Learning and Teaching: Essential Guides
Learning and Teaching Essential Guides
No 5: Teaching students with Mobility Difficulties Mobility may be impaired by a number of conditions, some of which are permanent, others of a temporary or intermittent nature. For example, these conditions include cerebral palsy, arthritis, muscular dystrophy, multiple sclerosis, Parkinson’s disease and repetitive strain injury (RSI). Coordination and balance may be mildly or severely affected by any of these conditions. Some students may be wheelchair users. Others may walk using various aids. Movement may be impaired by muscle spasms, numbness or pain. Both manipulation of equipment and writing may be difficult. Some students may suffer chronic fatigue, and for others there will be extreme fluctuations of energy from day to day.
Communicating with students with mobility difficulties When communicating with students with a mobility disability it is important to acknowledge that they are students first and foremost, not ‘victims’, ‘sufferers’ or ‘conditions’. Difficulties arising may fluctuate. Be prepared to discuss students’ needs as they arise. • Students using wheelchairs often complain of being patronised, and of being spoken to as if they cannot hear, or in some way ‘not quite there’. Speak just as you would to any other student.
• Do not lean on a student’s wheelchair or Speech and vision may also be affected in move it without seeking permission. Consider students with cerebral palsy and multiple sclerosis the wheelchair as part of the student’s for example, and in those who have had a stroke. personal space. Some cardiac and respiratory diseases may also affect general mobility. Staff need to remember • Ask students about any adaptive technology that some of these conditions are characterised they may be using to access information by periods of remission so the condition will not or prepare assignments. It will always help always be visible, and will not always impact on to understand just what is involved for a the student’s ability to function effectively in the particular student in the preparation of their University environment. work. • Negotiate about teaching and assessment issues on the basis of individual need. You may like to consider negotiating individual study contracts that allow students to meet your expectations in different ways which match their preferred learning style. This ensures that the curriculum offered is inclusive. • Sometimes students may set unrealistically high standards for themselves, and so you may need to help them focus on more realistic and achievable standards and goals. This process will be assisted if you make