Induction Pack for Disability Link Officers [Type the document subtitle]

Transcription

1 Induction Pack for Disability Link Officers [Type the document subtitle] Maureen Cook 4/4/2012

2 Contents 1. Introduction 3 2. Introduction to the Role of the DLO 4 - DDS Responsibilities 4 - DLO responsibilities 5 3. The Social and Medical Models of Disability 6 4. Disability Legislation 8 -Direct Discrimination Indirect Discrimination 10 -Reasonable Adjustments 11 -Accessibility 13 -Case Study Disclosure and Confidentiality How are Disabled Students Needs Assessed? Exam and assessment Arrangements for Disabled Students 16 - Examples of Exam Arrangements 16 - Competence standards 17 - Alternative assessments Disabled Access to Teaching and Learning Resources and References 22 Page 2

3 1. Introduction The role of the DLO is of significant importance to Keele University. All staff have an obligation to meet the individual needs of disabled students and it is the DLO who is the key link between DDS and the schools. Many universities use a similar system for the sharing of disability-related information and the communication of reasonable adjustments to relevant staff. We in DDS recognise and value the work that our DLOs undertake to ensure that disabled students have a quality learning experience at Keele University, and have strived to provide ongoing training and meetings to share best practice. We have been asked to provide an Induction Pack and guidelines on the roles and responsibilities of the DLO. This pack provides all of the materials covered in recent training events and can be found on the DDS web site for staff. It includes the role of the DLO, the philosophy of DDS, some information on the Equality legislation, managing access issues, exams and class tests,field trips and off site activities, case studies and guidance tips. We hope that this pack will be useful. It is structured in such a way that staff can dip in to it as and when required. Maureen Cook Disability and Dyslexia Support Manager 13 April 2012 Page 3

4 2. Introduction to the Role of the DLO In order to ensure that disabled students access all of the adjustments and institutional arrangements they are entitled to under the Equality Act 2010, Disability and Dyslexia Support must be able to share all disability-related related information with the schools. It is expected that each school will have an administrator and/or a teaching member of staff to undertake the role of DLO. The administrator is more likely to be available to the student and to undertake the sharing of disability-related information while referring academic matters to the appropriate teaching member of staff. In order for the system of link officers to work well and consistently across the university it is necessary to have clear guidelines about what the role involves. The communication system using E Vision has allowed instant updating of the student record where adjustments need to be put in place. All support recommendations are identified externally or centrally, either through Disability Advisers and/or through external needs assessors. Disability Link Officers in the schools play a key role in ensuring that the recommended support information is shared within departments, and more importantly adjustments and arrangements are implemented. The Head of School has overall responsibility to ensure that we comply with the Equality Act and all staff concerned have a duty to meet the demands within their own individual role. Disability Link Officers are not responsible for the implementation of adjustments but for ensuring that all appropriate staff are provided with the information they receive from Disability and Dyslexia Support. Disability and Dyslexia Support will provided the following support: Note taking support for d/deaf/hard of Hearing, Blind/Partially sighted and those with physical disabilities Specialist tuition for Dyslexia/Dyspraxia/Dyscalculia Mentoring Support for most disabilities if required Mobility Support Library Support Seek Library Loan Extensions Teacher for d/deaf/hard of Hearing and Blind/Partially Sighted Seek special examination arrangements Seek Accommodation Arrangements Liaise with Time Tabling re accessible rooms Liaise with Fire Safety Adviser and Head of Occupational Health and Safety Liaise with Estates Management for DDA compliance re physical disability Page 4

