive
notetaking, assignment times are extended and examinations occur in separate rooms
with additional equipment . There may be a need for recording notes that are typed up
later or to have a scribe or amanuensis in examinations.
Strategies and equipment
General
The types of assistance available for those with mobility and dexterity difficulties varies
enormously but it may be required for all aspects of studying. For example, they may
need someone to take notes, assist with experiments, carry or open books or physically
write assignments.
Some students may require support with mobility and everyday personal tasks such as
using the toilet, washing or eating. A student who needs frequent or regular help will
need a personal assistant. The same person, either a volunteer, for example a
Community Service Volunteer (CSV) or a paid assistant may provide personal and study
support. In these cases the costs can be divided between social services departments
which have an overall responsibility to pay for personal assistance, and the DSAs which
cover the study aspects of support.
It is important that personal assistants, including those giving occasional help, receive
appropriate training, for example in how to lift safely. It may also be necessary to ensure
there are back-up arrangements in case an assistant is unwell. Support arrangements
of this kind need to be kept under review to ensure they remain satisfactory for student
and assistant.
Those who experience excessive fatigue or pain, such as some students with medical
conditions, may need places to rest, more flexible deadlines, or financial support to pay
for taxis between their living accommodation and place of study. Students with mobility
difficulties may also require taxis if no other accessible transport is available.
Technology
A wide range of general and specialist technology is available to assist students who
have limited or no use of their hands or arms. Recorders can be useful to back-up
notetaking. Handwriting accessories, specialist keyboards, mice and switch access
along with appropriate software can enhance typing and writing skills. Keyboards and
mice can be chosen to suit individual needs, for example those that have large keys or
buttons, ergonomic shapes or keyguards used when movements are jerky or lack
control. Switch access allows for computer access using any part of the body that
moves.
Software is available that will predict what a student is writing from the first few letters of
the word and this is particularly useful for those whose typing speed is slow. Speech or
voice recognition software may be useful to some students. Students are likely to have
some idea about what system suits them, but technological change happens so fast that
extra advice may be necessary.
Educational establishments have rarely been designed with accessibility in mind.
Ramps are often a long way from the lecture theatres and accessible toilets, study
areas may be cramped or the wrong temperature making it hard for many students with
mobility difficulties to study with ease. For this reason it can make sense to have a
computer and access to the internet at home where the environment may be better
suited to individual needs.
Students who are wheelchair users, or who have back conditions, may need specially
designed chairs or desks. An occupational therapist, osteopath or an Assessment
Centre should be able to help with an evaluation and trials for different types of
furniture.
Changing needs
Many students sort out their needs at the beginning of a course and stick to them.
Others, may require assistance and regular support in addressing their needs. Some
students with degenerative or variable conditions such as multiple sclerosis, muscular
dystrophy, AIDS or ME will have changing requirements and may need to alter or
increase their support package if the DSAs maxima have not been exceeded.
Course modules also change and students may require additional mobility support
around another campus or building, with potential transport implications and different
study needs.
Students with speech and language difficulties
Background information
Some students have difficulties in communicating through speech. This may be an
inability to articulate sounds or a problem with understanding or putting thoughts into
spoken or written words (dysphasia or aphasia). Some people may have quite good
language skills in understanding or talking about concrete issues, but have difficulties
with abstract matters. For others the difficulty may be more general, for example a
severe stutter. The causes of communication difficulties may not be known and may be
associated with other disabilities, such as cerebral palsy, which can affect any muscles
including those in the face. Difficulties may also arise from brain damage such as
strokes or head injury. Many people find that their difficulties are exacerbated in
stressful situations or when under pressure of time.
Some students may communicate using a device that has synthesised speech output
with symbols, pictures or typed words. Others may incorporate gestures and signs as
part of their language skills by using Makaton. Some of these signs are similar to those
used in British Sign Language. Information about deaf students who communicate
through sign is included under the heading Deaf and hard of hearing. Information about
students who have difficulty with written material is included under the heading specific
learning difficulties.
Implications for studying
As learning involves a considerable amount of communication, usually through speech,
any speech or language difficulty can affect the way a student learns as well as being
socially isolating. If appropriate ways of communicating can be found, there is no need
for this to be a barrier to success.
Staff may need to timetable longer sessions for students who have difficulty with spoken
communication, or may need to find alternatives to the more traditional tutorial and
seminar structure, particularly when it involves assessment by group work or
presentations.
Strategies and equipment
General
Some students have successful ways of communication, in which case it is a matter of
establishing how the system works and making sure everyone understands it. Some
people need extra time to say what they wish, others prefer to be helped to finish a
sentence. Some students communicate via a communication board (literally a board
with letters and/or words on it) or through a computer with a speech synthesiser or
augmentative and alternative communication (AAC) device. Others may work with an
assistant who acts in a supporting role during conversations.
Students with receptive language impairments may misunderstand what is said to them.
They may also find comprehension difficult and misinterpret written material and
examination questions. Particular care and extra time needs to be given to these
students if they are to reach their full potential, and advice and guidance from a speech
and language therapist is advisable.
Technology
Depending on the nature of the disability, which may include mobility and dexterity
difficulties, some students may use a computer with specialist software such as speech
output, word prediction, onscreen keyboards and word banks. They may also depend
on switch access or specialist keyboards and mice. Technology which is not based on
the spoken word can also be helpful, for example electronic communication through email and the Internet or textphones/minicoms, which are more usually used by D/deaf
people.
Students with specific learning difficulties (including
dyslexia)
Background information
In 2003 the DfES convened a Working Group to advise about suitable assessment
methodologies and support for students with specific learning difficulties (SpLD). Under
the umbrella term of specific learning difficulties, the group included dyslexia, dyspraxia
(developmental co-ordination disorder (DCD), dyscalculia and attention deficit disorder
(ADD).
‘It is recognised that there is considerable overlap between the characteristics of
these four conditions. In general terms those with SpLDs have particular
difficulties, which may include spelling, acquiring fluent reading and writing skills
and/or manipulating numbers which may indicate their performance is well below
their abilities in other areas. They may also have problems with working memory,
organisational skills, receptive and expressive language or oral and auditory
skills, maintaining concentration and co-ordination.
It is also worth noting that moving into Higher Education represents a significant
transition, which will often exacerbate the problems for students with SpLDs.
Strategies that have been sufficient at primary, and secondary levels may no
longer be adequate. This highlights the presence of learning difficulties and the
need for additional support at this level.’
(SpLD Working Group Report, 2005
available from http://www.dfes.gov.uk/studentsupport/dsa__1.shtml)
The recommendations in the report will be introduced in stages, the first
recommendations will be introduced after the start of academic year 2006/07. In the
meantime, LEAs have been requested to use the existing guidance contained in “DSAs
– 2005/06”.
In general terms specific learning difficulties are something a person is born with,
although it may not be diagnosed until later life. There are instances where difficulties
have been acquired as a result of brain damage. Some students with specific learning
difficulties may also lack confidence because of past struggles in learning.
Although some people will have very severe difficulties, others will have learnt
strategies to manage by the time they enrol in higher education. This does not mean,
however, that their underlying difficulties have disappeared. A few will not have had their
difficulties diagnosed before their arrival in higher education, possibly because their own
coping strategies were sufficiently well developed for them to proceed through school.
The stigma which is still attached to dyslexia may also have led to some people
covering up their learning differences, not wishing to be considered disabled. For some,
the diagnosis of a specific learning difficulty may come as a relief: an explanation for
previous poor performance. For others a diagnosis is not so welcome, and may initially
lower a student’s confidence further.
Some people with specific learning difficulties will have difficulties with a range of
activities not immediately associated with reading and writing. This might include
perceptual problems such as spatial orientation (knowing right from left, or working out
how a map relates to a picture), sequencing and other organisational skills (how to put a
written assignment together logically and to organise time and routines) or hand-eye
control (legibility of writing). Even if a student has learnt to be relatively fluent in basic
skills, he or she may still have difficulty in other areas, and in stressful situations (such
as examinations) may become less skilled than usual.
Some people, particularly those with head injuries and speech and language difficulties,
may have specific learning difficulties as well as other physical and/or sensory
disabilities.
For more information, visit the DfES Access for All - Dyslexia and related specific
learning difficulties
http://www.dfes.gov.uk/curriculum_literacy/access/dyslexia/
Assessment
The DfES has provided advice on the types of evidence of dyslexia that LEAs can
accept to determine eligibility for the DSAs. The guidelines are summarised below, and
the full guidance is contained in the section ‘Dyslexia’ contained in the guidance chapter
“DSAs – 2005/06” which can be downloaded from the DfES website,
http://www.dfes.gov.uk/studentsupport/dsa__1.shtml
In the case of students with dyslexia, it is important to understand the different parts of
the process. Screening for dyslexia is used to determine whether a full diagnostic
assessment is warranted. There is no requirement for a student to undergo a screening
for dyslexia when providing evidence of dyslexia for HE purposes. Some of the
screening tests are highly subjective and vulnerable to falsification. Two standardised
tests are the DAST (Dyslexia Adult Screening Test published by the Psychological
Corporation) and LADs (Lucid Adult Dyslexia Screening, published by Lucid Research
Ltd). However, LEAs should not accept a screening test as the sole evidence of
dyslexia.
A diagnostic assessment is used to determine whether or not there is evidence of
dyslexia and to establish a student’s eligibility for the DSAs. In contrast, a needs
assessment provides a recommendation of the needs of a disabled student. If the
diagnostic assessment contains a summary of recommended support, this should not
be accepted in lieu of a full needs assessment. It is important that needs assessments
are kept up-to-date to ensure that the level of support received is appropriate for a
student’s current needs.
When students with dyslexia apply for DSAs, it is recommended that LEAs accept a full
diagnostic assessment as evidence. Diagnostic assessments conducted from the age of
16 would be appropriate for the purposes of DSA eligibility. If an assessment was
conducted before the age of 16 years, an update of the student’s skills in reading,
writing and spelling, eg a top-up assessment, would be required.
It is important that LEA awards officers read the DfES SpLD report, in order to
understand the diagnostic criteria which should be used as the basis for diagnosing
dyslexia, the expertise of the person undertaking the diagnostic assessment and the
tests which are valid.
The diagnostic criteria include: a history of difficulty with the acquisition of literacy skills,
even if these have not been formally identified; areas of persisting weakness such as
slow reading, inaccurate reading, decoding difficulty (poor non-word reading), poor
spelling (sometimes including non-phonetic spelling errors), poor punctuation, difficulty
expressing ideas in writing and slow handwriting speed; evidence of an underlying
cognitive deficit; and the exclusion of other factors, such as sensory impairment, English
as a second language and environmental factors.
It is important that a diagnostic assessment is carried out by someone who has the
necessary expertise and competence. The DfES SpLD report advises that dyslexia
diagnostic assessments can be carried out by chartered psychologists or specialist
teachers with BDA accreditation.
The DfES report also recommends suitable tests that should be used to assess
dyslexia, both for psychologists and specialist teachers. The list of tests will be
monitored by a sub-group to maintain validity.
Implications for studying
Studying at university or college entails a considerable amount of reading, research and
absorbing material from books, the internet, lectures and group discussions. Written
work with assignments and examinations can all be part of the curriculum in the majority
of courses. All these aspects of learning and remembering can be a challenge for
students who have specific learning difficulties. However, there are other aspects such
as practicals, fieldwork and creative elements to a course when many students excel.
Many students with specific learning difficulties will benefit from advance booklists, a
lecturer’s notes before a teaching session, perhaps supplied on disk or on the university
or college intranet, and marking which distinguishes between comments related to the
subject matter and comments about spelling and grammar.
Strategies and equipment
General
While most students will use a computer, a few students will use a scribe to write for
them and readers for written work when dealing with long texts. Other ‘low-tech’
strategies include highlighting key phrases in notes or photocopied texts, and borrowing
friends’ lecture notes to fill in gaps. Some students may require funding for additional
textbooks so they can use them to implement reading strategies.
Most students will benefit from additional tutorials from a specialist. Typically, these
sessions will not touch on the subject matter of a student’s study but will tackle more
general issues which affect students with specific learning difficulties, such as
alternative study skills and revision strategies, organising workload and dealing with
stress. For more information, please refer to section 4 on study skills support. Students
with dyslexia may benefit from making contact with other students with similar difficulties
to share study techniques or offer mutual support in self-help groups.
Technology
Most students with writing difficulties will benefit from using a computer for written work
with additional support gained from spell checking, text to speech and planning
software. The mechanics of writing can be supported with additional typing software or
speech or voice recognition. Reading may be assisted with the use of a scanner and
optical character recognition software used alongside the speech output. Many
institutions have installed some of the more commonly used packages on their
computer networks to allow easy access for students when they are on site and away
from their own computers. Portable spell-checkers, recorders and electronic organisers
can also be useful.
It is important that the combination of packages chosen specifically addresses the
individual needs of the student, bearing in mind their skills as well as difficulties and the
course they are undertaking. Training on the use of the equipment should be
encouraged, in order make the most of the support strategies suggested.
