P manual participant en by Ioanna Paspala

Aristotle University of Thessaloniki Social and Health Policy Committee

Participant manual

Thessaloniki, December 2013

Contents

Introduction ............................................................................................... 1 1. The DAReLearning project training ................................................................ 5 2. Equal Educational Opportunities ................................................................... 7 3. The Training Programme Guide ..................................................................... 9 3.1 The training programme ......................................................................... 9 3.2 The Beginning of the Training................................................................. 11 4. Genenal disability-related issues ................................................................. 12 4.1 Disability and Identity .......................................................................... 12 4.2 Activity: People first language ................................................................ 13 4.3 Language Etiquette and Disability............................................................ 14 4.4 Medical and Social Models of Disability...................................................... 16 4.5 Activity: Character traits of people with and without disabilities ...................... 17 4.6 Disability Myths and Stereotypes ............................................................. 18 4.7 Activity: Stereotyping and how to defy it in an educational context .................. 20 5. Mental Health Difficulties ......................................................................... 21 5.1 Activity: Young adult mental health ......................................................... 21 5.2 Activity: Myths concerning mental illness Assessment Inventory/ Mental illness stigmatisation ........................................................................................ 22 5.3 Activity: Mental health difficulties and symptoms ........................................ 24 5.4 Mental health difficulties and mental illness ............................................... 25 5.5 Activity: Academic Difficulties and a Guide to student support......................... 27 5.6 Mental health difficulties and a Guide to student support ............................... 28 5.7 Strategies of Teaching Students with Mental Health Difficulties........................ 32

6. Visual impairments ................................................................................. 34 6.1 Activity: Sighted guide techniques ........................................................... 34 6.2 Rules for Adaptation of Materials to the Requirements of Blind and Partially Sighted People ................................................................................................. 35 6.3 Visual Impairments overview.................................................................. 39 6.4 Strategies for Teaching Students with Visual Impairments............................... 41 6.5 Assistive Technologies .......................................................................... 44 7. Hearing impairments ............................................................................... 48 7.1 Activity: Classifiers ............................................................................. 48 7.2 Hearing Impairments overview ............................................................... 48 7.3 Strategies for Teaching Students with Hearing Impairments ............................ 50 7.4 Assistive Technologies .......................................................................... 53 8. Mobility impairments ............................................................................... 55 8.1 Activity: Experience of disability/ Medical and Social model of disability/ Wheelchair etiquette/ Stereotypes of mobility disability ................................................... 55 8.2 Mobility Impairments overview ............................................................... 56 8.3 Strategies for Teaching Students with Mobility Impairments ............................ 57 8.4 Activity: Exclusion/ Assistive Technologies ................................................. 59 8.5 Assistive technologies .......................................................................... 59 9. Reasonable adjustments ........................................................................... 63 9.1 Activity: How to Remove Barriers ............................................................ 63 9.2 Reasonable Adjustments for Disabled People â&#x20AC;&#x201C; Practical Solutions ..................... 63 10. Supplementary material .......................................................................... 65 10.1 Test your knowledge .......................................................................... 65 11. The Ending .......................................................................................... 71 12. Bibliography ........................................................................................ 72

Introduction

This manual is one of the outcomes of the Life Long Learning project “DARELearning: Disability awareness of academic teachers – improvements through e-learning”. The project started in January 2012 and has been implemented in the framework of the Social and Health Policy Committee of Aristotle University of Thessaloniki, with academic responsible Dr Alexis Benos, professor of Hygiene, Social Medicine and Primary Health Care at A.U.Th. Project leader is the Jagiellonski University of Krakow (Poland), and the other project partners are the Charles University of Prague (Czech Republic) and the Pierre and Marie Curie University of Paris (France). The main goal of the project is two-fold: on one hand, to contribute to the better understanding of the problems faced by students with disabilities as members of the society in general and of the academic community, especially. On the other hand, to contribute to the improvement of the professional skills of academic teachers in the contemporary teaching methods for students with disabilities. Students with disabilities often experience discrimination and exclusion, even within the university community. The Social and Health Policy Committee of the Aristotle University of Thessaloniki, recognising the right of all to education and social life, adopts the social model of disability, which exceeds the perception of disability as a medical condition. Of crucial importance is the way society is organised -social prejudices, stereotypes and poor infrastructure- that creates barriers to inclusion and prevents people with disabilities to equally take part in social life and education. Through DAReLearning project we develop educational tools (in class seminars and online learning platform) aimed at tackling discrimination and removing inclusion barriers of students with disabilities and guided by the principles: •

promoting a society for all

•

overcome prejudices in all areas of life

•

combating exclusion and protecting diversity

•

creating equal opportunities

•

same requirements from people with disabilities as from the other members of the society, with the assumption that equal rights are given for access to education and for personal and professional development 1

â&#x20AC;˘

moving away from the medical model, which perceives disability as a physical defect or imperfection, and, contrary, dealing with the situation of disability as one only of the characteristics of a person.

In class seminars and distant learning (e-learning) are complementary and designed to serve as the impetus for the expansion of knowledge on disability issues and a source of inspiration for further exploration and analysis. The participant's manual complements the training for teachers of institutions of higher education and aims to help participants consolidate and systematise the knowledge gained during the training. It also seeks to make the information on disability issues presented during the training more extensive and detailed. The coherent structure of the manual allows to refer to the separate activities of the training and their knowledge-based goals. A detailed summary of the activities allows structuring the knowledge and experience gained during the training. Additional theoretical information provided in the manual gives insight into a broader range of problems related to each impairment. Another useful element of the manual is recommendations of teaching strategies to be employed in the teaching process conducted within the mainstream schooling system, but with the involvement of disabled students. The manual also presents thought-provoking and discussion-stimulating topics. Should the participants wish to write down their conclusions and observations concerning the above-mentioned topics, some extra space is provided for this purpose.

The manual opens with a short presentation of the idea and the outcomes of the project whose main objectives are connected with extending the knowledge and competence of academic teachers in the field of disability in its social context (Session 1). In Session 2 the issues concerning the purpose of ensuring equal educational opportunities for disabled students are presented as well as the framework for it. Session 3 presents the training programme guide. Session 4 is devoted to language etiquette and stereotypical thinking about disability. Session 5 refers to mental health difficulties, Session 6 to visual impairments, Session 7 to hearing impairments and Session 8 to mobility impairments. The manual, reflecting the structure of the training, is designed in such a way that each session devoted to a given type of impairment includes information on four themes related to disability: -

Stereotypical thinking and perception of disability in society. The module provides rational explanations in place of existing myths.

Experience of disability during the training through experiential exercises which show the relations between a person with disability and society, and not its medical context.

Communication and teaching strategies which lead to sound conclusions and advice regarding academic support of disabled students.

- Assistive technologies and disability in the context of access to education and compensating for disability. Session 9 is devoted to reasonable adjustments of the structured environment which enable disabled students to actively participate in the education process. The manual is enriched with additional elements, included in Session 10, e.g. a test which enables self-testing in the knowledge of disability in the context of teaching. At the end of the manual there is a list of links to interesting Internet websites and places of importance to those who are more interested in the modern approach to disability and education of disabled people.

The theoretical part of the manual is based on the two previous DARE programme manuals, with cultural adaptations to the context of the Greek educational system and the particularities of Aristotle University of Thessaloniki. The practical part, the experiential exercises, has been developed within the work group of Aristotle University of Thessaloniki. Specifically, the selection, composition and implementation of the experiential exercises, as well as the editing of the theoretical part, are the result of the cooperation of: •

Paschalina Kalle, consultant of the Panhellenic Association of Blind People-Regional Department of Central Macedonia - session of visual impairments

•

Katherine-Louuza Quartanou, A.U.Th employee and founder member of the initiative Disabled Access Friendly campaign - sessions of mobility impairments and stereotypes-language etiquette-reasonable adjustments

•

Spyros Kouzelis, employee of Social and Health Policy Committee of A.U.Th and interpreter of greek sign language - session of hearing impairments

•

Elisavet Neofytidou and Alta Paneras, psychologists of the Centre for Counseling and Psychological Support of A.U.Th - session of mental health

•

Ioanna Paspala, PhD in Physical Education, employee of Social and Health Policy Committee of A.U.Th - session of mobility impairments.

The organisation and editing of the overall manual publication have been implemented by Antonis Galanopoulos, psychologist, employee of Social and Health Policy Committee of A.U.Th and Paschalina Kyrgiafini, chemical engineer, administrative staff of A.U.Th. The coordination of work falls under the responsibility of Alexis Benos, professor of Hygiene and Primary Health Care, Department of Medicine of A.U.Th. The training programme DAReLearning, adapted to the cultural and educational particularities of each partner-state, especially as it concerns the experiential exercises, is

published in the four corresponding languages (Polish, French, Czech and Greek), while each version is also available in English. The DAReLearning website for information and awareness raising on disability issues and elearning course is operating at the address: http://www.dareproject.eu/

Thessaloniki, December 2013

1. The DAReLearning project training

DARE is an acronym for Disability Awareness - A New Challenge for Employees. The DARE project was approved by the European Commission in 2007 and was financed within the framework of the Lifelong Learning Programme. The activities of the project were coordinated by the Jagiellonian University in Kraków and its partners were: the Padua University in Italy and organisations which work with disability: Learning-Difference Ltd in Great Britain, Euroinform Ltd in Bulgaria and FEPAMIC in Spain. The idea of the project originated out of the burning need to raise the level of knowledge and competence of academic teachers and public administrative staff on disability, as, more and more often, they encounter disabled people in their everyday work. The DARE2 project, that followed, was carried out in 2009-2011. The DARE2 consortium members were: the University of Iceland in Reykjavik, the Cyprus Adult Education in Cyprus and the Jagiellonian University as the promoter. The main DARE2 project outcome is training materials for academic teachers and SME managers. These aim at providing the trainees with complete knowledge concerning disability, its types and barriers faced by disabled persons in daily life and university study, as well as ways to eliminate them. The training programme and supplementary materials were created on the basis of the British experiences, where disability awareness training is highly developed, and antidiscrimination legislation supports the efforts aimed at including disabled students into the mainstream education. High quality of the DARE training programme was achieved thanks to consultations with a great number of external experts –an international Quality Management Group consisting of experts with long-standing work experience in increasing the participation of disabled persons in the knowledge society. The DAReLearning programme renews and supplements the previous DARE training programmes. The DAReLearning training package is a group work course, which allows the absorbing of knowledge and acquiring of skills through experiencing and discovering solutions during discussions and through individual reflection. According to the standards of modern methodology, the workshops are conducted with the use of varied methods, which allow taking advantage of participants’ experiences. A variety of multimedia materials are used during the training, e.g. educational films and presentations, and the exercises intended for use during the training are based on activation methods such as mind shower, discussions, and role-playing activities. The trainer monitors the whole training, supervises group work, transfers thematic information, answers questions and explains problematic issues. However, the essential elements of the training are the participants’ experiences, reflections and the results of group work. The DAReLearning seminars include general information on disability issues and dedicate a specific session to each of the visual, hearing, mobility impairments and mental health disorders. Each session starts with experiential exercises which aim to communicate the 5

experience of disability and mental health problems and to highlight the crucial importance of the relationship between a person with a disability and his/her social and built environment. Sessions are enriched with theoretical information and discussion on the thematics: •

stereotypes and society perceptions of disability – logical explanations instead of existing myths

•

communication and teaching strategies for the academic support of students with disabilities

•

assistive technologies for the reinforcement of the access of students with disabilities to education and the compensation of impairments

The participant’s manual of the DAReLearning training programme reflects the thematic sessions of the training seminars on disability. It presents in a more comprehensive and detailed manner the issues raised during the seminars and seeks to contribute to the integration and systematisation of knowledge gained during the in class training.

2. Equal Educational Opportunities In order to fully understand the purpose of ensuring equal educational opportunities for all students, including disabled students, it is important to look at higher education from the perspective of a few vital terms presented below. They allow better understanding of the importance of joint efforts taken in connection with specific academic difficulties encountered by students.

Inclusive education â&#x20AC;&#x201C; inclusion into the mainstream of education The modern model of education (inclusive education) refers to a broad range of groups whose social activity is a prerequisite of diversity in society, thus leading to the increase of its potential. Enabling individuals to develop their intellectual and creative potential irrespective of aspects such as ethnic origin, sexual orientation, sex, impairment, level of ability, financial status, cultural background, etc becomes the aim of inclusive education. The concept of inclusive education assumes that diversity is one of the fundamental values, which enriches a given group. Diversity One of the most important terms which is associated with the effects of group activities is the term synergy. The term refers to the effect of organised group work, which is much better than the expected effect being the sum of individual actions. The combination of different experiences, perspectives, skills, temperamental features and cognitive styles accelerates and enriches work and its outcomes. Diversity in a group is a special catalyst in this process. Consequently, ensuring social diversity of participants in the process of education is a tool with which it is possible to attain the common good. The greater the diversity, the greater the chances for individual development. Acknowledgement of the significance of diversity is strictly associated with the acknowledgement of the benefits of creative cooperation. Educational support State parties signing the United Nations Convention on the Rights of Persons with Disabilities, Article 24 on education pledged to: â&#x20AC;&#x2DC;ensure an inclusive education system at all levels and lifelong learning directed to the full development of human potentialâ&#x20AC;&#x2122; and that persons with disabilities would not be excluded from the general education system on the basis of disability. Educational support, offered to disabled persons in the academic environment, cannot lower assessment standards, cannot consist of giving a disabled person extra privileges or simplifications because of his/her disability. This support should be given by alterations applied to the form of the teaching process, in accordance with the specific requirements of students, and not by changing the content.

