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Inclusive Practices Guidelines for Academic Staff Teaching a Student who has a Disability

Inclusive Practices

The concept of inclusive practices means that all activities include, or enable, the participation of everyone. Inclusive practices make provision for a wide range of people other than those with a disability eg. the provision of ramps allows ease of access for delivery of goods, and for prams, for people with arthritis who cannot negotiate steps, as well as for wheelchair users. The philosophy of inclusive practices is that people with a disability should no longer need special provision such as entering a building through a side door, but that provision made for people who have a disability should assist all members of the community. Implementation of Inclusive teaching practices supports a range of diverse students needs. For example, having copies of lecture overheads available to students prior to a lecture will assist all students, not just those with a learning disability.

A Generic Approach to Teaching a Student who has a Disability

  • Things to consider
  • You can assist a student in the following ways

Things to consider:

  • Some students will choose to disclose their disability and others will not.
  • Ensure that a student's rights to privacy and confidentiality are recognised.
  • Remember that needs will vary between students with the same disability and a student's condition may fluctuate.
  • A student who is registered with the Disability Liaison Unit (DLU) will have already provided documentation and can provide evidence of their registration. The student can obtain an eligibility letter from the Disability Liaison Unit outlining the impact of the condition on the student's academic performance and accommodations to support the student.

You can assist a student in the following ways:

  • Consult with the student about potential barriers and together discuss possible solutions. For further assistance contact the Disability Liaison Unit.
  • Ask if assistance is required rather than assuming that it is.
  • Provide reading lists as early as possible to ensure that alternative formatting i.e. Braille, can be arranged and reading can begin early.
  • Provide copies of lecture notes and overheads to on campus students where possible.
  • Negotiate teaching and assessment methods based on the student's individual requirements. Be flexible in allowing students to meet your academic expectations in different ways ensuring an inclusive curriculum is offered.
  • Discuss and collaborate on assessment alternatives with staff who have had previous experience teaching students who have a disability. An alternative assessment should meet both the student's needs and the stated course objectives.
  • When negotiating assignments with a student, it is good practice for both staff and student to have a written record of the agreement.
  • The Disability Liaison Unit may have allocated a student support worker for students studying on campus. Please advise the student of relocated or cancelled classes. For further information see interacting with a Student Support Worker (SSW).
  • Lecturers developing online material please see the university guidelines on web accessibility at http://www.its.monash.edu.au/web/policy/accessibility.html
  • For further information regarding services provided by the Disability Liaison Unit please see http://www.adm.monash.edu.au/sss/equity-diversity/disability-liaison/

Teaching a Student who is Deaf or Hearing Impaired

  • Background
  • Impact of a hearing impairment on the learning environment - things to consider
  • Communication
  • Working with Interpreters
  • You can assist a student in the following ways

Background

Students who are deaf or hearing impaired are affected in different ways. The impact of hearing loss depends on the type, extent and timing of loss. Students who are hearing impaired rely on lip reading and normal speech to communicate while students who are deaf use sign language. People with profound hearing loss often prefer, and are proud to be referred to, as deaf. Deaf people do not consider their deafness is a disability. AUSLAN, Australian sign language, is a language widely used in deaf communities in Australia and is recognised as a language in its own right.

Impact of a hearing impairment on the learning environment

Things to consider during face to face contact:

Attract the student's attention before speaking

  • When speaking, face the student
  • Moustaches, beards, hands, books or microphones in front of your face will interfere with a student who communicates through lip reading
  • Ensure light is on your face e.g. avoid standing with your back to the window
  • Use gesture and facial expressions
  • Use normal language i.e. use short sentences rather than single words
  • Use normal speech at a normal rate - shouting is not necessary
  • If a student is having difficulty understanding, re-word your sentence(s) rather than repeat what you have said.
  • Repeat the content of a question from the class before giving the answer.
  • Ensure that the student has access to a seat with a good view of the lecturer.