Students with autism and Asperger syndrome
Background information
Many people with autism or Asperger syndrome have additional learning difficulties, and
between a third and a half of people with Asperger syndrome have additional mental
health difficulties. The very social nature of higher education and the wide variety of
teaching and learning environments can be a daunting prospect for some students with
Autism and Asperger syndrome. Difficulties with social interaction and communication
should not cloud the fact that many of these students have the same range of
intellectual skills as the general population. They may find it difficult to understand the
social and cultural ‘rules’ that most people take for granted, and so may misinterpret the
intentions, behaviour and conversation of others. They may, for example, find it very
difficult to approach other people for support, to use formal and informal learning
opportunities, or to know when to pause in conversation to allow someone else to
speak. They may miss unspoken messages such as body language or tone of voice
that other people pick up subconsciously. They are also likely to use language literally,
finding it difficult to understand metaphors, jokes and complex concepts from a different
person’s perspective.
People with autism and Asperger syndrome are usually reliant on fixed routines which
are known and trusted and may not know how to approach changes in that routine or
make choices to develop new routines. They may have stereotyped or repetitive
behaviours, such as wishing to sit in the same seat, or wearing similar or the same
items of clothing. Preventing someone from performing these routines can cause
considerable distress. Similarly, being required to make a choice can be a cause of
anxiety.
For more information, visit the DfES Access for All - Autistic spectrum disorders
http://www.dfes.gov.uk/curriculum_literacy/access/autistic/
Implications for studying
The changing nature of course curricula, timetabling, lectures, tutorials, field studies and
studying abroad can cause anxiety for students with autism and Asperger syndrome.
They often need explicit guidance, an understandable structure for the week and
months ahead with prioritisation of tasks. Self-directed learning, reflection and group
dynamics can all pose difficulties and study skill advice, mentoring and a buddy system
may be required. In certain circumstances, personal assistance may be necessary.
However, with appropriate support, many students will have successful experiences in a
range of subjects.
Students with autism or Asperger syndrome will need to have a particular staff member
to whom he or she can go with any concern. In particular these students will benefit by
their tutors using literal language and understanding the particular difficulties they may
have. It is likely to be helpful to provide extra time immediately after group sessions to
check whether there are any problems, especially at the beginning of a course. It may
be appropriate for the student to work alone at times rather than having to participate in
group work. It is important for teaching staff to give advance warning about procedures,
for example, deadlines for submitting forms, and it would be helpful if this is in writing.
Institutions may also be able to offer more guidance on the relevance of course
material, and provide more directive instruction on learning.
Strategies and equipment
Assessing needs
While it is possible that a student’s needs will have been assessed at school, college or
perhaps by social services, this assessment may not take into account the particular
demands of higher education and of the chosen course. For example, there is greater
emphasis on self-directed studies, group interaction and reliance on shared resources.
Further evaluation of the support strategies required with an Assessment Centre or
other specialist organisation is strongly recommended. The National Autistic Society
runs a service called Prospects, which includes a student support scheme for students
with Asperger syndrome. See section 7 for contact details.
General
Students with autism or Asperger syndrome will find it most helpful to have immediate
access to pastoral support from someone who is willing to take seriously what may
appear to be unimportant concerns. This may mean a dedicated and trained support
worker who would be in a position to provide a co-ordinated and detailed approach to
the student’s education.
Human support
A dedicated support worker would be able to provide continuity of service and familiarity
that people with autism or Asperger syndrome seek. This person’s remit would be to
provide practical support to help overcome the effects of the disability, help the person
with autism or Asperger syndrome navigate through the higher education institution’s
procedures, and make appropriate referrals to external services. They could also work
collaboratively with academic departments to discuss reasonable adjustments to course
delivery or procedure. For example, one student found putting the treasury tags through
the completed examination script much more worrying than undertaking the advanced
maths examination itself.
Some students may find it helpful to have a quiet room available for taking breaks away
from others. It may also be helpful to offer a recorder for lectures or notetaking support if
this aspect of attending lectures is a problem. There may be a need for increased
amounts of photocopying if using a library or public resource room is difficult. Extra
support may be required during exams, for example the use of a separate room,
amanuensis or a reader or someone to prompt, in case there is a sudden loss of
concentration. Extra time allowances may also need to be arranged.
Technology
Depending on a student’s individual needs provision of a personal computer with e-mail
facilities may be required if the student is unable to make effective used of shared
resources or needs to maintain regular e-mail contact with tutors and support staff.
Assistive technology must not be seen as a replacement for human support because
the same problems with choice-making, prioritisation etc still occur and the technology
may encourage further isolation.
Students with mental health difficulties
Background information
Mental health difficulties are becoming increasingly recognised within higher education.
However, medical evidence of a mental health difficulty will usually come from a GP, and
may not detail the impact that studying at degree level has on a person’s mental health.
Factors such as diagnosis, severity of illness, longevity of illness and causes of the
illness may fail to illustrate the functional implications of a mental health difficulty.
The difficulties vary greatly in their intensity and they can be episodic in nature.
Although there is more likely to be some flexibility in the way students can study at the
level of higher education, there are still the stressful situations such as presentations,
assignments and examinations all to be completed under certain time constraints.
Students with mental health difficulties will often approach higher education institutions
directly and LEAs may need to be flexible in the ways in which they will allow students
with mental health difficulties to access DSAs. It is essential that support is put in place
speedily for students with mental health difficulties, who may only ask for support when
they are close to failing academically.
For more information, visit the DfES Access for All - Mental health problems
http://www.dfes.gov.uk/curriculum_literacy/access/mhealth/
Implications for studying
The range of mental health conditions is vast and therefore the implications for study
can vary immensely. Studying may be affected by concentration and memory
difficulties, decreased organisational and time management skills, as well as
motivational difficulties, sleeping difficulties or lethargy. Some students may experience
anxiety problems, panic attacks or confidence problems, which can affect access to
most areas of academic life and potential sources of support. Students with mental
health difficulties may also experience a range of physical effects, each with their own
implications for study.
Some students with mental health difficulties may find it difficult to concentrate for long
periods; therefore classes need to have built-in regular breaks. Students with anxiety
difficulties may need to leave a lecture before it concludes and a lecturer who makes it
explicit that this is acceptable will do a great deal to help students to attend.
Modes of assessment are also very important considerations. Some students may find
group work or presentations difficult, whilst others may find traditional examinations
difficult. All adjustments need to be made with close reference to the individual
difficulties of the student, as students with the same diagnosis may have different
needs.
Strategies and equipment
General
Support and equipment provided for students with mental health difficulties need to be
aimed at addressing the functional impact of difficulties on undertaking their education.
For example, some students with anxiety difficulties may find it difficult to use public
transport so may need to be provided with funding to allow them to use taxis or to
contribute towards petrol costs.
Some students may find it difficult to use a library because they hear voices, which can
be especially intrusive in such an environment, or they may find it difficult to concentrate
in a communal area. Such students may need to be provided with funding for books and
a photocopying card.
Technology
Some students with mental health difficulties will benefit from the provision of
equipment. For example, students with severe anxiety difficulties, concentration
difficulties, organisational difficulties, paranoia, motivational difficulties, sleep problems,
physical difficulties associated with their mental health difficulties or lethargy may
benefit from the provision of IT equipment that they can use at home in order to avoid
using IT resource rooms.
Some students may benefit from the provision of handheld electronic organisers or
personal digital assistants (PDAs). These may be especially helpful to those with
organisational difficulties or memory difficulties. Being able to use a computer away
from others may help concentration, so a laptop may be an option to consider, as well
as a recorder for lecture notes.
Human support
Appropriate human support can be provided by a Mental Health Support Worker, who
should either be a qualified mental health professional (eg a mental health social
worker, a community psychiatric nurse, or a mental health occupational therapist) or
someone with an equivalent level of experience and understanding, who may work with
a mentoring service. This support will have a practical focus and will help the student to
structure his or her approach to study. There may also be an important role for such
workers in liaising with course teams.
Funding for an academic mentor may be required by some students, for example if their
difficulties mean that they severely lack confidence in their own academic ability or if
organisational, memory or concentration difficulties make it difficult for them to construct
their academic work appropriately.
Some students, for example those with concentration difficulties, may also benefit from
the provision of a notetaker in classes, although again this can be counter-productive if
not properly assessed as it can compound concentration difficulties as well as
potentially raising anxiety levels.
4.
Human support
Types of Human Support
Some students with disabilities will require human support. The non-medical helpers’
allowance may cover helpers such as readers, sign language interpreters, notetakers
and other non-medical assistants that a student needs to benefit fully from his or her
course. This support can also include specialist tutor support to overcome some of the
barriers presented by higher education that may not have been encountered at other
stages of a student’s career, such as the need to organise study times, read and reflect
on materials and plan lengthy assignments.
The most common types of human support are listed below. Examples have been given
of the types of student who may benefit from this support. However, it should be
stressed that there is a wide range of students with disabilities, who may also find this
support helpful.
Note that guideline prices have not been included, due to the complexity of costs
according to expertise and experience, and which vary a great deal between different
regions of the UK. A non-medical helper should include charges for travel and
subsistence costs as part of his or her wage. However, where a non-medical helper has to
travel particularly long distances, the DSAs may be able to cover the additional costs.
Different support workers may need payments at different times, and may provide
different evidence of their work. For example, a freelance notetaker may value regular
payments of small amounts and may be unable to provide formal invoices.
Amanuenses act as scribes for those who find handwriting difficult. This may be due to
dexterity, visual difficulties, pain and fatigue or due to dysgraphia and dyslexia where
the mechanics of writing may affect the ability to get ideas down on paper. If providing
translation transcription for a BSL user, two properly qualified interpreters should be
engaged. Unlike a scribe in any normal situation, those who act as an amanuensis
must write down precisely what the student says usually in examinations, tests and
assignments. The considerable skill required to work in this way should not be ignored.
Students may need to have practice sessions with an amanuensis prior to the exam
itself.
Communication support workers (CSWs) support D/deaf and hard of hearing
students using sign language, notetaking or lipspeaking, as well as offering general
support. CSWs must be qualified and be able to sign to at least Council for the
Advancement of Communication with Deaf People (CACDP) Stage 2. Due to the
complexities of higher education language some deaf students will require Stage 3
communicators/interpreters and CSWs may not always be appropriate.
Deafblind communicators use finger movements on the hands to listen to spoken
words and interpret them to a student who is deaf or hard of hearing. A communicator
may also speak for a student in certain circumstances.
Specialist dyslexia tutors provide dyslexia support, concentrating on strategies that
are specific to dyslexia, rather than on general study skills. This support will vary
according to the individual. Tutors who have been trained to support those with specific
learning difficulties may also provide support strategies for students with dyspraxia,
dyscalculia and attention deficit disorder.
English language support from a teacher of the deaf includes support for literacy
skills in English for students who are D/deaf or hard of hearing where English is not be
their first language as they prefer to use BSL. English language support can be
provided by other members of staff with appropriate qualifications and experience, eg
communication support workers.
Library assistants provide support for students who cannot easily access the books
and services provided by the library including photocopying and book retrieval. Some
students may also need library assistants because of concentration, anxiety or
organisational difficulties. If shelves are awkward to reach or cataloguing systems are
difficult to access library assistants may also support students with mobility and
dexterity difficulties, visual impairments and specific learning difficulties. Deaf students
might also require an interpreter to provide clarification of written materials.
Lipspeakers listen to spoken words and silently repeat them to a student who is deaf or
hard of hearing. The student watches the lipspeaker’s lips perhaps during a lecture or
seminar. This is necessary because of the complexity of lipreading especially from a
distance and when there is poor lighting and because many people do not move their
lips clearly enough to be easily lipread. Lipspeakers charge according to their
experience and qualifications.
Mental Health Support Workers provide support that aims to assist students in dealing
with difficulties in areas such as concentration, memory, organisation, motivation and
any other areas in which students with mental health difficulties encounter difficulties. In
view of the lack of understanding of mental health issues there is often an important
liaison role with academic staff.
Mentors are often specially trained members of a team of support workers within a
disability service and should not be muddled with student mentors or academic
mentors. Specialist mentors can offer support for a wide range of difficulties
encountered by students including those that may occur due to mental health
difficulties, Asperger syndrome and specific learning difficulties. They may become a
key person when trying to prioritise concerns with course work, examinations or when
other stressful situations arise. A mentor service tends to complement the service
offered by mental health support workers and university counselling services.
Notetakers take notes in lectures for students who have difficulty writing for any length
of time or find it difficult to listen to a lecture or seminar, for example students with
specific learning difficulties, those who are deaf and hard of hearing, students with
Asperger syndrome or students with mental health difficulties. Notetaking for a third
party is a difficult skill and requires some training to ensure it is done well. It is now also
possible to acquire a qualification in notetaking for deaf people. It is beneficial if the
notetaker has some knowledge of the subject or that the person has some experience
of notetaking already, for example a fellow student or a graduate. Untrained notetakers
may only note what they believe to be important, rather than the whole lecture, and may
not be able to offer continuity throughout a course. A trained notetaker will take more
comprehensive notes, which will probably be of more benefit to a student.
Personal assistants may provide support in a range of ways. They may act as a pair of
hands in practical sessions for those with dexterity difficulties, help students to find their
way around campus or provide assistance using the library. Depending on the campus
topography and degree of mobility difficulty, personal assistants may be asked to help
students who use wheelchairs or crutches, especially when it comes to carrying books
etc. Students who find it hard to manage busy areas, such as blind or visually impaired
students, may also benefit from support.