Standards of excellence in the educational process The access of disabled people to education would not contribute to ensuring their effective participation in a free society, if it did not mean the access to equal requirements and uniform assessment criteria (the UN Convention, Art. 24). In order to make the access to education really equal, the option of equal access to its results must be guaranteed such as professional competence and good prospects on the job market, which can be achieved only by strict academic requirements, which in turn, can only be realized and enforced by high and consistent standards of individualized support. The requirements for gaining a place in tertiary education in Greece are different for students with disabilities than they are for students without disabilities. Students without disabilities have to sit the special entrance examinations for tertiary education, whereas students with disabilities just need to be in possession of a high school leaving certificate. An additional 5% of places are awarded to students with disabilities on this basis. It is hard to say whether or not this constitutes a privilege, as a chain of circumstances may have preceded this stage, such as unsatisfactory access to secondary school education. However, it is not in accordance with the principle that students with disabilities should be competent and only receive accommodations or compensations for their disability. Whereas students without disabilities who finish school in June are awarded places in tertiary education by the end of August, students with disabilities, who also finish school in June, have to obtain a certification of their degree of disability from a state hospital, a procedure that takes place in the following October, and submit their application in November. This means that they are not able to start tertiary education until the second semester in the following January and as a result suffer a pointless delay. Indeed, they may lose a whole year, as in order to avoid the social disadvantages of starting later than other first year students, who by January will have networked, made friendships and learned about university life together, they chose to start the following October. This procedure is not in accordance with the principle that people with disabilities should have equal access to education. Recommendation: The procedure for obtaining the certification of disability should take place earlier in the year so that students with disabilities can enter the first year of tertiary education at the same time as other students. When submitting their application, students with disabilities are excluded from applying to schools that have stated that they do not accept students with certain disabilities. The criteria on which these exclusions are based are not clear and the exclusions are not the same for all universities, even though the courses offered are equivalent. This is not in accordance with the European Union policy on disability, which is built on an explicit commitment to the social model of disability and emphasises equal access to education and lifelong learning. Recommendation: students with mobility disability should not be excluded from any form of tertiary education at any location. 8

3. The Training Programme Guide

3.1 The training programme

The duration of the training is estimated to 6hours, plus additional 30 min to be used by the trainer depending on the activity level of the group and interests of its members. The table below summarises the content of the training programme. The reference number of the exercises is read according to the example:

AT/VI/7 AT – academic teachers VI – disability [VI – visual impairment, HI – hearing impairment, MY – mobility impairment, MH – mental health difficulties, G - general] 7 – number of exercise

Estimated time refers to the total time for the experiential exercise and the corresponding theoretical part.

The training programme guide

Reference number AT/G/1 AT/G/2

Exercises People first language

Character traits of people with and without disabilities

Symbol

Estimated time

20 minutes

AT/G/3

Stereotyping and how to defy it in an educational context

AT/MH/4

Young adult mental health

25 minutes

AT/MH/5

Myths concerning mental illness Assessment Inventory.

25 minutes

Mental illnessâ&#x20AC;&#x2122;s stigmatisation AT/MH/6 AT/MH/7

Mental health difficulties and symptoms Academic Difficulties and a Guide to student support

AT/VI/8

Sighted guide techniques

60 minutes

AT/HI/9

Classifiers

60 minutes

35 minutes

25 minutes

20 minutes

AT/MY/10

Experience of disability (the medical and social model of disability) Wheelchair etiquette Stereotypes of mobility disability

AT/MY/11 AT/G/12

Exclusion / Assistive technology How to remove barriers Summary Questions/ evaluation Closing

5 minutes 15 minutes 5 minutes

3.2 The Beginning of the Training

A short introduction is a chance for the trainer to welcome the participants, present the DAReLearning project, explain the objectives and structure of the training and rules of group work, such as: •

punctuality,

•

confidentiality as regards personal information, which the participants decide to disclose,

•

the right to refuse to take part in an activity,

•

expressing own opinions and feelings concerning other people’s behaviour, and avoiding evaluation and judgement,

•

speaking to the person and not about the person in the case of referring to the opinions, statements and attitudes of other participants of the training,

•

not interrupting when other participants speak,

•

addressing others in a personalised way, e.g. ‘I think' instead of 'people think' or 'it is commonly known', etc.

The purpose behind introducing general rules is to increase the level of openness and comfort in the cooperation with other participants. These rules make it possible to take advantage of the potential resulting from the diversity of people who make up a group of trainees. It is achieved thanks to different styles of communication, work or the different pace at which participants become ready to speak out in public. Adherence to these rules guarantees that the participants will express themselves freely at the same time respecting different needs of other people.

4. Genenal disability-related issues

4.1 Disability and Identity

Identity is an answer to the question: ‘Who am I?’ Some of the qualities which constitute identity may be referred to as ‘central’. These are the qualities which make us identify with representatives of different groups, which to a greater extent and relatively permanently decide about who we are (e.g. sex, mother tongue, key elements of life philosophy). Within individual identity one can distinguish certain elements, which can be described by means of a spatial metaphor as being further removed from the core of identity – they are more ‘peripheral’. They refer to characteristics more changeable in time, of lesser importance to the picture of the self of a given individual (e.g. actions performed temporarily, acquired skills). A very important aspect of majority of peripheral features is the fact that they refer to the sphere of individual choice and influence, they are susceptible to changes in the environment and they are modified by new experiences. The place of disability in the scheme of own opinions of oneself largely depends on the degree to which a given community supports a disabled person as to his/her scope of influence and effectiveness of his/her actions concerning overcoming his/her disability. The interactive model of disability assumes that disability is not something unequivocally unremovable and does not necessarily have an influence on a person’s identity. Under this interactive approach, disability does not have to be 'central’ to the construct of identity. It is a state arising from the interaction of a given person with the environment formed by the majority and from the point of view of the needs of the majority. However, according to the medical model, disability is within an individual and is identified with a specific physical feature, a characteristic kind of behaviour or a way of experiencing it. Sometimes because of the discrepancy between these two perspectives (individual and external) a person, who does not have his/her identity built mainly on the basis of the fact of being disabled, is perceived in many contexts as a disabled person, regardless of environmental limitations and the fact if they are encountered or not. It reduces the effectiveness of a disabled person in choosing the roles for him/herself and the chances of full selfrealisation within the assumed roles. A person not categorised as a disabled person can be, depending on the context, viewed on the basis of different indicators of his/her identity and different social roles. Thanks to it, this person is at the same time supported in performing these roles. The possibility of expression of disabled persons is in this respect often much restricted. Those individuals, perceived mainly in the context of disability, receive less encouragement and reinforcement necessary for self-realisation while assuming other roles.

What is required from the representatives of the academic environment, which a disabled person enters, is the support offered to him/her in the role of a student. It is also vital that a disabled person is perceived from the perspective of these qualities, which he/she tries to display as a member of an academic community, and not just as a disabled person.

4.2 Activity: People first language

Activity description The trainees are invited to transpose the sentences which use inappropriate vocabulary and expressions into sentences which use people first language and appropriate vocabulary. The first sentence and its model answer is given for them, the subsequent sentences appear one by one on the screen, firstly without their model answers.

Objectives -

to increase the knowledge of language etiquette concerning people with disabilities and the importance of its use,

to extend knowledge of the role of the language and terminology in forming the attitudes towards disabled people.

Topics for consideration/discussion -

Which terms denoting disability come to mind first? What are its reasons and effects?

What words concerning disabled people prevail in everyday language and the media and how is it connected with the attitudes to disabled people?

Observations, conclusions, notes …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………

4.3 Language Etiquette and Disability

Language, being the basic means of communication is strictly related to the process of perceiving the world. The meanings of words, hidden in the language, give information on the system of values of a given cultural community. Language is also a tool which serves to express emotions and pass judgments. Categorisation of the world by means of the language is somewhat risky, as it e.g. means social labeling and stigmatising of some groups of people. To a large extent it concerns disabled people in the case of whom common use of terminology which carries negative connotations, often of patronizing, pejorative or euphemistic character may result in their social exclusion. In order to avoid this phenomenon, it is important to choose the words which indicate the subjective treatment of disabled people. To emphasise the awareness of the fact that disability does not necessarily concern all areas of functioning, it is better to express it in appropriate behaviour towards a disabled person than by using terms which distort the reality of disability, e.g. â&#x20AC;&#x2DC;differently abled'. The table presented below contains information and examples which facilitate distinguishing between the stigmatising terms and the correct ones. Note that the language shapes the sphere of attitudes and emotions, influencing particular associations and readiness for some kinds of behaviour. Stigmatising terms may place disabled people in the position of those who need care, have been wronged, are dependent. In this way a complex pattern of inappropriate social notions is created. These notions are preserved in the inadequate language and popularised through it.

Stigmatising terms

Recommended terms

handicap

disability, impairment

cripple, invalid, sufferer, handicapped, differently able, wronged by fate

a disabled person

the disabled

disabled people

the blind

a blind person/people, visually impaired person/people, partially sighted person/people

the deaf and dumb

a deaf/Deaf* person, deaf people/hard of hearing people, hearing impaired person/people

a child/person with special needs

a disabled child/person

special needs

specific requirements

an invalid wheelchair

wheelchair

confined/chained to a wheelchair

a wheelchair user, a person using a wheelchair

retarded, a retard

a person with cognitive impairment, mental retardation, developmental disability

a psycho, a psychopath, a paranoid, a mental, a freak

a person with mental health difficulties

schizophrenic, schizo, schizoid

a person who has schizophrenia

epileptic

a person with epilepsy

autistic

a person who has autism

Downs, Mongoloid, Mongol, Mong, Panface

a person/child with Down’s Syndrome

spastic, spazz

a person with cerebral palsy, a person with mobility disability

diabetic

a person who has diabetes

a child/person of special care

a disabled child/person

wronged by fate

a person with a disability

dyslexic

a person with dyslexia

The term ‘a deaf person’ does not necessarily carry negative connotations; it is accepted by the deaf community as it constitutes one of the factors enabling social and cultural identification. More and more often it is therefore spelt with capital 'd’ (Deaf people).

4.4 Medical and Social Models of Disability

Our attitude to disabled people largely depends on the way of understanding disability which we adopt (consciously or not). The medical model and the social model (later called the interactive one) are examples of many more models of understanding disability. The main differences between these two are demonstrated in the table below:

Medical model

Social model

disability versus ability

deficiency, dysfunction, aberration from the norm

difference

subjective approach to a person with a disability

disregarded

emphasised

a source of disability

located within an individual

located outside the person, results from the interaction between the person and the environment

assessment

being disabled means being stigmatised, it is negative

being disabled is neutral, it is not subject to evaluation

Result

exclusion of a person with dysfunctions from social and professional life

normal functioning in the community â&#x20AC;&#x201C; after the barriers have been removed.

reasons for problems

limitations which exist within an individual preventing him/her from participation in situations of everyday life (incapacity for work, study, independent living).

mental, administrative, architectural and other barriers present in the environment of the individual in question

solution to the problem

treatment, removal of the dysfunction by means of medical procedures

change in the interaction between an individual and his/her social and physical environment.

duties of the state

providing medical and social care

creating a friendly, barrier free environment

education and employment

creating special schools and protected work places, isolation from the community

ensuring equal educational and employment opportunities, inclusion in the mainstream of social life consistently with the rule of equal rights and responsibilities.

The medical model of understanding disability gives priority to treatment and rehabilitation. The activities aimed at the realisation of personal goals, including the educational pursuit, are not given so much prominence. The adoption of the social model allows for the change in priorities. Different kinds of support, including medical assistance, play a servile role to the process of personal development. The social model states that the environment should be adjusted to the needs of disabled people. The task of implementation of this assumption makes the environment and the society gradually more and more friendly and open to diversity. Every year the access of people with disabilities to education and employment is broader, and the concept of ensuring equal opportunities no longer surprises teachers at institutions of higher education or non-disabled students. The participation of disabled people in the mainstream education, including tertiary education, is on the increase. Disability is a factor which in some cases should be taken into full account, but in some contexts it is of no consequence and should remain such. It is considered in great detail when plans for the adaptation of the physical environment are made and implemented. Also, when it is necessary to modify students' and teachersâ&#x20AC;&#x2122; attitudes. However, as far as achievements, requirements, assessment criteria are concerned, disability should not be a crucial factor.

4.5 Activity: Character traits of people with and without disabilities

Activity description The trainees will look at a list of 32 character attributes, none of which are associated with physical abilities. Then, tailoring their answers to those they would expect an average person in their society to provide, they choose 10 negative attributes someone might easily associate with a person with disabilities, all the positive attributes someone might easily associate with a person without disabilities, all the positive attributes someone might easily associate with a person with disabilities

Objectives To illustrate how deep rooted the stereotyped character traits of disabled people are To show that fewer positive attributes are attributed to disabled people than to people without disabilities To illustrate that disability is seen as undesirable and inferior To prompt trainees to question their own perceptions of disabled people and understand better the underlying factors contributing to deep rooted stereotyping

Topics for consideration/discussion How do stereotypes evolve and how are they perpetuated by the media.