5 The Roles and Responsibilities of The DLO Promote your role within the school. It is an important and highly valued contribution to providing a high quality experience for disabled students Distribute information regarding the students additional needs to those tutors who come into contact with that student to ensure their needs are met by sending on the pro forma issued electronically by Disability and Dyslexia Support. It is less likely that academic staff will access the information if it is filed in the School Office. Encourage all Module Leaders to access E Vision. Heads of School also have access to a summary list of disabled students for which they are responsible. Liaise with Disability and Dyslexia Support regarding any concerns or ongoing issues for disabled students Meet all students with additional needs registered on the programmes of study Maintain confidentiality and ensure sensitive information is shared in an appropriate need- to -know manner Maintain and update professional development by attending sessions regarding disability awareness, best practice workshops and dissemination events arranged by Disability and Dyslexia Support Deal with any general enquiries regarding issues for potential students with additional needs. i.e. questions regarding course content/ delivery / assessment etc Liaise with the examinations officer regarding specific examination arrangements where necessary and ensure that adjustments are in place for class tests Identify a tutor to work with a student to develop and approve memory prompt sheets Meet with Disability Services, student and external support agency where necessary to discuss the best way to support a student in order to allow full access to the course and allow assessment criteria to be met Convene meetings with Fire Wardens, Fire Safety Adviser and student to ensure the implementation of individualised PEEPs Page 5

6 3.Underpinning Philosophy of Disability and Dyslexia Support The Social Model and Medical Models of Disability Medical Model Until the 1990s the Medical Model of Disability was prevalent. The model saw disabled people as being ill or having something wrong with them; needing a cure or needing specialised institutions to care and educate them. They had very little choice in what happened to them, and society saw it as their misfortune that they could not do the same things as people without a disability. In essence it was their problem if they could not get jobs, access education or buildings etc. Social Model With the inception of the Disability Discrimination Act 1995 and John Tomlinson s publication on Inclusive Learning, attitudes started to change. In addition, during the early 1990s disabled people started to claim back language used to describe them. They did not want to be identified by their disability, for example, being described as epileptic or dyslexic, and they disliked words such as handicapped, still prevalent at the time. They perceived the term people with disabilities as inferring that the disabled person is the problem with a condition that cannot be cured. Those who stated a preference for disabled people initiated the Social Model of Disability. The model recognises that it is the barriers disabled people face in society that often disables and discriminates against them, for eg stairs and no lifts, lifts that break down, buildings without automatic doors, texts which are not suitable for screen readers used by blind people, public attitudes and assumptions based on what disabled people cannot do. It is now understood that it is the way that society is organised which prevents disabled people participating in the way that non-disabled people do. Buildings are constructed in such a way that excludes disabled people. Activities and services are organised in such a way that also excludes them. It was argued that society was discriminating against them and laws have been introduced to ensure that this no longer happens. So we must avoid clumping every one together as the blind or the deaf and also defining people by their disability for eg she is dyslexic or epileptic. Keele University strives to eliminate the barriers that are presented to disabled people and to promote social and educational inclusion. Terminology is important because language reflects attitudes and beliefs. This is not about being politically correct but about using words in a way that treats people with dignity and respect. Page 6

7 Examples: Medical Model Visual Impairment Hearing Impairment Wheelchair bound Suffers with Agoraphobia Has a fit Social Model Blind/Partially Sighted d/deaf/hard of Hearing* Wheelchair User Disabled because of Agoraphobia Has a seizure *People who use the term Deaf have usually been deaf since birth and consider themselves part of the deaf community with English as a second language. Page 7

8 Disability Legislation Equality Act Introduction In 2005 the DDA (Amendment) introduced new statutory duties for all public bodies and these have been enhanced and strengthened with the Equality Act The duties are to: Promote equality of opportunity between disabled and non disabled people Eliminate discrimination Eliminate harassment Promote positive attitudes towards disabled people Encourage participation by disabled people in public life Take steps to take account of disabled people s disabilities even where that involves treating disabled people more favourably that non disabled people The new duties require us to be pro-active rather than pre 2005 where individuals had to seek restitution if they felt that discrimination had taken place. In other words we need to anticipate need and have policies, procedures and practices which will enable disabled students to access our teaching and learning environments. The legislation allows more favourable treatment of disabled people and requires that we remove the barriers identified in the Social Model through anticipatory and reasonable adjustments The Equality Act introduced changes to the levels of discrimination as follows: Disability Related Direct Discrimination This means treating someone unfavourably because they are disabled For example, a student is refused a place on a course because of their disability. The university has to identify and put in place all reasonable adjustments before it can refuse a place Page 8