Readers either sit with students and read written material aloud or read into a recorder.
Many blind or visually impaired students and those with specific learning difficulties who
find it hard to read will scan in texts. However, this is not always possible and the
human voice is so much more pleasant to listen to over time compared to synthesised
computer speech. Some students with mobility difficulties are unable to turn pages and
those who find they are unable to read due to pain and fatigue can also benefit from the
support of a reader.
Sign language interpreters interpret the spoken words of others into British Sign
Language for students who are deaf or hard of hearing communicating with this
language. These specialists also interpret sign language into spoken words. In order to
interpret well, they should have some familiarity and understanding of the subject
matter. Under professional guidance given to interpreters they are able to charge travel
and subsistence expenses as well as cancellation fees.
Speech-to-text operators are trained operators who type a transcript of a lecture which
a student can read on his or her own computer screen at the time of the lecture or later.
(eg Palantype, SpeedText, Stereotype). There are differences between the systems
mentioned and it is important to ask the students, such as those who are deaf or hard of
hearing, who use this arrangement for notetaking which system they prefer.
Technology trainers train students in the use of their technology and access to
technical support for their equipment. Without training, students will certainly not get the
most out of their systems and they may even go unused. Some systems take quite a
long time to learn, and this should be taken into account. Training is usually available
through equipment suppliers, training organisations and assessment centres. If the
equipment has been purchased through the DSAs, then training on the equipment can
also be paid for by DSAs.
It must be stressed that this list does not cover every type of human support that
students might require; it lists only the most common support. If you are not
satisfied with the cost of human support, obtain a second opinion from an expert or
specialist in that area of disability.
Employing support workers
Many universities have a pool of staff who are specifically employed to support disabled
students, or administer a register of non-medical helpers who are self-employed.
Universities may also act as agencies for support workers. In these cases, the university
will normally provide the support to the student and then either send an invoice directly
to the LEA or invoice the student who then claims the money from their DSA. The
amount that is invoiced should only cover the cost of the support worker but may
include a percentage of administration costs. LEAs can use their discretion when
deciding what percentage of administration costs can be borne by the DSA.
Note that it is considered good practice for the university to employ the support worker
on behalf of the disabled student, due to the complex responsibilities involved which
students may not be aware of, such as tax, National Insurance and holiday pay.
Therefore DfES guidelines will state that wherever possible disabled students should
not be burdened with employer responsibilities. Instead, students could use nonmedical helpers employed by their higher education institutions or self-employed nonmedical helpers. However, students who wish to employ their own non-medical helpers
should be allowed to do so. If a student wishes, they may recruit, organise and pay the
non-medical helper directly.
Study skills support
Both prelingually deaf students and students with specific learning difficulties (eg
dyslexia) may benefit from specialist tutorial support. Some people are sceptical about
the need for this sort of support and its role within an overall support package for a
disabled student. The need for it is, however, well established and documented.
Study skills support is not the same as tutorials with a subject tutor. Indeed these
sessions may have very little to do with the subject specialism. They are, typically, oneto-one sessions with a specialist trained in the difficulties that a particular group of
disabled students may experience with the English language, and specifically with its
written form.
It must be emphasised that study skills support may be useful for a wide range of
students with disabilities, including students with Asperger syndrome or mental health
difficulties.
Deaf students
Spoken language is primarily learned through hearing. Prelingually deaf people (ie
people who became deaf before learning to speak) will often have had difficulty
acquiring English. They may have difficulty with more complex sentence structures, with
the grammar of a spoken language (which differs significantly from the grammar of sign
language), or with certain uses of the language, such as metaphor and euphemism. As
a result they may experience difficulty with course texts and other materials, and also
with producing essays or other written work.
Teachers of the deaf are trained specialists who work with deaf people on these
difficulties. They will usually have regular one-to-one sessions with students in which
they will go over lecture notes or course texts in which the carrier language has proved
difficult. They can also offer support in the construction or proof-reading of written work.
While it is helpful for a teacher of the deaf to have some subject knowledge to help
make sense of the context involved, these specialist tutorials do not focus on the
academic subject, but on the medium, (for instance English or Welsh), through which it
is taught.
Students with specific learning difficulties including dyslexia
Students with specific learning difficulties often have problems in the processing of
language rather than its acquisition. This may mean that their spoken language is
unaffected, but that their ability to read, write and manipulate the written language is
impaired. In particular, students with dyslexia may have difficulty ordering their written
work in a systematic way and therefore benefit from one to one sessions to go over
difficult texts or resources, and which can focus on problems with written assignments.
Again, although an understanding of the subject matter is helpful for the tutor in order to
make sense of the context in which a student is operating, the dyslexia tutorial will
concentrate on the medium through which the subject is taught and learned.
Most students with dyslexia find that their difficulties with organisation extend beyond
the production of written work to more general aspects of the way they study. These
students can benefit from learning alternative study skills. Many higher education
institutions now offer sessions in study skills to all students, and certainly these can be
helpful to students with dyslexia. However, the particular difficulties that a student with
dyslexia have may mean that they need more tailor-made tuition over a longer period
before they pick up a study method which is appropriate for them. Training in alternative
study skills may take place within the regular one-to-one sessions, or a tutor may work
with a small group of students with dyslexia.
5.
Equipment
The role of technology
Technology is a tool that can be used in many ways and can be seen assisting people
in their daily lives. However, it is often labelled ‘assistive, enabling or access technology’
when linked with disabled people. This is not always helpful as it can mean people do
not look at the wider uses of everyday technologies and only tend to consider more
specialist items. For instance, mobile phone technology can be used as a
communication aid for deaf students through text messaging. Software on computers
can be used to identify learning styles and certain perceptual skills, as in some
screening assessments for specific learning difficulties including dyslexia. Standard
laptops with specialist software can be used as communication devices for those with
speech and language difficulties and Personal Digital Assistants (PDAs) can have
Braille access, magnification and speech output added to their operating systems.
The focus in this directory is on enabling, assistive and access rather than
assessment technologies, linked to their use in an educational setting.
The technologies cover four main areas:




providing access to the input and output of a computer – this can be done via
speech input and output, enlarged text output, alternative keyboards, switches and
pointing devices
facilitating written and spoken communication – word processing with additional
spell checkers and text to speech support for those with writing difficulties; speech
output communication aids, conversion of text to Braille or speech for visually
impaired students
easing the pressure – the advantage of having easy access to a computer and
relevant software can sometimes help where access to libraries or laboratories may
be difficult or working in crowded environments causes undue anxieties
accessing mainstream electronic learning resources – this enables a student to
find information and communicate with people using the computer, eg computer
aided learning tools, virtual learning and managed learning environments, the
Internet, CD-ROM and multimedia.
We are all individuals and have our own preferences for the way we use tools when
working or studying. When reading assessments for technologies it is important to
remember not to categorise devices or software by impairment type but rather by the
functionality they offer. Many people have different impairments, but similar needs. For
example Word prediction and word bank software, originally designed for people with
physical disabilities to reduce the number of keystrokes needed, could make writing
easier for those with specific learning difficulties, including dyslexia and dyspraxia.
Limitations
Technological solutions do not overcome every barrier, and in some cases technology
puts up its own barriers, as it may not be developed or is too expensive. Bill Fine,
previously Senior Consultant at The Computability Centre said
‘You get no solutions in cardboard boxes. The technology product itself is never
a solution. A solution is a confident user effectively using. This requires accurate
assessment and choice, a competent and supportive supplier, realistic
expectation, sufficient training and support.’
Having to ‘make do’ is a common problem for students with disabilities. Media designed
for non-disabled people cannot always be adapted easily for those with disabilities.
Again, the emphasis needs to be directed towards the individual. Whilst some disabled
people use computer speech output systems to provide them with access to electronic
text, others may find it uncomfortable to work at the computer in this way for long
periods. One of the good things about paper is that it is portable: you can carry
information with you, such as a book that needs to be read carefully to a quiet place.
Some disabled people, however, are reliant on their computer if they want to read,
although laptops, tablets or Personal Digital Assistants (PDAs) offer alternative
solutions.
Print is also very flexible: you can look up particular areas, jump from one part to
another and flick back. There are structures in place to allow this with indexes, page
numbers, headings and subheadings. Navigating with speech and deciding how
relevant information is without reading (or hearing) the whole text is often quite difficult.
On top of that, the robotic voice can be monotonous and, although there have been
improvements in quality, it can never replace the cadences of a real voice. Facilities for
reading at speed (scanning) large amounts of text are not always efficient.
Consequently, disabled people often have to put in substantially more research time
than their peers do, and have to take the attitude that slow, inefficient access is better
than none at all.
No matter what electronic wizardry is available, technology is only ever one piece of the
jigsaw. Technical support for the technology itself is an important consideration, and
students need a supportive environment and sensitive, appropriate teaching and
learning methods if they are going to get the best out of their technology and their
higher education experience. David Laycock, former Head of the now Central London
Assessment Centre at the University of Westminster said:
‘The overall level of support within the university can be equally important
because more disabled students fail through emotional burnout than through
simple technical access to the course.’
Choosing a supplier and insurance
The issue of technical support is crucial, but often overlooked. A breakdown will
certainly interrupt a student’s work, and in some cases, it could mean the loss of a
student’s primary means of communication. Because of this, choosing the right supplier
is almost as important as the technology. It may appear to be cheaper to buy different
items of equipment from different suppliers, or little known suppliers. However, this can
be a costly mistake as it is important to obtain equipment from a reputable dealer who
will honour any guarantees and warranties. By obtaining equipment from one supplier,
only one warranty and one insurance policy needs to be issued, which makes it much
easier for a student if a fault arises. The conditions of the warranty and service contract
are very important and it is usually worth paying for the supplier’s service agreement to
be extended.
Certain suppliers have agreed to abide by a standard service level agreement (SLA),
which outlines the quality of service they have agreed to provide to students. The list of
suppliers at the end of this section MAY include some suppliers who have agreed in
principle to the SLA but you should be aware that the list in this directory is of ALL
suppliers and not just those who have agreed to the SLA. For further information about
the service level agreement with suppliers and details of those suppliers who have
agreed to the SLA in principle, please contact the Central Administrative Unit of the
Quality Assurance Group, Student Support Group, 1st Floor, Overseas House,
Quay Street, Manchester M3 3BB Tel: 0161 234 7140 Fax: 0161 234 7879, e-mail
m.cronley@manchester.gov.uk
VAT exemptions
The current UK VAT rate is 17.5%. There are two cases where equipment may be
exempt from VAT.
1. Where individuals with disabilities are buying a product that has been designed
solely for people with disabilities, they may be eligible for a VAT exemption. VAT
exemption does not apply to products, which are designed for ordinary use and are
used by someone with a disability. For example, a PC would not be exempt from
VAT. However, software which was specifically designed for use by a disabled
person may be VAT exempt. The supplier has the final decision as to whether the
item will be exempt from VAT. Students must sign the appropriate documentation
and send it to the supplier when applying for VAT exemption.
2. Charities can also claim exemption from VAT when buying equipment designed for
disabled people.
Specialist disability IT suppliers have established that certain items are now VAT zerorated for disabled students when purchased as part of a package.
Obtaining the right equipment
What happens in an assessment?
Most people take part in a study needs and strategies assessment provided by an
experienced assessor. The process of assessing a student’s needs may involve
determining his or her physical, cognitive and communication skills. The environments
in which the equipment will be used and the potential technological ability of the student
will also need to be taken into account.
The assessor should have experience in the needs being assessed but can also call
upon specialists should the need arise. The assessor spends time looking at a student’s
learning experience and puts a student’s abilities and disabilities into the context of his
or her course and learning. Before recommending any strategy or piece of equipment
the assessor will also take into account a student’s previous experiences and
competencies. If, for example, a student is a confident touch typist, then this skill will be
noted when considering additional support for writing. Student’s preferences will be
considered within the context of the DSAs.
Assessment centres do not sell equipment or have any direct links with suppliers, which
means centres are able to give impartial advice. However, assessment centres will
often have links with relevant staff from the student’s institution, eg course tutor and/or
disability adviser.
After the assessment, a report is produced, which records a student’s needs and what
equipment and assistance can meet those needs.
In doubtful cases
If you are not satisfied with the price of the equipment in the assessment report, ask for
other quotes from other equipment suppliers. A list of suppliers and their contact details
can be found at the end of this section. Do bear in mind, however, the benefits of using
one supplier.
If you are not happy with the outcome of the assessment, you should initially refer back
to the original assessment centre to clarify their advice. Failing a satisfactory outcome,
you could also contact an expert or specialist in the area of a student’s disability and
ask for his or her opinion. Remember that getting a second assessment can be very
time consuming and may delay students’ access to the support they need.
Equipment that is currently available
The technology is listed in alphabetical order with a sentence explaining what each
does and how it can help in a learning environment. Again, it is important to stress that
the equipment should be suitable for the individual. In some cases this may mean that
cheaper, ‘off the peg’, equipment would not be appropriate to meet the needs of a
student. Assessments can be vital in these cases so that funding is relevant to the
individual student’s requirements.
It is also important to remember that technologies change regularly and new equipment
appears all the time. The EmpTech database provides
up-to-date and independent information about the assistive, adaptive and enabling
technologies available and the companies that supply them. EmpTech can be found at
http://www.emptech.info
Technology that helps a particular student is not necessarily the solution for another
student with a similar impairment because there are many variables and factors to take
into account. This is not a comprehensive list of all the technologies useful for students
with disabilities.