4.6 Disability Myths and Stereotypes

Stereotypes are widespread generalisations which refer to a group of people. Identical characteristics are indiscriminately attributed to all members of this group, irrespective of actual differences between them. The opinions associated with stereotypes may be negative or positive, yet they always remain false and not consistent with reality. The presence of patterns of thinking is a commonplace phenomenon. Simplifications and generalisations, which allow an automatic categorization of an individual enable quick, though a superficial grasp of a situation, assessment of behaviour of an individual and our own reaction to it. Generalisations allow lowering the degree of insecurity felt in a new context by placing an individual, a group or a situation within a broader category. Expectations and notions referring to the whole group conveyed by means of specific terms strongly influence what we notice in a given situation, what we think about and what we remember in relation to some person. Many barriers, which disabled people encounter in daily life, arise from stereotypes and false convictions, expectations, simplifications and clichéd patterns of thinking which are deeply rooted in the minds of people and lead to the distortion of reality. One of the examples is the unwillingness to admit disabled children to general access schools or offer jobs to disabled adults on the grounds of the assumption that these individuals will not cope with their duties. Even very accurate information testifying to the abilities of the individual in question may be ignored, erroneously interpreted, forgotten – being not consistent with the scheme of ideas concerning the whole group. In terms of Greek reality the idea of “shame” has to be introduced. Beliefs existed until the recent past, and may still exist today, that those living with disabilities have shamed their families in some way, and even nowadays there may be a tendency for their families to hide members with disabilities away as much as possible. While stereotypes mainly refer to the cognitive sphere (false knowledge of a group), prejudices are based on unjustified, negative if not hostile feelings for people who are 18

representatives of a given group. Strong prejudices reinforced by negative stereotypes may find an outlet in actions, leading to discrimination. The so-called ‘self-fulfilling prophecy’ may seemingly confirm the stereotypes. People have certain expectations concerning some person, which influence their behaviour in relation to this person. As a result, this person does not stand much chance to act in the way which is not consistent with the expectations of others. An example of it is a stereotype of a 'non-independent disabled person’. Because of this fixed opinion, when we meet a disabled person, we tend to do his/her tasks for him/her, substitute, offer readyto-use solutions. Our behaviour may lead to the actual passivity of this person. It may make him/her wait for assistance from the environment. This in turn is consistent with our original expectations and seems to confirm the stereotype of a 'non-independent disabled person’. Meanwhile, a change in our attitude would provoke a parallel change in another person’s behaviour. It would allow seeing him/her in real terms, giving him/her space to reveal the scope of independence and believing that he/she may be effective. Stereotypes are often associated with myths present in the culture and derived from history, tradition and reports transmitted by word of mouth. Below you may find some examples of myths and facts connected with disabled people:

Myths

Facts

All people with disabilities are deeply unhappy and every day suffer because of their constraints. Consequently, they need assistance and sympathy from non-disabled people.

People with disabilities may be happy and have a fulfilling personal and professional life. It is often the case that the question of disability is not uppermost in their minds and the more so it does not determine the quality of life.

All disabled people who have succeeded are heroes and extraordinary individuals who should be models for others to follow.

Disabled and non-disabled persons hold the same right to succeed and fail. Achieving (or failing to achieve) goals one sets is the results of action taken by an individual and his/her character, and not disability or its absence.

All people with disabilities are ill and/or have a serious problem with themselves.

Disability is intrinsic to human experience and is not an illness.

All people with serious disabilities or who have a few coexisting disabilities should stay in hospitals, specialised units or hospices all the time.

People with coexisting disabilities provided with adequate support do not have to be fully dependent. They may decide to live in their own house and take a number of actions, whose scope depends on the individual range of skills possessed. 19

4.7 Activity: Stereotyping and how to defy it in an educational context

Activity description The trainees are guided to consider ways to defy stereotyping in the educational context, through a power point presentation which highlights quite common stereotypes linked to disabled people (brave, courageous, super achievers, having compensatory special gifts or abilities that enable them to heroically overcome their disabilities, victims - vulnerable, weak, dependent, the object of pity as a result of an accident, violence or abuse, pitiful and sweet - pathetic, innocent, grateful for small gestures, sometimes speak gentle words of extraordinary wisdom, need to be looked after, in film and fiction often find miracle cure, etc.).

Objectives To illustrate some of the typical stereotypes of disability To provide ideas on how to break down stereotyping of disabled people in an educational context

Topics for consideration/discussion What are the benefits of diversity in a group and how this promotes group work. How to establish extended contact and collaboration between students with and without disabilities where everyone has equal status and relationships are not one-sided, contrary everyone should both give and receive. Is the inability to react with the environment that causes the disability and not the student’s medical condition itself (social/interactive model of disability)?

5. Mental Health Difficulties

5.1 Activity: Young adult mental health

Activity description Through group work and discussion, trainees will increase their awareness of the particular mental health difficulties faced by young adult students.

Objectives The trainees will: 1. Explore their knowledge regarding the mental health of young adults 2. Identify relationships between social changes and stressors (e.g. economy) and young adult mental health 3. Broaden their general knowledge concerning the mental health of young adults

Topics for consideration/discussion •

How young adults experience their student life

•

How this is similar and how different to my student life

•

To what extent socio-economical factors affect our mental health

5.2 Activity: Myths concerning mental illness Assessment Inventory/ Mental illness stigmatisation

Activity description During the exercise, trainees can test their knowledge on mental health difficulties by expressing their opinions on 11 statements. The inventory is handed out to the trainees and they are asked to fill it out spontaneously on the sole basis of their own knowledge concerning mental health disorders. Answers’ format: True or False Trainees fill out the inventory and check up on or note down, if they wish, their perceptions regarding this delicate issue. They are encouraged to speak out about their answers, as well as to justify the possible reactions (thoughts or feelings) provoked in them through these questions.

Objectives The trainees will: 1. Recognise and become conscious of their personal beliefs and attitudes towards mental illness 2. Learn about established myths and stereotypes regarding mental illness and overcome every single prejudice of theirs. 3. Be capable of clearly perceiving and understanding all difficulties encountered by a person experiencing mental illness and become aware of mental health issues.

Topics for consideration/discussion What are the sources of information and knowledge regarding mental health difficulties How can I evaluate them? Has this exercise brought any shifts to existing knowledge and attitudes in relation to mental health difficulties?

The Quiz

1. Persons experiencing serious mental-health difficulties such as schizophrenia are aggressive and pose a threat to those around them. FALSE. According to statistical data, violence occurs as frequently amongst mentally ill persons as it does in the general population. Psychotic persons are more frequently fearful, disoriented and despaired than aggressive. 2. In a population, mental health difficulties are very rare. FALSE. Mental health difficulties are very common in a population (around 25% of a population experience them). 3. Mental health difficulties are identical to mental disability. FALSE. By definition, people with learning disability have lowered intelligence levels (IQ <70). The definition of Mental health difficulties does not include the intelligence level and they can be experienced by persons with any IQ level. Most persons experiencing Mental health difficulties have an IQ above 70. 4. Drugs used in treating Mental health difficulties may have side effects which impair the daily functioning of the drug-taking persons. TRUE. Drugs used in the treatment of Mental health difficulties may cause side effects which have a negative impact on the functioning of the person taking them. In particular, many side effects are associated with neuroleptic medication. These are: sleepiness, sense of slowed-down thinking, muscular stiffness and disturbed sight accommodation. 5. No-one experiencing Mental Health Difficulties is able to decide about himself/herself or take conscious decisions. FALSE. Most persons with Mental health difficulties are able to make conscious decisions on their own. Only mentally ill persons, that is those experiencing psychotic conditions, may have periodical difficulties as regards making clear and conscious decisions about themselves. 6. Are mental illnesses a form of mental impairment or brain damage? No. Mental illnesses are just like any other physical disease, such as heart diseases, diabetes or asthma. 7. Are mental illnesses incurable and lifelong? No. Many people recover fully from them, provided they are early and properly treated and do not sustain further episodes of their disease. Yet, for others, mental illness may be recurrent throughout their lives and thus require ongoing treatment.

8. Are people born with mental illnesses? No. Family history may have to do with vulnerability to specific mental illnesses, such as the bipolar mental disorder. Yet, there are many other risk factors that bring on a mental illness, such as anxiety, mourning for a loss, a severe breakup, physical and sexual abuse, unemployment, social isolation, as well as some major physical illnesses or impairments. 9. Can anyone develop or be affected by a mental illness? Yes. We are all vulnerable to mental health problems. Many people find themselves more at ease with the idea of having a nervous breakdown, rather than having a mental illness. Nevertheless, it is important to talk openly about mental diseases, as this reduces the stigmatisation and helps people to seek early help and treatment. 10. Should people affected by a mental illness be isolated from society? No. Most people affected by a mental illness recover quickly and do not even need hospital care, besides some exceptions who might need hospitalisation, so as to receive medical treatment. Thanks to improvements on medical treatment over the last decades, most people live within the community and there is no need for the isolation and the confinement of the past. 11. Is stigmatisation amongst major issues people with mental illnesses encounter? Yes. One of the greatest obstacles people recovering from a mental illness encounter is other peopleâ&#x20AC;&#x2122;s negative attitude towards them, such as prejudice and discrimination patterns.

5.3 Activity: Mental health difficulties and symptoms

Activity description Trainees will acquire a basic knowledge background concerning mental health difficulties and the differentiation between mental health difficulties and mental health illnesses.

Objectives The trainees will: -

Exchange their opinions regarding their own experiences about mental illness and familiarise with it.

Recognise characteristic symptoms of the studentsâ&#x20AC;&#x2122; mental disorders, as well as their impact on their functionality and their everyday behaviour within the academic educational context. 24

Become capable of telling apart and understanding the differences between mental health and mental illness.

Topics for consideration/discussion Is there a clear perception of the characteristics and differences between mental health difficulties and mental health illnesses? What are the consequences for students with some type of mental health disorder (at the legal, social and personal level)?

5.4 Mental health difficulties and mental illness In contemporary psychiatry, diagnosing mental-health difficulties is based on the ‘Classification of Mental and Behavioural Disorders’ contained in the ‘International Statistical Classification of Diseases and Related Health Problems’ (ICD-10). Because of the stigmatising tinge to the phrase ‘mental illness’, in modern psychiatric classifications, the term ‘illness’ has been replaced with the notion of ‘disorder’. This reflects the belief that diagnosis in psychiatry is based on somewhat different premises than in other medical disciplines: reasons for certain psychiatric disorders are complex or insufficiently explored whilst diagnosis is made mainly on the basis of the clinical picture (observed symptoms) and the course of the disorder. It is just in this sense that Mental health difficulties are not typical illnesses. According to ICD-10, a Mental health difficulties is a complex of clinically found symptoms or behaviours which, in most cases, are linked to suffering and disturbed functioning at the individual level. Mental illness is a narrower term. In contemporary psychiatry, mental illnesses are only psychoses, that is Mental health difficulties in the course of which hallucinations, delusions, overactivity or visible psychomotor retardation occur. A typical definition of a mentally ill person can be found in Article 3 of the Polish Act on the Protection of Mental Health: ‘a mentally ill person is a person who exhibits psychotic disorders’. A definition of ‘psychoticity’, in turn, is contained in the International Statistical Classification of Diseases and Related Health Problems ICD-10 – it is a ‘descriptive term, it does not involve 25

assumption about psychodynamic mechanisms but simply indicates the presence of hallucinations, delusions, the presence of certain behavioural disorders like gross excitement/overactivity, marked psychomotor retardation/catatonic behaviour’.

Hallucinations – an unreal sensation (visual, aural, olfactory, gustatory, sensory) appearing with no external stimuli, like the proverbial pink elephants seen by persons addicted to alcohol when deprived of the substance or voices heard by persons with schizophrenia. Delusions – false beliefs and opinions contradicting reality whilst the person expressing them claims they are real despite obvious evidence proving their being untrue or very unlikely. False beliefs can relate to all the aspects of the reality around the student. Example: a student may be convinced that a teacher/lecturer takes his/her thoughts away from him/her or is able to read them. Catatonic behaviour – considerable slowing down leading to inertia, the patient remaining in an uncomfortable position for a very long time.

The symptoms of mental illness mentioned above considerably disturb one’s insight, that is the sense of being ill, as well as the ability to cope with daily life or retain appropriate contact with reality through which they have a significant impact on the learning process and social functioning in the academic environment. The incidence of mental illness symptoms in a person may entail specific legal consequences like hospitalisation without the person’s consent in the circumstances laid down in the relevant act of law (e.g. when he/she puts his/her own or other people’s life or health at risk because of the illness). Mental illness symptoms may be periodically present in persons with diagnosed depression, affective bipolar disorder, schizophrenia, schizoaffective disorder and chronic delusional disorders, whilst using certain psychoactive substances, in particular with hallucinogenic properties (cocaine, LSD), as well as coming off such substances in the case of addicted persons. It is, however, incorrect to use the term ‘mental illness’ for all Mental health difficulties.

5.5 Activity: Academic Difficulties and a Guide to student support

Activity description The exercise focuses on acquiring knowledge about mental health difficulties. A significant part of the exercise deals with the generation of ideas about the educational adaptations and support strategies that would ensure equal educational opportunities for students with mental health problems.

Objectives The trainees will: •

Acquire Knowledge about psychosocial and educational problems students with mental illnesses encounter

•

Think through how to handle and provide help to these students, and try to discover the most effective methods to do this.

•

Become conscious of the importance to collaborate with other services of the university community, in order to provide students with mental health issues with multidimensional effective support.

Topics for consideration/discussion Have the trainees identified the social and educational problems appearing in the everyday life of students with mental health difficulties and illnesses? Which adaptations of their teaching strategies would assist efficiently students with mental health difficulties and illnesses during their studies?

5.6 Mental health difficulties and a Guide to student support Specific features of Mental health difficulties include the fact that their symptoms vary even in students with identical psychiatric diagnoses, there are periods when symptoms are more intense and periods of better mental well-being (remission), there are differences as to the type of symptoms present in various periods of a worsened mental condition and it is difficult to make long-term prognosis of the student’s mental health. Because of that, students with mental disabilities will require different methods of educational support from the university in various periods of study. Because Mental health difficulties are complex and diverse, information on a given person’s psychiatric diagnosis alone is too general to ensure the student receives assistance adjusted to his/her needs. Cooperation between a consultant of the Counseling and Psychological Support Centre taking care of the disabled student with an expert psychiatrist and academic teachers tends to be useful in defining specific students’ individual needs. It should be stressed that the difficulties experienced by students with mental disabilities have an impact on many areas of their functioning in the academic context.