9 Case Study A deaf student has come to see you because he considers that a lecturer is directly discriminating against him. This student has severe hearing loss and uses aids, he has a note taker and can lip read, although his skill in this area is limited. You ask about the events which have led the student to this conclusion. He says that the lecturer sometimes wanders around the room when he is speaking so he cannot always lip read, and that sometimes the lecturer stands behind him when he is speaking to the group and he cannot hear/lipread. Is there evidence of discrimination here? If so, what kind of discrimination? What would you do? The note taker can supplement notes for any info the student misses through his hearing loss. However, you should not walk around or stand behind a deaf person when speaking. It is at the very least disrespectful, and if the student misses important information it could be regarded as direct discrimination. DDS has put in a reasonable adjustment but the school also needs to change its teaching delivery The student should also have any reading materials sent to his e mail account in advance so that he can familiarise himself with content prior to the session which will help enhance learning Page 9

10 A student with epilepsy applies for a course which involves a lot of placement activity. She provided information from her GP about her medication and that she has regular seizures. She is accepted on the course but is informed that access to field activity will be limited due to health and safety. In fact the student is always aware when a seizure is imminent and goes to a safe environment. If the university had explored further the implications of this individual student s disability, it would have been apparent that the health and safety risk was minimal. This is liable to be disability related discrimination Indirect Discrimination This can be caused by staff treating every student the same. Teaching, learning and working practices and organisational culture can cause indirect discrimination to occur by not making adjustments to meet individual needs Case Study A student with Dyslexia is recommended to have lecture notes in advance so that they can familiarise themselves with the material prior to any presentations or lectures. Many students with Dyslexia cannot read, listen and take notes simultaneously during lectures and may well be disadvantaged if they are not able to access these notes in advance. They do not require a full transcript of your notes or a lesson plan but do need key points, a framework of the lecture and possibly a glossary of technical words or complex concepts. You could be discriminatory if you refuse. Page 10

11 Reasonable and Anticipatory Adjustments We can eliminate indirect discrimination by making adjustments to teaching, learning and service delivery. This means that lecturers and administrative support may need to change their work patterns and methods to meet individual need. Not to do so may be discriminatory. Programmes need to review all entry, course and assessment criteria to ensure that they are not discriminatory and that anticipatory adjustments are in place for disabled learners. For example, DLOs can flag up with DDS where a loop system is required in labs, or where modified handbooks are needed. DLOs should also flag up with lecturers which adjustments are required as they come through on E Vision. Case Study A lecturer makes sure that he reads out all written work on the whiteboard and all PowerPoint presentations so that a blind student can access the same information at the same time as non disabled students, but in a different way. The lecturer also sends the student copies of the PowerPoint prior to the lecture so that the student can use his screen reader to familiarise himself with the content of the lecture and focus on listening while the lecture is delivered. Case Study A university ensures that a student with autism has a structured timetable. The anxiety caused by changes in routine is minimised by providing as much warning as possible. As part of the reasonable adjustment it is the responsibility of the university to ensure that all staff co-operate with this arrangement It is important that the school is aware of the support provided by Disability and Dyslexia Support and of the institutional arrangements they have to put in place in order to meet individual need, and for Keele University to comply with the legislation. Page 11