Communication

The effect on communication depends on the extent, type and timing of the impairment. A person, who had a severe or profound loss of hearing before speech developed, may rely on signed forms of communication such as AUSLAN. AUSLAN has its own structure and syntax, different from English, and as result English is considered a second language to people who use AUSLAN.

  • Only 30 - 40 % of words can be lip-read clearly.
  • Communication may be sought through email or the National Relay Service (NRS). The National Relay Service is an Australia-wide telephone access service available to everyone at no additional charge. Please call 12 25 44
  • Not all people who have a hearing impairment can lip-read well.
  • Deaf or hearing impaired students in lectures and tutorials may be accompanied by a notetaker and/or a AUSLAN interpreter, use hearing aids, a radio frequency system or have a cochlear implant.

NB. None of these devices replaces normal hearing but all will benefit the student in some way.

Working with Interpreters

  • Interpreters are present in your classroom to allow the student who is deaf or hearing-impaired access to information. The role of the interpreter is to facilitate communication between two parties. The interpreter will sign what is spoken, will not add, embellish or delete information.
  • Working with an interpreter:
  • Speak directly to the student not the interpreter.
  • Ensure lighting and seating arrangements are appropriate for clear communication to take place. It is normally best if the interpreter is seated next to the main speaker and opposite the deaf person.
  • If written material is presented, please allow time for the deaf person to read before continuing. Deaf people are unable to watch the interpreter and read at the same time.
  • The interpreter always lags a little behind the speaker. Be aware of this. You may have to pause or speak more slowly to ensure the interpreter is keeping up.
  • In lectures, interpreters normally work in tandem to minimise risk of occupational overuse syndrome. Unless otherwise agreed with the Disability Liaison Unit, there are two interpreters in lectures and one in tutorials.
  • If the interpreting has been intensive and the interpreter is working alone, provide a rest break every 15-20 minutes or negotiate an appropriate time with the interpreter.

Please note: please notify the student if classes are changed or cancelled so that staff can be notified.

You can assist a student in the following ways:

Please refer to the generic approach to teaching all students who have a disability.

Before semester:

  • For on campus students provide lecture/tutorial outlines, lecture notes, key dates, references etc in writing.
  • Lists of new technical terms .
  • Printed summaries of audio and audio-visual materials .
  • Suitable seating arrangements - especially in a tutorial. A circle or semi-circle is best, as the student can then see all members of the group.
  • Discuss with the student his/her individual requirements.

During semester:

  • During discussions indicate which student is speaking by pointing and naming the student.
  • If required agree to wear a microphone or transmitter.
  • Allow only one student to talk at a time.
  • Use visual aids: write key information on the board or use power point. e.g. new vocabulary, due dates, references, overheads.
  • Films and videos should be subtitled. If this is not possible, provide a written summary of the main points before viewing or give the student the opportunity of viewing the video again.
  • It is also useful to permit the interpreter, if one is used, to view the material beforehand, as this allows him/her to develop familiarity with the concepts, thus ensuring more accurate interpreting.
  • If lights are turned off to watch audiovisual material, ensure that your face - and that of the interpreter - is still illuminated.

Teaching a Student who has a Learning Disability (LD)

  • Background
  • Impact of a Learning Disability (LD) on the learning environment - things to consider
  • You can assist a student in the following ways

Background

Learning Disability (LD) refers to a variety of disorders that affect the acquisition, retention, understanding, organisation, or use of verbal and/or non-verbal information. Learning Disabilities range in severity and invariably interfere with the acquisition and use of one or more of the following important skills:

  • Oral language (eg. listening, speaking, understanding)
  • Reading (eg. decoding, comprehension)
  • Written language (eg. spelling, written expression)
  • Mathematics (eg. computation, problem solving)

Impact of a Learning Disability (LD) on the learning environment

Things to consider:

  • Academic performance may appear inconsistent.
  • The student may experience difficulty following sequences or complicated directions.
  • Give clear sequential verbal directions to support written material.
  • Slow reading rate and comprehension affect a student's ability to digest large amounts of material in a short space of time.
  • While a student may demonstrate exceptional oral language and discussion skills, they may be reluctant to read aloud in class.