Selected mental health difficulties, their impact on studying at university and relevant educational guidelines

Schizophrenia – symptoms with most impact on functioning in the academic context: •

Delusions, hallucinations

•

Disorders of abstract thinking, stereotype-driven thinking

•

Impoverishment of verbal expression, lack of spontaneity, inability to hold a smooth conversation

•

Pauses or fillers whilst thinking resulting in absent-mindedness (lack of a logical link between individual parts of a verbal expression: sentences or even words)

•

Less initiative, interest, energy

Depression – symptoms with most impact on functioning in the academic context: •

Less energy, more fatigue

•

Decreased ability to concentrate and think, indecision, hesitation

•

Concentration and memory disorders

•

Slower thinking

•

Slowing down of intentional movements

•

Delusions (of guilt, hypochondriac, nihilistic, of reference, of persecution) 28

•

Sleep disorders

Affective bipolar disorder – periods of mania and depression episodes punctuated by periods with no symptoms

Mania – symptoms with most impact on functioning in the academic context: •

Increased activity or physical anxiety

•

Distractible attention, finding it difficult to concentrate

•

Racing thoughts or a subjective sense of their acceleration

•

Easy distractibility or constant changes of activity or plans

•

Increased ease of coming into contact with other people and keeping no distance in interactions

•

Delusions (of grandeur, self-referential, erotic or of persecution)

Mania – educational strategies: •

Taking a sick leave

•

Spreading examinations over the session

•

Reduction of the number of stimuli during examinations (the student can take tests in a smaller group or on his/her own, in a soundproof/quiet room)

•

Oral-exam questions are presented in writing

•

Prolonging the academic year

•

Rescheduling examination dates

•

Adjusting classes/lectures to the student's ability to concentrate – organising tasks that require a shorter attention span, breaks during which the student can leave the room for a while

•

If the students attention is distracted, drawing it to the task that he/she is supposed to perform at a given moment

•

Dividing big tasks into smaller parts

•

Allowing the student to record lectures, seminars

•

Taking into account the side-effects of the medication taken by the student (sleepiness, longer reaction time, memory impairment, concentration impairment)

Agoraphobia – an anxiety disorder where the leading syndrome is fear of travelling alone (e.g. by public transport), leaving one’s home, being in places difficult to get out of (like lecture halls, cinemas, theatres etc.) Agoraphobia – impact of symptoms on functioning in the academic context: •

Failure to come to classes/lectures because of anxiety felt in the street and on public transport

•

Being late for classes/lectures for the same reasons

•

Leaving classes/lectures in progress due to anxiety attacks (e.g. in the lecture hall)

•

Concentration disorders usually accompanying anxiety attacks

Social phobias – characterised by the presence of anxiety when being the focus of attention, fear of behaving in an embarrassing or awkward manner and avoidance of such situations Social phobias – impact of symptoms on functioning in the academic context: •

Avoidance of speaking in public

•

Avoidance of seminars and other classes requiring speaking in front of a group

•

Avoidance of oral examinations

•

Poor assessment of the student’s activity

•

Concentration and attention disorders during group-based classes

Generalised anxiety disorder – symptoms with most impact on functioning in the academic context: •

Concentration and attention disorders (finding it difficult to focus attention)

•

Sense of constant tension and heightened reactivity to stimuli

•

Long-lasting anxiety with no specific reason

•

Constant worrying about daily business

•

Inability to rest

•

Difficulties in falling asleep

Obsessive-compulsive disorder (neurosis) – symptoms with most impact on functioning in the academic context: •

Being lost in obsessive thoughts/activities

•

Concentration and attention disorders 30

•

Perfectionism

•

Anxiety related to obsessions

Bulimia, anorexia - symptoms with most impact on functioning in the academic context: •

Concentration and attention disorders

•

Memory disorders

•

Slowed thinking and intentional movements

•

Perfectionism and excessive demands

•

Loss of body weight <17.5 BMI (anorexia) – BMI (body mass index)

•

Weight-loss strategies (vomiting, purging, strenuous physical exercises, starving)

•

Ruining the body or body functioning disorders related to weight-losing strategies

•

Distorted body image

Despite a variety of symptoms and diagnoses as regards Mental health difficulties their impact on the limitation of the ability to fulfil one’s student’s duties may be very similar and it is recommended that similar educational strategies be used. Educational difficulties related to mental disability most frequently concern: −

Difficulties in concentration and holding one’s attention

−

Worsened memory functions

−

Slowing down of intentional movements

−

Slowing down of the thinking pace

−

Other disturbances in thinking processes (obsessive thoughts, delusions)

−

Fear of speaking in public or other difficulties in social interactions

−

Setting excessive requirements for oneself and perfectionism

Because of the symptoms or periods of health deterioration experienced by the students, including those requiring hospitalisation, students with mental disabilities may: −

Be absent from classes/lectures more frequently than others

−

Be coming late to classes/lectures

−

Leave classes/lectures whilst they are in progress

−

Behave in incomprehensible ways not directly related to the subject matter of the classes/lectures 31

−

Miss the set examination dates

− Find it hard to manage projects requiring longer work e.g. written within the time scheduled for them

5.7 Strategies of Teaching Students with Mental Health Difficulties As there is a great variety of difficulties in academic performance experienced by persons with mental disabilities, it is recommended that academic teachers approach work with such students in a flexible manner. It should also be remembered that any adaptations need to be adjusted to the student’s current state of health, which may require periodical consultations between the student and a psychiatrist. Using educational strategies appropriately selected for mentally disabled students’ individual needs will facilitate their acquisition of the very same practical skills and theoretical knowledge that can be acquired by persons without such disabilities. Students with mental disabilities may require: •

Adjusting the organisation of work during classes to the student’s current difficulties: work in a smaller group, allowing the student to answer from where he/she is sitting so as to reduce his/her social exposure, allowing the student to have short periods of activity with breaks for rest;

•

Improving the reception of lectures by allowing the student to record them or making a lecture outline available before the lecture;

•

Providing the student with some extra time to prepare homework, in particular extensive written papers, and splitting them into smaller parts, if necessary;

•

Assistance in organising the student’s work, in particular through splitting tasks into smaller parts (including examinations and course tests that require learning large portions of material. Whilst defining the course material portioning criterion it is important to take into consideration content-based links in the material so as to allow the student receiving educational support to also show his/her ability to make connections between subjects and to prove his/her knowledge of the whole material, if that is required of the other students;

•

Extension of the duration of the studies/academic year and rescheduling examination dates due to the periodical deterioration of the student’s mental condition or hospital stays;

•

Allowing the student to be absent from classes/lectures more frequently than others – students may skip classes/lectures because of health reasons. In such situations it is recommended that support be offered to them in catching up as well as making the relevant classroom/lecture material available to them; 32

•

Finding an agreement concerning the format in which the student will be catching up should he/she fall behind because of his/her absence or worsened mental condition. Students should be allowed to take tests of their knowledge of course material in a flexible manner depending on their mental well-being, whilst on the other hand they should feel obliged to conclusively pass the test of their knowledge of a course material portion within a time specified by the teacher, their health permitting. Consistency towards the student is of utmost importance;

•

Taking into consideration specific and sometimes only periodical difficulties experienced by the student in making social contact. It may be helpful to issue consent concerning transfer of guidelines, making arrangements, consulting work or sending written contributions in the electronic format;

•

Taking into consideration the fact that the medication taken by the student may have such side effects as drowsiness, slowed reaction time, weakened memory and concentration problems;

•

Understanding that certain students may need assistance of a personal adviser, psychologist or psychiatrist. In such situations they should be encouraged to seek professional help and contact the Psychological Support Service of the University;

•

Spreading course tests over time throughout the term so as to reduce the negative effects of excessive stress, a possible risk factor as regards the recurrence of full symptoms of the student’s illness;

•

Adapting the examination format to the student’s current mental-health difficulties: extension of the duration of oral, written and practical examinations, offering the possibility of preparation for an oral contribution in writing by putting down key information, presenting examination questions both orally and in writing during oral examinations, thus making it easier for the student to focus on their content, replacing oral examinations with written ones;

•

Spreading examinations over the session because of the difficulties related to memory and concentration disorders as well as low tolerance of the stress generated by the examination session;

•

Respecting the student’s right not to disclose his/her psychiatric diagnosis.

6. Visual impairments

6.1 Activity: Sighted guide techniques

Activity description Main goal of the exercise is to familiarise trainees with the principles one may know in order to direct or guide a blind person. The trainer explains the techniques to guide a blind person and the most common mistakes people do while trying to guide blind people so that the participants fully understand the right way to guide.

Objectives The trainees will: - Realise, through the role playing experience, how important the stable surrounding is for a blind person in order to feel safe. -

Understand the possible fears a place may cause to a blind person

- See what changes on blind people’s bodies’ posture and behaviour depending on the surroundings. - Be asked to decide if they want to use the blindfold so that they experience what a blind person does. None of them will be forced to join this task.

Topics for consideration/ discussion •

What is useful to tell to a blind person when you give instructions, and what is not

•

How specific need to be the instructions given to a blind person, so that he/she can move safely and fast

•

Which are the most common instructions

•

Given a blind person is already educated to follow directions, how to separate the useful instructions of the ones that can be very confusing to the blind person

•

What are the appropriate techniques of guiding a blind person instead of directing him/her to move within a place

•

What is supposed to be done and what is offensive to do to a blind person when one offers to guide him/her to a place.

Observations, conclusions, notes ………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………

6.2 Rules for Adaptation of Materials to the Requirements of Blind and Partially Sighted People

It is possible and necessary for blind and partially-sighted students to learn the material which is obligatory for all students in order to complete studies. However, a blind or a partially sighted student may not be able to fully benefit from the generally available materials before they are adapted in an appropriate way. The sets of rules presented below comprise the methods which are used most often in the process of adaptation of the materials.

Adaptation of Teaching Materials to the Requirements of Blind Students The most important method of reading by students with visual disability is by scanning the printed text and reading it with the use of talking software, the so-called screen reader and speech synthesizer. It is also possible to read with the use of Braille ruler or Braille printouts. In the case of Braille printout, it is necessary to prepare an electronic form of the text, preferably as a text format or a html file. (You will find detailed information on electronic equipment in the section on assistive technologies). Difficulties may arise when teaching material is presented in a visual form – as photographs, graphs, diagrams. In this case a different form of adaptation from mere scanning of the book is necessary. Some kinds of adaptations can be made by a learner him/herself (e.g. scanning), others – the more advanced and time-consuming ones – require action from a sighted person: a teacher or a worker or assistant appointed by university authorities for this purpose. In any case it must be remembered that the process is time-consuming and involves extra work. This fact must be taken into consideration when exam or test dates are set, reading lists are announced or additional learning materials to be used in class are distributed.

Rules for Illustration Adaptation for Blind People -

avoid graphic elements that were used only to make the text more attractive or include information already mentioned in the text,

in place of an illustration include a short and precise description which contains detailed information on the location of vital graphic elements, spatial and logical correlations between the elements,

describe the content of tables and charts in the written form,

use convex after presenting the illustration in a more schematic way,

use original ideas and forms, e.g. sound recording (sound instead of a photo), items that can be examined through the sense of touch, smell, taste; objects (boxes, cut out fragments of a circle, three-dimensional models) which visualise spatial relations, percentage, the shape of an object of considerable size, etc.

Note that the process of adaptation of a textbook does not refer to the visual content only. Some fragments of the text should be changed so that the whole can be comprehensible. In the case of longer texts, it is worth using the so-called â&#x20AC;&#x2DC;editorial commentaryâ&#x20AC;&#x2122; which explains to the adapted textbook user the way in which illustrations, stressed elements, bulleting, page numbers, were adapted. All adaptations must be made with great attention to detail. It is important to try to preserve maximum consistency with the original, without omitting or simplifying significant content or adding elements which are not in the original text.

Using the Braille Alphabet The Braille alphabet is associated with blind people. It is sometimes believed that blind people, if deprived of materials in Braille, have no access to information. Notice that not all blind people know how to use this system. One of the reasons for it may be using remaining vision to read (these people prefer using large print texts, sometimes using optical aids). Sometimes coexisting palm dysfunction makes tactile perception of Braille dots impossible. Some people simply have never learnt Braille (e.g. if they lost vision only recently and prefer using a computer). The Braille alphabet is also superseded by modern technology. At present blind people predominantly use a computer with specialised software. There are also special devices which use an electronic form of Braille â&#x20AC;&#x201C; the socalled Braille rulers, notebooks or monitors, where six-dot Braille cells are available in the form of dots which appear and disappear on the matrix operated by special software. This notebook allows the presentation in the Braille form of every text which was originally encoded in an electronic form and recording the text with the use of the combinations of six keys which correspond to individual dots. The options which take advantage of state-ofthe-art technology are much more convenient that gathering materials in the form of the Braille printouts which are heavy, occupy much space and in order to be created, they need an electronic form anyway.

The Braille alphabet was created in the nineteenth century by Louis Braille, who himself was blind. He derived the idea from a secret code devised for the military, which could be read in darkness by means of touch. Braille based the rules for the alphabet on the raised six-dot cell, measuring 6.5 mm in height. This shape and size ensure the best conditions for tactile perception. A six-dot cell or character consists of two columns containing three dots each. Each point corresponds with a number between 1 and 6. (Fig.1).

Fig. 1 Six-dot Braille cell (enlarged). Black points represent a raised dot. Different combinations of raised dots stand for different letters in the alphabet and punctuation marks. Dot 1 stands for the letter ‘a’, dots 1 and 2 stand for the letter ‘b’, dots 1 and 4 stand for the letter ‘c’, etc. (fig.2).

Fig.2. The letters of the Latin alphabet in Braille.

The Braille system is universal. It can be used to convert a text in different languages, but a math text or a music score can be rendered in Braille too. Therefore, the term Braille language, which is sometimes used, is not correct. Braille is simply another form of

notation of the Latin alphabet or transliteration of another alphabet on the basis of the Latin alphabet.

Adaptation of Teaching Materials to the Requirements of Partially Sighted Students Partially-sighted people choose very different reading methods depending on individual possibilities of using vision and developed learning strategies. Some students read black, enlarged print, others use a scanner or talking software and devices which allow enlargement of the text. Some partially sighted people are able to read ordinary print e.g. using optical devices. It is a good idea to discuss the options for adaptations with the person they are prepared for. Only then we can be sure that the offered solution will be suitable.

Rules for Illustration Adaptation for Partially Sighted People •

drawings should be presented in an enlarged format, be clear and in good contrast,

•

avoid dark background, many similar colours, a large number of irrelevant details, graphic content in the form of watermarks, text placed against the background of illustrations, as well as placing illustrations against the background of the text,

•

large-sized illustrations can be divided into separate ones which constitute the parts of the original illustration,

•

information from the illustration should also be included in the text so that a person will not have to rely on the visual message only.