12 Adjustments to be provided by the school includes (this list is not exhaustive): Adjustments to Lectures/ Tutorials/Practicals The DLO advises all staff of the appropriate adjustments Provide lecture notes by or post on the KLE at least 24 hours in advance of each lecture Provide handouts in a specific font and size e.g. Arial.16 Give permission to record lectures Provide audio description of any visuals used in lectures Use colour contrasts in PowerPoint presentation (avoid red) Use clip on microphone for Hard of Hearing radio aid Ensure student sits at the front/back as appropriate Keep hands away from face to enable lip reading Maintain an even pace to enable signers to communicate your lecture and any response from the group Ensure any videos are given to Disability and Dyslexia Support for subtitling at least 10 days before deadline Make video materials available for students to re-watch after the lecture Allow rest breaks when appropriate Allow flexible attendance when appropriate Ask each student to introduce themselves during contribution to group discussions to enable blind/partially sighted students to follow the discussion. Ensure a horseshoe layout for d/deaf/hard of Hearing students Case Study I have Dyslexia and Irlen s Syndrome which causes visual stress and the text jumps around on the page. I have to re-read everything several times. I have asked my tutors to provide all handouts on light purple paper with black text, or preferably to send me them electronically then I can modify for myself. In addition, I need PowerPoint slides, preferably with these colour contrasts although I am aware that these adjustments may not be suitable for other students. So again I need the PowerPoint sent to me electronically 24 hours before the lecture so that I can familiarise myself with the material. This enables me to follow the structure and content of the lecture much more easily and I can then learn Page 12

13 Guidance Note Accessibility Issues Liaise with Central Timetabling to ensure accessible rooms for wheelchair users and those with mobility issues Ensure rooms are large enough to accommodate a wheelchair/ carer/ note taker when necessary Ensure that Induction Loops are working in lecture theatres Liaise with DDS and the Fire Safety Adviser to ensure a meeting for PEEPs is convened Case Study A severely physically disabled student is interested in science and maths at the university. Following receipt of his UCAS form DDS invited the student in for a half day familiarisation visit. The student visits the science labs which are on the second floor. A meeting takes place with the DLO for the school, the DDS Manager and the student and parent. There is lift although this would place a risk in the case of emergency evacuation. After much discussion it is decided that it is impossible to relocate the labs to the ground floor, although the student could have accessed a ground floor room with a peer and a PhD Demonstrator for teaching. However, this would have been direct disability discrimination because the student was not being offered the quality of teaching and learning that non disabled students can access. The university purchased a stair climber to use in the event of an emergency evacuation. The DLO arranged for all staff in the department to be trained in its use. The DLO convened a meeting with DDS, the Fire Safety Adviser and the student to prepare a PEEP. This student was then able to access teaching and learning alongside his peers. Page 13

14 5.Disclosure and Confidentiality Under the Equality Act 2010, all universities have a duty to support disabled students with reasonable and anticipatory adjustments. It is the only piece of legislation which allows a protected group to have an advantage over other groups with or without protected characteristics. Process for Disclosure On confirmation of an offer DDS sends by e mail the Permission to Share pro forma and requests a signature which informs the student which staff will be informed of their disability and why. At that point we can inform schools of the student, their disability and their support needs and any reasonable and anticipatory adjustments the schools need to implement. If a student does not respond we will request signature at their first meeting with us. In order to comply with the Data Protection Act, the permission to share form gives us explicit written consent to pass on disability-related information. If a student refuses, this may impact on the implementation of reasonable adjustments. This may mean that adjustments may have to be provided in an alternative way to ensure compliance with both the Data Protection Act and the DDA/Single Equality Act Failure to disclose does NOT remove the duty to make reasonable adjustments. If we cannot have reasonably known that the disability exists then lack of disclosure is a defence in not making suitable provision, but once the disability is disclosed or becomes apparent reasonable adjustments and support must be put in place. For example, if a student is performing poorly and staff suspect that they may have a disability but the student refuses to disclose, we still have a duty to provide an alternative adjustment If a student such discloses as one but hour we a have week not of subject been able specialist to obtain tuition medical evidence the fact that we are seeking it proves that we suspect something is amiss and we have a duty to put in an alternative adjustment. This is particularly important in relation to mental health mental health. Page 14

