1. Creating Excellence for Disabled Students in Universities Alan Hurst formerly Professor, Department of Education University of Central Lancashire Preston England

2. Plan of Presentation Some preliminaries The three “E” approach – entry/experience/exit Some questions – the three “D” – discrimination/disclosure/dyslexia Closing comments – where are we now and where do we want to be?

3. Some Preliminaries The meaning of “access” – not only about a wheelchair-friendly environment The importance of access to learning The foundations on which excellence is based – two key principles Some comments on use of language The legal position

4. Two Key Principles Underpinning the Changes From an individual/medical/deficit model of impairment to a social/educational/political model Principles of independent living especially having choices and the right to take decisions about one’s own life

5. Language and Terminology The social model can be reflected in the use of appropriate language and terminology but language and terms do change so it is essential to be aware of the most recent and the most acceptable to people with impairments e.g. “disability” v “impairment” “learning difficulty” v “learning difference”

6. The Current Legal Position The Disability Discrimination Act 1995 Defines “disability” Defines “ discrimination” Requires “reasonable adjustments” Requires anticipatory actions The Special Educational Needs and Disability Act 2001 The Disability Discrimination Act 2005

7. Entering Higher Education Range of choice Covering the costs The availability of information Transition procedures Identifying and meeting students’ entitlements using assistive technology and/or personal assistance

8. Covering the Costs The Disabled Students Allowances Three parts: Figures for 2008-9 ( and are available pro rata for part time students) General allowance – maximum of Euro 2100 per year of course Equipment Allowance – maximum of Euro 6200 once only Non medical assistance ( e.g. sign language interpreter) – maximum of Euro25,000 per year of course Amounts usually rise annually to cover inflation

9. What are the Costs? Some examples from the University of Central Lancashire 2008 - 9 Trained sign language interpreter – Euro 52 per hour Trained note-taker – Euro 32 Euro per hour Readers/library helpers – Euro 24 per hour Specialist dyslexia tutors - Euro 56 per hour Scribe/amanuensis in examinations – Euro 35 per hour

10. Entering University The Importance of Information Comprehensiveness of pre-entry information Accuracy and honesty of information Easy availability in different formats Images of disability used Language and tenor of information Website and Internet

11. Experiencing University 1 The Structure of the Course Attendance Requirements Fieldwork, Study Visits, Home and Overseas placements Laboratories, Workshops, Studios Special Equipment and Technology Core Non-negotiable Elements of the Course/Programme

12. Experiencing University 2 Life in the Classroom Barriers intrinsic to the nature of the subject Barriers resulting from chosen methods of teaching and learning Barriers created inadvertently Learning in big groups Learning in small groups

13. Experiencing University 3 The Assessment of Learning Scope for negotiate and flexibility Early and clear information about requirements Early and clear information about criteria Early and clear information about distribution of marks Physical and environmental considerations Modifications and alternatives Allocation of responsibilities

14. Experiencing University 4 Life Outside the Classroom Living accommodation Personal Assistance Enjoying Social Life

15. Exiting from the University The availability of careers advice Moving on to further study Getting a job Giving feedback to the university about the quality of what the disabled student has experienced

16. The Three “D” Discrimination – the legal position Disclosure – who says what to whom/when/with what consequences? Dyslexia – a major concern for teaching staff

17. Some Issues for Universities Obtaining funds for high quality provision – some from central higher education funding body based on number of students claiming the Disabled Students Allowances Setting up a service for disabled students – and the need then to Identify roles and responsibilities of specialist services and of everybody else especially in a genuinely inclusive university Training for staff particularly for those who teach – in UK some progress made with increase in number of disabled students in universities but specialist disability staff now see major challenges result from barriers seen by teaching staff

18. Some Points for Discussion Learner support v Learning support Learning difficulty v Learning difference Base level of institutional provision v Individual procurement /purchase of services Quality v quantity Health and safety : first excuse v last resort

19. The Need to Build Alliances: Working with Other Forces to bring Change Organisations of and for disabled students Government organisations The Law

20. Organisations of and for disabled students Guides and publications for staff ( e.g. accessible curriculum) and for students ( e.g. accessing university education) Networks and meetings Projects International links e.g. through conferences such as the triennial Innsbruck conference

21. The Legal Context BUT “ The law cannot deliver what the culture does not will” (Johnson 2003)

22. The Finishing Point The Mission Changing cultures at many levels in society and in institutions a very difficult task for those promoting change and those being changed

23. The Finishing Point The Outcome “If we do not change the direction we are headed now, we shall end up where we are going” (Chinese proverb quoted by Jodi Picoult as the frontispiece of the recent novel “Nineteen Minutes”) “If we do not know where we are going, how will we know when we get there?” Evidence of major progress? When disability services are seen as value-added provision rather than an additional institutional expense. hahurst@yahoo.co.uk