The prices listed on the EmpTech database are only guideline prices. The prices
of technology change and may also vary according to region and the distance the
equipment has to be delivered. It is very important not to take these prices as
fixed. If you have any questions regarding equipment prices, please contact
individual suppliers who can give you the most up-to-date price at the time.
Abbreviation expansion is a programme, or feature of a word processor, which allows
a student to assign letters (an acronym) to a phrase or sentence which, with one
keystroke, turns into standard text. For example on entering ‘RNIB’, this can
automatically become ‘The Royal National Institute of the Blind’. This can be a very
successful way of assisting students to complete sections of text in assignments or
notes despite keyboarding difficulties or concerns with spelling.
Access utilities software may be found under the accessibility section of a standard
operating system on a computer such as Windows or Apple Mac. These utilities may
also appear as separate programmes with more options. The accessibility package may
contain ways to alter the responsiveness of the keyboard. It will slow down the rate at
which a character will repeat when a key is pressed, reducing the key sensitivity so that
only definite depressions are recognised. Alternatively, keys like <shift>, <alt> and
<ctrl> can be latched (held) to allow single-finger access for those only able to press
one button at a time. Other sections include slowing the mouse cursor or pointer
movement, changing the left and right button actions, adding simple magnification or
text to speech, an on-screen keyboard, colour changes and audio/visual signals for
errors etc. All these features allow users to set up their own preferences for the way
they work with a computer and this can help with a number of dexterity, visual, hearing
and specific learning difficulties.
Braille displays replace a computer monitor and sit below a keyboard or are part of a
notetaking device used in lectures and seminars. They are driven by the screen-reading
software, but do not need to have the sound output and can suit those students who are
deaf and blind but are able to read Braille and help proofreading skills. A line of Braille
cells made up of raised dots moves up and down to provide a tactile representation of
the computer’s textual output. The user needs to have sensitive fingertips and be
dexterous to use the navigation bars and buttons.
Braille embossers are the Braille equivalent of printers coping with most types of text
output and sometimes graphics with varying height Braille cells. They have small
hammers to punch out the cells and some models need acoustic hoods to silence the
noise they make. A Braille translation software programme is required to translate the
text from the computer into Braille. Users will notice the difference in quality of Braille
between machines and it is important to use sturdy paper.
Braille notetaking devices are very portable with a ‘qwerty’ (standard) or Braille
keyboard, speech output, sometimes a Braille display, and software for notetaking,
organisational tools, access to the Internet via a modem and facilities to export
documents to a computer, printer or embosser. They can be very useful in lectures,
seminars and when a student, who may be blind or visually impaired, wishes to access
information such as addresses, a calculator etc.
Braille translation software is often supplied with a Braille printer/embosser and
provides the essential link from the text on the computer to the paper. There are several
programmes sold independently of the embosser, offering many extra features from
language translations to music and maths notation. The grade and type of Braille
required will depend on the course and the needs of the blind student.
CCTVs are electronic magnification systems based on closed circuit cameras. They
are used to produce an enlarged image of the text on a monitor or TV etc. The camera
magnifies the contents of books, journals, handouts, diagrams or any other written
material. Some CCTVs can be linked to a student’s own computer screen. The systems
vary enormously offering monochrome or colour settings, shading, Thin Film Transistor
(TFT) or Cathode Ray Tube (CRT) monitors or no monitor at all, so prices also vary.
Students with visual impairments and sometimes specific learning difficulties benefit
from the increased clarity that can be obtained as well as colour changes and line rules
that help when reading texts or researching in poorly-lit archives.
CD-ROMs whether read only or read/writable can store information in an electronically
accessible form. The main difference between CD-ROMs and floppy disks is that CDROMs have a much greater capacity. The extent to which pre-programmed CD-ROMs
with software are suitable will depend on the student’s subject interests. Subject-related
software may be advised where reading from digital material is easier than paper-based
material. This is often the case for students with complex mobility or dexterity
difficulties, those who are blind or have a visual impairment and those with specific
learning difficulties. External screen readers used with the material and other forms of
speech output may be very helpful. Students can also access information in the format
they require in their own time. However, information is increasingly becoming available
in DVD format, which allows for greater storage capacity and enhanced picture and
sound quality. DVD-ROMS for educational purposes are around the same price as their
equivalent CD-ROM – it is important to check for accessibility issues especially for
those who require picture descriptions or captions.
Communication aid systems including augmentative and alternative communication
devices (AAC), employ text or pictorial symbols to create communication that will be
turned into speech. Output can be from the screen, in print or in speech. These systems
are intended to make interactive communication possible, so they frequently include
features which can enhance the rate of communication. On text-based systems,
accelerated writing techniques such as word prediction, word banks and abbreviation
expansion will be used. It is vital these devices have good maintenance agreements, as
they need to be robust. Students who have speech and language difficulties may have
mobility and dexterity difficulties so the costs can increase with attachments to
wheelchairs, additional batteries and carry bags etc. Updates and vocabularies may
need to be added with the help of specialists, as the course progresses or modules
change.
Electronic notetaking devices may be similar to Braille notetaking devices (see
above) such as Braille‘n’Speak used by blind students. The notes are typed into the
machine and can be read back or transferred to another computer for further editing,
printing or storage. Electronic notetaking devices may be battery operated portable
keyboarding devices such as the Alpha Smart that can be used by many students
including those with specific learning difficulties. Digital pens may also be considered
under this category as they can be used to take notes that are then transferred to the
computer. These and the other devices are useful in lectures, libraries etc.
E-mail/online learning/e-learning are methods of communicating by computer which
can be used to send messages, courseware information or entire modules. Most higher
education students are expected to use e-mail and other online resources. Users with
disabilities can prepare messages at their own pace, using their own PC that has been
configured to suit their individual needs. For example, the information can be read in
large print on the computer screen, printed in Braille or read out by the computer. One
benefit for disabled users is that e-mail enables a user to connect to a standard system,
but on his or her own terms. Remember that to be funded through DSAs, e-mail
(internet or intranet access) needs to be a disability-related study cost.
Furniture may be needed, particularly computer furniture, eg wrist rests, copy holders,
page turners, arm supports or tables and chairs. The term ‘ergonomic’ is often used
when linked to this section and may be applied to the sorts of requirements that
students with back pain or mobility difficulties have in a study situation. It is important to
allow for delivery and set up costs as furniture may be heavy and awkward. Additional
specialist advice may also be required.
Hot Spotters/toasters use heat sensitive paper to produce raised ‘tactile’ diagrams,
pictures, maps, and graphs. They can be used to generate accessible course materials
for blind and visually impaired students. The original graphics must be well drawn and
not too cluttered with additional labelling. It is advisable to have expert support for this
task and to work closely with the student to achieve the most understandable results.
Infra-red communication aids are similar to radio aids (see below) but, may in certain
circumstances, provide better quality signals. They amplify sounds for deaf and hard of
hearing students but must be linked to a directional microphone for best results.
The Internet (see also e-mail) provides access to a considerable amount of
information available on the World Wide Web via a personal computer and modem or
network system. The Internet can provide digital versions of books, documents, points
of contact and information that cannot be found in any one library anywhere in the world
and can be read using magnification, screen reading software or other assistive
technologies. By being able to use the Internet, disabled students can obtain
information in an environment that is suited to their needs, at a time of their choosing
and with a set-up that suits their skills and abilities. For the purpose of DSAs, it is
important that the need to use it is disability-related. Access to the internet may be
provided through an Internet Service Provider (ISP) or a university or college network in
a halls of residence.
Joystick see trackerball under mouse alternatives.
Keyboard alternatives
BAT chording keyboards use seven keys. These keys offer the same functions
as a standard keyboard through multiple keystrokes. The BAT can be held in one
hand with comfortable hand posture and can be used by those who have
dexterity difficulties in any writing situation.
Ergonomic keyboards have altered layouts, which are specially designed and
shaped. Some features are two-way tilts, wrist rests and split angle key layouts,
and in some cases the whole shape and layout of the keyboard has been
radically altered. Single handed models are available. The keyboards are
designed specifically to reduce strains, movements, twists and tensions and thus
reduce the pain and effort of typing which may be associated with Repetitive
Strain injuries (RSI) or other mobility difficulties such as arthritis. They may take
some time to get used to but are suitable for all types of work on a computer.
Handheld or mini-keyboards are small devices that can be strapped to the
hand, such as the Twiddler2 or used one-handed, such as the Cykey. A minikeyboard can also help with mobility difficulties as the hands do not have to
travel so far across the keys.
Keyboard emulation systems are systems where a keyboard is represented on
the screen for the user to select letters by using a cursor controlled by a mouse,
pointing device, switch or switches. The keys can also represent whole words,
phrases and pictures. The systems can be customised to suit the student’s
needs depending on the course or disability. The on-screen keyboard is often
used by those who have dexterity and mobility difficulties so typing has to be
speeded up with additional elements such as abbreviation expansion, letter and
word prediction or speech recognition.
Larger keyboards can help a student who has difficulties controlling their
movements to the degree demanded by the standard keyboard. Larger
keyboards are especially useful when a student uses a foot or elbow to press the
keys. More space and adjustable large desk areas are often needed when
students use this type of equipment.
Overlay and concept keyboards are an alternative to the standard keyboard.
The keyboard itself is a touch sensitive membrane divided into a grid of separate
user assignable cells. Over this, interchangeable overlays can be fitted which
show what function has been assigned to each area of the keyboard. They are
entirely programmable and can therefore be adapted to the individual user’s
needs. Keys can be as large or small as required to suit different types of mobility
or dexterity difficulties. They can be positioned with large gaps between the keys
and the number of keys required can be fewer. Overlay keyboards vary
according to complexity but can be used in a similar way to generic keyboards.
Portable keyboards are useful for making notes on the move for any student
who can type, as they are lightweight and have a long battery life (see electronic
notetaking devices). They generally have a liquid crystal display and have the
capacity to hold approximately 100 pages of text. Typed notes can be transferred
directly to a PC via USB, Infra-Red or the keyboard connector.
Keyguards are rigid overlays of metal or plastic that fit over the keyboard with holes to
allow access to individual keys. This makes it harder to hit the wrong key by accident
and therefore enables more accurate typing for those who have poor motor control or
dexterity difficulties. They can help in cases where users hit more keys than they want
to, and allows users to rest their hands on the keyboard while they type.
Keytop stickers can have either Braille, enlarged and/or coloured characters on them.
They can be helpful when learning to type as a reminder for good finger positioning with
the colours in rows or columns, which may be helpful for students with specific learning
difficulties. The stickers can be in high visibility colours for those with visual difficulties.
Laptop, notebook or tablet computers are portable PCs which may be useful in any
setting. However, it is important to ensure that the student has a disability-related need
and the laptop is not going to cause any strain injuries. The need may extend to courserelated activities such as field work, studying abroad and work placements where their
specialist assistive technologies are unavailable. In the absence of mains power, spare
batteries will often be required to extend the useful period of mobile operation. In
addition, these rechargeable batteries may cease to hold a useful amount of charge
after a year or two and may need to be replaced. Compared to a desktop PC,
performance of a laptop is generally lower for a given specification, insurance and
warranty can be more expensive and care needs to be taken when transporting laptops.
They are also easily stolen.
Large monitors increase the screen size and with certain resolutions can increase
graphics and print size. Thin Film Transistor (TFT) flat screens tend to have high
screen resolutions with no option for the low resolutions available on the bulky Cathode
Ray Tube (CRT) monitors. However, the amount of screen area can be reduced on the
TFT screen to view the same desktop area on a CRT so a 17” TFT may appear similar
to a 19” CRT. Students with visual difficulties, light sensitive epilepsy and specific
learning difficulties will need to state their preferences in the case of these two types of
monitors, as the amount of glare, flicker and clarity will need to be assessed.
Low vision aids including magnifiers, monoculars, and other devices are used to
maximise any useful sight an individual may have. The particular aids required may
have been identified during a previous Health Service assessment, although further
assessment may be required to identify specific aids needed in higher education.
Several different aids may be needed for different settings so for instance a monocular
or video telescope may be needed for board work but an electronic portable magnifier
would help in the library.
Mouse alternatives
Pointing devices can be used to provide access to computers for people who
cannot use any kind of keyboard. These devices may include head or mouth or
foot pointers and can be used alongside keyboard emulation systems for all
aspects of computer use. Some systems use specialist software and others
have eye pointing with a camera link. The systems can be used very accurately,
but it can be tiring and specialist training is needed.
Touch screens are fitted to the computer or are part of the system as in Tablet
PCs, communication devices and personal digital assistants. The software
installed on the computer or device can be operated by touching the screen with
a finger or stylus. Many systems will need specialist software to allow the user
the best access to the computer and may be adapted to suit specific types of
mobility or dexterity difficulties.
Trackerballs or joysticks produce the same results as the mouse although they
may not be as suitable for fine graphics work or computer aided design. A
joystick is a stick that can be moved to control the screen pointer. Trackerballs
are balls that are moved to control the screen pointer. These input devices are
ambidextrous and may suit mouse users who have developed repetitive strain
injuries (RSI). Some of the more specialist designs come with supporting
software with extra features to support those who have mobility and dexterity
difficulties.