Rules for Adaptation of Printed Texts for Partially Sighted People •

use enlarged font (preferred font size is 16-18),

•

use non-serif font type (i.e. without crosswise and slanting features at the end of letters) e.g. Arial, Verdana, Helvetica; the shape of letters of such typeface is best suited to visual perception. It is also important not to use ornamental fonts or fonts which imitate handwriting,

•

use bold type to highlight important information; avoid italics, underlining, spacing out and using capital letters for longer fragments,

•

there should be no more than 60-70 signs in a line,

•

use double spacing between the lines,

•

use a flush left, ragged right text alignment, avoid justifying the text,

•

do not use background (e.g. grey boxes that should be filled in) and colour letters; the most visible is black font against the yellow or white background;

blind people may wish to express their individual preferences as to the background colour which facilitates reading the most, •

avoid placing the text around the illustrations, especially if it means the necessity to continue reading in a different place,

•

in extensive publications ensure wide margins and a possibility of opening the book flat,

•

print on a matt paper of proper thickness so that there is no show-through from the other side of the sheet,

•

in test sheets space for answers or answers should be provided under questions; do not use the form which requires searching for data in columns or comparing it.

Making adaptations is in compliance with the Copyright Law, which allows adaptations of the printed work to the needs of disabled people to the extent directly resulting from the nature of disability. There is no obligation to inform the author about making such adaptations. It must be stressed that adaptations of textual materials and illustrations do not have to be prepared by lecturers themselves. Teachers may count on support (technological and related to the form) of the employees of the Social and Health Policy Committee of AUTh.

6.3 Visual Impairments overview Disability appears as a result of the interaction of an individual with the environment. If the conditions for communication, study and everyday functioning are well organized, visual impairment is not perceived as a deficit or a deficiency, but simply as a variation with which possibilities and limitations of specific activities are connected. Children blind from birth may not realise what visual functions are or how they differ from their sighted friends. Existing classifications of visual impairments serve to give uniform definitions, terminology and criteria for observed variation. The purpose is to examine the problem by measuring its scale and a possibility of comparison. In practice, it is evident that classifications simplify the problem, they fail to grasp the whole range of difficulties connected with vision and their consequences. The World Health Organisation (WHO) classification of visual acuity presented below comprises some ranges of visual acuity, measured on the basis of distance from which it is possible to read correctly a line of specially prepared signs: •

the most common (visual acuity value above 0.3)

•

poor sight (visual acuity value between 0.3 – 0.05) 39

•

blindness (visual acuity value between 0.05 – 0.00)

There are many variations in the nature of visual impairment. The degree to which an individual may use visual functions is another factor, which in a broader sense differentiates between visually impaired people. Visual functions that may be impaired are: •

acuity of vision,

•

field of vision,

•

light sensitivity,

•

contrast sensitivity,

•

colour sensitivity,

•

shape and movement sensitivity.

The combination of individual factors and functions means a very broad range of potential difficulties in the process of visual perception. The information on student’s ability to compensate his/her vision problems in the fields such as communication, mobility, orientation, general knowledge of the world and the range of daily activities is in many cases more important for the assessment of student’s individual situation than the kind, degree and the cause of his/her limited visual function. This ability does not depend solely on the medical diagnosis and the moment of onset of vision problems, but it is strictly connected with individual’s personality and his/her environment. Encouragement that a person with vision problem receives from those around him/her to be active and face the challenge of independence in daily activities also plays a key role. Knowing only the medical diagnosis of a student, we are not able to determine the level of his/her functioning. Only a student with visual impairment is able to give accurate information about what he/she can see and how and what he/she cannot see. Many disabled students use their own learning strategies which work for them. Hence, it is very difficult to propose universal procedures for support. The method of adaptation ideal for one person may prove to be of no use for another, who may have been diagnosed with a very similar medical condition. Thus in order to avoid misunderstandings and troublesome situations it must be ensured that a strategy offered to a blind person will be really helpful. It is important to remember that a student must be perceived through the abilities he/she possesses and not the degree, scope and kind of difficulties he/she experiences. In this way we move away from labels, prejudices and stereotypes connected with disability (in this case visual disability), which ensures equal treatment of all students. The main problems faced by visually impaired students are connected with the use of written sources of information such as books, lecturer’s notes, announcements on notice boards, PowerPoint presentations shown during lectures. The adaptation of materials to an electronic or yet another form may be time-consuming and require a lot of effort.

Another hindrance is a student’s difficulty in making notes during lectures. These obstacles can be removed easily by the implementation of adequate teaching strategies and the application of assistive technology.

6.4 Strategies for Teaching Students with Visual Impairments The implementation of strategies listed below during lectures and classes will improve the quality of teaching blind and partially sighted students and ensure equal educational opportunities. Recommendations: •

Encourage students to take seats close to the lecturer. In this way people with poor visual impairment will better hear his/her voice as well as receive visual stimuli.

•

Inform in advance about the change of location where classes or lectures will be held so that students who do not know this location can get there easily.

•

Allow students to record your classes/lectures on a dictaphone after they declare that such recordings will be used exclusively for educational purposes. For some students this may prove to be indispensable educational support.

•

Make sure that the rooms and the student’s working place are well-lit, according to his/her individual preferences. Some students will need extra light provided by a small lamp. The lecturer’s place should be well-lit too, because otherwise a partially sighted student may feel discomfort not being able to take advantage of available non-verbal information from the lecturer.

•

If possible, make sure that the acoustics of the room where classes or lectures are held are good.

•

Make sure that the room has no obstacles which may pose a threat to a blind person's safety, e.g. cables, a screen hanging low.

•

Allow students with visual impairments to use additional optical aids (a magnifying glass) or electronic equipment, e.g. laptop computers, Braille notebooks, enlargers.

•

Provide the students with the content of your lectures/classes in an electronic form – in a text format or as a html file – which can be read with the use of talking software. Ideally, the materials should be provided well before the lecture/class, e.g. by e-mail or e-learning platform. Thanks to the opportunity of getting acquainted with the materials before the lecture/classes, students participate more actively. Knowing the structure of the lecture, they can order the new knowledge (in their mind or making additional notes in Braille) on the basis of the materials received earlier. Note that this is an innovative solution which is 41

beneficial from the point of view of all students who participate the teaching process. It is used in relation to the whole groups with very good results. •

Describe the elements you refer to during a lecture or presentation, always read out the displayed text.

•

Precisely describe visual reality (information featuring on/in diagrams, graphs, slides, tables, etc) to the blind student using specific words so as to facilitate imagining them (e.g. a line connecting points a and b rather than a line connecting two points).

•

Dictated information should be accompanied by writing it on board at the same time at a pace which enables note-taking.

•

Make legible materials and multimedia presentations available to students. This mainly means selecting the right font size, as agreed with the student, as well as using contrasts or identical colours of varied intensity.

•

Make sure that materials printed out in enlarged font are legible.

•

Prepare for students a list of obligatory reading well ahead, as his/her reading process requires more time. The printed text has to be adapted to be accessible. Besides, reading with the use of optical or electronic devices takes longer. This is another example of an element which can contribute to the overall improvement in teaching results.

•

Allow the student to take exams/tests in an alternative form. The decision concerning the form should be made in advance. The changes may involve replacing written tests with oral exams, using test sheet prepared in Braille or with the enlarged font (most often: 16-18), using specialist equipment such as a computer with a speech synthesiser, enlarging software, a Braille ruler, taking an exam with the help of an assistant and having examination time extended.

Behaviour in the presence of a student with visual impairment It is a good idea to get acquainted with some rules concerning our behaviour in the presence of a student with visual impairment. The advice below will allow avoiding embarrassment on the part of both sighted and visually impaired people. Recommendations: •

Behave normally, treat a disabled person naturally assuming that it is good to ask if you do not know when and what kind of support is consistent with individual requirements.

•

Look at the face of your visually impaired student, address him/her directly and not his/her guide. 42

•

When you talk to somebody, especially if in the room there are many other people, use the forms (e.g. a name), which clearly indicate who you address.

•

Do not be afraid to offer support in e.g. crossing the street, finding the right building or bus. It is a good idea to ask the person what he/she needs, but not to press too much or feel irritated when he/she refuses.

•

Remember that most people with visual impairment are partially-sighted (some of them do not stand out from the crowd in any sense) and their abilities and the kinds of support they require are varied.

•

Take into account the difficulties arising from the lack of access of a blind or visually impaired person to information available through the sense of vision, which plays a vital role in social interactions. Facial expressions, direction of looking, specific eye movements, gestures, sometimes proxemics (the use of physical space between people as they interact). Signals accessible visually often carry information about emotions of the interlocutor, his/her involvement or weariness during the conversation, wish to take the floor, kind attitude, disapproval, acceptance of what is said, etc. A person who does not see may feel discomfort if there are no auditory counterparts of these signals in communication. If one wants to show approval, appreciation or interest, he/she should use words, sounds commonly used for such a purpose or timbre, tone and dynamics of voice. Consider how your communication is received without being accompanied by visual elements, e.g. tone of voice without the facial expression or stance. Remember that blind people are usually adept at using other senses as a great source of knowledge when interacting with other people.

•

Do not comment on a person's disability nor pay too much attention to it. However, do not avoid the topic at all cost. Do not be afraid to use expressions such as: ’Look!’, ‘we haven’t seen for a long time’, ‘see you’ – they have a broader meaning that the one which refers to the sense of vision, and blind people use them all the time.

Recommendations for people who are a blind person’s guides -

Inform him/her about your presence, signal that you are ready to guide by gently touching his/her arm.

When guiding a person with visual impairment, let him/her take your arm just above the elbow and make him/her walk one half-step behind you.

Inform him/her about the location and where he/she is going.

Do not leave this person alone in the middle of the room without any spatial elements he/she could touch.

Inform him/her if you are going to move away. 43

Indicate a chair by placing his/her hand on the chair back.

Allow a disabled person to move freely – do not force him/her to the seat, do not pull at him/her by the arm. A blind person (if he/she has not got any coexisting motor disability) accompanied by a guide walks up the stairs, seats him/herself easily.

If a student has a guide dog •

Allow the dog enter everywhere with the student. Guide dogs are always vaccinated, placid, obedient and before they begin working as guide dogs they are specially selected and well trained.

•

Avoid distracting dog’s attention, do not pat or feed it. The owner is the only person who can give it commands, award or punish it. Thanks to it the dog obeys a blind person, is focused on its work and, because of it, is a good guide dog that ensures his master’s safety.

•

Ensure space for a guide dog next to the student’s desk.

6.5 Assistive Technologies Ongoing progress in the field of assistive technologies brings numerous solutions and facilities for blind and partially sighted people. Thanks to technological advancement, at present there are virtually no limitations in the access to different kinds of texts. Today people with visual impairment can read, write, use the Internet and perform many other actions independently and they do not have to rely on sighted people. Adapting a computer workplace for a person with visual impairment you should remember some basic principles: -

Take into account the needs of both blind and partially sighted people while choosing software and additional equipment.

Ensure a quiet room or good quality headphones to guarantee comfortable working conditions in noise-free environment for a person with visual impairment as well as people around him/her.

Create safe conditions around the workplace (no cables, excessive furniture, slippery floor surfaces).

The most popular and important devices and tools created for blind and partially impaired people are described below. The presented solutions do not eliminate a disability, but they remove most of its consequences. As a result, the nature of a blind or partially sighted student’s work becomes similar to that of a sighted person.

Computer workplace The basic working tool for a student with a visual disability is a computer or a laptop with a scanner and specialised software. For partially-sighted people a big monitor (19’’ or 21’’), keyboard with enlarged or colour letter keys, additional lamp providing extra light are helpful. Headphones are also very useful.

Specialised software Basic software can be divided into: -

programmes for partially-sighted people, (e.g. ZoomText, Magic),

programmes which read what is being displayed on the screen (screen readers such as Jaws, Window-Eyes),

speech synthesizers which are compatible with screen readers (e.g. Ivona, Agata)

Such software installed on the computer enables a blind or partially-sighted person to use Windows operating system, text files, Internet search engines, e-mail and other useful applications. A sighted person watches an image on the screen, while a blind person listens to the content of the screen read out by the speech synthesizer. The programmes such as Jaws and Window-Eyes allow monitoring of the text that is being edited and navigating through documents and settings of the computer by means of the keyboard, which blind students use instead of a mouse.

Scanners Scanners are highly useful devices with which printed text is adapted to an electronic form. The text of a book can be scanned and decoded by special OCR (Optical Character Recognition) software (e.g. FineReader). As a result, the content of the book or another document is received in the form of a text file and thus can be read out by talking software or the text can be enlarged on the screen. It can also be displayed on a Braille monitor or printed out on a Braille printer. Apart from large stationary scanners there are also small and light portable scanners, e.g. PenScan (a pen-size scanner). They are useful tools for students who use a reading room or are out of university buildings.

Magnifying glass A magnifying glass is important support for partially sighted people. Apart from a traditional magnifying glass, there is an electronic magnifying glass, which can enlarge a text or a picture and show it on the display screen or a computer screen. A magnifying glass is particularly useful for watching visual elements such as maps, illustrations, diagrams, etc. 45

Enlargers Enlargers are separate, easy-to-use devices that can enlarge the content of a paper document, e.g. a book, a dozen or a few dozen times. The majority of enlargers allow the change of contrast, background colour and a text in such a way that it is adapted to the needs of the user in the best possible way. There are also portable enlargers that are used together with a camera. They enlarge distant materials e.g. during a lecture when the lecturer uses a projector or other visual aids.

Braille notebooks Braille notebooks (e.g. Braille Sense, Braille Wave, Pronto), also called Braille rulers or monitors are usually portable devices that assist people who use the Braille alphabet. The Braille ruler transforms any text in an electronic form into a Braille version. It can be used to write in Braille with the use of keys that correspond to Braille cells. A ruler can replace a computer screen too. It may be used as a portable notebook. Depending on the model, Braille notebooks differ in the number of simultaneously displayed characters. They may be equipped with additional functions, e.g. a diary, speech synthesizer, small screen which displays the text (which enables a sighted person to work with a ruler user).

