From: Good Practice Guidelines, published by: AHEAD IRELAND

AHEAD have tracked the rise in participation by students with disabilities from just 0.6 % of undergraduates in 1993 to 3.2 % in 2006. Over the same period the numbers of students being supported through the Fund for Students with Disabilities have also risen sharply, from just 80 students in 1994 to over 3000 in 2007. However, in the words of the Irish proverb, a good start is only half the work. More young people with a disability, particularly those with specific learning disabilities, are participating and completing primary and second level than ever before and are poised to progress to third level in increasing numbers over the coming years. The National Access Plan aims to double the numbers of students in higher education with sensory, physical and multiple disabilities by 2013, as these groups remain under-represented in the sector.

AHEAD, with the support of the Higher Education Authority have produced these ‘Good Practice Guidelines’ for the provision of supports and services for students with disabilities in higher education. These guidelines aim to create a better understanding of the needs of students with disabilities and help to promote inclusive practice across institutions.

There are a number of key principles informing institutional practice:

The monitoring and evaluation of service provision is important for all departments. Having systems in place for tracking student outcomes and use of service will assist institutions in planning future developments and assuring the quality of service provision

A cohesive and multidisciplinary approach is essential to the integration of students with disabilities in the mainstream of student life. Supporting students with disabilities needs to involve personnel at every level across the institution, from policy makers at managerial level to academics, general and direct line staff and, of course, the student him/herself.

The development of inclusive policies and practices needs to focus on what is beneficial for all students. Most students, for example, particularly those at first year, will benefit from tuition in study skills, examination techniques or mind mapping.

The Disability Act (2005) tells us that all people with disabilities are entitled to physically accessible buildings and information in an accessible format as a matter or right. The provision of reasonable accommodations for students with disabilities is an issue of fairness rather than favour and this ethos needs to be incorporated into practice across the institution, from admissions and examination procedures to accessing the library or course materials.

Many students still choose not to disclose that they have a disability – and this is their right. Institutions need to be positive and proactive in encouraging students at different opportunities to avail of the supports available to them.

Communication is key and it is good practice for staff and departments to collaborate and share information in order to provide the best service to students

The monitoring and evaluation of service uptake is essential to ensuring a planned approach to service development

What Impact does a disability have on a student’s education?

Higher education courses are designed to suit the traditional learner and may not cater for students who learn differently, such as the student with dyslexia or the student who is blind or deaf. Accommodations are essential for those students who require assistance in order to successfully complete their course.  

Example 1

A student who lip-reads will only absorb about 40% of what is being said so will need to use Speed-text software or an electronic or human note-taker to compensate during lectures.

Example 2

Students who are deaf or hard of hearing face significant obstacles in a learning situation, particularly in relation to the use of academic English. Teaching relies heavily on the spoken word so students who are deaf are immediately disadvantaged. They cannot hear lectures or discussions so miss out on much of what is being said unless it is also written down. Students with hearing loss are not all alike. Some, who have residual hearing may use a hearing aid or avail of a loop system to amplify sound. Others may speak or use sign language to communicate or can lip-read what people are saying. Students who are deaf may use devices such as Speed text to take notes during classes and are likely to need additional time for the completion of assignments or examinations.

Example 3

Students who are blind or visually impaired

These students are also significantly disadvantaged in an educational context. Although they can hear lectures and discussions, students who are blind cannot access materials which are presented in printed or visual format. This includes presentations, textbooks, course syllabi, examination papers, demonstrations, films and Internet sites. Students with visual impairments will vary, some having no vision whilst others will be able to see light, shapes or movement. Some students will manage to see print which is enlarged or can read material available in Braille. Many will make use of assistive technology devices such as screen readers, scanners or voice recognition software.

It is estimated that students who are blind or visually impaired will take 60% longer to complete a written assignment than a sighted student.

