The University of Sheffield
Learning and Teaching Services

Guidance on Working with Disabled Students


1. WHAT IS DISABILITY?

Disability covers a wide range of impairments including physical and mobility difficulties, hearing impairments, visual impairments, specific learning difficulties including dyslexia, medical conditions and mental health problems. Some of these impairments may have few, if any, implications for a student’s life or study. Others may have little impact on day to day life but may have a major impact on a student’s study, or vice versa. Some students may already be disabled when they apply to an institution; other may become disabled or become aware of an existing disability only after their programme has started. Others may have fluctuating conditions. Some students may be disabled temporarily by accident or illness. (Extract from the QAA Code of Practice for the Assurance of Academic Quality in Higher Education: Students with Disabilities)

2. IMPLICATIONS FOR TEACHING - AN OVERVIEW

The University is committed to a comprehensive policy of equal opportunities for all its students, and to responding to additional support requirements. Making adjustments for students who have a disability is an integral part of the responsibility of academic staff, and making a few straightforward changes to the delivery of teaching could alleviate many difficulties.
Any adaptations made should not affect academic standards, however, accommodations may be needed in relation to the teaching methods and delivery, as well as modifications in the way information is presented and in methods of examination and assessment.
Addressing the needs of students with disabilities in courseware design is likely to illuminate issues of good practice in teaching and learning. In schools, there are many examples of materials originally designed to be accessible to pupils with special needs which then became widely adopted in 'mainstream' provision. (Extract from Accessible Courseware, Higher Education Funding Council for England (HEFCE 99/05)).
Reflecting on the above, lecturers could greatly improve the accessibility of their teaching by imagining that each group of students they teach includes a dyslexic student, a hearing impaired student and a visually impaired student. It is not the disability/impairment or condition itself which is important, but the effect the disability has on the student and learning which is relevant. These three groups of students form the core client group of students requiring additional support and the changes in teaching methods needed to include these groups are also likely to benefit all students within a lecture or seminar group.

3. INCLUSIVE TEACHING METHODS

3.1 General Guidance

The following tips are suggested in the document Teaching Everyone: Disability and New Technology Guide for Lecturers by Dis in HE.
  • Identify those students within your class (without obviously making a song and dance about it) who may have a degree of disability and ask them if they feel they’re getting the most out of your lectures.
  • Deaf and hard of hearing students may rely on lip reading. Position yourself where they’re most likely to follow your lecture.
  • Always try and speak directly to the class and avoid talking to the board or screen.
  • Repeat contributions and questions from other students.
  • Try not to see wearing a radio microphone as an unnecessary intrusion into your private space.
  • Readings people’s lips is very difficult – try to ensure that students have a clear view of your face throughout your lecture.
  • Accurate note taking can be impossible for dyslexic or blind students or for those who find writing physically impossible. Allowing them to tape your lectures will help, but the recorder needs to be close to the lecturer.
  • If possible, make your lecture notes etc. available on floppy disk, or on the World Wide Web.
  • Make it clear that you are willing to adapt your style to accommodate individual needs.
Other ways in which you could make your lectures more accessible are:
  • If possible, provide handouts to accompany lectures which set out the main points, preferably in 14-point font.
  • Use large print on material for overhead projectors and power point presentations.
  • Be aware of possible distractions such as poor lighting and noise, and try to minimise the impact of these wherever possible.
  • Lecturers should also ensure that demonstrators, who might have received little formal training in teaching techniques, are also made aware of good practice.
The following suggestions are taken from the UMIST Access Summit document: Affecting Change – Practical Strategies for Success:
  • Have regular pauses to allow students to catch up and assimilate information.
  • Consider the need for student awareness of the needs of their peers.
  • Be aware of the possible range of alternative arrangements for examinations, for example, rest breaks, extra time, amanuenses, separate rooms, specific furniture, taped questions and answers to questions.

3.2 Specific Guidance

Detailed guidance for staff on teaching students with the following specific disabilities is available on the Student Support and Guidance web pages: Dyslexia Visual impairments Hearing impairment Mental health conditions Unseen disabilities (medical conditions) Mobility impairments Autistic spectrum disorders Speech impairments
Guidance on the admission of students with disabilities and on examination procedures for disabled and dyslexic students is also available:

QAA CODE OF PRACTICE: STUDENTS WITH DISABILITIES

All institutions are expected to be able to demonstrate that they are working towards adherence to the precepts contained within this section of the QAA Code of Practice by autumn 2000. Precepts 8-12 of this section, together with associated guidance, which address learning and teaching matters are given below. However, you are advised to read the full section to the Code of Practice relating to students with disabilities, as it offers much useful guidance.