1. A Methodology for Assessing The Needs of Disabled Students in Higher and Further Education

2. Why have a methodology? Students with disabilities should be able to access assessment services of similar high standards wherever their AON takes place e.g. an established standard of service;Students with disabilities should be able to access assessment services of similar high standards wherever their AON takes place e.g. an established standard of service; Need is being assessed rather than disability – the assessor is looking at the environment e.g. there is a greater emphasis on the social model;Need is being assessed rather than disability – the assessor is looking at the environment e.g. there is a greater emphasis on the social model; In the case of the assessment being a bid for funding e.g. DSA, Charitable Trusts etc. a scientific and logical case needs to be made.In the case of the assessment being a bid for funding e.g. DSA, Charitable Trusts etc. a scientific and logical case needs to be made.

3. Background The original project funded by MicrolinkPC was with respect to developing an IT Training curriculum;The original project funded by MicrolinkPC was with respect to developing an IT Training curriculum; This merged with the calls from assessment centres in the South East to improve the communication with downstream services (IT Training, Study Skills provision etc.)This merged with the calls from assessment centres in the South East to improve the communication with downstream services (IT Training, Study Skills provision etc.) The aim was to ensure a more cohesive service to the students concerned.The aim was to ensure a more cohesive service to the students concerned.

4. The Teaching and Learning Environment

5. The project looked at all of the activities that take place in the educational community and that were common to all students. The project looked at all of the activities that take place in the educational community and that were common to all students.

6. The Five Pillars of Education Research Research Composition Composition Proofreading Proofreading Note-taking Note-taking Time Management Time Management

7. RESEARCH Reading age and score; Reading age and score; Research in a library; Research in a library; Current research note-taking strategy; Current research note-taking strategy; Use of Web-based research Use of Web-based research Highlighting and annotation; Highlighting and annotation; Inserting comments; Inserting comments; Text to speech; Text to speech; Taking research; Taking research; spider notes. spider notes.

8. COMPOSITION Spelling age; Spelling age; Drafting process and typing speed; Drafting process and typing speed; Use of mind maps; Use of mind maps; Feedback on previous coursework. Feedback on previous coursework. Touch typing; Touch typing; Speech to text; Speech to text; Planning software – mind mapping; Planning software – mind mapping; Text prediction; Text prediction; Autosuggest Autosuggest

9. PROOFREADING Visual problems; Visual problems; Working Memory Score; Working Memory Score; Current Strategy used; Current Strategy used; Feedback from tutors. Feedback from tutors. Text to speech; Text to speech; Changing text display properties (formatting and typography; Changing text display properties (formatting and typography; Altering background colour; Altering background colour; Using hard copy. Using hard copy.

10. NOTE-TAKING Working Memory Score and Handwriting Speed; Working Memory Score and Handwriting Speed; Typing Speed; Typing Speed; Are lecture notes available on-line? Are lecture notes available on-line? Current Strategy. Current Strategy. Recording lectures – key notes and track changes; Recording lectures – key notes and track changes; Typing lecture notes; Typing lecture notes; Spider notes; Spider notes; Annotating and highlighting downloaded notes; Annotating and highlighting downloaded notes; Using a note-taker. Using a note-taker.

11. TIME MANAGEMENT Working Memory; Working Memory; Adhering to submission Deadlines; Adhering to submission Deadlines; Use of Timetables; Use of Timetables; Current Strategies; Current Strategies; Need for a portable device Need for a portable device MS Outlook; MS Outlook; Web-based programs; Web-based programs; Tuition in time and information management; Tuition in time and information management; Portable devices; Portable devices; Using a diary/wall planner. Using a diary/wall planner.

13. Strategies ‘ways of doing things which offset or counterbalance the undesired effects of disability’ ‘ways of doing things which offset or counterbalance the undesired effects of disability’ [Scottish Funding Council]

14. Strategies Person centred; Person centred; Not product orientated; Not product orientated; Task-orientated e.g. text to speech; speech to text; screen enlargement; Task-orientated e.g. text to speech; speech to text; screen enlargement; Adds to or helps improve student’s current strategies. Adds to or helps improve student’s current strategies.

15. Applying the Methodology Identify strategies (human or technology based) to support identified areas of need – this is often described as ‘levelling the playing field’. Identify strategies (human or technology based) to support identified areas of need – this is often described as ‘levelling the playing field’.

16. Methodology in Practice INFORMATION GATHERING IDENTIFICATION OF NEED SUGGESTING OF SUITABLE SUPPORT STRATEGIES

17. INFORMATION GATHERING STUDENT BACKGROUND Disability Disability Previous Education / Employment Details Previous Education / Employment Details Statement of Course Content in Relation Statement of Course Content in Relation to Study Requirements to Study Requirements

18. INFORMATION GATHERING - Rational e Informs the entire assessment process Informs the entire assessment process – particularly identification of need – particularly identification of need Ensures the assessment process remains bespoke Ensures the assessment process remains bespoke

19. IDENTIFICATION OF NEED - Rationale To identify and document specific difficulties resulting To identify and document specific difficulties resulting from disability in relation to course demands. from disability in relation to course demands. To inform the next stage of the process To inform the next stage of the process – recommendation of suitable support strategies – recommendation of suitable support strategies To ensure the assessment process remains bespoke To ensure the assessment process remains bespoke EFFECTS OF DISABILITY ON STUDY

20. OUTCOME AND RECOMMENDATIONS OF ASSESSMENT OTHER ADVICE AND GUIDANCE It should be possible to trace all recommendations made It should be possible to trace all recommendations made back through the assessment process / report back through the assessment process / report All recommendations should be fully discussed and All recommendations should be fully discussed and agreed with the student during the AON agreed with the student during the AON Every strategy recommendation should be made Every strategy recommendation should be made to support need resulting from both disability and to support need resulting from both disability and course demand course demand SUGGESTING OF SUITABLE SUPPORT STRATEGIES Responsibility for provision of support must be explicit Responsibility for provision of support must be explicit

21. The assessor should maintain a professional The assessor should maintain a professional and supportive conduct (with all interested parties). and supportive conduct (with all interested parties). The assessor should fully understand the The assessor should fully understand the regulations surrounding funding sources (i.e. DSA.) regulations surrounding funding sources (i.e. DSA.) The assessor should understand the nature of difficulties The assessor should understand the nature of difficulties associated with the disability. associated with the disability. The assessor should fully understand support strategies The assessor should fully understand support strategies (both technology and human support). (both technology and human support). The assessment process should be transparent. The assessment process should be transparent. In conclusion - a good assessor should:

22. Thank you