Mind Mapping or concept mapping software helps with the organisation and
planning of written tasks. It is particularly valuable for those who tend to think in a nonlinear fashion. It allows a user to generate ideas in a graphical way that can then be
exported as a list to a word processing package. This can be a useful tool, when writing
notes and assignments, for some students who have specific learning difficulties.
Minidisc and other digital recording devices are operated in a similar way to
cassette tape recorders (see below) and are generally the preferred choice if the user
can access the controls. They provide excellent features for instantly locating chosen
sections of recordings. They have good quality speech recording but even those models
with built-in microphones still require an external directional microphone to successfully
record lectures. Many students, not just those with specific learning difficulties, prefer to
make recordings as it can prevent the anxiety that can arise when having to write
quickly and listen at the same time. These devices are also useful for revision, personal
memos and for practising presentations.
Palantype is a system of machine shorthand which can help deaf people or hard of
hearing people participate in meetings, lectures and training courses etc, by providing a
simultaneous word-for-word transcript of the spoken word. A Palantype Speech-to-Text
reporter listens and types in what is said in a special shorthand code. A computer is
used to transcribe these notes back into English and displays the text in a variety of
different ways (small screen, TV monitors, or video projector) to suit the user. The
transcript is also stored on disc and may be edited and printed afterwards. The
Palantype keyboard and software package is expensive but may be hired. It is used by
specialists with deaf and hard of hearing students offering a verbatim service as
opposed to the summary offered with Stereotype and Speedtext.
PDAs (Personal Digital Assistants), also known as Palmtops or Handheld PCs are
small battery operated handheld devices which tend to have an address book, daily
planner, to-do list, memo pad, calendar, calculator and expense file on a Palm, Pocket
PC or Symbian/EPOC system. They have small screens and usually require text input
through a writing recognition programme, on-screen keyboard and/or small keypad.
Utilities and other software programmers can be added and most devices synchronise
with PCs/Macs and mobile phones.
They can help those who find organisational tasks difficult and can be set up with
reminders and alarms. Overall, they require good vision and dexterity skills but
additional software and hardware is available for magnification, Braille input and speech
output.
PCs or Personal Computers are standard equipment that may be useful to any disabled
student, depending on their individual needs. Much of the technology in this section will
require a computer with the Windows, Linux or Mac operating system.
Font size, colour and type are features on standard computer systems and can
be helpful when using word processing or accounting packages as well as when
surfing the Internet. Everyone benefits from being able to make these choices but
it can be particularly helpful to those who have visual impairments or specific
learning difficulties.
Foreground and background colours are also features on standard computer
systems. These changes may include high contrast mode, which can assist
students with visual impairments, or more subtle colour changes to reduce the
glare of black on white for students with scotopic sensitivity or specific learning
difficulties.
Standard Microsoft Windows, Linux and Mac OS features can slow down the
responsiveness of the mouse, slow down the speed of the movement required to
make a double-click on the mouse and the responsiveness of the keyboard so if
a key is pressed for a second or two the character will not be repeated. Other
standard features include the ability to change the size of fonts and
text/background colours.
(see Access utilities software)
Word search, dictionary and thesaurus facilities are features within many
standard word processing software packages. Additional programmes that offer
text to speech or screen reading support, word prediction and subject specific
word banks may complement these features. Some may provide additional
support for those students who are blind, have visual impairments or specific
learning difficulties.
Portable communication aids or voice output communication aids (VOCA)
generate artificial speech and can be either a dedicated communication aid or
computer-based communication system. Depending on the speech and language
difficulties and dexterity difficulties users can input whole words chosen from a word
bank or make use of the specialist vocabulary packs available. These may have to be
adapted by specialists to fit with individual and course requirements.
Radio aids use radio signals to transmit sounds via a microphone to a student who is
hard hearing and uses a hearing aid. These aids cannot clarify speech but merely
amplify the sounds so additional human support may still be required. There are several
different types of radio aids and it is important to make a choice that not only suits the
individual but also the learning environment.
Scanner readers are stand-alone scanners with speech output often used in libraries.
They have easy to use controls and can scan data to be immediately read back to
students, who are blind, have visual impairments or specific learning difficulties. These
larger scanners work reasonably quickly compared to scanners linked to computers and
will automatically cope with papers that are placed at an angle or upside down on the
scanning plate. Some can store batches of text as files to be transferred to a computer
later.
Scanners with optical character recognition (OCR) software provide an alternative
method of text input. A scanner converts printed, handwritten or pictorial material into
computer format as a picture, which cannot be edited. OCR software converts the
image of printed material into editable text that can be used in a word processor or
custom software package. Effects such as font, size, colour and spacing changes can
be employed whilst additional packages such as magnification software, screen
reading, Braille conversion and text-to-speech software can enhance the output for
students who are blind, visually impaired or have specific learning difficulties.. Scanning
takes time but it can also be used to take the place of copy typing where dexterity is an
issue. Pen scanners and other portable scanners may be used in a research setting or
library to capture small amounts of text.
Screen reading software allows full keyboard control and navigation of the screen
while providing speech output of screen contents and control messages. These
packages may be combined with magnification software to suit not only blind students
but also those with visual impairments and specific learning difficulties. These
programmes can be complex and require support and training to ensure the most is
made of their capabilities. Macros, scripts and maps can be made to enhance the
programmes’ features and it may be necessary to have specialist assistance as courses
change. Updates and maintenance agreements are important, as these programmes
have to keep up with other software updates.
Smaller keyboards are alternatives to standard keyboards. The keyboards enable
users with limited reach or who need to support their wrists as they reach the keys due
to dexterity and mobility difficulties (see Handheld or mini keyboards).
Speech output systems (see text-to-speech).
Spell checkers are standard features on most word processors. They work with a word
list (lexicon) and offer options to misspelled words but are usually designed to make up
for typographical errors rather than difficulties with spelling. Software programmes are
available which check words phonetically, detect homophones and homonyms, or which
respond to more efficiently to ‘typical’ dyslexic errors. Other types of software, often
designed for people who are visually impaired, have dexterity or specific learning
difficulties can speak the text that has been written (see screen reading and text-tospeech) and allow an audible spell check. Computer-based dictionaries are available on
the Internet or from a CD-ROM. Pocket hand-held electronic dictionaries often offer
thesaurus features while those with speech output tend to be a little more bulky and
have larger screens.
Sterotype and SpeedText are electronic notetaking systems originally developed for
people who are deaf or hard of hearing, but they can be very helpful for those who have
any writing difficulties. They allow a trained operator to type a transcript of a lecture or
seminar connected to a student’s own laptop. A student can then read the lecture on his
or her own VDU. Sterotype and SpeedText require an experienced typist who is familiar
with the topic and its language. The systems also require two laptops which may have
to be purchased separately .
Switch access is an alternative way to drive a keyboard emulator. A controlled
movement from a foot, the head, an eye blink or a breath can be interpreted by a switch
and appropriate software as input to the computer. A keyboard is represented on the
screen for the selection of actions, words, letters or symbols. In scanning mode, instead
of direct selection with the cursor, the software highlights keys or groups of keys in turn
until the user operates the switch to select a highlighted key or keys. Switch input
through scanning is extremely slow, but it can give severely disabled users access to
computers and communication. Most switch users will need to purchase special
software for their computers. Many different switches are available ranging from simple
to complex, and this complexity is reflected in the expense. Most of this technology is
for people who need alternatives to not only the mouse, but the keyboard as well. Many
systems will need specialist software that requires support and training to allow the user
the best access to the computer
Tape recorders can be used to record lectures, seminars and discussions. The tape
can then be played back as and when necessary, or given to someone else to type up.
An external directional microphone will be required to successfully record lectures. The
recording quality is not as good as MiniDisc or digital recorder output, but controls are
often more accessible. Print impaired people will sometimes use four-track, rather than
the usual two-track tapes, allowing up to four times the amount of material to be stored.
Some specialist tape libraries produce academic materials in this format, for example,
The RNIB Student Tape Library and the US-based Recording for the Blind and Dyslexic
but many of these libraries are now converting their data from analogue to digital format.
This type of format may be suitable for portable flash memory or hard drive MP3 players
or CD players, which may also use daisy format for increased navigational support with
speech output for the controls.
TFT (Thin Film Transistor) monitors are flat panel monitors with a LCD screen, so
that there is minimal flicker compared to a Cathode Ray Tube monitor which may suit
those with certain types of epilepsy or scotopic sensitivity. The resolution is the best of
the flat panel technologies but tends to be fixed and this may not suit all users. The
screens take up less space and, if on an adjustable arm (as with Mac panels), are easy
to move into a good position for those who need to be able to raise or lower the viewing
area (see large monitors).
Text-to-Speech software is an alternative to standard computer output as the
computer reads to the user text that can be seen in the active window. This is not the
same as screen reading used by blind students as not all the navigational settings are
necessarily read aloud. Text to speech is often used by students with specific learning
difficulties when proofreading or composing work and may be included in a package
along with a range of other facilities such as spell checking, OCR and word prediction.
Typing Programmes aim to improve keyboarding skills by not only training users to
place their finger tips on the correct keys in order to be able to type without looking at
the keyboard but also to use control keys. These control keys may be set up to make
capital letters or delete letters etc. but they can also be a combination of keys that
provide a short cut for a student with dexterity difficulties or who is blind and does not
use a mouse. Learning to type can be essential for students who have poor hand writing
skills and some programmes have been developed specifically for those with specific
learning difficulties or visual impairments. These programme tend to offer speech
output support.
Voice/speech recognition systems are an alternative to standard computer keyboard
or mouse input. Relatively consistent speech patterns help ease the training and use of
this software, which requires good support at the outset. Care should be taken to check
how well these programmes work for those with specific learning difficulties with
guidance for dictation and proof reading. Speech recognition is also used to support
dexterity difficulties and the professional versions of the programmes may offer better
hands free mouse control for those with severe mobility disabilities. When used by blind
students additions to the JAWS screen reader are required in the form of scripts, which
may be found in a programme such as Jawbone or J-Say. Speech recognition systems
need a relatively powerful computer or laptop.
Word banks are lists of words that can be selected and sent to a word processor or
other programme to reduce the number of keystrokes needed to produce text. They can
therefore assist those with dexterity difficulties but can also be used as a vocabulary ‘aid
memoire’ for students with specific learning difficulties.
Word prediction programmes will suggest words based on the letter or letters typed
in. Some predictors can predict the next word based on context, grammar as well as
previous use, and are used alongside word processing packages. As has been said in
the introduction, these programmes have often been designed for those who find typing
difficult with the aim of speeding up text input. However, they may also help those who
struggle with content when writing, such as students with specific learning difficulties as
they can suggest appropriately spelt words.
Word processors are regarded as ‘standard’ software packages to facilitate writing.
They will often be incorporated in ‘office’ packages, which offer better value by including
other standard office software (spreadsheets, presentation software etc). Word
processors allow a measure of control over work (eg notetaking, essays) that a pen and
paper cannot offer. Many disabled students require word processors for different
reasons. The choice of the best word processor for a student may depend on its built-in
facilities but is more likely to be influenced by the programme in use at their institution.
Equipment suppliers
The right supplier, with the right approach, experience and skill, will often make the
difference between success and failure. If in doubt, ask an independent source of
advice and information for off-the-record comments. This list is NOT exhaustive, nor
does it indicate whether the supplier has signed up to the Quality Assurance Framework
Service Level Agreement; therefore, Skill cannot endorse these suppliers in any way.
Some of these suppliers may have equipment for rent. This can be useful for a student
requiring equipment for a short period or for students in their final year of study where
there is little time to purchase and install the equipment. However, renting a standard
PC with Windows is expensive and may not cost much less than purchasing one that
will last throughout a student’s university or college career.
AbilityNet
PO Box 94, Warwick, CV34 5WS
Tel: 01926 312 847/0800 269 545
Fax: 01926 407 425
E-mail: enquiries@abilitynet.co.uk
Website: www.abilitynet.co.uk
Supplies computer equipment and communication aids.
ACE Centre
92 Windmill Road, Headington, Oxford OX3 7DR
Tel: 01865 759 800
Fax: 01865 759 810
E-mail: info@ace-centre.org.uk
Website: www.ace-centre.org.uk
Supplies software.
Allvoice Computing PLC
20 Courtenay Park, Newton Abbot
Devon TQ12 2HB
Tel: 01626 331 133
Fax: 01626 331 150
E-mail: info@allvoice.co.uk
Website: www.allvoice.co.uk
Supplies voice dictation/recognition and specialist computers, keyboards, trackballs and
joysticks, and text reading and screen magnification.
Aremco
Grove House, Lenham, Kent
ME17 2PX
Tel: 01622 858 502
Fax: 01622 850 532
Avantek Computer Limited
St Peter’s Road, Arnesby, Leicestershire LE8 5WJ
Tel: 0116 247 8515
Fax: 0116 247 8843
E-mail: sales@avantek.co.uk
Website: www.avantek.co.uk
Specialises in PC and Laptop systems.
Barry Bennett Ltd
Enabling Technology Centre, Unit 15A, Bankfield Business Park, Quebec Street,
Bolton, BL3 5JN
Tel: 01204 534311 Fax: 01204 362783
E-mail: info:@barrybennett.co.uk
Suppliers of computer systems, peripherals, audio/hearing equipment, specialised software,
input devices, ergonomic support devices, training.
