Activity 8.1

Make notes on the things that disabled students do or that others do for them.

RUTH DOUGLAS

·         Has severe asthma and nail patella syndrome, after starting Uni she was given a large wheelchair access bedroom. She did feel a bit guilty as she doesn’t use a wheel chair. This did however give her a large bathroom, this is something she needs as she requires help to wash her hair.

·         She needs help with cooking.

·         She also has a PA although they aren’t always around

CIARAN GILLIGAN

·         Has 2 PA’s to help him.

SARAH BUTLER

·         Finds it very hard to view timetables that are up on the wall. The university outs her own copy in her pigeonhole, which is great for her.

·         After a bit of learning on both sides Sarah now gets large print hand-outs and a copy of the OHP slides.

·         People now do the “Big Arm Wave” so she can find her friends in bars etc.

CHARLOTTE is quadriplegic

·         and has 2 x 24hr carers but needs 3

·         needs others to do almost everything for her.

·         Has software to scan text and read it back.

ANDREA is visually impaired

·         Has a doggy

·         Note taker was offered but didn’t want it.

·         Has a reader

·         Had an older student meet her at the bus stop and help her through the first day.

·         Has notes and PPT’s send prior to lectures

MATTHEW KAYNE

·         Has support taking notes

·         Has support in his personal care

JOHN (Cerebral Palsy)

·         Has a PA who helps with cleaning preparing food etc.

Note anything that they mention as a problem that you think would be the same for any student.

CIARAN GILLIGAN acknowledges that he faces the same challenges as everyone else like moving away from home for the first time and meeting new people and making sure your course is alright. He also has the added issue of setting up a system that works for him.

Reading long papers made CHARLOTTE’S eyes sore

Understanding new terms in literature

Independence

Finding new friends

Not getting loans in time

Note any challenges that you didn’t encounter in Week 2

·         Going Clubbing with friends, can be hard to find toilets with “jazzy signs”

·         Avoiding smoke in nightclubs (Ruth) This should now be better with the ban.

·         Unmarked steps (Sarah is visually impaired), can cause a trip hazard if you are visually impaired.

·         Being left out, CIARAN GILLIGAN had invited friends to the zoo who made excuses not to go. Then went without telling him. Not very nice.

·         Getting a new doctors surgery set up to get access to repeat prescriptions.

·         SARAH BUTLER “The problem with the launderettes at the university is that they like to put the instructions really high up on the walls, I don't know why they do this and they put them right behind the machines, so that basically I just have no chance of seeing them at all.”

·         CIARAN GILLIGAN has found that his bedroom hasn’t been properly converted for a wheelchair user. He is still waiting for key bits of kit.

·         RUTH DOUGLAS can’t write for long periods

·         RUTH DOUGLAS needs help with cooking

·         Fire evacuation at night (if deaf can have vibrating alarm under pillow)

·         Staying alert for long periods of time, CHARLOTTE finds it hard controlling her wheelchair

·         Feeling disadvantaged because of a large entourage

·         Being unsure about the help available (charlotte)

·         Being able find the books you need in the library

·         Knowing where the specified run (proper toilet place) is for ANDREA’S dog is.

·         Needing smaller font because of ANDREA’S tunnel vision.

·         Foreign students being scared of ANDREA’S guide dog

·         Being near a specialist hospital if needed (ROBYN TAINTY)

·         CHRISTINE wasn’t given the correct software to covert audio into text

·         JOHN finds it difficult turning pages

·         Note takers not knowing the subject so might miss key info.

·         Language “This, That and There” means nothing to someone who is visually impaired.

Also make a note of any references to issues to do with financial support.

CIARAN GILLIGAN

·         Has employed 2 PA’s to help him through Uni

·         Has bought a Dictaphone

·         Free access to clubs, for some reason!

SARAH BUTLER

·         Has a personal tutor

RUTH DOUGLAS

·         Has a PA

CHARLOTTE

·         Has 2 carers

·         Specialist software to scan then read aloud.

LEE (Asperger’s)

·         Laptop

·         Scanner

·         Voice recorder

·         Book stand

·         Taxis

ANDREA

·         Has a doggy

·         Netbook

·         Screen reading software

·         Scanner

·         Printer

·         Dictaphone

·         Has employed a reader to help read in lectures

·         Hoping for a GPS

SHARON SMITH

·         Given access to Zoom text and CCTV

ADELE McMAHON

·         Computer equipment

·         Desk

·         Chair

·         Study Skills Tutor

·         Dictaphne

·         IT Tutor

EMMA WRIGHT

·         Computer

·         Read write software

·         Printer

ANELA NAZ

·         Laptop

·         screen reading speech software (Jaws)

·         an embosser

·         a scanner

·         a cassette player

·         Dictaphone

·         Printer

CHRISTINE

·         Laptop

·         Dictaphone

DAVE

·         Didn’t disclose disability

DAVID

·         Read Write software

JOHN

·         Has a PA

Compile a list of bullet points of the strategies and resources that the students mention.

