Students with disabilities in higher education

– suggested answers -

Original text: developed by Prof. dr. Alan Hurst, U.K.

True or False - suggested answers

1.       True - it is up to the applicant whether s/he decides to declare a disability. Despite progress and the general tone of encouragement, some students still do not declare a disability at this stage. This has greater significance following the Act of Equal Treatment (in The Netherlands).

2.       False - if an individual wants others to know, s/he may decide to disclose the information or perhaps ask a member of staff to assist in this. However, if the student suddenly has an epileptic seizure or manifests aspects of Tourette's syndrome with no advance indications, then the impairment becomes manifest.

3.       False - currently, nobody has the right to enter automatically any course s/he choose; admissions tutors have the right to decide. On the other hand, if the reasons for rejecting an application are not to risk challenges under anti-discrimination law, they must be clear and transparent.

4.       True - unfamiliarity with meeting people with disabilities and a reliance on ‘second hand' sources can lead to a lack of accurate and detailed knowledge.

5.       False - many students still prefer to use older alternative formats; modern technology has added to the range available and widened choice.

6.       False - whilst this might go a long way towards the successful inclusion of students with disabilities, there also needs to be in place a properly funded and expertly staffed infrastructure to provide support.

7.       False - with appropriate support and teaching methods, deaf students can and do learn foreign languages and have undertaken any required overseas placements. With the introduction of the anti-discrimination law it would be advisable to be cautious about taking a dogmatic view on what students with different impairments can and cannot do.

8.       True - for the purposes of funding and support, specific learning difficulties such as dyslexia are classed as a disability. This might not always be how the individuals concerned see themselves, however. One should realize this approaching them.

9.       False - accessible technology is often very cost-effective and makes new use of existing resources, also for students without disabilities.

10.     False - a student with Asperger's syndrome might demonstrate poor interpersonal or social skills and may be viewed as odd or eccentric, but it is unlikely that s/he will become violent.

11.     True- field trips can be recorded on video and samples collected for later analysis on their behalf; the academic benefits can be equal given flexibility, a willingness to consider alternatives and good advance planning. The law requires institutions of education to make `reasonable adjustments' and to be pro-active in their provision. For example one geography department has video recordings of field trips to demonstrate to students with impairments what they will experience. There are questions too about the skills etc that students acquire during fieldwork, which make that element of the course compulsory and which cannot be acquired in other ways.

12.     True - it is essential for the application to be discussed in detail within a supportive framework to allow negotiation of possible support strategies. It is also important to help the applicant make an informed choice about the most suitable course and institution.

13.     True - however, this will be no more than for other students. It is important not to confuse disability with illness. The model of disability which should be in operation is a social model rather than a medical one; the former sees difficulties rooted in the environment whilst the latter sees these difficulties as coming from the individual.

14.     False - students with disabilities have sex lives and will need access to advice on contraception and sexual health which suits their preferred sexual orientation.

15.     True - when interviewing disabled students, admissions tutors should do all the necessary background preparation, liaising with the service for disabled students and other colleagues who have had experience of working with a student with a similar impairment. At the interview itself, there is a need to be honest pointing out all advantages and possible barriers they might meet, and allowing the student to draw her/his own conclusions about feasibility, if a place is offered.

16.     False - disabled students want to be treated no differently from other students where and when this is possible. Sometimes, the impairment does lead to additional difficulties and it might not be possible to meet deadlines. In such cases flexibility is required, but this should be seen as the exception rather than the norm.

17.     False - disabled students should be treated equitably with regard to their abilities and attainments. Note the use of the term ‘equity' rather than ‘equality'.

18.     False - this will depend on whether students have declared a disability at the application stage, and whether once having informed the institution, the information has been disseminated according to agreed guidelines. Maintaining confidentiality is a 'reasonable adjustment' if a student requests this.

19.     True – in most European countries students studying on full-time and recognised courses can apply for additional funds and many students studying part-time can apply to their local education authority for the Disabled Students' Allowances. These have three elements - for equipment, for non-medical personal assistance (e.g. interpreters) and for additional expenses incurred as a direct consequence of the impairment. The money comes from a central source and is not dependent on the financial health of the Local Education Authority (LEA) - although LEA’s do adopt varying practices in their procedures for handling applications.

20.     False - some mental health difficulties are unpredictable and spasmodic and so it might be that only at certain times is there a need to consult trained counsellors. If students are coping with life without problems, they should be allowed to get on without interruption. Also, for some students counselling might not be appropriate and could exacerbate problems.