Example 4

Students with physical disabilities

Physical access is a major issue for students with physical disabilities who face many barriers and obstacles as they go about their everyday lives. Older buildings, in particular can present difficulties, as many of them are not fully accessible. Students with physical disabilities will vary in their degree of limitation of movement, co-ordination, balance or dexterity. Medication for pain relief can interfere with concentration and it can be difficult to maintain energy levels. Getting from place to place can be tiring and time consuming, so some activities may require extra time. Wheelchair users will require additional space in classrooms and some students may need adaptations such as ergonomic chairs or workstations. During classes or examinations, some students may need to use assistive technology or note takers and may need to be accompanied by a personal assistant.

 ‘How am I supposed to get to classes when the lecture theatre is on the second floor of the building and there is no lift available?’ (Student wheelchair user)

Example 5

Students with specific learning difficulties

Students with specific learning disabilities are likely to be of average or above average intelligence but will have specific difficulties around short-term memory and information processing. These factors can cause them to perform poorly in areas where language or maths is involved. Students can therefore experience difficulties with the mechanics of reading, writing and note taking and with the general organisation of their work. It will therefore take longer to complete assignments and examinations. Specific feedback on performance, including concrete examples will be helpful.

Students with dyslexia will find it difficult to take notes quickly during lectures and are likely to have problems organising their work

Case Study

James has recently started a photography course at his local Institute of Technology. Most of the course work is practical so it suits James because he has dyslexia. He is, however embarrassed when he has to take notes during class. He never has enough time to copy things down from the board and tends to get lost easily. It is particularly difficult when the tutor uses the white board and a black marker.

When James tries to read his notes at home, he cannot make sense of them and there are always lots of grammar and spelling mistakes. James is enjoying the course too much to give up but is sometimes frustrated in class. He has decided to check with his tutor whether he could tape record the verbal presentation parts of his classes.

When made aware of these issues, James’s tutor was able to organise a study skills course to include note taking and mind mapping techniques. He is now investigating assistive technology alternatives to help James with his written work.

Example 6

Students with mental health difficulties

A mental health disability, such as depression or anxiety, can have an impact on many aspects of a person’s life, including their education. The nature of psychological illnesses means that they can be episodic and sporadic. Some students can have long periods of wellness whilst others’ ability to function can vary from day to day. Modern medication can be very effective in controlling the symptoms of mental health conditions although some can cause side effects such as drowsiness, dry mouth or blurred vision.

Some students can have problems remaining motivated or focused and may find it difficult to bring work to completion on time.

Myths and fears surrounding disability

Many people have little or no experience of disability and are worried about saying the wrong thing. This is compounded by the numerous myths and misconceptions surrounding people with disabilities who are frequently assumed to be unable to do the same sort of things as other people. These myths can create barriers to inclusion so need to be challenged when they arise.

These are some of the recurring myths surrounding disability:

Myth: People who are blind cannot cope with study or work because they cannot read materials or produce written work.

Fact: The use of large print and magnifying devices can be helpful to many people who are visually impaired. Assistive technology software such as screen readers, voice recognition, reading and scanning tools and screen magnification software make it possible for people who are blind or visually impaired to study and to work.

Myth: People who are deaf cannot work in an area where they have to use the telephone.

Fact: Most people who are deaf have some residual hearing and can use a telephone by switching their hearing aid to telephone function by using a loop fitted to their earpiece. People who are deaf can also use a Mini com system, which translates the information into text, which is then viewed on a computer screen.

Myth: People who have a physical disability cannot go to college because most of the buildings have steps

Fact: Buildings with steps are easy to access when there is a ramp and a lift in place

Myth: People who have a mental health disability should not be placed in stressful situations such as sitting examinations or meeting deadlines at work.

Fact: Stress is not always a factor for people with mental health difficulties. People who have a mental health problem are more likely to be able to identify stress triggers and may be more aware of how to manage their stress responses

Language and labels

The language surrounding disability provides a multitude of opportunities for political incorrectness and many people worry about causing offence. People with disabilities usually prefer that the focus be on their individuality, not on their disability. Their preferred term ‘person with a disability’ stresses the essential humanity of individuals and avoids depersonalising them. Language is important in the construction of disability and can be used in a positive or a negative way.