Box 42/Special Needs Computing Ltd
Box 42, St Helens WA10 3BF
Tel: 0151 426 9988
Fax: 0151 426 9994
E-mail: info@box42.com
Website: www.box42.com
Supplies hardware, software and communication aids.
Cambridge Adaptive Communications
8 Farmbrough Close, Stocklake, Aylesbury, Bucks HP20 1DQ
Tel: 01296 461 002
Fax: 01296 461 107
Website: www.cameleon-web.com
Supplies communication aids and access devices.
Check Computer Products
E2 Falcon Enterprise Centre
Victoria Street, Chadderton
Oldham OL9 0HB
Tel: 0161 345 1345
Fax: 0161 345 1346
E-mail: sales@check.co.uk
Website: www.check.co.uk
Supplies voice recognition systems.
Computers in Education
126 Great North Rd, Hatfield
AL9 5JZ
Tel: 01707 266 714
Fax: 01707 273 684
Website: www.advisory-unit.org.uk
Produces software and offers advice, training, information and technical support for schools.
Crick Software Ltd
35 Charter Gate, Quarry Park Close, Moulton Park, Northampton NN3 6QB
Tel: 01604 671 691
Fax: 01604 671 692
Website: www.cricksoft.com
Supplies software and onscreen keyboards.
Datalux
Pelham Court, Broadfield, Crawley RH11 9SH
Tel: 01293 540 092
Fax: 01293 540 094
Website: www.datalux.co.uk
Supplies alternative keyboards.
Dolphin Computer Access Ltd
PO Box 83, Worcester WR3 8TU
Tel: 01905 754 577
Fax: 01905 754 559
E-mail: sales@dolphinuk.co.uk
E-mail: support@dolphinuk.co.uk
Website: www.dolphinuk.co.uk
Supplies equipment and software for visually impaired people.
Don Johnston Special Needs Ltd
18 Clarendon Court, Calver Road
Winwick Quay, Warrington WA2 8QP
Tel: 01925 241 642
Fax: 01925 241 745
E-mail: info@djsn.u-net.com
Website: www.donjohnston.com
Supplies alternative input and access devices and communication systems.
Easiaids Ltd
5 Woodcote Park Avenue, Purley, Surrey CR8 3NH
Tel: 020 8763 0203 Fax: 020 8763 0203
Supplies communication aids.
Electrone
Unit 1, Central Park, Bellfield Road, High Wycombe HP13 5HG
Tel: 01494 511 999
Fax: 01494 511 888
E-mail: sales@electrone.com
Website: www.electrone.com
Supplies alternative pointing devices.
Ellinor Touch Technology Ltd
7 Arkwright Road, Reading, RG2 0EA
Tel: 01785 228891
E-mail: info@dicoll.co.uk
Supplies touchscreen products.
Enabling Computer Supplies
20 Rising Brook, Stafford, ST17 9DB
Tel: 01785 243 111
Fax: 01785 243 222
E-mail: sales@enablingtechnology.net
Website: www.enablingtechnolgy.net
Supplies hardware and software.
Fisher Marriot Software
58 Victoria Road, Woodbridge, Suffolk IP12 1EL
Tel: 01394 387 050
Fax: 01394 380 064
E-mail: enquiries@fishermarriot.com
Website: www.fishermarriot.com
Force Ten Company Ltd
183 Boundary Road, Woking, Surrey GU21 5BU
Tel: 01483 762 711
Fax: 01483 756 303
E-mail: sales@forcetenco.co.uk
Website: www.forcetenco.co.uk
Supplies reader products.
Freedom Technology
31 Maidenhall, Highnam, Gloucestershire GL2 8DJ
Tel/Fax: 01452 415 778
Supplies keyboard systems, switches.
Granada Learning Ltd
Granada TV, Quay Street, Manchester M60 9EA
Tel: 0161 827 2927
Fax: 0161 827 2966
E-mail: info.granada-learning@granadamedia.com
Website:
www.granada-learning.com
Supplies software and access devices.
Hagger Electronics
Unit 22, Business Centre West, Avenue One, Letchworth
Bedfordshire SG6 2HB
Tel: 01462 677 331
Fax: 01462 675 016
E-mail: haggerelec@aol.com
Website: www.hagger.co.uk
Supplies equipment for visually impaired people.
Horizon
11–12 Lowman Units, Tiverton Business Park, Tiveton, Devon EX16 6SR
Tel: 01884 254 172
Fax: 01884 243 114
Website: www.magnifiers.co.uk
Supplies CCTV systems.
Iansyst Ltd
Fen House, Fen Road, Cambridge CB4 1UN
Tel: 01223 420 101
Fax: 01223 426 644
Sales Freephone: 0800 018 0045
E-mail: sales@dyslexic.com
Website: www.dyslexic.com
Supplies systems for people with dyslexia.
IBM UK Ltd
IBM UK Ltd, PO Box 41, North Harbour, Portsmouth, PO6 3AU
Tel: 023 92 56 1000
Website: www.ibm.com
Supplies some products for disabled users.
Inclusive Technology Ltd
Saddleworth Business Centre, Huddersfield Road, Delph
Oldham OL3 5DF
Tel: 01457 819 790
Fax: 01457 819 799
E-mail: inclusive@inclusive.co.uk
Website: www.inclusive.co.uk
Supplies communication aids.
Inpace
21 Bridge Street Mill, Witney, Oxfordshire OX8 6YH
Tel: 01993 706 303
Fax: 01993 706 305
E-mail: info@inpace.com
Website: www.inpace.com
Supplies alternative pointing devices.
Keyboard Company
8 Canal Ironworks, Hope Mills, London Road, Stroud GL5 2SH
Tel: 0700 0500 505
Fax: 0700 0500 515
E-mail: sales@keyboardco.com
Website: www.keyboardco.com
Supplies a range of alternative and ergonomic keyboards.
Keytools for the Computer-Enabled
PO Box 700, Southampton SO17 1LQ
Tel: 02380 584 314
Fax: 02380 584 320
E-mail: info@keytools.com
Website: www.keytools.com
Supplies software and access devices.
Liberator
Whitegates, Swinstead NG33 4PA
Tel: 01476 550 391
Fax: 01476 550 357
Website: www.liberator.co.uk
Supplies a wide range of products, specialising in communication aids.
Lindis International
Great Glenham, Saxmundham, Suffolk IP17 2DH
Tel: 01728 663 520
Fax: 01728 663 415
Website: www.lindis.co.uk
Supplies touch screens.
Logitech
Logi (UK) Ltd, Unit 8, Shaftsbury Court, 18 Chalvey Park, Slough
Berkshire SL1 2ER
Tel: 01753 870900
Website: www.logitech.com
Supplies mice, trackerballs, etc.
Maxess Products Ltd
The Chinestone, Dancers Hill, Charlbury, Oxfordshire OX7 3RZ
Tel/Fax: 01608 811909
Website: http://web.ukonline.co.uk/specialaccess/
E-mail: heather@maxessproducts.freeserve.co.uk
Supplies standard and special keyguards.
MicrolinkPC (UK) Ltd
Microlink House, Brickfield Lane, Chandler's Ford, Southampton SO53 4DP
Tel: 02380 240300
Fax: 02380 240320
Textphone: 02380 240345
E-mail: info@microlinpc.co.uk
Website: www.microlinkpc.co.uk
Supplies a wide range of IT equipment.
Morphonics (was Mardis)
5 Sharpes Mill, White Cross, South Road, Lancaster LA1 4XQ
Tel: 01524 848 373
Fax: 01524 848 598
Website: www.morphonics.com
Supplies communication aids.
Osmond Group
21 Johnson Rd, Fernside Business Park, Ferndown Industrial Estate Wimborne, BH21
7SE
Tel: 01202 850 550
Fax: 01202 850 560
E-mail: info@ergonomics.co.uk
Website: www.ergonomics.co.uk
Supplies computer equipment and accessories, seating and furniture.
PCD Maltron
15 Orchard Lane, East Molesey, Surrey KT8 0BN
Tel: 020 8398 3265
Fax: 020 8398 3265
Website: www.maltron.co.uk
Supplies a range of ergonomic keyboards.
Penny and Giles
1 Embankment Way, Castleman Crossing Industrial Estate
Ringwood BH24 1EU
Tel: 01425 463100
Fax: 01425 463111
Website: www.penny-gilespc.co.uk
Supplies trackerballs and joysticks.
PIA
Victoria Street, Cwmbran NP44 3YT
Tel: 0870 321 6450
Fax: 0870 321 6451
Website: www.pia.co.uk
Supplies products for visually impaired users.
Possum Controls Ltd
8 Farnborough Close, Aylesbury Vale Industrial Estate, Stocklake
Aylesbury HP20 1DQ
Tel: 01296 481 591
Fax: 01296 394 349
Website: www.possum.co.uk
Supplies Palantype systems.
Pulsedata UK
3 Blotts Barn Business Centre, Brooks Road, Raunds
Wellingborough NN9 6NS
Tel: 01933 626 000
Fax: 01933 626 204
E-mail: sales@pulse-data.co.uk
Website: www.pulsedata.com
Supplies products for visually impaired users.
QED
1 Prince Alfred Street, Gosport, Hampshire PO12 1QH
Tel: 08707 878 850
Fax: 08707 878 860
Website: www.qedltd.com
Supplies a wide range of equipment including switches, access devices and communication
aids.
Radio Rentals
Check local telephone directory for the nearest store.
REMTEK
Unit 42, Salford University Business Park, Frederick Road, Salford M6 6AJ
Tel: 0161 745 8353
Fax: 0161 745 8343
Supplies systems for a range of enabling technology. Provides initial training, back-up and
helpline support.
Ritchie Electronics
21 Whetstone Close, Heelands, Milton Keynes MK13 7PA
Tel: 01908 313 624
Fax: 01908 313 624
Supplies communication aids.
RSL Steeper Ltd
Queen Mary's University Hospital, Roehampton Disability Centre
Roehampton Lane, London SW15 5PL
Tel: 020 8788 8165
Fax: 020 8788 0137
Website: www.rslsteeper.com
Supplies communication aids.
Scantec Vision Aid
6 Ellenborough Close, Bracknell, Berkshire RG12 2NB
Tel: 01344 425 096
Fax: 01344 425 096
E-mail: sales@scantec.zetnet.co.uk
Supplies products for visually impaired users.
Sight and Sound Technology
Qantel House, Anglia Way, Moulton Park, Northampton NN3 6JA
Tel: 01604 798 070
Fax: 01604 798 090
Website: www.sightandsound.co.uk
Supplies a range of systems for visually impaired users.
Sunrise Medical Ltd
Freepost (DD348) High St Wollaston, West Midlands DY8 4BR
Tel: 0800 243 006
Fax: 01384 444 6799
Supplies communication aids.
Super Scape - VR
Cromwell House, Bartley Wood Business Park, Hook, Hampshire RG27 9XA
Tel: 01256 745 745
Fax: 01256 745 777
Website: www.superscape.com
Works with wireless device manufacturers, operators, content developers and others.
Talking Technologies International Ltd
34A Glazbury Road, London W14 9AS
Tel: 020 7602 4107
Fax: 020 7603 2109
E-mail: talking@easynet.co.uk
Website: www.talking.co.uk
Supplies voice recognition systems, text to speech and software.
Tandy Education Supplies and Services
InterTAN UK Ltd, Tandy Centre, Leamore Lane, Walsall WS2 7PS
Tel: 01922 434 036
Supplies educational resources.
Techcess
Unit 12 Willow Park, Upton Lane, Stoke Golding, Nuneaton, Warks CV13 6EU
Tel: 01455 213708
Fax: 01455 213709
Website: www.techcess.co.uk
Supplies communication aids.
Technovision Systems Ltd
76 Bunting Road Industrial Estate, Northampton NN2 6EE
Tel: 01604 792 777
Fax: 01604 792 726
E-mail: info@techno-vision.co.uk
Website: www.techno-vision.co.uk
Supplies systems for visually impaired users.
Telesensory Ltd
1 Watling Gate, 297-303 Edgware Road, London NW9 6NB
Tel: 020 8205 3002
Fax: 020 8205 1192
Website: www.telesensory.com
Supplies systems for visually impaired users and reading products.
TextHelp Systems
Enkalon Business Centre, 25 Randalstown Road, Antrim
Co.Antrim BT41 4LJ
Tel: 02849 428 105
Fax: 02849 428 854
E-mail: alison@texthelp.com
Website: www.texthelp.com
Produces software to aid people with learning disabilities.
Tieman (UK) (formerly Concept Systems)
143 Derby Road, Stapleford, Nottingham, NG9 7AS
Tel: 0115 9391 391
Fax: 0115 9490 390
Website: www.tiemanuk.co.uk
Specialises in electronic equipment and services for visually impaired users.
Toby Churchill Ltd
20 Panton Street, Cambridge CB2 1HP
Tel: 01223 576 117
Fax: 01223 518 133
E-mail: sheila_churchill@toby-churchill.com
Website: www.toby-churchill.com
Supplies a range of portable communication devices.
Topologika Software
1 South Harbour Village, Penryn, Cornwall TR10 8LR
Tel: 01326 377 771
Fax: 01326 376 755
Website: www.topologika.co.uk
E-mail: sales@topologika.com
Supplies educational software.