Braille printers These devices (e.g. Index Braille) are used for printing any text that is in an electronic form on special, thick paper. Depending on the model, Braille printers have additional functions, e.g. printing on both sides, own speech synthesizer, buttons labelled in words and Braille. These devices are very loud so they are kept in special soundproof cases to ensure the comfort of using especially when situated in an office environment.

Portable players These small, light portable players can play the files recorded in text format, MP3, Daisy. The Daisy format is a form of text recording created for and used with the equipment called Daisy. It allows fast navigation through a long text with useful features such as page marking, which, for example, facilitates the reading of books. This technology replaces former players used to play books or newspapers recorded on cassettes.

Warmers A warmer (e.g Piaf) is a device that produces tactile graphics. With the use of this device and special paper, called swell or capsule paper, convex graphics can be generated. An embossed image is formed in the place of a drawing or a printout from an ordinary printer. 46

Convex graphics is a good way of presenting ideas which cannot be easily explained with words, e.g. as in the case of maps, charts and some symbols.

Digital Dictaphones Digital Dictaphones are useful for students with visual impairment, especially during lectures when the method of verbal transmission of knowledge predominates.

Satellite navigation devices Talking GPS devices enhance moving around in the open area, finding places and routes. These devices are usually equipped with memory of points of interest thanks to which it is easy to set the route or remember some characteristic places in the area.

Talking mobile phones and watches They operate on the same rules as ordinary mobile phones and watches, except that blind people have the visual content read out (e.g. time or the message).

Both these last two types of assistive technology also provide essential social independence for visually impaired students â&#x20AC;&#x201C; a vital aspect of student life and support towards achieving equality.

7. Hearing impairments

7.1 Activity: Classifiers

Activity description Trainees will be able to fully understand the most important ways of communication of deaf and hard of hearing people. Through the exercise and the watching of the presented videos, they will learn how simple classifiers can facilitate the communication between them and deaf / hard of hearing students. In addition, they will be able to sign simple classifiers.

Objectives •

to inform about the existence of different methods of communicating of deaf/Deaf and hard of hearing people,

•

to emphasise the role of visual information in the process of communication of deaf/Deaf people,

•

to build awareness of grammar and semantics of the Greek Sign Language (GSL).

Topics for consideration/discussion •

What a classifier can really contribute in a conversation

•

What if the classifier is wrong?

•

How a deaf/hard of hearing person can really deal with this kind of information

7.2 Hearing Impairments overview There are three major ways of communication used by hard of hearing or deaf/Deaf people: sign language, oral (e.g. a hard of hearing person using their residual hearing

ability to enable communication by speech) and bilingualism (combining sign language and written/spoken language). The choice of appropriate strategies for communicating with a hard of hearing and/or deaf/Deaf student is individual and depends on the preferences of the individual in question. Preferences can be connected with many different factors including: •

age of onset of hearing loss,

•

degree of hearing loss (mild, moderate, severe, profound),

•

the environment and their experience of communication (e.g. the influential role of parents and peers in their environment – especially in a specific kind of kindergarten, school: with hearing, hard of hearing and deaf/Deaf peers).

A student with mild hearing loss may experience certain difficulties in hearing speech in unfavourable acoustic conditions (e.g. in a noisy environment) as well as hearing speech that is whispered or very quiet. He/she may use hearing aids and complement aural/oral information by lip-reading. He/she usually communicates by speech. A student with moderate hearing loss may have difficulties with full discrimination of speech sounds. He/she may use hearing aids and lip-read. He/she usually communicates by speech. A student with severe hearing loss may have difficulties with hearing and sound discrimination even with the use of hearing aids. For communication he/she largely depends on information presented in a visual way – by means of lip-reading or using a written form. He/she may also use the Greek Sign Language. Technological devices, which use a visual channel (e.g. interactive boards, videophones) as well as graphic teaching materials, are of great support for such an individual. Also remember that hearing impaired students with mild to severe hearing loss cannot easily hear and therefore cannot regulate their own voice easily so their speech may sound different to what you expect. It will take practice for you to get to know each hearing impaired students way of speaking. A student with profound hearing loss: may derive little or no benefit from hearing aids; may not hear very loud sounds (e.g. a pneumatic drill). He/she predominantly uses visual channel for communication (lip-reading, writing) and perceiving the world. He/she may use the Greek Sign Language. A person for whom the Greek Sign Language (GSL) is the first language may have difficulties reading and writing in the Greek language because of different syntax and structure of GSL. These potential difficulties do not reflect a student’s intelligence. It is more likely because teachers and schools do not have enough skills in GSL and understanding of Deaf culture to adequately teach them written Greek. It is good to provide GSL interpreter, use all kinds of visualization during classes and give access to 49

materials prior to the commencement of the course (e.g. PowerPoint presentations, bibliography, an explanation of new or specific terms or technical words).

Sign language •

It is a language which incorporates visuo-spatial coordination

•

It has its own rules (e.g. visual grammar)

•

It is grammatically different from spoken language (e.g. no articles, no passive form, different words position/order in the sentence)

•

It does not have a written form and there is no one-to-one correspondence between signs and words (but there have been attempts at a written notation of sign languages, including an iconic form (the so-called ‘sign writing’)

•

It uses fingerspelling (a form of dactylology) e.g. for personal names, new concepts, new words

•

It’s not a universal international language (each country has its own indigenous sign language)

7.3 Strategies for Teaching Students with Hearing Impairments You should ensure the best conditions for class participation for deaf and hard of hearing students. Below there is a list of recommended strategies. Recommendations: •

Make relevant materials available to the student well ahead of the lecture/classes (e.g. notes in an electronic or paper form, main points, list of new specialised terms, bibliography), in this way facilitating his/her more active participation.

•

Make sure lectures/classes are held in well-lit rooms with good acoustics. Remember to reduce noise (by e.g. closing the windows).

•

Enable students to use available technological solutions such as hearing-supporting systems: FM, induction loop (more about these in the section on assistive technology) or dictaphones to record classes.

•

During seminars and group exercises desks should be arranged, or the deaf person(s) is allowed to sit in such a way that the faces of all the students (if possible) are visible for students who are deaf and/or hard of hearing (e.g. in a semi-circle), thus making it easier for lip-reading students to take part in discussions.

•

Avoid standing with your back against the window or another source of light as the speaker’s face is then in the shade, which hinders lip-reading.

•

Before speaking capture the student’s attention, make sure you establish eye contact so that the student will know that words are directed at him/her. Check that the student is able to shift attention to different speakers during the lecture or class. A visual system, helping signal who is going to speak can be introduced (e.g. by raising a hand) and this will make a big difference.

•

Before a specific exercise is started, the sequence of the activities to be performed should be explained in detail. It is useful to formulate instructions in writing and verify their understanding by asking specific questions related to the text.

•

While communicating, face the student. Avoid covering the mouth, speak clearly, yet without exaggerated articulation and at a regular pace. Speaking too slowly may distort the natural rhythm of speech and make lip-reading difficult for people for whom it facilitates communication.

•

Use clear and unambiguous phrases/expressions while speaking, stressing the most important issues and key words. Explain the meaning of complicated linguistic constructions, in particular specialist language. (If the student lip-reads, it is useful to repeat a given utterance and/or rephrase it, as many words are articulated in a similar way whilst around 60% of lip reading is based on guessing, so changing words increases the chances of correct understanding).

•

New, unknown vocabulary (particularly specialist) and key concepts should be written down in a visible place, e.g. on the board or distributed as materials for students.

•

Offer deaf students extra time and assistance in editing written work, since they can experience difficulties in formulating sentences observing the standards of style, grammar, phraseology and lexis of the Greek language because of the different principles governing sign language.

•

During classes/lectures use visual aids that facilitate the reception of information through the sense of vision (e.g. multimedia presentations, transparencies, graphs, diagrams, animations, maps, models, illustrations or photographs). Audio or video materials should be accompanied by the text of the recording.

•

Make short breaks for rest during classes as lip-reading is tiring, it affects attention and memory negatively.

•

Remember that students who lip-read or use assistance of a sign language interpreter are unable to read or take notes whilst participating in the discussion. The teacher should give the student extra time for reading the materials or make them available in advance.

•

The form of examinations should be tailored to the individual requirements of the student. It is typically recommended to give written tests rather than oral exams to deaf students.

If the student uses the support of a sign language interpreter •

Make the materials available to the interpreter before the class/lecture so that he/she can prepare the interpretation well.

•

During the class/lecture remember that simultaneous interpretation relies on the interpreter being able to hear your voice clearly, which is why fast speech is not recommended and why it is so important that you speak freely but at a natural, comfortable pace.

•

During a conversation, always address the deaf student directly, not the interpreter. Avoid the phrases such as tell him/her, ask him/her.

•

Provide the interpreter with a place conducive to good work so that while standing or sitting he/she can be close to the speaker (there is usually an optimum distance between the interpreter and the student). It may be helpful to offer a list of the other students in the group and the schedule.

•

Remember that the interpreter may need to take a break for rest of around 30 minutes. If the course is very demanding or it is for a long period of time, the interpretation may be performed by two or more interpreters working alternately. Indeed this is preferable in such circumstances to guarantee adequate support. It is good to agree the duration and frequency of breaks with a student and their interpreter.

•

During discussions ensure discipline and manners as at any given time it is only possible to interpret what one speaker is saying at a time.

•

Make sure the deaf student has some extra time for his/her contribution as interpreting the question and the student’s answer is more time-consuming.

•

Pay due attention to the fact that the student concentrating on the interpreter is unable to divide his/her attention and do other things like reading notes at the same time.

7.4 Assistive Technologies Assistive technologies used by deaf/Deaf and hard of hearing people use two kinds of sensory modality: sound and image. Below examples of technological solutions which use these modalities are presented.

FM Listening System FM personal listening systems are wireless/infrared communication systems between a teacher and a single student wearing a hearing aid that improves the quality of speech reception. It consists of two parts: a transmitter and a receiver. The transmitter (a digital remote control or a microphone clipped to the lecturerâ&#x20AC;&#x2122;s clothes or lying on the table) catches the speaker's voice and transmits it via radio waves directly to the receiver attached to a student's hearing aid. FM system makes communication in different situations possible. With its help one can communicate at school, home, talk under difficult acoustic conditions, use TV, listen to music, make phone calls, listen to recordings recorded on a Dictaphone or digital recorder.

Induction loop This device amplifies sound for groups in large environments. The cables go around the room and they are connected to an amplifier. The loop works with hearing aids which are within its field. It is most commonly used in public buildings, lecture rooms, churches, theatres etc.

Interactive board An interactive board is a device connected to a computer. It is possible to project everything from the computer monitor onto its surface. You can also write down information with the use of a special interactive pen and store it in the memory of your computer. It allows sending electronic notes to students, which is particularly helpful to students who lip-read. During the lecture/class they may focus on the lecturer and observe the materials not distracting their attention by making notes. Another advantage of the interactive board is the ability to use visualization, which deaf people take advantage of to a large extent.

System of visual calling This is a system of light diodes built into the surface of studentsâ&#x20AC;&#x2122; desks and is controlled by the teacher. The lamp on a studentâ&#x20AC;&#x2122;s desk switches on when the teacher presses the button with the number of that desk. The system is based on visual communication used by deaf people. It can be used to signal that e.g. the time for doing a task is over or that a 53

student is supposed to answer some questions. It is particularly important because deaf people when focused on individual work (e.g. writing a test) will not react to the voice of the teacher.

Captioning This solution converts speech to text with the assistance of a stenographer â&#x20AC;&#x201C; a person trained in the use of the special keyboard and software. The text is then displayed on the screen of e.g. a computer. More advanced devices which use a projector are used during lectures and conferences. It can also be used in distance learning contexts.

8. Mobility impairments

8.1 Activity: Experience of disability/ Medical and Social model of disability/ Wheelchair etiquette/ Stereotypes of mobility disability

Activity description The activity starts with a staged sketch which introduces the ideas behind the medical and social models of disability and highlights certain aspects of wheelchair etiquette. A PowerPoint presentation expands on the issues raised, and is followed by a presentation of the stereotyping of mobility disability.

Objective To give a simple illustration of the difference between the medical and social • model of disability •

To illustrate wheelchair etiquette

•

To stimulate thought on stereotyping of mobility disability

Topics for consideration/discussion • Consider how simple and easy it can be in your own environment to remove barriers and make changes that will help people with mobility disability •

Discuss the guidelines for wheelchair etiquette in light of your own experiences

• Question your own perception of mobility disability and whether you are influenced by stereotypes. In your society, how have these stereotypes evolved and why do they still exist today? How are these stereotypes reinforced by the media?