CIARAN GILLIGAN

·         Has to keep the bathroom door open just to move his wheelchair around his bedroom.

SARAH BUTLER

·         If she gets lost she uses her phone to text her friends for help.

·         Would use note takers in lectures, however she feels reluctant to ask anyone as she doesn’t want them to feel any added pressure. I didn’t realise that note takers were fellow students, you would think there would be dedicated note takers.

RUTH DOUGLAS

·         Likes her friends to ask about her medical conditions, then there is no embarrassment later on when she needs help.

·         Uses a laptop in lectures to save her writing (joint issues)

LEE

·         Uses facebook to find people at Uni, saves him having to do a formal introduction face to face.

·         Tai Chi to calm his tics

·         Having to constantly socialise to keep his confidence up

·         Uni Mentor

·         Trying to keep vocal tics hidden in public

ANDREA

·         Like to write her own notes as she can touch type and it help her take in the information

·         Has asked for a GPS to help her find her way around.

·         Likes resources reduced as she has tunnel vision

MATTHEW KAYNE

·         Aimhigher London North

Most students mention the Learning Support Unit which opens the doors to a lot of help.

EMMA WRIGHT

·         Realised that she could read much better on bright yellow paper

·         Uses Zoom text to help her read

·         Has a large-print keyboard and an ergonomic mouse to reduce strain on her right hand / arm. Also uses Dragon Naturally Speaking (voice-recognition software) to reduce the amount of typing She needs to do. Has a laptop computer to use on campus, and software to scan and read out short articles.

DAVE

·         Has anxiety and uses online resources to prepare for lectures to avoid getting behind

DAVID

·         Dyslexic, circles key words in an examination question and then bases his answer upon these key words

GEOFFREY

·         Online resources are invaluable to him as moving from location to location can be difficult (muscle loss).

MICHAEL

·         By demystifying his disability and treating it lightly, Michael put fellow students at ease straight away.

GREGOIRE

·         Off site interpreter using internet connection to listen to lecture and write transcript in real time back to the student.

Activity 5.1 Legislation

Resource 1

In the Conclusion to the chapter, the author suggests that the introduction of standards, guidelines and legislation has not led to a significant improvement in accessibility.

• Is that how things appear from your context?

I agree that legislation has made an impact on the importance of accessibility, everyone knows they should try and make content/websites accessible. The problem is that they often don't know how or what is best practice. They often think the answer is to have an accessibility button which tells the users how to change windows accessibility functions, which isn't a huge help. One of the most commonly overlooked feature is ALT text, which seems to be one of the best accessibility features of current software.

Resource 2

• Which do you think benefits more from legislation: disabled students or educational institutions?

Disabled students benefit more from the legislation in place in the UK. It provides them with a legal right to education. However legislation does provide institutions with a framework to embrace disabled students which could help them attract more students to their institutions.

Resource 3

UN Enable

• Has your country ratified the UN Convention on the Rights of Persons with Disabilities?

Yes the UK has ratified but with a number of reservations.

Resource 4

• Look at the author’s concluding comments. What common factor or factors does she identify as hindering progress?

The most common factors identified by the author is that of communication and the provision of resources.

• Disabled people, especially in rural areas in the townships, need to be informed and educated about the policies and legislation to protect their rights.
• The implementation and enforcement of the legislation need to be monitored by a monitoring committee.
• Disabled persons organizations need more resources to strengthen their monitoring and implementation roles.

Resource 5

• Do you think that there are specific issues relating to disability and accessibility that are different from those arising with regard to other aspects of equality and human rights, such as racial discrimination?

I don't think so, to be honest I don't understand the question.

Activity 4.1

As you read the materials, make a list for yourself of activities that might be challenging for students who have disabilities. Your list should include activities that are:

• common to all post-compulsory education
• specific to campus-based modules
• specific to online learning
• related to particular subjects or contexts