Vis-Ability
66 Beckwith Crescent, Harrogate HG2 0BH
Tel: 01423 562 613
Fax: 01423 504 724
Supplies equipment for visually impaired users.
VR - Systems UK
Unit 8, Farm Business Centre, East Tytherley Road, Lockerley
Romsey S051 0LW
Tel: 01794 342 050
Supplies a range of software, including voice recognition software.
Widgit Software Ltd
26 Queen Street, Cubbington, Leamington Spa CV32 7NA
Tel: 01926 885 303
Fax: 01926 885 293
E-mail: info@widgit.com
Website: www.widgit.com
Supplies a range of software.
Words Worldwide Ltd
Ash House, Belle Villas, Ponteland, Newcastle upon Tyne NE20 9BE
Phone: 01661 860 999
Fax: 01661 822 777
Website: www.keyspell.com
Supplies a range of assistive software for visually impaired people, people with dyslexia and
people with physical disabilities.
Further details about specialist companies and assistive technologies may be
found on the EmpTech Accessibility Database at www.emptech.info
6.
Support networks
Most disability advisers gain information from local experts and specialists over the
phone and by attending conferences and other events. However, there are also support
networks which exist to provide a forum in which disability advisers can keep up to date
with current issues, exchange information and have easy access to a wide pool of
expertise.
Further to the Skill review of DSA administration, it was recommended that LEA awards
officers join or set up networks with disability officers and assessment officers to work
together to streamline working practices and increase understanding between the
different parties involved. These networks have already been established in some
regions. A number of Skill Higher Education networks for disability officers already exist
(see below), and the DfES has encouraged the good practice of LEAs joining these
networks for at least part of the meetings, rather than establishing new ones, to enable
discussion and networking. It is also recommended that LEA awards officers set up
peer support networks amongst themselves, particularly with a view to larger LEAs
supporting smaller LEAs where officers are exposed to fewer cases. One e-mail list
already available is LEADSA@JISCMAIL.AC.UK, which is a list for awards officers
managing DSAs. (For details of how to join, see the dis-forum instructions below)
LEA Awards Officers may find it helpful to use the following networks:
CHESS (Consortium of Higher Education Support Services for Deaf Students) Deaflink
An e-mail forum organised by CHESS for deaf students and support staff. To join, go to
the website www.jiscmail.ac.uk, and select deaflink. Once you have joined, you will be
able to post messages at deaflink@mailbase.ac.uk. If you want to see a record of
previous discussions, you can search the archives on the website
www.jiscmail.ac.uk/lists/deaflink.html.
Dis-forum An e-mail discussion network on disability and higher education. Many
disability advisers and other experts belong to dis-forum. If no support networks in your
area are listed in this section then leaving a message on dis-forum may put you in
contact with some. One of the members will probably know if a network operates in your
area or would be willing to start one. To join dis-forum, go to the website
www.jiscmail.ac.uk, and select dis-forum. Once you have joined, you will be able to post
messages at dis-forum@mailbase.ac.uk. If you want to see a record of previous
discussions, you can search the archives on the website www.jiscmail.ac.uk/lists/disforum.html. Other discussion forums have been set up focusing on specific disabilities,
such as dyslexia and mental health difficulties. See the jiscmail website at
www.jiscmail.ac.uk for details of how to join.
Local disability organisations By joining a local disability organisation you can obtain
support and information about local groups, some of which may just be starting up.
NADO (National Association of Disability Officers) Launched in March 1999, NADO
is a professional association for Disability Officers working in UK higher and further
education institutions. The website address is http://www.nado.org.uk/
NNAC (National Association of Assessment Centres) Launched in April 2004,
NNAC is a UK-wide network of specialist services that work together to facilitate access
for disabled people to education, training, employment and personal development. Their
website address is www.nnac.org
Skill runs a number of higher education networks in England and Wales. The different
networks are grouped into regions, as follows: North West, North East, Midlands, South
West, Wales, East Anglia, Southern, and South East. The networks usually meet once a
term. These meetings provide an opportunity for discussion and networking among
disability officers. In many networks, LEA awards officers attend part of these
meetings, in order to provide a forum for discussion and so that they and the disability
officers can share good practice on the administration of DSA awards.
For details about when and where the meetings are taking place, please contact Kate
Goddard, at Skill, email kate@skill.org.uk You could also become a member of Skill,
which runs both regional and national events and be kept up-to-date by Skill’s Journal
and Newsletter. Skill also has an information service and a website, www.skill.org.uk.
7.
Needs assessors and assessment centres
All students who are eligible for the DSAs should be assessed through an assessment
centre, which can be local to their home or to their university.
In Skill’s review of DSAs in 2001, recommendations were made for improving the needs
assessment process. These included establishing a national certificate of competence
to be an assessment centre and a separate one to be an assessor, for which any
organisation or individual could apply. In the subsequent discussions to consider
implementation of Skill’s recommendations, it was agreed that the most appropriate way
forward would be to create a single national quality assurance system, which serves the
interests of students. A group of relevant stakeholders was formed to oversee the
quality assurance process, the Quality Assurance Group (QAG).
The Quality Assurance Group (QAG) has now completed the documentation, which will
appear in its final version as the Quality Assurance Framework (QAF). The QAF sets
out the criteria by which Assessment Centres will be audited to ensure that they deliver
a quality assured and professional assessment for students applying for DSAs. All
centres operating within the framework will adhere to strict criteria and guidance which
ensures that
LEA Student Support Officers can be confident that what is being proposed for public
expenditure can be approved. It should also secure an efficient and effective, quality
assured, service for students in need of DSA.
Further information about assessment centres can be found from NNAC (National
Association of Assessment Centres), which is a UK-wide network of specialist services
that work together to facilitate access for disabled people to education, training,
employment and personal development. Their website address is www.nnac.org
The QAF also includes the suppliers’ contribution to quality assurance. Suppliers will
sign a Service Level Agreement (SLA) and will be subjected to audit. They will commit
themselves to supply and support equipment for students requiring special resources
for learning.
Further information and an up-to-date interim list of registered centres is available on
the DfES website at http://www.dfes.gov.uk/studentsupport/dsa_.shtml
Tony Hughes, Central Administration Unit Manager, based at Manchester City Council,
has been appointed to oversee the audit process, which will commence in late 2005.
The contact details of the Central Administrative Unit of the Quality Assurance Group
are:
Student Support Group, 1st Floor, Overseas House, Quay Street, Manchester M3 3BB
Tel: 0161 234 7140
Fax: 0161 234 7879
E-mail: m.cronley@manchester.gov.uk
8.
Useful organisations
General disability organisations
British Council of Organisations of Disabled People (BCODP)
Litchurch Plaza, Litchurch Lane
Derby DE24 8AA
Tel: 01332 29 55 51
Textphone: 01332 295 581
Fax: 01332 295 580
E-mail: bcodp@bcodp.org.uk
Website: www.bcodp.org.uk
DIAL UK (National Association of Disablement Information and Advice Lines)
St Catherine's, Tickhill Road
Doncaster DN4 8QN
Tel: 01302 31 01 23
Textphone: 01302 310 123
Fax: 01302 310 404
E-mail: enquiries@dialuk.org.uk
Website: www.dialuk.org.uk
Disability Alliance
Universal House, 88-94 Wentworth Street, London E1 7SA
Tel: 020 724 78 776
(Open 10am–4pm)
Fax: 020 7247 8765
E-mail: office.da@dial.pipex.com
Website: www.disabilityalliance.org
Disability Resource Team (DRT)
2nd Floor, 6 Park Road, Teddington
Middlesex TW11 OAA
Tel: 020 894 30 022
Fax: 020 8943 5162
E-mail: info@disabilityresourceteam.co.uk
Website: www.disabilityresourceteam.com
Disability Wales/Anabledd Cymru
Wernddu Court, Caerphilly Business Park, Van Road, Caerphilly
CF83 3ED
Tel: 029 208 87 325
Textphone: 029 20 887 325
Fax: 029 20 888 702
E-mail: info@dwac.demon.co.uk
Website: www.disabilitywales.org
RADAR (Royal Association for Disability and Rehabilitation)
12 City Forum, 250 City Road, London EC1V 8AF
Tel: 020 725 03 222
Textphone: 020 7250 4119
(Open 9am–5pm, Mon–Fri)
Fax: 020 7250 0212
E-mail: radar@radar.org.uk
Website: www.radar.org.uk
Skill: National Bureau for Students with Disabilities
Chapter House, 18-20 Crucifix Lane, London SE1 3JW
Tel/Textphone: 020 7450 0620
Fax: 020 7450 0650
Information Service: 0800 328 5050
(Open Tues 11.30am–1.30pm and Thurs 1.30pm–3.30pm)
Textphone: 0800 068 2422
E-mail: info@skill.org.uk
Website: www.skill.org.uk
Human support and equipment
Barry College Wales
Earshot, Barry College,
Colcot Road, Barry
Vale of Glamorgan CF62 8YJ
Tel: 01446 72 50 04
Fax: 01446 725 071
E-mail: earshot@barry.ac.uk
British Educational Communications and Technology Agency (BECTA)
Millburn Hill Road, Science Park
Coventry CV4 7JJ
Tel: 024 764 16 994
Fax: 024 7641 1418
E-mail: becta@becta.org.uk
Website: www.becta.org.uk
Community Service Volunteers (CSV)
237 Pentonville Road, London N1 9NJ
Tel: 020 727 86 601
(Open 8.30am–8.30pm, Mon–Fri)
Fax: 020 7833 0149
E-mail: information@csv.org.uk
Website: www.csv.org.uk
Disabled Living Foundation
380-384 Harrow Road, London W9 2HU
Tel: 020 728 96 111
Textphone: 020 7432 8009
Helpline: 0845 130 9177
(Open 10am–4pm, Mon–Fri)
Fax: 020 7266 2922
E-mail: dlfinfo@dlf.org.uk
Website: www.dlf.org.uk
National Centre for Independent Living
250 Kennington Lane, London SE11 5RD
Tel: 020 758 71 663
Textphone: 020 7587 1177
Fax: 020 7582 2469
E-mail: ncil@ncil.org.uk
Website: www.ncil.org.uk
Students with visual impairments
Action for Blind People
14-16 Verney Road, London SE16 3DZ
Tel: 020 763 54 800
Helpline: 0800 915 4666
Fax: 020 7635 4900
E-mail: info@afbp.org
Website: www.actionforblindpeople.org.uk
British Reginitis Pigmentosa Society
PO Box 350, Buckingham MK18 1G2
Tel: 01280 82 13 34
Helpline: 01280 860 363
Fax: 01280 815 900
E-mail: info@brps.org.uk
Website: www.brps.org.uk
National Federation of the Blind (NFB)
Sir John Wilson House, 215 Kirkgate, Wakefield WF1 1JG
Tel: 01924 29 13 13
Fax: 01924 200 244
E-mail: info@nfbuk.org
Website: www.nfbuk.org
Partially Sighted Society
Box 322, Doncaster DN1 2XA
Tel: 01302 32 31 32
(Open 9.30am–12.30pm and 2pm–5pm, Mon–Fri)
Fax: 01302 368 998
E-mail: doncaster@partsight.org.uk
Royal National Institute of the Blind (RNIB)
105 Judd Street, London WC1H 9NE
Tel: 020 7388 1266
Helpline: 0845 766 99 99
(Open 9am–5pm, Mon–Fri)
Fax: 020 7388 2034
E-mail: helpline@rnib.org.uk
Website: www.rnib.org.uk/pcet
Scottish Sensory Centre
Moray House Institute of Education, University of Edinburgh
Holyrood Road, Edinburgh EH8 8AQ
Tel: 0131 65 16 501
Textphone: 0131 651 6067
Fax: 0131 651 6502
Website: www.ssc.mhie.ac.uk
Sense - The National Deafblind and Rubella Association
11-13 Clifton Terrace, London N4 3SR
Tel: 020 727 27 774
Textphone: 020 7272 9648
Fax: 020 7272 6012
E-mail: enquiries@sense.org.uk
Website: www.sense.org.uk
Students who are Deaf or hard of hearing
CHESS (Consortium of Higher Education Support Services for Deaf
Students)
Jannine Williams
University of Durham
E-mail: jannine.williams@dur.ac.uk
Council for the Advancement of Communication with Deaf People (CACDP)
Durham University Science Park, Block 4, Stockton Road
Durham DH1 3UZ
Tel: 0191 38 31 155
Textphone: 0191 383 7915
(Open 9am–5pm, Mon–Thur)
Fax: 0191 383 7914
E-mail: durham@cacdp.org.uk
Website: www.cacdp.org.uk
Deaf Plus
1 College Walk, Selly Oak, Birmingham B29 6LE
Tel: 0121 472 54 88
Textphone: 0121 415 59 00
Fax: 0121 415 5943
E-mail: info@deafplus.org
Website: www.deafplus.org
Hearing Concern
Hearing Concern
95 Gray's Inn Road,
London
WC1X 8TX
Tel 020 7440 9871
Fax 020 7440 9872
Text 020 7440 9873
Website: www.hearingconcern.org.uk
National Association for Tertiary Education for the Deaf (NATED)
161 Mount Pleasant, Southcrest
Redditch B97 4JJ
Tel: 07768 86 51 37
Textphone: 07890 123 456
Fax: 01527 545 688
E-mail: enquiries@nated.org
Website: www.NATED.org
Royal National Institute for Deaf People (RNID)
19-23 Featherstone Street, London EC1Y 8SL
Tel: 0808 80 80 123
Textphone: 0808 808 9000
(Open: 9am–5pm, Mon–Fri)
Fax: 020 7296 8001
E-mail: informationline@rnid.org.uk
Website: www.rnid.org.uk
Sign Community (British Deaf Association BDA)
Tel: 020 758 83 520
Textphone: 020 7588 3529
Voice: 0870 770330
Text: 0800 6522 965
Videophone: 020 7496 9539
Fax: 020 7588 3527
E-mail: www-helpline@signcommunity.org.uk
Website: www.signcommunity.org.uk
Students with medical conditions
Asthma UK
Summit House, 70 Wilson Street, London EC2A 2DB
Tel: 020 778 64 900
Helpline: 08457 010 203
Phone line open: 8.30am to 5.30pm.
