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
Learning and Teaching: Essential Guides
your expectations clear and explicit. If you have negotiated any adaptation to teaching or assessment with the student, it is good practice for both student and staff member to have a written record of that decision.
• Students with mobility issues may need special arrangements regarding Emergency Evacuation Procedures. Ensure you are familiar with the arrangements for rooms you are teaching in.
Teaching a group of students that includes Teaching staff should ensure that they are familiar with the requirements of the following legislation students with mobility difficulties relating to disability: Equality and Diversity Act 2010. Details may be found on the Equality Tab • Physical access to lecture rooms is a key concern for students with physical disabilities. on Portia. Students who use wheelchairs, other mobility Queries regarding the needs of individual students aids, or who tire easily, may find it difficult should be referred to the Disability and Dyslexia moving to venues within the constraints Services Tel: (external) 01243 812076 / (Internal) of lecture timetables. Absence or lateness 2076. may be caused by transportation problems, inclement weather, lift or wheelchair breakdown or distance between teaching venues. • Academic activities which take place offcampus (such as industry visits, interviews or fieldwork) may pose problems. Provide advance notice to students who rely on special transportation. Consider supplementary laboratory practicals, films or videos as options to field trips, for the whole group, so that a student with mobility difficulties does not feel excluded. • Students with a mobility difficulty may sometimes wish to use their own furniture, such as ergonomic chairs or sloped writing tables. Extra space may need to be created in teaching rooms, but this should be done unobtrusively. • Some students may need to use a taperecorder or note-taker in lectures. You should be aware of the extra time involved in processing information acquired in this way. Consider recording your lectures as podcasts. • Social and academic isolation can become an issue for students who are unable to participate in some class activities and the tutor should take steps to ensure that this is avoided.
Centre for Learning and Teaching/Disability and Dyslexia Service Enhancement Guides The University promotes an inclusive approach to learning and teaching, based on equity and equal entitlement. The university’s aim is to increase the proportion of students who are currently under-represented in higher education in order to widen participation and its objective is to provide suitable facilities, and implement policies that enable all students to undertake and complete their studies successfully.