Learning and Teaching

Facilitator: Sharon Renkema

Comments made by the facilitator are given in italics and solutions suggested by student are given in bold

QUESTION: How did the institution become aware that you have a disability?

Birkbeck

Told at interview (at a later date, by accident, a member of staff told student to speak to Mark Pimm).
Filling in application (long gap before being referred to Disability Office – lack of communication)
FCE quite helpful. Continuing Education form has tick boxes [presumably application form]
Sent to Disability Office when asking about a chair. The Disability Office then made student aware of other support available.
Diagnosed late in course with Dyslexia (had already completed an MA). Referred to Disability Office for test.
Declared on application form, and then was referred to DO

Institute of Education

Received help from the institute library at first, and was referred to DO from there, halfway through course
The institution became aware of the student’s disability through the DSO

SOAS

Was unaware of disability to begin with, used coping strategies such as getting colleagues to proof read work, but was unable to use these strategies in study context – increasing difficulties meant student suspected dyslexia and was diagnosed. Once the institute was aware of the problem, they were very helpful, and had a positive approach
Half-way through the year I went through different systems and then I got referred to Zoe
All the help that I received was through Zoe.
I was assessed throughout the year
I was assessed at my previous college. Contacted welfare directly.
I contacted Zoe and she gave me details of who to contact e.g. carol Rifkin (LTU)

No Institution stated

Not aware of box on admission form, just sought out disability service herself
Told the institution that they have a disability
Told the lecturer that they have a disability first, was also aware of disability office

QUESTION: What do you think of the lecture theatres and other rooms allocated for teaching?

Birkbeck

Lecture rooms used at the London School of Hygiene and Tropical Medicine were too big to be able to hear properly.
Rooms too small for number of students.
Psychology dept on 5th floor. If lifts not working have a problem.
FCE got a lot of problems e.g. toilet facilities. Clore building ill thought out.
Rooms allocated without consideration of needs.
OHP’s in wrong place, lighting bad, sound problems, can’t sit where best – worst in university career. Physical/visual access poor.
Notification of rooms allocated comes too late.
Rooms often changed at last minute – even over to another site e.g. UCL.
OK in general. Can be awkward if you need to have a break, as you can’t always get out easily. Spare chairs could be provided at the back of the room to help when people are stuck.

Institute of Education

Not always suitable, so student was provided with a laptop, special chair, footstool, writing support, etc. in order to be able to study in comfort at home
The lecture theatres and teaching rooms were considered good

SOAS

Small, too hot, badly lit, not easy to get in and out of, uncomfortable desks/tables, very cramped with students sitting on the floor.
G2 is cramped and the assumption is that everyone is right handed.
L61 constantly floods. The rooms are generally ok as I am in a small dept. so the rooms are not cramped.
On the whole the rooms are adequate. However, for people with hearing difficulties it could be difficult to hear e.g G2 -can be noisy outside.
Sometimes equipment is not provided or if it is the academic can’t use it. Clocks are placed high so I can’t see (VI). I don’t like to use a talking clock because obviously people will know I am looking at the time.
Rooms are OK
Sometimes chairs don’t have tables –room 464 for eg. And if you are left handed it is difficult. Sometimes rooms are jam-packed and also freezing in winter and boiling hot in the summer. In the room where Amharic is taught there is a very small board and he wipes off what he has written before I can finish writing things down (dyslexic student).
In the large lecture hall it can be difficult to hear sometimes. I record the lectures but because they move around the stage and from the microphone this effects recording.
A wireless radio mike would be useful
Gordon Square – Extremely difficult for students with mobility difficulties. Small and crowded rooms, not very hygienic (need cleaning more regularly)
One student said they always seem to be in the not so good old classrooms that can be overcrowded
Rooms are very hot during the summer and some can be very cold during the winter. Seems to be no real temperature control.

QUESTION: How are academic and administrative staff sensitive to the needs of disabled students?

