Hidden and misunderstood? Experiences of disability support for learners in post-16 education.
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Transcript of Hidden and misunderstood? Experiences of disability support for learners in post-16 education.
Hidden and misunderstood? Experiences of disability support for learners in post-16 education
Hidden and misunderstood? Experiences of disability support for learners in post-16 education
Julie Osborn
Disability Support ManagerTeaching Fellow Award Holder 2007-08
Background to research
Research within FE Sector HELP Cetl University of Plymouth Future actiona
Aim of Research
Investigate the impact that having disability support needs has on making choices, retention and achievement in HE
Identify barriers that need to be removed and develop services to that they are inclusive to disabled people
Methodology
Variety of methods used Focus group Individual, semi-structured interviews Follow up via email, text Visual representation Interviews with staff
Stated Aims
Consider IAG that disabled learners received
Impact of having additional support needs had on making choices
Impact of assessment procedures Procedures in place to assist with
transition to HE Factors that promote successful retention
and achievement for disabled learners
Participants - population
Purposive sample All students on HE Courses sent
letters – No response! Learners inc HE in FE and students
at the transition phase Staff asked to invite students who
were accessing support
Participants - sample
6 females and 4 males Aged 19 to 38 2 learners had degrees Range of impairments inc Deaf BSL, visual
impairment, physical, mental health issues,
Described support needs Sample of people who use support
services Limited, bias
Methodology
Learners perspective sought 1:1 interviews with research
assistant, recorded and transcribed, inc pictorial representation
Follow up emails Focus group - recorded
Methodology
Approved final copy
Returned for checking and approval
Learner commentstranscribed
Grounded methodology
Analysis of data
Transcripts (interviews) Voice recordings (Focus Group) Identified key themes from the data Ensure we captured the learner
perspective by checking back Inductive process
Findings
Participants described how they found out about support Key person described as helpful “I came into college before my course
and that really helped. If a disabled student can come in and speak to a DSC [they can] then find out what they need… when you fill out the forms you don’t always know what support you could have”
Findings
Participants described how they found out about support Name of service Didn’t want to access a service for
“disabled people” Didn’t want to be labelled or
stigmatised Learners had support needs and
received service but did not identify with the term “disabled”
Findings
Impact of having additional support needs on choice of institution Choice of institution was mainly the
same as for non-disabled people Support considered after choice of
institution
Findings
Assessment of Support Needs Disabled Students’ Allowance – time
consuming and challenging Assessment of support needs was
positive for most particiapnts
Findings
Assessment of Support Needs Forms proved challenging “And stating what your needs are …at a
time you’re unwell, you don’t know what your needs are, what your capabilities are etc … each day is different (good or bad). You don’t want to be spending hours filling out forms because the mental process of doing it is exhausting.” (Learner with ME)
Findings
DSA – equipment Challenging to learn to use Often software on laptops that was
not being used Frequently, learners left along to
sort this out.
Findings
Receiving support “There’s a fine line between what you
do and how much you get from other people”. (Learner with dyslexia)
Learners wanted to “fit in”, some were reluctant to acknowledge that they needed additional support,
Findings
Receiving support “ I don’t ask for an extension [on assignment
deadlines] because I want to be normal”. “I don’t deserve anything … you hear people
joking .. And I think maybe I shouldn’t get that [support]. There’s other people who should be having that.. I feel bad about it … for getting support .. People go “wow you got a laptop, I’m gonna be dyslexic then I’m gonna get a laptop”.
Reluctance to ask for support is a key theme
Findings
Expectation of Support Learners had different expectation of
what support is compared to tutors Often a lack of co-ordination between
support staff and tutors
Video
Excerpt from video
Practical Applications
Developed marketing and publicity Disability support needs to be
promoted as an entitlement Provision needs to be independently
monitored Expectations need to be clarified Transition procedures
Practical outcomes
Develop Marketing and Publicity Promote Disability Support as an
Entitlement Co-ordination and Monitoring Clarify Expectations Transition Procedures
Interlinked
Develop Marketing and Publicity
Publicise what’s on offer Need to target potential
beneficiaries of the service Describe support on offer rather
than try to identify disabled people
Promote Disability Support as an Entitlement
Participants described how they needed to “make a case” and “justify” reasons for support
Need to develop a culture that support is an entitlement
Staff need information
Co-ordination and Monitoring
Reviews would enable problems to be identified Equipment not being used Lecturers not adjusting delivery Discrimination
Clarify Expectations
Learners, tutors and support staff had differing ideas about support.
Led to frustration and even complaints
Need to clarify the support is available
Implementing Findings
Practical outcomes CoBC appointed a person to assist
dyslexic learners apply for DSA Created a video to publicise support Co-ordinated support Attended induction events and
described support rather than the service name
Workshops
Explore some of the themes in further detail
Disabled – what do we mean and who are we including?
Labelling and self identification Practical solutions in place at your
institution
Concluding comments
Experience of students not always positive
Changes that were requested by individuals were reasonable and could be accommodated by services
We do not know about hidden students who may have left or struggled without every being identified
Disabled learners often described being misunderstood