15 6. How Are Disabled Student Needs Assessed? Once a student has a diagnosis from a professional which meets the requirements of the funding body, Student Finance England, NHS and Research Institutes will agree to fund a needs assessment. All disabled students who are entitled to access reasonable and anticipatory adjustments have accessed a needs assessment undertaken by an external objective assessor. The purpose of the needs assessment is to identify an individual package of support to meet the needs of the student in relation to course content, delivery and modes of assessment. The assessor discusses with the student the impact of the disability on access to learning and how they learn best. Students can try out various pieces of software which may help them to become an independent learner. The discussion is reported under set mandatory headings to meet with the quality standards for the National Network of Needs Assessment Centres. Part A contains background information Part B reports on the effects of the disability on study and under the following headings: Research, Composition, Proofreading, Note Taking, Time Management and Organisation, ICT/Practical Activities, Examinations, Communication and Social Interaction Mobility Part C provided the assessment outcomes and recommendations as follows: Equipment Research Strategies Composition Strategies Proofreading strategies Note-taking strategies Time Management and Organisation Strategies Access to ICT Communication and Social Interaction Strategies Mobility Strategies Part D gives quotes for equipment and non medical helpers Page 15

16 7. Examination and Assessment Arrangements for Disabled Students at Keele University If a student has a specific learning difficulty, a mental health issue, a sensory disability, a communication and language development disorder, medical condition, or a physical disability which impacts on mobility and/or coordination, they may be entitled to special exam arrangements. Any student who is provided with these adjustments must supply DDS with written evidence of their disability. Examples are: A diagnostic report from an Educational Psychologist or qualified Teacher for SpLD A Needs Assessment from a qualified Needs Assessor A report or letter from a medical professional Examples of Special Exam Arrangements 25% extra time Alternative format paper Coloured paper or overlays Use of a reader the reader can read the questions to the student as many times as required but they must not explain the meaning of words or clarify in any way Amanuensis the scribe can only write down what is dictated, including punctuation and may only ask the student for clarification of what has been said. They may have to draw diagrams, maps, graphs etc. They should not give factual help or offer suggestions or give advice on how to organise responses Individual or small separate room Use of a computer Rest breaks with the clock stopped. The student will be supervised by the invigilator and is not allowed to work on the exam during these breaks BSL Interpreter Braille and tactile diagrams exam papers need to be with DDS 5 weeks in advance for these modifications Modified papers/electronic papers for blind/partially sighted students Prompt sheets Approval to eat/drink in exams Page 16

17 Competence Standards Always ensure that the student is being judged on the outcome and not the process. The Act defines a competence standard as an academic, medical or other standard applied by or on behalf of an education provider for the purpose of determining whether or not a person has a particular level of competence or ability. For a competence standard to be justified it must be shown to be appropriate and that it is a proportionate means of achieving a legitimate aim Post 16 Code of Practice, EQHR Commission, p118 Guidance Tip There is no duty to make any adjustment to a provision, criteria or practice of a kind which the Act defines as a competence standard. However, the duty does apply to the process of demonstrating that a person meets the standard. The Act defines a competence standard as an academic, medical or other standard applied for the purpose of determining whether or not a person has a particular level of competence or ability. A requirement that a student completes a test in a specific time frame is not a competence standard unless the competence being tested is the ability to do something within a limited time. Post 16 Code of Practice, DRC, P99 Guidance Tip The requirement for students studying for a law degree to demonstrate a particular standard of knowledge of certain areas of law in order to obtain a degree is a competence standard Guidance Tip A requirement that a person completes a test in a certain amount of time is not a competence standard unless the competence being tested is the ability to do something within a limited time period. Page 17