Fax: 020 7256 6075
Website: www.asthma.org.uk
British Colostomy Association
15 Station Road, Reading, Berkshire RG1 1LG
Tel: 0118 93 91 537
Helpline: 0800 328 4257
Phone line open: 24/7
Fax: 0118 956 9095
E-mail: sue@bcass.org.uk
Website: www.bcass.org.uk
British Epilepsy Association, Epilepsy Action
New Anstey House, Gate Way Drive, Yeadon, Leeds LS19 7XY
Tel: 0113 21 08 800
Helpline: 0808 800 5050
Fax: 0113 3910 300
E-mail: epilepsy@epilepsy.org.uk
Website: www.epilepsy.org.uk
British Heart Foundation
14 Fitzhardinge Street, London W1H 6DH
Tel: 020 793 50 185
Medical: 08450 708070
Fax: 020 7486 5820
E-mail: internet@bhf.org.uk
Website: www.bhf.org.uk
CancerBACUP
3 Bath Place, Rivington Street, London EC2A 3JR
Tel: 020 769 69 003
Textphone: 020 7696 9003
Helpline: 0808 800 1234
(Open 9am–8pm, Mon–Fri)
Fax: 020 7696 9002
E-mail: info@cancerbacup.org
Website: www.cancerbacup.org.uk
Diabetes UK
10 Parkway, London NW1 7AA
Tel: 020 742 41 000
Fax: 020 7424 1001
E-mail: info@diabetes.org.uk
Website: www.diabetes.org.uk
Haemophilia Society
Petersham House, Hatton Garden, London EC1N 8JG
Tel: 020 740 54 824
Helpline: 0800 018 6068
Fax: 020 7387 8220
E-mail: info@haemophilia.org.uk
Website: www.haemophilia.org.uk
ia (The Ileostomy and Internal Pouch Support Group)
Peverill House, 1-5 Mill Road, Ballyclare
County Antrim BT39 9DR
Tel: 0800 01 84 724
(Open 9am–5pm, Mon–Fri)
Fax: 028 9332 4606
E-mail: info@the-ia.org.uk
Website: www.the-ia-org.uk
The ME Association
4 Top Angel, Buckingham Industrial Park, Buckingham MK18 1TH
Tel: 08707 44 30 11
Fax: 01280 82 16 02
E-mail: enquiries@meassociation.org.uk
Website: www.meassociation.org.uk
National Association for Colitis and Crohn's Disease (NACC)
4 Beaumont House, Sutton Road, St Albans, Hertfordshire AL1 5HH
Tel: 0845 130 22 33
(Open 10am–1pm, Mon–Fri)
E-mail: nacc@nacc.org.uk
Website: www.nacc.org.uk
The National Society for Epilepsy
Chalfont St. Peter, Gerrards Cross, Buckinghamshire, SL9 ORJ
Tel: 01494 60 13 00
Helpline: 01494 601 400
(Open 10am–4pm, Mon–Fri)
Fax: 01494 871 927
Website: www.epilepsynse.org.uk
Neurofibromatosis Association
Quayside House, 38 High Street, Kingston Upon Thames
Surrey KT1 1HL
Tel: 020 84 39 12 34
Textphone: 020 83 92 01 84
Helpline: 0845 602 4173
Fax: 020 8439 1200
E-mail: info@nfauk.org
Website: www.nfauk.org
Sickle Cell Society
54 Station Road, London NW10 4UA
Tel: 020 896 17 795
Fax: 020 8961 8346
E-mail: info@sicklecellsociety.org
Website: www.sicklecellsociety.org
Terrence Higgins Trust
52-54 Grays Inn Rd, London WC1X 8JU
Tel: 0845 12 21 200
(Open 10am–10pm Mon–Fri, 12pm–6pm, Sat–Sun)
Fax: 020 7242 0121
E-mail: info@tht.org.uk
Website: www.tht.org.uk
Students with mobility or dexterity difficulties
Arthritis Care
18 Stephenson Way, London NW1 2HD
Tel: 020 738 06 500
Textphone: 020 7380 6500
Helpline: 020 7380 6555 /
0808 800 4050
(Open 10am–4pm, Mon–Fri)
Fax: 020 7380 6505
E-mail: helplines@arthritiscare.org.uk
Website: www.arthritiscare.org.uk
Association for Spina Bifida and Hydrocephalus (ASBAH)
42 Park Road, Peterborough PE1 2UQ
Tel: 01733 55 59 88
Fax: 01733 555 985
E-mail: postmaster@asbah.org
Website: www.asbah.org
British Polio Fellowship
Ground Floor Unit A, Eagle Office Centre, The Runway, South Ruislip HA4 6SE
Tel: 0800 0180 586
Fax: 020 8842 0555
E-mail: info@britishpolio.org
Website: www.britishpolio.org
Brittle Bone Society
30 Guthrie Street, Dundee DD1 5BS
Tel: 01382 20 44 46
Helpline: 08000 28 24 59
(Open 9am–4.30pm, Mon–Fri)
Fax: 01382 206 771
E-mail: bbs@brittlebone.org
Website: www.brittlebone.org
Capability Scotland
11 Ellersley Road, Edinburgh EH12 6HY
Tel: 0131 31 35 510
Textphone: 0131 346 2529
Fax: 0131 346 1681
E-mail: ascs@capability-scotland.org.uk
Website: www.capability-scotland.org.uk
Cystic Fibrosis Research Trust
11 London Road, Bromley, Kent BR1 1BY
Tel: 020 846 47 211
Helpline: 0845 859 1000
Fax: 020 8313 0472
E-mail: enquiries@cftrust.org.uk
Website: www.cftrust.org.uk
Headway - The Brain Injury Association
4 King Edward Court, King Edward Street, Nottingham NG1 1EW
Tel: 0115 92 40 800
Helpline: 0808 800 2244
(Open 9am–5pm, Mon–Fri)
Fax: 0115 958 4446
E-mail: enquiries@headway.org.uk
Website: www.headway.org.uk
Multiple Sclerosis Society
MS National Centre, 372 Edgware Rd, Cricklewood London NW2 6ND
Tel: 020 8438 0700
Helpline: 0808 800 8000
Tel (Scotland): 0131 472 4106
Tel (Northern Ireland): 028 90 802 802
(Open 9am–9pm, Mon–Sat)
Fax: 020 8438 0701
E-mail: info@mssociety.org.uk
Website: www.mssociety.org.uk
Muscular Dystrophy Campaign
7-11 Prescott Place, London SW4 6BS
Tel: 020 772 08 055
(Open 9am–5pm, Mon–Fri)
Fax: 020 7498 0670
E-mail: info@muscular-dystrophy.org
Website: www.muscular-dystrophy.org/
Restricted Growth Association
PO Box 4744, Dorchester DT2 9FA
Tel: 01308 89 84 45
E-mail: office@restrictedgrowth.co.uk
Website: www.restrictedgrowth.co.uk
Scope (for people with cerebral palsy)
PO Box 833, Milton Keynes MK12 5NY
Tel: 0808 80 03 333
(Open 9am–9pm, Mon–Fri, 2pm–6pm, Sat–Sun)
Fax: 01908 321 051
E-mail: cphelpline@scope.org.uk
Website: www.scope.org.uk
Spinal Injuries Association (SIA)
SIA House, 2 Trueman Place, Oldbrook, Milton Keynes MK6 2HH
Tel: 0845 67 86 633
Helpline: 0800 980 0501
(Open 9am–5pm, Mon–Fri)
Fax: 0845 070 6911
E-mail: sia@spinal.co.uk
Website: www.spinal.co.uk
Stroke Association
Stroke House, 240 City Road, London EC1V 2PR
Tel: 020 756 60 300
Helpline: 0845 30 33 100
(Open 9am–5pm, Mon–Fri)
Fax: 020 7490 2686
E-mail: stroke@stroke.org.uk
Website: www.stroke.org.uk
Students with speech and language difficulties
Afasic
2nd Floor, 50-52 Great Sutton Street, London EC1V 0DJ
Tel: 020 749 09 410
Helpline: 08453 55 55 77
(Open 10.30am–2.30pm, Mon–Fri)
Fax: 020 7251 2834
E-mail: info@afasic.org.uk
Website: www.afasic.org.uk
British Stammering Association
15 Old Ford Road, London E2 9PJ
Tel: 020 898 31 003
Helpline UK: 0845 603 2001
Helpline Scotland: 08453 303 800
(Open 9am–5pm, Mon–Fri)
Fax: 020 8983 3591
E-mail: info@stammmering.org
Website: www.stammering.org
Communication Matters (ISAAC UK)
c/o The Ace Centre, 92 Windmill Road, Headington, Oxford OX3 7DR
Tel: 0845 45 68 211
Fax: 0845 456 8211
E-mail: admin@communicationmatters.org.uk
Website: www.communicationmatters.org.uk
Students with specific learning difficulties
Adult Dyslexia Organisation
Ground Floor, Secker House, Minet Rd, London SW9 7TP
Tel: 020 7207 3911
Helpline: 020 7 924 9559
(Open 9am–4.30pm, Mon–Fri)
Fax: 020 7207 7796
E-mail: ado.dns@dial.pipex.com
Website: www.adult-dyslexia.org
British Dyslexia Association
98 London Road, Reading RG1 5AU
Tel: 0118 96 68 271
Helpline: 0118 966 2677
(Open 10am–12.30pm and 2pm–4.30pm, Mon–Thur)
Fax: 01189 351 927
E-mail: helpline@bdadyslexia.org.uk
Website: www.bdadyslexia.org.uk
The Dyslexia Institute
Park House, Wick Road, Egham, Surrey TW20 0HH
Tel: 01784 22 23 00
Fax: 01784 22 23 33
E-mail: info@dyslexia-inst.org.uk
Website: www.dyslexia-inst.org.uk
Dyslexia Scotland
Stirling Business Centre, Wellgreen, Stirling FK8 2DZ
Tel: 01786 44 66 50
Helpline 0844 800 8484
(Open 10am–4pm, Mon–Fri)
Fax: 01786 471 235
E-mail: info@dyslexiascotland.org.uk
Website: www.dyslexiascotland.org.uk
Dyspraxia Foundation
8 West Alley, Hitchin, Hertfordshire SG5 1EG
Tel: 01462 45 50 16
Helpline: 01462 454 986
(Open 10am–1pm, Mon–Fri)
Fax: 01462 455 052
E-mail: dyspraxia@dyspraxiafoundation.org.uk
Website: www.dyspraxiafoundation.org.uk
Students with autism and Asperger syndrome
National Autistic Society
393 City Road, London EC1V 1NG
Tel: 020 783 32 299
Information line: 020 7903 3599
Phone line open: 10am to 4pm
Fax: 020 7833 9666
E-mail: nas@nas.org.uk
Website: www.autism.org.uk
University Students with Autism/Asperger Syndrome
E-mail: cns@dircon.co.uk
Website: www.users.dircon.co.uk/~cns/index.html
Students with mental health difficulties
MDF the Bipoloar Organisation
Castle Works, 21 St Georges Road London SE1 6ES
Tel: 0845 63 40 540
Fax: 020 7793 2639
E-mail: mdf@mdf.org.uk
Website: www.mdf.org.uk
Mental Health Foundation
9th Floor, Sea Containers House, 20 Upper Ground
London SE1 9QB
Tel: 020 780 31 100
Fax: 020 7803 1111
E-mail: mhf@mhf.org.uk
Website: www.mentalhealth.org.uk
Rethink (formerly NSF)
30 Tabernacle Street, London EC2A 4DD
Tel: 0845 45 60 455
Phone line open: 10am to 3pm
E-mail: info@rethink.org
Website: www.rethink.org
Sane
1st Floor, Cityside House, 40 Adler Street, London E1 1EE
Tel: 020 737 51 002
Saneline: 0845 767 8000
(Open 12pm–10pm, Mon–Fri, 12pm–6pm, Sat–Sun)
Fax: 020 7375 2162
E-mail: info@sane.org.uk
Website: www.sane.org.uk
Scottish Association for Mental Health
Cumbrae House, 15 Carlton Court, Glasgow G5 9JP
Tel: 0141 56 87 000
Fax: 0141 568 7001
E-mail: info@samh.org.uk
Website: www.samh.org.uk