Common to all post-compulsory education

Writing (paper based) cannot easily erase mistakes.
Mobility and Physical Impairments, Vision Disability, Cognitive or Learning Disabilities
Getting to campused based classes
Mobility and Physical Impairments, Vision Disability, Cognitive or Learning Disabilities
Accessing campused based building
Mobility and Physical Impairments, Vision Disability
Computer programming
Mobility and Physical Impairments, Vision Disability, Cognitive or Learning Disabilities
The Sciences (mathematical expressions, lab work (danger if visually impaired))
Mobility and Physical Impairments, Vision Disability, Cognitive or Learning Disabilities
Reading written instructions, books, guides or handouts
Mobility and Physical Impairments, Vision Disability, Cognitive or Learning Disabilities
Taking part in exams
Mobility and Physical Impairments, Vision Disability, Cognitive or Learning Disabilities
Time keeping
Cognitive or Learning Disabilities
Organisation (in essays and in general)
Cognitive or Learning Disabilities
Note taking
Mobility and Physical Impairments, Vision Disability, Cognitive or Learning Disabilities
Lectures being given too fast
Cognitive or Learning Disabilities
Sitting for long periods of time
Mobility and Physical Impairments
Registering
Mobility and Physical Impairments, Vision Disability, Cognitive or Learning Disabilities
Completing written assignments
Mobility and Physical Impairments, Vision Disability, Cognitive or Learning Disabilities
Group activities
Cognitive or Learning Disabilities
University Jargon
Cognitive or Learning Disabilities
Using a mouse (hand eye coordination)
Mobility and Physical Impairments, Vision Disability
Listening to audio (will need a visual representation)
Deaf
USB Drives
Mobility and Physical Impairments,
Field Work
Mobility and Physical Impairments, Vision Disability
Heavy Doors
Mobility and Physical Impairments, Vision Disability
Accessing books in a library (can be confusing)
Mobility and Physical Impairments, Vision Disability, Cognitive or Learning Disabilities

Specific to campus-based modules

Writing (paper based) cannot easily erase mistakes.
Mobility and Physical Impairments, Vision Disability, Cognitive or Learning Disabilities
Campus Based Accommodation (Needs ground floor easy access)
Mobility and Physical Impairments, Vision Disability
Getting to campused based classes
Mobility and Physical Impairments, Vision Disability, Cognitive or Learning Disabilities
Accessing campused based building
Mobility and Physical Impairments, Vision Disability
Computer programming
Mobility and Physical Impairments, Vision Disability, Cognitive or Learning Disabilities
The Sciences (mathematical expressions, lab work (danger if visually impaired))
Mobility and Physical Impairments, Vision Disability, Cognitive or Learning Disabilities
Reading written instructions, books, guides or handouts
Mobility and Physical Impairments, Vision Disability, Cognitive or Learning Disabilities
Taking part in exams
Mobility and Physical Impairments, Vision Disability, Cognitive or Learning Disabilities
Time keeping
Cognitive or Learning Disabilities
Organisation (in essays and in general)
Cognitive or Learning Disabilities
Note taking
Mobility and Physical Impairments, Vision Disability, Cognitive or Learning Disabilities
Lectures being given too fast
Cognitive or Learning Disabilities
Sitting for long periods of time
Mobility and Physical Impairments
Registering
Mobility and Physical Impairments, Vision Disability, Cognitive or Learning Disabilities
Completing written assignments
Mobility and Physical Impairments, Vision Disability, Cognitive or Learning Disabilities
Group activities
Cognitive or Learning Disabilities
University Jargon
Cognitive or Learning Disabilities
Using a mouse (hand eye coordination)
Mobility and Physical Impairments, Vision Disability
Listening to audio (will need a visual representation)
Deaf
USB Drives
Mobility and Physical Impairments,
Field Work
Mobility and Physical Impairments, Vision Disability
Heavy Doors
Mobility and Physical Impairments, Vision Disability
Accessing books in a library (can be confusing)
Mobility and Physical Impairments, Vision Disability, Cognitive or Learning Disabilities

Specific to Online Learning

Computer programming
Mobility and Physical Impairments, Vision Disability, Cognitive or Learning Disabilities
The Sciences
Mobility and Physical Impairments, Vision Disability, Cognitive or Learning Disabilities
Reading written instructions, books, guides or handouts
Mobility and Physical Impairments, Vision Disability, Cognitive or Learning Disabilities
Time keeping
Cognitive or Learning Disabilities
Organisation (in essays and in general)
Cognitive or Learning Disabilities
Note taking
Mobility and Physical Impairments, Vision Disability, Cognitive or Learning Disabilities
Completing written assignments
Mobility and Physical Impairments, Vision Disability, Cognitive or Learning Disabilities
Group activities (wikis, forums)
Cognitive or Learning Disabilities
Viewing online images
Vision Disability
University Jargon
Cognitive or Learning Disabilities
Using a mouse (hand eye coordination)
Mobility and Physical Impairments, Vision Disability
Listening to audio (will need a visual representation)
Deaf
USB Drives
Mobility and Physical Impairments,
Accessing books in a library (can be confusing)
Mobility and Physical Impairments, Vision Disability, Cognitive or Learning Disabilities

The main challenge in the fire service is making online learning that is accessible to dyslexic users. Most of the issues above concerned with online learning are already known and hopefully we have put in place mechanisms for helping such users. We don't have any mobility, physical impairments or vision disabilities due to medical examinations prior to becoming a firefighter.