You can assist a student in the following ways:

Please refer to the generic approach to teaching all students who have a disability

Before semester:

  • Provide a book list early to ensure that the appropriate alternative format can be obtained and reading can begin.
  • Provide study guides to cue the student into the key points.

During semester:

  • Use structural indicators when presenting oral information such as ‘firstly’, ‘the main point’ and ‘to conclude’.
  • During lectures summarise the previous lecture and provide an overview of the topic to be covered that day.
  • Stay on the topic, use concrete examples, demonstrate and allow practice.
  • Rephrase and repeat information.

For more information on Learning Disability: Opening all options II

Teaching a Student who has a Medical Condition

  • Background
  • Impact of a medical condition on the learning environment - things to consider
  • You can assist a student in the following ways

Background

A wide range of medical conditions may interfere with a student's ability to attend lectures and tutorials, complete assignment tasks by the due date or be assessed in the prescribed way. These conditions may include epilepsy, asthma, diabetes, cystic fibrosis, cancer, hepatitis and chronic fatigue.

While some of these conditions are lifelong, others may be episodic. Students with episodic conditions may have fluctuating periods of poor health and deterioration or relapse whilst generally exhibiting a level of functionality. For students who experience fluctuations in symptoms the difficulties associated with the condition may not be obvious to others.

Impact of a medical condition on the learning environment

Things to consider:

For on campus students some medical conditions are complicated by a vulnerability to viruses and infections and may result in absenteeism.

  • Inconsistencies in performance may be evident.
  • The side effects of some medication may cause lethargy and concentration difficulties.
  • Students who experience unexpected episodes may sometimes exhibit associated anxiety.
  • Mood swings and depression may be associated with chronic medical conditions.
  • Students may be sensitive and anxious about discussing a ‘hidden’ medical disability.

You can assist a student in the following ways:

Please refer to the generic approach to teaching all students who have a disability.

Before semester:

  • On campus students who are absent frequently will benefit from advance notice of topics to be covered and assignments to be completed. Often students require advanced planning to adequately manage their health and their academic study.

During semester:

  • The impact of the student's condition on their studies can vary day-to-day, hour-to-hour. For on campus students the principal impact of an episodic condition is inconsistent attendance.

Teaching a Student who has a Mobility Disability

  • Background
  • Impact of a mobility disability on the learning environment
  • Things to consider
  • You can assist a student in the following ways

Background

Mobility impairments may be caused by a number of conditions and may be permanent, temporary or intermittent. Coordination and balance may be impaired and affect the student's ability to manipulate equipment and perform writing related tasks.

Impact of a mobility disability on the learning environment

The impact of a mobility disability on learning will vary according to the specific disability. For most students who have a mobility disability, the primary issue of concern relates to physical access to classrooms, laboratories, equipment, participation in field trips, weekend school and the time and energy expended in navigating the university environment.

Some students may experience fatigue or extreme fluctuations of energy as a result of their impairment. Some mobility impairments are characterised by periods of remission and will not always appear visible to others; likewise the mobility impairment will not always impact on the student’s ability to function in the university environment.

Things to consider:

  • Fatigue is common.
  • For on campus students using university facilities may be a major physical undertaking. This may affect a student's ability to arrive on time for class.
  • A mobility disability increases the time and effort a student must expend on daily activities.
  • Do not lean on a student's wheelchair or move it without seeking permission. Consider the chair as a part of the student's personal space.
  • Where possible put yourself in a position where you can maintain level eye contact, if necessary sit down.
  • On campus students may have frequent or unexpected absences from class.

You can assist a student in the following ways:

  • Please refer to the generic approach to teaching all students who have a disability.

Before semester:

  • At the beginning of the semester consult with the student to discuss any physical barriers that may exist and together discuss possible solutions.

