Presentation on theme: "Perspectives on Deaf Student Support Assessor Perspective Paddy Turner Sheffield Regional Assessment Centre."— Presentation transcript:
Perspectives on Deaf Student Support Assessor Perspective Paddy Turner Sheffield Regional Assessment Centre
Perspectives on Deaf Student Support Introduction & background Started signing classes in 1993 Trained in deaf studies with interpreting in 1994-97 – Wolverhampton Worked with deaf children in nursery, primary, FE and HE Managed the service for deaf students and been assessing needs at SHU since 1998 Been active in CHESS since 1999
Perspectives on Deaf Student Support Ground rules for presentation Assessing needs is not an exact science I don’t have all the answers – always more to learn Happy to be challenged/questioned at any point There are many ways to achieve the same ends - most answers are partially right/partially wrong
Perspectives on Deaf Student Support Focus on key points notes in pack are for reference a rough guide through the assessment process too long and tedious for today this presentation will focus on my perception of key points
Perspectives on Deaf Student Support Preparation Audiology – beware of over-reliance on degree of loss according to tests experience counts for more create a picture from the information received but beware of making assumptions based on this.
Perspectives on Deaf Student Support Discussing deafness hearing aids – respect student choice 'hearing' a message audio-visual communication balance looking for clues in discussion checking understanding; nodding; repeats to sign or not to sign – external pressures
Perspectives on Deaf Student Support Education mainstream versus special schooling independence or isolation/frustration v. inclusive more 'support' v. inclusive 'support' awareness of interaction issues v. lack of small classes v. large classes awareness v. lack of awareness
Perspectives on Deaf Student Support Barriers and strategies can't recommend strategies without understanding the extent of the barriers can't recommend the appropriate extent of strategies without understanding their limits
Perspectives on Deaf Student Support Barriers essentially one of communication education is delivered through communication media reading, writing, speaking and listening cultural
Perspectives on Deaf Student Support Strategies interpreters, computers, note-takers, language support, extra time in exams and so on – all recommended to break through the communication barrier how to decide what to recommend – what's justified, what isn't? what works and what doesn't!
Perspectives on Deaf Student Support Issues for non-medical Interpreters qualification level – subject area student experience student language ability suitability for environment processing errors/fatigue student fatigue
Perspectives on Deaf Student Support Issues for non-medical Note-takers training/subject knowledge environmental factors/appropriateness language volume of material inclusion/isolation/visibility decay model
Perspectives on Deaf Student Support Issues for non-medical Electronic note-taking training/subject knowledge live access language issues environmental factors/appropriateness fall-back scenario either/or recommendations
Perspectives on Deaf Student Support Issues for non-medical Language tutors what is the role? what are they being recommended to do? teach or modify or clarify.....or all three? bridging the 'information gap'
Perspectives on Deaf Student Support Issues for non-medical Rarities lipspeakers speech-to-text reporters palantype
Perspectives on Deaf Student Support Issues for equipment Computers slow language processing speeds – reading and writing difficulty with university environments (noise) communication via e-mail – staff, students and support services
Perspectives on Deaf Student Support Issues for equipment Radio Aids/personal loops student preferences e.g. identification demonstration at assessment student experience - trial basis recommendation
Perspectives on Deaf Student Support Issues in HEI provision Assessments extra time in exams – why? not penalised for English usage errors language modification use of BSL for assessments? interpreter present in exams presentations – solo and group practicals – sound cues/teamworking
Perspectives on Deaf Student Support Conclusions student must be at the centre their barriers are paramount be clear about justifications recommendations rarely remove disadvantage fully often recommendations have negative side- effects