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Guidelines for Accommodating Students with Disabilities in Other Learning
Environments
(Adapted from Creating Accessible Teaching and Support
http://www.adcet.edu.su/cats/ )
The use of inclusive teaching and assessment practices will minimise
the need for adopting additional strategies to ensure that the needs
of all students are met on campus. However, the following information
provides some additional guidelines for academic staff to assist them
in maximising the learning outcomes of students with disabilities in
other learning environments.
Fieldwork
Fieldwork provides a significant learning opportunity for students
with different learning styles in a range of disciplines. Many undergraduates
find this form of earning both challenging and fulfilling and employers
often cite work experience as one of the key things they look for in
their graduate recruits. Appropriate arrangements should therefore
be in place to ensure that students with disabilities benefit as much
from fieldwork opportunities as do their peers.
Early planning and effective liaison with all concerned are crucial
to the success of any fieldwork, work experience or practicum placement.
The following checklist is designed to facilitate the planning process:
- Ensure that the fieldwork application and selection processes are
equitable for all students.
- Identify key staff who will organise and coordinate the placement and
clarify their roles.
- Clarify and document the placement objectives and assessment criteria.
- Discuss with the student their learning needs and any implications
of the placement experience.
- Review and clarify and adjustments to the work environment that are
required for the student to successfully complete the placement, such
as:
- Physical access modifications (and who will pay for them)
- Customised work patterns e.g. work hours, regular rest breaks
- Assistive technology
- Access to information
- Technical assistance
- Learning support
- OH & S issues
• Consult fully with the employer. Identify if there is any disability-related
training required.
• Ensure that the placement agreement identifies:
o The respective roles of the university, employer, field teacher and
student
o Communication mechanisms
o Grievance procedures
o Any accommodations/services to be provided.
Ensure that there is a full review of the placement with a view to
continuous improvement of the process.
Studio, practical and group work sessions
Group work can provide great opportunities for students with a disability.
The following points will, in conjunction with your inclusive teaching
practice, enhance the group work experience for all students;
Encourage quieter students to ensure that all are fully involved in
the group.
Talk through with the group any practical difficulties that might arise
from having a diverse student cohort and make sure any appropriate
adjustments can be made.
Where group work is assessed, make adjustments to ensure that every
student’s contribution can be measured equitably.
Ensure that videos and other audio materials are provided with subtitles,
interpretation or transcripts.
There is no reason why most practical sessions should not be accessible
to students with disabilities. Specific adjustments may need to be
made to meet the needs of particular individuals, but the following
general provisions may be helpful in meeting the needs of a diverse
student group:
- Studios, labs and workshops laid out to allow free movement
of students with disabilities.
- Benches and work surfaces placed at appropriate or adjustable heights.
- Assistants to act as extra ‘hands’ for students with, say,
manual dexterity problems.
- Adaptations to equipment, such as visual indicators to replace auditory
ones, or vice versa.
If you are concerned about OH & S issues, instigate an individual
induction or ‘risk assessment’, if appropriate, for particular
students.
Excursions
Study beyond the confines of the institution is increasingly important
for many courses, and required by some.
- Audit excursions for accessibility and, where possible,
organise trips only to sites that are accessible.
- Where excursions cannot be made accessible, make alternative learning
opportunities available to students (e.g. virtual field trips).
- Provide additional time for the activity, and/or for gaining access.
This will involve careful planning for a group of mixed ability
to ensure that those who have completed the task do not become bored.
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