Teaching a Student who has a Psychiatric Disability

  • Background
  • Impact of a Psychiatric Disability on the learning environment
  • Things to consider
  • You can assist a student in the following ways

Background

The term ‘psychiatric and psychological conditions’ cover a broad range of conditions and symptoms that include impairment of a person’s ability to think, feel and behave. Psychiatric disabilities are often unobservable or ‘hidden’ disorders; however the effects impact significantly on the lives of the people affected. Despite the lack of visibility, 20% of people in Australia will experience a depressive illness in their lives (Sane Australia, May 2004).

Psychiatric disabilities may include schizophrenia, eating disorders, depression and anxiety disorders. These disabilities may be characterised by anxiety, erratic behaviour, panic attacks, fluctuating motivation and disorganisation. Symptoms of the condition occur in episodes and can range from mild and episodic to severe and ongoing.

Students with episodic conditions have fluctuating periods of poor health and deterioration or relapse whilst generally exhibiting a level of functionality. For students who experience fluctuations in symptoms the difficulties associated with the condition may not be obvious to others.

Impact of a psychiatric disability on the learning environment

Students may experience changes in mood and behaviour, sleeping problems, loss of energy or motivation, lack of confidence, difficulty making decisions, low self esteem, delusions, hallucinations, susceptibility to stress and anxiety or panic attacks.

Students who have a psychiatric disability may be less resilient in dealing with complicated procedures, confusing or non-existent directions, inflexible programs or uncomfortable or depressing physical environments.

Students taking prescription medication may experience drowsiness, persistent thirst and difficulties with vision and coordination.

Things to consider:

  • On campus students may have frequent or unexpected absences owing to hospitalisation and/or medication changes.
  • A lack of confidence may be evident in a student’s rigid thinking patterns and an inflexible approach to learning.
  • Students who experience anxiety may isolate themselves in the university environment.
  • Students may be unwilling to ask for special consideration because they do not believe their condition is a disability in the same way as a physical one.
  • Severe anxiety may impair participation and exam performance.
  • Students may be easily overwhelmed by information.
  • Students may misinterpret questions, comments or instructions or appear vague in their responses.
  • Impulsive and unpredictable behaviour may be evident, students may appear obsessive, and repeatedly ask questions or return to issues already covered.

You can assist a student in the following ways:

Please refer to the generic approach to teaching all students who have a disability.

During semester:

  • Be aware that a student may appear unwilling to participate in discussions due to their condition.
  • If a student exhibits unacceptable behavior in class, ensure their right to privacy by speaking to the student in private. If you feel unsure about how to approach the student, contact Counselling or the Disability Liaison Unit for advice.

It is important to open the lines of communication to ensure that a student is aware that you are available to discuss any specific learning requirements. For a student who has a psychiatric disability, the social stigma often attached to such conditions can make it difficult to disclose and openly discuss their disability. It is a student’s right to not disclose.

If you feel unprepared to deal with an escalating situation you may contact either of the following:

Please contact security immediately if safety is a concern.
Security and Traffic: call 333 for emergencies only or phone 53059. Alternatively contact Nicholson Innes at Nicholson.Innes@adm.monash.edu.au

For more information on psychiatric disability:

Teaching a Student who has a Vision Impairment

  • Background
  • Impact of a vision impairment on the learning environment - things to consider
  • You can assist a student in the following ways
  • Guiding a Student
  • Adaptive technology room (ATR)

Background

A student may indicate that they would like to be physically guided. If you are unsure then ask the student how they would like to be assisted. Never assume a student requires guiding. The student will usually hold your upper arm, just above the elbow, while you walk slightly ahead, indicating verbally any changes in surface, gradient or direction.

Impact of a vision impairment of the learning environment - Things to consider when on campus:

  • dentify yourself by name in case the student does not recognise your voice.
  • Doors should be kept open or closed, not partly open.
  • Keep corridors clear of objects.
  • Avoid moving objects from their usual places without letting the student know.
  • Stand where glare is minimised, if the student is partially sighted.
  • Indicate verbally when you are entering or leaving the students' presence.
  • Braille readers cannot skim read and may require extra time as it can take them up to three times as long as other students to process the same amount of information.