Birkbeck

Not at all. Tutor A refused to look at essay because of dyslexia – unsympathetic. Insensitive to students needs, dismissive e.g. mental health, dyslexia. Unacceptable treatment.
Staff need disability awareness training
Two weeks before exams queuing up in library behind 4 people (student known to library staff). Student can’t go through turnstile because of mobility problem. Was let through turnstile ahead of people in front but then told to ‘queue up’ by a member of library staff – treated like a criminal.
Haven’t encountered any problems.
Varied level of help given by staff, some are good provided that they are aware of the student’s needs, some are not able to distribute material in advance. More material should be sent by email before lectures/seminars.
Tutor could help by being an advocate or ‘link’ person for the disabled student – to monitor progress and deal with issues raised
Need for staff to be trained on disability awareness
Birkbeck's French department's staff are good
Birkbeck's Law department's staff are ok; some departments seem to be better than others
Birkbeck's Classics department's staff are quite good: generally approachable, friendly and make adaptions when necessary to their classes to meet students' needs.

SOAS

More material available from the website or through podcasts would be very helpful for students who have difficulty note-taking, A multi-media multi-sensory approach (audio, graphics, visuals, repetition and reinforcement) would help a variety of students with different learning styles, not just dyslexics. In general lecturers are too reliant on verbal delivery of material. Student believed that lecturers are afraid that attendance in lectures will fall if too much material is available elsewhere (e.g. internet), and that this is a false assumption. Lecturers should change their style of delivery and offer alternative formats.
Student requested notes from lecturer due to dyslexia – the lecturer said they would help, but did not produce the required notes. Another lecturer gave a list of six bullet points in advance of the lecture, so that the student understood the structure of it, and found it much easier to follow.
Student found responses varied a lot – one tutor emailed and gave positive feedback about how good the student’s work was – another tutor took the student out for coffee and offered help – another tutor shouted at the student when they fell asleep following a panic attack and was embarrassed by them on a regular basis.
One student felt that the tutors were aware of the student’s condition but responses were variable – one lecturer sorted out an issue with lighting – others were much more difficult to deal with.
One student felt that lecturers have very limited knowledge of disabilities.
General level of assistance offered could be improved. Would help if the Disability Office set up regular meetings to assess how disabled students’ needs are being met, and also to offer training to academic staff.
Can be difficult for students to discuss their needs directly with academics, and make demands for the kind of adjustments they want – especially if a tutor tries one kind of strategy and the student finds that it doesn’t work for them – better for a third party to discuss different options impartially and provide information on funding the support/adjustment.
LTO really help with showing how to study the best way.
Ambie sent emails giving information about exams
Some of the English students may have understanding but not the ones from abroad.

Institute of Education

The student felt that in general academic and administrative staff “pretty unaware of the actual needs unless they have documentation to tell them what’s the problem and what they should do…part of a bigger problem of mis- or un-communication between departments”

QUESTION: How does academic staff adjust their delivery if they know they have a disabled student or students studying with them? Are teaching materials also adjusted accordingly?

Birkbeck

Academic staff not aware of student problems.
Not everybody aware of problem e.g. dyslexia (told supervisor and head of dept.). Academics aware of physical problems but not e.g. dyslexia.
Teaching materials – A3 blown up and exams – not acceptable under DDA. Only one lecturer asked if ok [this was a visually impaired student who was not being provided with materials etc in accordance with the DDA i.e. not the right font and size]
A student who used a Dictaphone during lectures noted that they were put at a serious disadvantage if they happened to be too unwell to attend a lecture in person – it would be very helpful if the lectures were all recorded, and the tape was made available to anyone who needed it.
An introduction to reading materials which one lecturer gave proved very helpful. Better accessibility to course material would help all students.
Student was not allowed to use a Dictaphone, and when the issue was raised the student felt humiliated
Students don’t know whether disability is taken into consideration in the marking of exams/assignments – with anonymous candidate numbers, how can the markers make allowances for dyslexia?

SOAS

Students are allowed to use dictaphones, and can pick up tapes from the A & H faculty office
Student had been granted extensions on deadlines
Student understood that it is now beyond the power of lecturers to make adjustments – don’t agree with the fact that decisions are all made by exam boards. Too reliant on documentation – but a student can’t get a doctor’s certificate to explain that they have had a bad a couple of weeks.
I was asked ‘what can I do for you?’
Senior lecturers were coming into lectures not introducing themselves, not saying what the lecture is, not using any digital formats. Just talking
I had lecture notes in advance before the lecture-it was something that I pushed for.. I had syllabus at the start of the term, overheads from the course.(international studies and development)
Blackboard was useful-but it is difficult to access and also you can’t save it. You have to print it out.
Change should be on an institutional level not on an individual level.
I haven’t received handouts before lectures, study packs were not delivered.
There was a real lack of training on a managerial level/academic level
Things shouldn’t just go through the disability office –should be embedded in institutional policy.

