2 Objective consideration of the learning outcomes may allow some adaptation of assessment methods without compromising academic standards.

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1 Guide to policy and procedures for teaching and learning Section 8: Diversity and equality university teacher Helping you to meet your responsibilities in teaching and assessment - A practical guide to what the SENDA legislation means for you as a university teacher About this Guide 1 This guide has been produced as a companion to the What is SENDA? Leaflet, on the web at It has been written for all teaching staff and learning support staff to ensure that everyone is aware of the requirements of the law. This Guide looks at aspects of teaching, learning and assessment and considers reasonable adjustments by which all teaching staff can, where appropriate, make their programmes accessible to all. Key points 2 Objective consideration of the learning outcomes may allow some adaptation of assessment methods without compromising academic standards. 3 Each module description should state clearly the academic standards required by every course so that prospective students will be able to choose a course that is consistent with their abilities and disabilities 4 Many adjustments to course delivery and assessment benefit all students, not just those with disabilities What is SENDA? 5 The Special Educational Needs and Disability Act 2001 makes discrimination against students (and potential students) on the grounds of their disability unlawful. This places a duty on the University to take reasonable steps to ensure that disabled students have full access to all University services. Both the University and each individual member of staff can be held liable for contravening the Act. The Act is covered in more detail in the What is SENDA? leaflet (

2 Disabled students at Reading 6 The number of disabled students at the University of Reading in the 2002/03 session was around 900. Approximately half of these were dyslexic students; the rest consisted of students with disabilities affecting hearing, sight and mobility and those with unseen disabilities such as. ME, diabetes and severe asthma. Distribution of disabilities for year ending July 2003 autistic 3 visual 24 hearing 90 mental health 17 mobility 36 multiple diff 21 other 101 personal care 2 unseen 167 dyslexia The figure above does not include those students who do not disclose their dyslexia to the University. It is likely that most degree programmes will include at least one dyslexic student. Teachers of modules will receive information from the School Disability Representative about the disabled students taking their course. Tutors are not expected to be experts on all aspects of disability but may seek advice about the implications for the teaching of a particular student from the Disability Representative. 8 Many students are diagnosed as dyslexic during their programme. You are encouraged to advise any student who may be having difficulties consistent with dyslexia to make an appointment with a University Study Adviser. Curriculum design 9 The curriculum may need to be adapted so that it is accessible to students with a range of impairments and is compliant with SENDA. 10 Once the academic standards of a module in terms of knowledge, understanding, application and skills have been established, it is possible to consider whether adaptations will be necessary or appropriate. 7

3 Example 11 A module description might require students to demonstrate competence in handling particular chemicals. 12 This would be a barrier to students with manual dexterity problems who use assistants to undertake practical work under instruction. For a degree in pharmacy the wording of this specification may be an appropriate academic standard. For a degree in theoretical chemistry an appropriate alteration to the specification might be to require students to recognize how to handle particular chemicals. 13 Where it is inappropriate to adapt a curriculum, it is important that this is acknowledged in order to inform the programme and module choice of potential students. 14 The University is currently reviewing the learning outcomes of its modules. During the period in which all modules are not yet compliant, where adjustments are made for an individual student the revised outcomes should be written in a letter to the student with a copy to the School Disability Representative and the Disability Office. Teaching Lectures Difficulties experienced by students with dyslexia 15 Students with dyslexia often have difficulties with processing language efficiently. They are generally slow writers and readers and often have difficulties with simultaneously writing and listening during lectures. Individuals with dyslexia almost always have a poor working memory; they often find that they start to write an idea during a lecture but forget the details of what they are writing before they can complete the sentence. Difficulties experienced by other students 16 Almost all students with disabilities will find lectures challenging. They may have difficulty with receiving information either visually or auditorily and/or with taking notes. Hearing impaired students may not always find lip reading easy and will have particular difficulties if the lecturer continues to lecture while writing on the whiteboard or turning away from the class. Also avoid putting your hand to your face and making throwaway remarks. 8