You can assist a student in the following ways:

Please refer to the generic approach to teaching all students who have a disability.

Before semester:

  • Discuss with the student prior to the commencement of classes alternative ways to approach learning.
  • Provide reading lists early to allow time for the Disability Liaison Unit (DLU) to process the student's academic material in an alternative format.
  • Planning well ahead is essential as preparation in Braille, audiotape or e-text can take 8-12 weeks.
  • Discuss with the student an alternative way to approach missed information
  • Provide information on disk that will allow the student electronic access to information.
  • Please advise the student of relocated or cancelled classes. The Disability Liaison Unit (DLU) may have allocated a student support worker. For further information see interacting with a Student Support Worker (SSW).

During semester:

  • Your teaching style in a classroom will need to be verbal. Think about how to communicate information to students who cannot see what you are doing.
  • Express written information verbally e.g. when viewing overheads or writing on the board as well as give directions in words not gestures.
  • Verbally express your feelings, as the student may not be able to see your body language.
  • Communicate with the student if you are planning to use a video. If videos are to be used on a regular basis, discuss with the student and or Disability Liaison Unit regarding other alternatives.
  • Examination papers, which are required in Braille format, need to be received by the DLU approximately six weeks prior to the exam date to allow for the Braille process.

Guiding a Student

A student may indicate that they would like to be physically guided. If you are unsure then ask the student how they would like to be assisted. Never assume a student requires guiding. The student will usually hold your upper arm, just above the elbow, while you walk slightly ahead, indicating verbally any changes in surface, gradient or direction.

Access for Guide Dogs

In accordance with the Victorian State Laws, a Blind or vision impaired person accompanied by a Guide Dog is permitted to:

  • Enter any public place
  • Visit any theatre
  • Eat in any restaurant

Please do not interact with a Guide Dog while they are in harness. Guide Dogs are quiet, well behaved, non aggressive and completely clean at all times. Please make them feel welcome.

Adaptive Technology Room (ATR)

A range of computer assisted software and hardware is available to students who are Blind or vision impaired in the Adaptive Technology Rooms (ATR) located in each of the main libraries on each campus.

Student Support Worker

  • Background
  • Eligibility for services
  • Roles and responsibilities
  • Student attendance
  • You can assist in the following ways

Background

The Disability Liaison Unit (DLU) can provide eligible students with notetakers, readers and scribes. The notetaking service exists to provide a student who has a disability an accurate summary or representation of information/ material delivered in lectures, tutorials or practical/ laboratory classes. The notetaking service is not designed to substitute for the attendance of a student in class.

Eligibility for services

Notetaking services are available to students who:

  • Are enrolled in an on-campus award course. This includes students studying via Distance Education who may attend on-campus workshops.
  • Have been assessed as eligible by the DLU and have provided appropriate documentation outlining their disability and impact on taking notes in class.

Roles and responsibilities

The notetaker's role is to:

  • Remain as an ‘invisible’ support and be as unobtrusive as possible
  • Take full and complete notes of all class content, discussion and instructions, including videos, discussions, writing on the whiteboard.
  • Read any relevant course material
  • Clarify unfamiliar terms
  • Act as a scribe.

Student attendance

  • Notetaking services are provided on the condition that students receiving this service MUST attend all sessions for which a note taker is present. Attendance in this instance is defined as being present for the entire session.
  • Notetakers are instructed to wait 20 minutes and if the student doesn't arrive, they are required to leave the session and inform the DLU.

You can assist in the following ways:

  • Do not include the Student Support Worker (SSW) in classroom activities.
  • Staff should always speak directly to the student. This includes explanations, arranging enrolments and asking about student progress.
  • Please notify the student if classes are changed or cancelled. Wherever possible, provide 24 hours notice so that the DLU can inform the SSW.