8.2 Mobility Impairments overview When asked about their first association with disability, many people automatically think of mobility impairment. One may often get a feeling that a student using a wheelchair is a typical representative of ‘all’ disabled people. This is compounded when the international logo used to represent disability is a person in a wheelchair e.g. parking bays in car parks. Yet mobility impairments do not concern only wheelchair users. Moreover, people with mobility impairments differ from one another, and the range of differences between them resembles diversity among non-disabled people. In this case, as well as in the context of other disabilities, one should always remember that the distinctness of the feature concerning disability should not dominate the image of a student with his/her individual character, interests, vices and virtues. However, the knowledge of types, causes and difficulties related to mobility impairment allows better understanding and identification of reasonable adjustments. Mobility impairment manifests itself in many different ways. They may be temporary or chronic, changeable, stable, degenerative. They may affect the whole body or some of its parts (e.g. arms, legs, spine). The main causes of mobility impairment include: cerebral palsy, multiple sclerosis, effects of brain tumours, cranial trepanation, side effects of treatment for neurological disorders, damage to the spinal cord, muscular dystrophy, myasthenia gravis, traumatic brain and/or spine injury, injuries sustained in traffic accidents. The main and most common barrier that students with mobility impairment face is the lack of architectural accessibility in the environment. Some places cannot be entered at all whilst others are not wheelchair user-friendly or even dangerous inside (e.g. because of narrow passages, slippery floor surface, high thresholds and platforms). Elimination of architectural barriers removes or reduces many consequences of mobility impairment. One must remember that difficulties with mobility may not be the most important or only impairment for that person. The most frequent conditions associated with mobility impairment are: •

neurological problems,

•

problems with the cardiovascular system (blood circulation),

•

problems with thermoregulation (body temperature),

•

perception difficulties (e.g. distance),

•

speech and communication difficulties,

•

memory and information processing problems,

•

difficulties in writing, making gestures, manual activities,

•

pain, decreased physical strength,

•

restricted range of self-care skills. 56

Remember that mobility impairment also places a student in a specific psychological situation. To a large extent we control our environment by means of movement. The identity of a child as well as his/her awareness of being different from the environment is formed in the course of expansion into and active exploration of the surroundings, which is possible thanks to moving. The lack of full range of movement often means much stronger dependence on others in the process of learning, from the early age to the period of studies. It affects the sense of control and power (in this case independence), sometimes leading to the feeling of reduced autonomy and excessive dependence on others around, as well as experiencing restrictions being imposed upon them by others. This is one reason why dance therapy and expressive movement therapy are recommended as forms of activities conducive to the reconstruction and reinforcement of personal limits and the increase in the confidence in one’s abilities. Note that your interaction with a disabled student should strengthen the student’s autonomy and not weaken it. This can be achieved by e.g. not forcing unsolicited help on a student, not performing actions for him/her that he/she can do without help. On the other hand, you can achieve it by suggesting options and a variety of potential ways of reaching his/her goal (e.g. professional or intellectual). When adjusting the lessons to the requirements of a person with mobility impairment, one should ask the student what causes the biggest problems and adjust appropriate teaching strategies.

8.3 Strategies for Teaching Students with Mobility Impairments Recommendations presented below may help organise the best possible support for students with mobility impairment during classes at university. Recommendations: •

While communicating with a student in a wheelchair assume a position facilitating eye contact. Avoid holding a conversation standing, looking down on the interlocutor. One of the best, most polite and natural ways is to sit down on a chair whilst talking.

•

Make sure that the room is accessible to all. Check the desk arrangement and see whether the room can be entered in a wheelchair. Check the room for heavy doors and high thresholds as well as how much time it takes to cover the distance outside the building. Make sure desks are of a comfortable height or the table height can be adjusted if necessary e.g. for a wheelchair user.

•

If lectures/classes are scheduled to take place in inaccessible rooms, try to find another accessible room located on the ground floor. 57

•

Ensure enough time for the student to freely move between rooms or buildings for the next classes.

•

During oral examinations and other situations related to speaking, if the student has speaking difficulties, let him/her set his/her own pace. It is important to devote some time to understanding his/her answer rather than end the response for him/her. In the case of unclear pronunciation, ask the student to repeat or apply an alternative communication technique, e.g. a written form. If problems with verbal communication are aggravated, the student may be using additional equipment. Its use requires the extension of examination time.

•

Make sure that the students who find it difficult to write quickly and legibly due to hand or motor impairments have enough time at written examinations, and possibly guarantee them an option of writing the test using a computer or an assistant.

•

Give consent to record the lectures, provide lecture/class materials (ideally in advance) for students who find it difficult to make notes in a traditional way. At the Aristotle University of Thessaloniki, the recording lectures is not allowed because these could be then circulated generally and could result in students not bothering to attend lectures. • Provide an assistant for students who due to hand/arm motor impairments are unable to perform obligatory tasks themselves (for instance lab exercises). If such assistance is in place, ensure that the assistant works only as directed or guided by the student and does not support him/her in interpreting the results obtained. At the Aristotle University of Thessaloniki, the university neither provides nor endorses a procedure whereby an official note-taker can take notes on behalf of a student unable to do so himself due to some kind of disability. This is because the university wants to guard against the possibility of such notes being photocopied or even sold. However, a blind eye is turned if on an unofficial and friendly basis a fellow student takes notes on behalf of a student with disabilities, or simply gives him a photocopy of his own notes.

•

Do not force your unsolicited help on a disabled person, do not invade his/her personal zone e.g. by forcing a person into a chair, pushing the wheelchair (unless a student approves of/asks for this kind of assistance).

•

Be aware of other difficulties which coexist with mobility impairment. A student may experience severe bodily discomfort during lectures/classes or examinations. Owing to this, he/she may need frequent breaks, he may have to leave the room to change his/her body position, take exams divided into smaller parts e.g. because of the inability to sit for a long period of time without the aggravation of his/her symptoms. Students may experience discomfort connected with pain, difficulties with thermoregulation, increased fatigue, also specific somatic symptoms whose

occurrence sometimes accompanies mobility impairment difficulties). The above naturally hinder concentration on tasks.

(e.g.

breathing

8.4 Activity: Exclusion/ Assistive Technologies

Activity description Trainees will take part in an exercise that excludes them from a benefit on the basis of their physical characteristics. They are shown a video presentation of assistive technologies used at the University of Washington for students with mobility disabilities.

Objectives •

To stimulate thought on being excluded because of a physical disability

•

Realise the scale of disability in EU

•

To give an example of best practice in terms of providing assistive technology for students with disabilities

Topics for consideration/discussion How did the trainees who were excluded in the first exercise feel? How did their colleagues feel? Did any of those who were not excluded speak out in favour of those who were excluded? Is there anything simple and inexpensive that you could do to improve access to technology for students with mobility disability in your own environment?

8.5 Assistive technologies Rapid development and progress in the field of modern technologies has brought a broad range of solutions for people with mobility impairments. At present, students who have 59

different kinds of mobility difficulties, e.g. impairments with hands, or no hands, or quadriplegia, can use a computer independently after it has been adapted to their individual requirements. Technological solutions presented below are examples of equipment adapted to the requirements of people who have different kinds of difficulties in working on a computer because of their mobility impairment.

Keyboard adaptation A well selected keyboard is of key importance to students who, either because of problems with muscle pressure (inadequate, uncoordinated movements), control of direction and strength of movement, shaking, poor hand control, hand amputations, are not able or find it difficult to use a standard keyboard. The problems may include an inability to type with fingers, pressing the wrong key or a few keys simultaneously, applying too little pressure, pressing the key for too long, inability to press a combination of keys (e.g. shift+alt+ctrl). Students with motor impairments can choose from the following adapted keyboards: •

with enlarged keys,

•

with special overlays which increase the precision of hitting the right key,

•

three-dimensional with an alternative arrangement of keys – created for onehanded users,

•

allowing typing with feet,

•

allowing typing with mouth or head by means of a mouthstick or headstick,

•

touch screens which take over the function of a keyboard.

Armrests Installing individually selected and adjusted armrests may be a considerable improvement. They prevent excessive tiring of hands/arms, help maintain the right position of hands/arms ensuring comfortable working conditions for a disabled user.

Trackballs Enlarged trackballs are devices that can substitute a standard computer mouse. Their solid construction is not susceptible to inadvertent movements. They can tolerate too strong pressure of a hand and using them does not require precision or high manual dexterity (as in the case of traditional computer mice).

Switches and Large Buttons Switches are very simple peripheral devices. Big, solid buttons are relatively easy to press even for people with limited manual function. Such devices substitute traditional mouse clicking, which makes it easier for a person to use a computer and other devices. They can be installed on different kinds of rests or booms, which enables placing buttons in a correct position within a desk or a wheelchair.

Integra Switch Is a piece of equipment specifically designed for people who cannot move their arms or head. There is a mouthpiece that allows operating a computer by mouth: by means of sipping and puffing. This device substitutes a computer mouse. Sipping on the switch is identical to activating the right button of a mouse, and puffing activates the left one. Alternative equipment allows for control by eyelid or head movements. The device when strapped to a disabled person’s forehead allows touch-free control of the computer. The use of this device requires some skill, but once it is acquired, the device becomes an invaluable tool for people who are paralysed or have very limited movement. It facilitates computer use; and using the computer e.g. converting text to synthesized speech, it can also facilitate communication. When adapting a computer workplace for a student with mobility impairment, one should remember the following: •

it is virtually possible to adapt a workplace for any impairment, thus enabling independent work

•

most people will require individual adjustment of equipment, it is difficult to find universal solutions “straight out of the box”

•

Adaptive technologies are required especially by people with paresis, paralysis, or without hands.

Safe conditions around the workplace should be assured by: •

removing cables which one may trip over,

•

ensuring stable desks with a correct height, including desks that are adjustable,

•

eliminating narrow passages and other architectural barriers, there are guidelines on minimum specifications for wheelchair access, for example.

When adapting a workplace for a person with a physical impairment, one should take into consideration the degree and kind of impairment. It is especially important to pay attention to activities that are most difficult to perform, but also the compensatory abilities of a person (e.g. what they can do). Virtually in all cases it is possible to adapt equipment in a way which enables computer use without problems. Architectural adjustments are necessary, and possible, especially for wheelchair or walking cane users. 61

A wheelchair must fit in under the desk/table, move through doorways and lifts/elevators easily. Stable worktops against which one can lean while standing up, no additional objects which can be easily knocked off, floor with non-slippery surface are other important elements for wheelchair and cane users, and for those who have difficulties in walking and maintaining balance.

9. Reasonable adjustments 9.1 Activity: How to Remove Barriers

Activity description The participants are asked to think of the forms of support for disabled people and match appropriate adjustments with the situations and a kind of impairment.

Objectives •

to extend knowledge of reasonable adjustments in the environment for the specific requirements of disabled people,

•

to learn about the barriers which exist in the academic environment and hinder access to education and how to eliminate them,

•

to act as a counselor to disabled people in connection with their requirements arising from disability,

•

to take into account the limits of the adjustment.

Topics for consideration/discussion •

What barriers do you consider to be the most difficult to overcome by teachers and disabled persons themselves

•

What are the consequences for disabled people of society’s ignorance of or reluctance to implement reasonable adjustments

Observations, conclusions, notes …………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………

9.2 Reasonable Adjustments for Disabled People – Practical Solutions The United Nations Convention on the Rights of Persons with Disabilities adopted on 13th December 2006 aims to protect and ‘ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity’ (Art. 1). It is important to take actions to combat discrimination 63

against disabled people and ensure their effective participation in diverse areas of life. Article 24 on education also refers to the necessity of ensuring access to tertiary education on equal basis and providing of reasonable adjustment tailored to the individual requirements of disabled persons. The Convention was signed by all Member States of the European Union. The table presented below comprises a few examples of the application of reasonable adjustments in the education of disabled students. Note that a lot of proposed solutions may be beneficial to students with different kinds of impairment, but also to non-disabled people using university buildings and attending classes there.

Example

Solution

A student who is deaf and lip-reads will take part in the discussion.

Arrange desks and tables in a semicircle.

A student without hands needs to sit an exam.

Discuss with the student the most suitable way to be assessed and offer to provide a personal assistant.

A student with visual impairments attends a lecture.

Invite the student to sit at the front and make sure that there is good lighting in the room, particularly where the student will sit and where you will deliver your lecture.

There are steps up to the entrance of the classroom making independent access impossible for a wheelchair user.

Exchange the classroom for a more accessible one.

A student who is blind takes part in the class during which a PowerPoint presentation is projected.

The teacher precisely describes the slides using specific words which facilitate imagining them and reads aloud any displayed text.

A sign language interpreter informs the teacher that he/she will interpret the lecture.

The teacher provides the interpreter with needed materials and sets the breaks in the lecture because it will last for about 2 hours.

10. Supplementary material

10.1 Test your knowledge

Academic teachers Questions Test your knowledge about disabled people Below you will find 24 statements referring to different aspects of a disabled persons’ life. Read each of them and decide which ones are TRUE (T) and which are FALSE (F).

No.

Questions

Answers

It is tactless to say such expressions as: “you see?”, “read it”, or “see you later” to a blind person.

People with mental health difficulties can work professionally.

Visually impaired students, who have the enlarged font in their exams, read slower than their sighted friends.

Extra time during exams for disabled students is unfair to the other students.

People with mental health difficulties are characterised by a low level of intelligence.

Euphoria, irritability and increased activity can be the symptoms of an illness.

All deaf/Deaf students use sign language.

Architectural barriers apply only to people with physical impairment.

The majority of people who committed suicide had signalled their intentions.

10.

In order to be understandable to a deaf student, one should speak with an overdone articulation and at a very slow pace.

11.

A blind person can use a computer independently.

F 65

12.

All deaf students use hearing aids.

13.

Each deaf person is mute.

14.

Blind students can use only textbooks written in Braille.

15.

An episode of mental health difficulties always means the beginning of an incurable illness.

16.

Deaf students usually need more time for written assignments if their first language is Greek Sign Language (GSL).

17.

Each person in a wheelchair is paralysed.

18.

Blind people are able to understand complicated mathematical formula.

19.

It is advisable that there should always be an additional person during a meeting between a lecturer and a student with mental health difficulties.

20.

Students with hearing difficulties must take exams in the written form.

21.

People with epilepsy should not live in studentsâ&#x20AC;&#x2122; dorms.

22.

Deaf students cannot learn foreign oral languages.