4 Some practical recommendations 1 Communication *Tajinder Technology visual impairment I often can t read what the staff have written on the whiteboards and even what notetakers write down might not be accurate. Sometimes, when a lecturer is showing a diagram and describing it, by the time my notetaker has enlarged the diagram and passed it to me later in the week, I can t remember the discussion at all. 17 Try to make lecture notes or lecture outlines available in advance as targeted preparation can help the student follow the lecture; knowledge of the content improves the student s ability to write and listen at the same time and reduces the amount of writing needed. This is particularly important for formulae which might be miscopied. To ensure that students attend lectures consider giving partial information which can be filled in during the lecture. Ensure that all material presented visually during a lecture is also explained orally Make sure all instructions and announcements are presented both orally and visually and also consider the use of . Leave your OHP or PowerPoint slides up for long enough so that even the slowest individuals can transcribe Summarise complex information as bullet points Pause and sum up frequently Break lectures into chunks to allow time for reflection and review Allow students to tape record lectures when appropriate- this is university policy PowerPoint and OHP presentations should use fonts in at least 24 points 2 Use dark lettering on light backgrounds e.g. Navy blue text on cream Speak to the individual concerned *Sandra Arts and Humanities Multiple sclerosis One lecturer made assumptions and gave me a lot of stuff that was in very very large print I mean very large print. She was speaking slowly to me and making copies of the overheads that were enormous. I had all this paper and after the lecture I said Excuse me, I don t understand why you have given me all this large print stuff. Well you need it she said. I had never met her before and she had never met me but she knew I had MS. She must have read up about it and read up about every symptom, one of which can be failing eyesight. But what she did was assume I had all of it the whole lot. 1 SWANDS: These examples have been adapted from SENDA Compliance in HE, South West Academic Network for Disability Support. 2 For more detailed information see: 9

5 18 Where students have a note-taker it would be helpful to speak to both of them to see how best you can help. Introduce holistic ways of presenting the subject matter 19 Deaf and Dyslexic students report that if they know what a lecture is going to be about, it is much easier to follow and to structure their notes. They also find that it is particularly helpful to have a print out of a PowerPoint presentation ahead of time, or at least an outline of the lecture handout which they can annotate during the lecture. Give a clear summary of the structure of the lecture at the beginning with headings, main points and important details Introduce the whole picture and then the parts Give an indication of the underlying aim of the lecture and relate it to the rest of the module. Make explicit links from the particular examples to the general overall idea Give concrete examples to build up a picture of more abstract ideas Suggestions from SWANDS 1 20 Creating course presentation materials on a PC enables the font-size or lay-out to be easily modified to suit students with different disabilities. 21 New students with dyslexia have difficulty learning specialist subject-specific terms. Short glossaries that are handed out in advance of lectures can be helpful for all. Groups Teaching (e.g. Seminars and Tutorials) Difficulties experienced by students with mobility problems 22 In a small seminar room a student in a wheelchair might always be next to the door and when students break into small groups they would always have to work with the latecomers. Facilitators should try to ensure that furniture is positioned to give each student freedom of choice. Difficulties experienced by students with hearing difficulties 23 Check with the student that they are happy for the rest of the group to know that they have a problem and ensure that the group members speak clearly and face the student. Free group discussions may be difficult as it is not possible to lip read more than one face at a time, so be prepared to help them participate. A student with a speaking problem may like to give presentations with a partner. Difficulties experienced by students with visual impairment 24 A student may feel excluded in poster sessions. Working with a partner may help as they can feed in oral ideas which the partner writes down. 10

