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Supporting Deaf Students at the University of Sheffield Claire Shanks, Disability Coordinator Nora McClelland, University Teacher, Sociological Studies.

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Presentation on theme: "Supporting Deaf Students at the University of Sheffield Claire Shanks, Disability Coordinator Nora McClelland, University Teacher, Sociological Studies."— Presentation transcript:

1 Supporting Deaf Students at the University of Sheffield Claire Shanks, Disability Coordinator Nora McClelland, University Teacher, Sociological Studies

2 19/4/07© The University of Sheffield / Department of Marketing and Communications Disability Coordinator’s Perspective My experiences and reflection on learning

3 19/4/07© The University of Sheffield / Department of Marketing and Communications Contents Statistics Preparation Setting the Scene – Case Studies Needs Assessment Reports Issues for Disability Office Difficulties/barriers Future development

4 19/4/07© The University of Sheffield / Department of Marketing and Communications Students declaring a disability Dyslexia Blind/partially sighted - 31 Deaf/hearing impaired - 77 Mobility difficulties - 56 Mental Health - 72 Unseen disabilities Multiple disabilities - 88 Other disabilities Autistic Spectrum - 9 Total of 1445 students declaring a disability Approximately 6% of the student population Approximately 900 students are attached to the Disability and Dyslexia Support Service

5 19/4/07© The University of Sheffield / Department of Marketing and Communications Preparation Learning Support Questionnaire Information visit Liaising with relevant departments Arranging training for staff Confirming support needs Organising support workers in advance

6 19/4/07© The University of Sheffield / Department of Marketing and Communications Setting the Scene – Student A Studying BA Social Work Hearing loss in both ears since birth 2 analogue hearing aids Relies partly on lip reading Uses British Sign Language and Sign Supported English

7 19/4/07© The University of Sheffield / Department of Marketing and Communications Student A – Support Needs Note taking Interpreter Language Skills Support Conversor Radio Aid Advance copies of handouts 25% extra time Modified exam scripts

8 19/4/07© The University of Sheffield / Department of Marketing and Communications Setting the Scene – Student B Studying BA Japanese Studies Born with moderate to severe bilateral hearing loss Due to excessive number of grommets, hearing became severe to profound Good level of speech Communicates with help from hearing aids, lip- reading and radio aid

9 19/4/07© The University of Sheffield / Department of Marketing and Communications Student B – Support Needs Note takers Language Skills Support 25% extra time in exams Modified exam scripts (if necessary) Listening exams – someone to speak directly to student in order to lip-read Support for study year abroad

10 19/4/07© The University of Sheffield / Department of Marketing and Communications Setting the Scene – Student C Studying BA English Language & Linguistics Removal of tumour Left student B with vestibular disorder & profound deafness

11 19/4/07© The University of Sheffield / Department of Marketing and Communications Student C – Support Needs Reader Note taker Subject specialist key worker Transcription of texts Copies of handouts in advance Advance list of essential reading

12 19/4/07© The University of Sheffield / Department of Marketing and Communications Setting the Scene – Student D MPhil Politics Profound bilateral sensori-neural hearing loss since birth Analogue hearing aids Relies heavily on lip-reading

13 19/4/07© The University of Sheffield / Department of Marketing and Communications Student D – Support Needs Specialist support workers, i.e. electronic note taking, language support Advance copies of handouts Audio-visual material either subtitled or transcribed Support workers for research training Extra time for vivas Support at conferences Research project in Serbia – transcribed interviews

14 19/4/07© The University of Sheffield / Department of Marketing and Communications Needs Assessment Reports Variations in recommendations Assessors do not always liaise with D&DSS regarding support offered in-house Alternative support recommendations Learning and Teaching recommendations to be provided by university Specialist equipment – spares

15 19/4/07© The University of Sheffield / Department of Marketing and Communications Issues for Disability Office Recommendations in assessment of needs report How do we find specialist staff? How do we arrange modified exam scripts? What information do we need to give academic departments? How do we address all areas of learning and teaching? How do we prepare to support deaf students? How can we communicate effectively?

16 19/4/07© The University of Sheffield / Department of Marketing and Communications Barriers/Difficulties Finding specialist support Maintaining bank of specialist equipment Convenient time to train relevant staff Working with older/traditional departments Attitudes of staff Specialist equipment in lecture theatres, seminar rooms, accommodation Variations in assessor reports Funding issues, i.e. DSA shortfall

17 19/4/07© The University of Sheffield / Department of Marketing and Communications Future development Student/staff expectations Admissions procedure Ensure adequate liaison with assessors Increased staff development Advanced preparation, especially placements and study abroad Review support regularly (where possible) Liaise with Teaching and Learning Support Unit

18 19/4/07© The University of Sheffield / Department of Marketing and Communications The tutor’s perspective My experience and reflection on learning so far

19 19/4/07© The University of Sheffield / Department of Marketing and Communications Visibility? How do I know a student may have difficulty hearing me? Student Needs Assessments? Stigma?

20 19/4/07© The University of Sheffield / Department of Marketing and Communications “X is deaf – she needs to sit at the front, don’t worry she usually has an interpreter with her”. “The interpreter will let you know if she needs you to slow down”

21 19/4/07© The University of Sheffield / Department of Marketing and Communications Staff Needs Preparation Discussion with student - what does she need from me Check with colleagues – effective teaching styles – strategies To feel confident

22 19/4/07© The University of Sheffield / Department of Marketing and Communications Participation in the class Form of feedback about understanding Developing confidence Peer interaction Supporting inclusion in student group

23 19/4/07© The University of Sheffield / Department of Marketing and Communications Group Work Clear expectations about participation Advance discussion about activities Actively supporting the group working together Developing group work throughout the course Increasing expectations of whole student group

24 19/4/07© The University of Sheffield / Department of Marketing and Communications Using audio-visual material Does it add to the learning? Transcripts Availability of film material for review Highlight particular relevance

25 19/4/07© The University of Sheffield / Department of Marketing and Communications Guest Speakers Discussion of expectations

26 19/4/07© The University of Sheffield / Department of Marketing and Communications Assessment Are exam or essay questions clearly understood? Role of Specialist Support Tutors? Support services integral to support teaching development

27 19/4/07© The University of Sheffield / Department of Marketing and Communications Placements Collaboration with provider Agencies Planning ahead – agency adjustments Students interests and learning needs Extra work load for student – planning and booking interpreters

28 19/4/07© The University of Sheffield / Department of Marketing and Communications The Interpreters needs Planning breaks Advance sight of lecture materials Discuss planned class based activities Opportunity to clarify “jargon” Check speed OK

29 19/4/07© The University of Sheffield / Department of Marketing and Communications Learning points for me What will I do differently in the future: Advanced preparation Be explicitly approachable Discuss my expectations for and student’s needs to facilitate active participation in class Work actively with whole student group to achieve participation Check with student


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