18 There is no duty to make a reasonable adjustment in respect of the application of a competence standard, but such a duty does apply to the process by which the competence is assessed. Alternative Assessment Processes Reasonable Adjustments may include: Extensions for submission dates Staggered submission dates Allowing a student to submit a piece of work on video rather than in writing Adjustments to the design or delivery of an exam Extra coursework rather than an exam Case Study A student with Asperger s Syndrome, mental health problems and Dyspraxia is unable to complete an exam even with extra time. He panics and is unable to express in writing his responses. The student performs well in discussion and with essays. The university allowed him to do a timed essay with an oral exam in place of the three hour written exam Guidance Note Adjustments to Assessments Take dyslexia/dyspraxia stickers* into account when assessing work When recommended by Disability Services, negotiate prompt sheets with the student Consider requests for extensions sympathetically Provide extra time for class tests Consider alternative methods of assessment when appropriate Page 18

19 8. Disabled Access to Teaching and Learning Accessibility Impact Assessments for Course Reviews and Validations Do course reviews and validations identify barriers for disabled students and clearly define outcomes in a way which enables all students to work to their potential? Are teaching and learning materials available 2 days in advance and sent electronically to the student s e mail account? Are teaching and learning materials available in different formats, for example, large print and coloured paper? NB Enlarged print should be on A4 and never A3 unless the student specifically asks for this Are video and audio materials sent to DDS for sub titles and transcripts? Are book lists available in advance so that DDS can provide Braille copies or seek e books? Are key chapters identified for students who are blind/partially sighted and those with severe dyslexia? Is a glossary of terms provided for students with a specific learning difficulty? Is teaching delivery differentiated and offered through a multi sensory approach? Is the organisation of group work structured to enable disabled students to participate? For eg horseshoe layout to include deaf students, allowing only one person to speak at a time, asking each student to say who they are so that a blind person knows who is talking etc How would you ensure that a student with a communication disorder, dyslexia or mental health issues is able to participate in group discussion? Page 19

20 Case Study A student with Asperger s Syndrome and OCD has difficulties with group work and presentations. Any interaction was difficult for him because of his communication disorder. Dyspraxia impacted on his ability to plan logically and to focus on a salient point without digressions. DDS asked the student if he would permit the lecturer to talk to others in the group about his disabilities and the impact on his work and he agreed. The group were then able to allocate a role to this student in terms of research with clear written instructions about expectations and the outcome. Prompts in the form of bullet points were prepared to enable rehearsal and participation. Page 20

21 Case Study A deaf student has come to see you because he considers that a lecturer is directly discriminating against him. This student has severe hearing loss and uses aids, he has a note taker and can lip read, although his skill in this area is limited. You ask about the events which have led the student to this conclusion. He says that the lecturer sometimes wanders around the room when he is speaking so he cannot always lip read, and that sometimes the lecturer stands behind him when he is speaking to the group and he cannot hear/lip-read. Is there evidence of discrimination here? If so, what kind of discrimination? What would you do? The note taker can supplement notes for any info the student misses through his hearing loss. However, you should not walk around or stand behind a deaf person when speaking. It is at the very least disrespectful, and if the student misses important information it could be regarded as direct discrimination. DDS has put in a reasonable adjustment but the school also needs to change its teaching delivery The student should also have any reading materials sent to his e mail account in advance so that he can familiarise himself with content prior to the session which will help enhance learning 9. Sources and References Page 21

22 Post 16 Code of Practice, Equality and Human Rights Commission The British Dyslexia Association National Association of Disability Practitioners: Deb Viney, John Conway, Nicola Martin and others Aston University Nottingham University University of Liverpool Cardiff University: The Duty to Promote Disability Equality: Statutory Code of Practice: England and Wales Post 16: utory_code_of_practice_england_and_wales Association of Dyslexia Specialist in Higher Education Guidance for Good Practice: Institutional Marking Practices for Students with Dyslexia (National Association of Disability Practitioner s Network) Disability: Continuing Professional Development for Staff Involved in the Learning and Teaching of Disabled Students, Phil Gravestock, and University of Gloucester 2005 The Journal of Inclusive Practice in further and Higher Education; Issue 2, Theme: Neuro Diversity, NADP The Journal of Inclusive Practice in Further and Higher Education Issue 1, Theme: Working Effectively with Students with Asperger s Syndrome Page 22