Institute of Education

The student did not feel that any adjustments were made to teaching delivery or assignments due to disability in her case

No Institution specified

Research training course – no breaks were allowed in classes that were 2-3 hours of straight teaching. Would like to see breaks incorporated as a general principle
Student approached lecturer to inform them that breaks were needed. Student found that being proactive made staff more aware of needs.
Delivery – staff need to make sure materials are accessible
Copies of powerpoint presentations that notes can be added to is useful as can be difficult if student has to write too much
One student felt that they had been putting up with difficulties rather than speaking up.
Recording lectures is useful but there can be problems with lecturers allowing them to record which is an issue that needs to be addressed.
Lack of empathy from some staff

QUESTION: What kind of adjustments are made for disabled students in laboratory / practical classes and field work?

Birkbeck

Labs have technical assistance but lighting can be too bright and very noisy fans can be an issue for hearing impaired. Not briefed on safety properly

Birkbeck and SOAS

It can be very laborious for dyslexic students to transcribe recorded interviews from tape. Student questioned why it is not possible to just edit a digital audio file and submit the material in that format.
Lack of research funding, tracking down funding is difficult. Has a companion for field work which is funded through DSA (student came up with this idea himself, was not guided)
Lack of knowledge from DSA assessors about the needs of students doing doctoral studies

QUESTION: What adjustments are made in the setting, submission, marking and return of assignments?

Birkbeck

Get extensions, get extra time for exams
Made to feel stupid in writing PhD as no adjustment made for dyslexia which makes places specific demands upon the student to repeatedly write and rewrite work.
Provided with special arrangements which didn’t fit needs. One exam six hours and only one date given. Was in hospital when exam took place so had to take the following year.
Student was only allocated 6 hours tutorial support for research project, which was insufficient. There should be more tutorial support available in general, imbedded in good practice, not just available on request on condition that you disclose a disability. Student was concerned that there would not be any allowance made for individuals (eg. spelling and grammar for dyslexics) if submitted work is blind-marked and double-marked.
Not clear whether there is any connection made between the personal circumstances of the student and the number/code allocated to their coursework.
Student felt that they were very strict on rules and regulations, and that no leeway was given to students. Deadlines were rigidly adhered to, and extension would only be considered on production of a medical note, otherwise if you miss the deadline you fail the assignment. Student had personal circumstances which meant that it was very difficult to keep up with deadlines, but was offered no flexibility. Only given the option to do the course over a longer period of time (i.e. 3 years rather than 2 years), and therefore had to pay fees for a longer course of study.
One student reported that staff were very strict on dissertation and wouldn’t take difficulties into account
Seems to work differently depending on individuals and departments

Institute of Education

All work is marked to the same level. Dyslexic students may be given tutorial support and some leeway with submission deadlines, but spelling and grammar are therefore expected to be up to standard. There should be better ways for students to feedback comments about the standard of teaching provision, e.g. more evaluation questionnaires.
Students with extenuating circumstances just need to negotiate an extension with their tutor, just a standard procedure to follow once the DO is aware that a student has special needs.

SOAS

Student had to use up allowance for one to one tutorial support in order to be able to pass the most difficult subjects on her course
Student aware that extensions were possible if you emailed the heads of department to make your case. Was given guidelines by DO about the adjustments she could expect.

The students were then asked by Barbara Denton (responsible for Disability IT support at Birkbeck) whether they knew or used Web CT – the students said they didn’t know about or use Web CT.

QUESTION: How much development in the provision made for disabled students is evident, year on year?

Birkbeck

Lecturers becoming more aware.
Not in deep end any more – Disability Office helps.
Issue not with Disability Office but communicating with academics

Institution not specified

One student said they had not seen a lot of improvements and hadn’t noticed the disability handbook

QUESTION: What improvements would you like to see in how teaching and learning issues address the needs of disabled students?