6 Difficulties experienced by students with dyslexia 25 Some students with dyslexia may excel in group or individual supervisions especially in comparison to their written work while others have word finding difficulties and may be poor at explaining their ideas. Many students with dyslexia have difficulties with processing speech and may find group or individual supervisions particularly challenging. Some practical recommendations: 26 Use flipcharts and visual methods for conveying information 27 Encourage every student to speak near the beginning of the term to break the maiden speech barrier and boost confidence 28 If in class reading is necessary, make the text available in advance 29 Be sensitive to the needs of all students. Check with them individually if you suspect any difficulty. Labs, Practicals and Fieldwork 30 Engineering students are required to write up their lab work in hard back books during the lab session and hand it in before leaving. However, dyslexic students work more slowly then others while dyspraxic students may also have poorly formed handwriting. A reasonable adjustment would allow them to complete the work for the next day, typing long written sections and sticking them into the lab book. Allow extra time for students with dyslexia to complete their lab books and allow them to type if necessary. Express all expectations both in writing and orally Allow time on fieldtrips for students who work slowly to complete the work Oral presentations 31 Consider whether the oral presentation course requirement is assessing oral communication or any appropriate form of presentation. 32 If the course requirement was appropriately worded then a student with a bad stammer could achieve the academic standard by using a combination of PowerPoint Presentation and video presentation, or by enlisting another person to perform their script, or by giving a poster presentation with handout. Marking the work of dyslexic students 33 According to the Disability Discrimination Act Part 4, you have an anticipatory duty to ensure that disabled students are not less favourably treated. The marking systems in these guidelines should be seen not as leniency but as a method for reducing the 11

7 disadvantages of students with dyslexia and marking in a way which does not penalise dyslexic attributes unnecessarily. 34 Individuals with dyslexia who have poor short-term working memory and spelling difficulty often have a difficulty writing fluently. When writing complex sentences they forget what they have planned to say. This may result in grammatical inconsistencies or in losing the thread of an argument and rambling off the point. They are likely to have difficulties with seeing visual details such as punctuation and spelling errors and may not notice when a visually similar word has been substituted for the intended word. 35 Dyslexic students are provided with labels to put on their coursework and on examination papers. These advise markers that the work should not be penalised for poor spelling, poor grammar or awkward sentence structure. The label gives the marker the option of confirming that allowance has been made in the marking of the coursework in respect of the recommendation or of stating that the recommendation is not appropriate for this piece of work. The latter is applicable only in exceptional circumstances where the academic requirements of the module are such that grammar, sentence structure or spelling, are being assessed. The School Disability Representative gives coursework labels to students. Students are normally given extra time in examinations but not in the preparation of coursework, where they must apply for extensions by the standard method. 36 Written assignments are intended to assess particular aspects of understanding and learning. These should be decided when the curriculum is designed. Unless the primary purpose of an assessment is to assess skills in written communication the following suggestion should be adopted. Suggested approach adapted from Dyslexia Support Network (2002): 37 For marking coursework with a dyslexia label: The marker needs to look for a clear separation between the content of the work and the language errors. This will allow credit to be given for the content and establish whether the student has achieved the intended learning outcomes. It may be worth considering what a good copy editor would have made of the script and also whether a weak candidate in terms of knowledge and understanding whose spelling and sentences structures are good should receive a higher mark than a knowledgeable and perceptive candidate who writes poorly. Read fast looking for ideas, understanding and knowledge Be very clear about the marking criteria especially in terms of knowledge and understanding Make constructive comments Explain your comments in a straight-forward way Accentuate the positive Write legibly! Let the student know if you are marking for English If you are marking for spelling, grammar and punctuation, select a sample section rather than correcting the entire essay and inform the student that this is your approach 12

8 Multiple Choice Assessment 38 Dyslexic students are particularly disadvantaged by multiple choice tests for a selection of the following reasons: Too much reading may be required Answers provided may be visually confusable They have difficulties with visual tracking and cannot find the right column or row for their chosen answer. 39 The difficulties can be reduced by: Clumping answers into 3s with empty rows above and below Avoiding visually similar words Allowing dyslexic students to write on the answer sheet and circle the correct answer rather than marking a box in a column Suggesting that students use a ruler to assist their visual tracking Further Advice References School Disability Representatives University Study Advisers: Disability Office CDOTL CSTD Dyslexia Support Network (2002). A catalogue of resources to support students with dyslexia in further and higher education. University of Hull & University of Lincoln. 13

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