Academic teachers Answers Test your knowledge about disabled people

1. It is tactless to say such expressions as: “you see?”, “read it”, or “see you later” to a blind person. FALSE: The expressions related to visual perception are so popular that their meaning goes far beyond their literal sense. Expressions such as “to see” or “to read” are used both by sighted and blind people and they mean “to get acquainted” with a given thing, place or text, “you see” is popularly known as “you understand?” and so on. Artificially avoiding or trying hard to replace such words with others can draw attention to the disability of a person and hence may make our interlocutor feel uncomfortable. 2. People with mental health difficulties can work professionally. TRUE: People with mental health difficulties can be officially employed. A job can also be a key form of socio-professional rehabilitation for such people. As in the case of all other employees, a positive opinion from the occupational health doctor is required. 3. Visually impaired students, who have the enlarged font in their exams, read slower than their sighted friends. TRUE: The enlarged font helps visually impaired students to read, but they still need more time to decipher the text. The amount of extra time needed must be determined by consulting with a specialist. 4. Extra time during exams for disabled students is unfair to the other students. FALSE: Extra time for the students who really need it is vital and is a fundamental part of an equal opportunities approach; it does not give them any extra advantage. 5. People with mental health difficulties are characterised by a low level of intelligence. FALSE: A mental illness may affect any of us – regardless of intelligence, social or financial status. And whilst their performance may be affected at times, their intelligence will remain constant. 6. Euphoria, irritability and increased activity can be the symptoms of an illness. TRUE: In manic episodes of bipolar illnesses, we can discern the rise of selfconsciousness, feelings of greatness and strong interest in activities that cause 67

pleasure. Often, these euphoric and optimistic moods transform into irritation, over-sensitivity and excitement. 7. All deaf/Deaf students use sign language. FALSE: The most frequent users of the sign language are people with profound, pre-lingual deafness (the ones who were born deaf or who became deaf before they had learned to talk/read). The hearing loss at a later age (after mastering speech) often implies that the people do not know this language but again this is not true as most deaf people live in a hearing community they have to learn the spoken language, at least to be able to read text. Moreover, there is nothing like a universal international sign language, but there are many national sign languages, e.g.: Greek Sign Language (GSL), Polish Sign Language (PJM), British Sign Language (BSL), American Sign Language (ASL). 8. Architectural barriers apply only to people with physical impairment. FALSE: Apart from the people in wheelchairs or using crutches, architectural barriers are also problematic for the elderly, people pushing strollers, blind and visually impaired people. 9.

The majority of people who committed suicide had signalled their intentions. TRUE: Eight in ten people who committed suicide had talked about it before. The majority of people at risk encounter difficulties in choosing whether to live or die.

10. In order to be understandable to a deaf student, one should speak with an overdone articulation and at a very slow pace. FALSE: Speaking too slow impedes lip-reading and overdone articulation makes the communication artificial as it distorts the natural lip patterns. 11. A blind person can use a computer independently. TRUE: Blind and visually impaired people use special software which enables them to decode information from the screen through the speech synthesizer or font enlarger (for people with limited sight). Using various keyboard shortcuts, a blind person can navigate text files, Internet web pages and computer settings easily and quickly. 12. All deaf students use hearing aids. FALSE: Among the technical aids used by deaf students there are not only hearing aids but also cochlear implants which transmit aural sensations to the aural nerves through electrical conduction. It is worth mentioning that some deaf people, mainly with profound deafness, do not wear any hearing aids because they are of no use.

13. Each deaf person is mute. FALSE: Deaf people have the correct build of vocal organs and they are able to learn to speak. Deaf â&#x20AC;&#x201C; mute people often have profound, pre-lingual deafness and the sign language is their first language. Only a small group of such people can master sound speech to the level where their speech is clear enough to use in conversation with hearing people. 14. Blind students can use only textbooks written in Braille. FALSE: Blind students often use materials in the electronic form because they can decode the information using the software for speech synthesis (or the Braille monitor). Sometimes, blind students use materials in the Braille, which are prepared especially for them (e.g. in language courses). Unfortunately, university textbooks do not have their Braille versions yet. What is more, not all blind people (for many different reasons) know Braille. It is common especially when they still have some residual vision, or have lost their sight recently or have additional impairments, e.g. inability to use touch for reading purposes. 15. An episode of mental health difficulties always means the beginning of an incurable illness. FALSE: An episode of mental health difficulties may, but does not necessarily always, mean the beginning of an incurable illness. Many people come back to social functioning at a satisfactory level. 16. Deaf students usually need more time for written assignments if their first language is Greek Sign Language (GSL). TRUE: It is because the student is being made to work in their second language. Though it is possible for Deaf people to acquire fluency in a spoken language (text and perhaps speech) most do not due to an inadequate education system. A student who uses the Greek Sign Language may have some difficulties with formulating written sentences according to stylistic rules, grammar, phraseology, or Polish lexis of the spoken Greek language. It is because there are different grammatical rules governing the two languages. 17. Each person in a wheelchair is paralysed. FALSE: Apart from those who are paralysed wheelchairs are also used by people with other impairments. Some of them can use their legs or are able to move without a wheelchair, but the orthopaedic help improves their functioning. 18. Blind people are able to understand complicated mathematical formula. TRUE: There are the Braille labels for mathematical formula, but also forms of electronic notation and computer programs, which enable presentation of formulas for blind or visually impaired people. The computer user can listen to the formula through the speech synthesizer, read it on the Braille monitor or print on the 69

Braille printer. The diversity level of these capabilities among blind people is the same as among the seeing ones. 19. It is advisable that there should always be an additional person during a meeting between a lecturer and a student with mental health difficulties. FALSE: A one-to-one conversation of a student with his/her lecturer often helps to reduce fear and tension connected with broader social situations and because of that it encourages positive outcomes (e.g.: a passed exam). The majority of students undergoing treatment do not pose a threat to other people. 20. Students with hearing difficulties must take exams in the written form. FALSE: The form of an exam should be suited according to the specific requirements of students. For deaf/Deaf students who communicate using sign language or have an unclear articulation, the most appropriate way to exchange information between a teacher and a student can be written tests or using an interpreter. In some countries it is possible for Deaf students to take an exam using sign language through an interpreter or by using video. It is also possible to adapt some words in a written text to make the exam more accessible to a Deaf student without compromising the exam or giving them an unfair advantage. These adaptations offer a safer guarantee for the correct evaluation of academic achievement. For deaf students who are comfortable using speech or writing they should be granted the possibility of choice between the oral and written form of an exam. 21. People with epilepsy should not live in studentsâ&#x20AC;&#x2122; dorms. FALSE: A student with epilepsy is being assigned to a particular dorm according to general rules. For security reasons, he/she may inform the room-mates about the specificity of his/her disability. 22. Deaf students cannot learn foreign oral languages. FALSE: Deaf students can learn oral foreign languages, as long as they are provided with appropriate support and methodology to accommodate their deafness.

11. The Ending This manual provides the trainer with basic tools necessary to conduct a training course for academic teachers. During the process of developing training materials a special emphasis was placed on the use of learning methods and transferring knowledge in an interesting way. Such an approach facilitates understanding and remembering of the training material by the participants. Consequently, the role of the trainer is very important. He/she is not only an authority on disability, but also the one who introduces the participants to disabilityrelated issues through exercises, initiates experiences, and moderates ongoing discussions and encourages further learning beyond the time of the course. We believe that the training conducted with the help of the manual, which is the outcome of the DAReLearning project, will bring about the increase in both the knowledge of disability and sensitivity to the requirements of disabled people. Making reasonable adjustments and implementing adequate teaching strategies will widen access for disabled people to social life. The increase in awareness of disability-related issues raises the comfort not only of students, but also of teachers who, feeling more confident in this area, stop treating disabled people as students endowed with special rights or students whose presence at university is undesirable. We hope that disability awareness training courses for academic teachers and public administration employees will be more and more popular in the countries of the European Union. We wish the trainers who decide to use this package successful work with groups and lasting outcomes in raising disability awareness in society. Should you have any remarks, queries and comments concerning the training materials and the training itself, please contact directly the coordinator of the project:

the greek partner:

The Jagiellonian University

Aristotle University of Thessaloniki

Disability Support Service

Social and Health Policy Committee

Address: ul. Retoryka 1/210

University campus

31-108 Krak贸w (Poland)

Thessaloniki 54124

E-mail: bon@uj.edu.pl

E-mail: socialcom@ad.auth.gr

Tel: +48 12 4242950

Tel:+ 30 2310 991376

www.bon.uj.edu.pl

www.auth.gr

12. Bibliography

Albrecht G. L., Seelman K. D., Bury M., Handboook of disability studies, Sage Publications, California 2001. American college health association (2006) American college Health AssociationNational College Health Assessment (ACHA-NCHA) Spring 2004 Reference Group Report Data (Abridged) Journal of American College Health, 54 (4), pp 201-2011. Aronson E., T. D. Wilson, Akert R. M., Psychologia społeczna: serce i umysł [Social Psychology], Wydawnictwo Zysk i S-ka, Poznań,1997. Bilikiewicz, A., Psychiatria. Podręcznik dla studentów medycyny [Psychiatry. A Coursebook for Medical Students], Wydawnictwo Lekarskie PZWL, Warszawa 2009. Dirksen – H, L. Bauman, Open your eyes. Deaf Studies Talking, University of Minessota Press, Minneapolis 2008. Dively, V., Metzger, M., Taub, S. and Baer A. (Eds.). (2002), Signed Languages: Discoveries from International Research: Theoretical Issues in Sign Language Research Conference 1998, Washington DC: Gallaudet University Press Farmer M., Riddick B., Sterling Ch., Dyslexia & Inclusion, Assessment & Support in Higher Education, Whurr Publishers, London 2002. Gałkowski T., Szeląg E., Jastrzębowska G., Podstawy neurologopedii. Podręcznik akademicki [Neurological Speech Therapy Basics. An academic coursebook], Wydawnictwo Uniwersytetu Opolskiego, Opole 2005. Gotzamanis, C. (1996). Diagnostic criteria (DSM-IV), Athens: Litsas editions. Hautziner, M. & De Jong-Meyer, R. (1994). Depressionen. In Reinecker, H. Lehrbuch der Klinischen Psychologie. Göttingen: Hofgrefe. Hoffmeister, R. (1978).The Influential Point. Temple University, Philadelphia, PA. Hoffmeister, R. (1980). The Acquisition of Sign Language. In H. Lane & F. Grosjean Jaschik, S. (2009), Mental Health of Campus Inside Higher Ed. April 21st retrieved from http://www.insidehighered.com/news/2009/04/21/ving Kantor, R. (1980). The acquisition of classifiers in American Sign Language. Sign Language Studies, 28,193-208 Kirby A., Gry szkoleniowe – materiały dla trenerów, zestaw I. [Games for trainers Volume 1], Oficyna Ekonomiczna, Kraków, 2002.

Kończyk D. (red.), Zasady adaptacji materiałów dydaktycznych do potrzeb osób Słabowidzących [Rules for Adaptation of Materials to the Needs of Partially Sighted People], Uniwersytet Warszawski, Warszawa, 2008. Konwencja Praw Osób Niepełnosprawnych ONZ z dnia 13 grudnia 2006. [The United Nations Convention on the Rights of People with Disabilities from 13th December 2006] Kourbetis, V. (1996) Greek Sign Language: 20 little myths. NID, Athens Krasowicz-Kupic G., Psychologia dysleksji [Psychology of Dyslexia], PWN, Warszawa 2008. Krohne, W. H. (1990). Sress und Gesundheitspsychologie. Göttingen: Hofgrefe.

Stressbewältigung.

Schwarzer,

Kyle J. G., Woll B., Sign Language. The study of deaf people and their language, Cambridge University Press, Cambridge 1985. Lampropoulou V. (1997) Comments about phonological analysis of Greek Sign Language. Patras: University of Patras. Maliszewski N., Regulacyjna rola utajonej postawy [The Regulatory Role of Implicit Attitude], Wydawnictwo Uniwersytetu Warszawskiego, Warszawa 2005. Manos, N. (1997). Basic Elements of Clinical Psychiatry. Thessaloniki: University Studio. Miles T. R., Gilroy D., E. A. Du Pre, Dyslexia at College, Routledge, London 2008. Nęcka E., Orzechowski J., Szymura B., Psychologia poznawcza [Cognitive Psychology], Wydawnictwo Naukowe PWN, Warszawa 2006. Newport, E. & Meier, R. 1985. The Acquisition of American Sign Language. Ιn D.I. Slobin (Ed.), Τhe Cross-linguistic Study of Language Acquisition. LEA, NJ. Oikonomou, M., Gramandani, Ch., Louki, E., Giotis, L. & Stefanis, K. (2006). Mental Disorder and Stigma: The way to destigmatisation. A schizophrenia anti-stigma Project led by the University Mental Health Research Institute (UMHRI). Psychology 13 (3), 28-43. Open university: http://www.open.ac.uk/inclusiveteaching/pages/understandingand-awareness/models-of-disability. Paneras, A. (2010). Changes over a Decade in Greek University Students Mental Health. As presented at the 2nd Internationals Conference ‘Children and Youth in Changing Societies’ 2-4/12/2010 Papaspyrou, Ch. (1997) Kinematic Language and general theory of language, Ellinika Grammata, Athens. Reinecker, H. (1994). Lehrbuch der klinischen Psychologie. Göttingen: Hofgrefe. Schick, B. & Moeller, M. P. (1992). What is learnable in manually coded English sign systems? Applied Psycholinguistics, 13, 313-340.

Schulze, B. & Angermeyer, C. M. (2002). Perspektivenwechsel: Stigma aus der Sicht schizophren Erkrankter, ihrer Angehörigen und von Mitarbeitern in der psychiatrischen Versorgung Neuropsychiatrie, 16, (1&2), 78 – 86. Supalla, S. (1991). Manually Coded English: The modalitiy question in signed language development. In P. Siple & Fisher, S. (Eds.), Theoretical Issues in sign language research, Volume 2: Psychology (pp. 85-109), Silver Spring, MD: TJ Publishers. Wciórka B. i J., Choroby psychiczne – społeczny stereotyp i dystans [Mental Illnesses – a Social Stereotype and Distance], CBOS Warszawa, 2002. Wdówik P., Zasady adaptacji materiałów dydaktycznych do potrzeb osób niewidomych [Rules for Adaptation of Materials to the Requirements of Blind People], Uniwersytet Warszawski, Warszawa 2008. Welsh, R. L., Blasch, B. B. (Eds.). 1981. Foundations of orientations and mobility. New York: American Foundation for the Blind. What is mental illness? Bulletin (2007), Mental Health and Workforce Division of the Australian Government Department of Health and Ageing. Available on the following website: www.mmha.org.au. (13/6/2012).