Birkbeck

Greater awareness of needs.
First year very difficult
Disability not always known at outset e.g. dyslexia
Have to sign form to allow information to be passed around.
Birkbeck encourages disabled people to go to the Disability Office rather than taking time to provide help or assistance themselves. There should be more publicity [about the Disability Office]. Seminars for tutors.
Breaks in lectures would be useful

Institute of Education

I think that staff should have some basic training, perhaps a one day course, on the needs of disabled students so that they are more aware and prepared to deal with them

SOAS

Need to make arrangements well in advance of deadlines, so that exam provision can be put in place.
Tutors need to be more aware of what support is available for students, to have help in finding what support works best.
One student thought that it was easier to ask for support at the beginning of term, but got more difficult later in the year when they started to struggle with their studies.
If students don’t use the services available it could lead to failure and depression.
Liaison can be done through Disability Office – but also the personal tutor should be aware of the student’s situation and communicate their needs to all other tutors.
Two hours is too long for a lecture – need a break.
At the end of the session one student wanted to mention that during exams invigilators ask who you are and that they should be aware of confidentiality – this causes stress.
To round up at the end of the session the facilitator thought that lack of training of academics was an issue.

SUMMARY

Below are the bolded suggestions made by students, the number is in relation to each question.

Tutor could help by being an advocate or ‘link’ person for the disabled student – to monitor progress and deal with issues raised (B)
More material available from the website or through podcasts would be very helpful for students who have difficulty note-taking, A multi-media multi-sensory approach (audio, graphics, visuals, repetition and reinforcement) would help a variety of students with different learning styles, not just dyslexics.
General level of assistance offered could be improved. Would help if the DO set up regular meetings to assess how disabled students’ needs are being met, and also to offer training to academic staff.(SOAS)
- better for a third party to discuss different options impartially and provide information on funding the support/adjustment. (SOAS)
It was an almost overwhelming agreement of senior academic –YES and PhD students NO as lecturers! (SOAS interesting point)
Student used Dictaphone but would sometimes miss lectures through illness – would be very helpful if the lectures were all recorded, and the tape was made available to anyone who needed it. One lecturer gave an introduction to reading materials which was very helpful (SOAS)
Change should be on an institutional level not on an individual level.
Things shouldn’t just go through the disability office –should be embedded in institutional policy.(SOAS)
Labs have technical assistance but too bright and fans going could be an issue for hearing impaired. Not briefed on safety (B)
It can be very laborious for dyslexic students to transcribe recorded interviews from tape. Student questioned why it is not possible to just edit a digital audio file and submit the material in that format. (B and SOAS)
There should be better ways for students to feedback comments about the standard of teaching provision, e.g. more evaluation questionnaires. (IoE)
There should be more publicity about the Disability Office
The personal tutor should be aware of the student’s situation and communicate their needs to all other tutors.
Two hours is too long for a lecture – need a break.

General Summary

Below is a synthesis of the comments made by students regarding the learning and teaching provision provided.

Promote/publicize support services more effectively – both early on (induction) and also at regular intervals throughout the course
Encourage a multi-sensory approach to teaching to suit a variety of learning styles
More use of multi-media in teaching delivery (internet, graphics, AV)
Academic staff need to be more aware of adjustments, especially in providing lecture notes/handouts well in advance
Lack of a consistent approach to deadline extension between U of L institutes – seems to be agreed at a local level, ad ho
Disabled students need to have clearer expectations about the demands of the course and the adjustments/support they can reasonably expect – they should also have the opportunity to communicate their views back to the institute
Improvements are needed to lecture rooms to make them more accessible and comfortable
Many tutors/lecturers need to be much more sensitive to disabled students’ needs, and more pro-active in arranging adjustments to teaching delivery
A lot of the teaching adjustments and improvements to venues would benefit all students (not just disabled)
Would be useful to have breaks in 2-3 hour classes as a matter of course
Students are unclear what allowances are made in marking assignments/exams
Better communication (through DOs/personal tutors) to ensure that students aren’t embarrassed by making demands about their own support, and can flag up any problems – need continual feedback on provision (not just at start of term)

SOAS, University of London (The School of Oriental and African Studies)

Equality & Diversity Office