A Methodology for Assessing A Methodology for Assessing

The Needs of Disabled StudentsThe Needs of Disabled Students

in Higher and Further Educationin Higher and Further Education

Why have a methodology?Why have a methodology?

• Students with disabilities should be able to Students with disabilities should be able to access assessment services of similar high access assessment services of similar high standards wherever their AON standards wherever their AON takes place takes place e.g. an e.g. an established standard of service;established standard of service;

• Need is being assessed rather than Need is being assessed rather than disability – the assessor is looking at the disability – the assessor is looking at the environment e.g. there is a greater emphasis environment e.g. there is a greater emphasis on the social model;on the social model;

• In the case of the assessment being a bid In the case of the assessment being a bid for funding e.g. DSA, Charitable Trusts etc. a for funding e.g. DSA, Charitable Trusts etc. a scientific and logical case needs to be scientific and logical case needs to be made.made.

BackgroundBackground

• The original project funded by The original project funded by MicrolinkPC was with respect to MicrolinkPC was with respect to developing an IT Training curriculum;developing an IT Training curriculum;

• This merged with the calls from This merged with the calls from assessment centres in the South East assessment centres in the South East to to improve the communication with improve the communication with downstream services (IT Training, Study downstream services (IT Training, Study Skills provision etc.) Skills provision etc.)

• The aim was to ensure a more cohesive The aim was to ensure a more cohesive service to the students concerned. service to the students concerned.

The Teaching and Learning The Teaching and Learning EnvironmentEnvironment

The Teaching and Learning The Teaching and Learning EnvironmentEnvironment

• The project looked The project looked at all of the at all of the activities that take activities that take place in the place in the educational educational community and community and that were common that were common to all students.to all students.

The Five Pillars of Education The Five Pillars of Education

• ResearchResearch• CompositionComposition• ProofreadingProofreading• Note-takingNote-taking• Time ManagementTime Management

RESEARCHRESEARCH

• Reading age and Reading age and score;score;

• Research in a Research in a library;library;

• Current research Current research note-taking note-taking strategy;strategy;

• Use of Web-based Use of Web-based research research

• Highlighting and Highlighting and annotation;annotation;

• Inserting Inserting comments;comments;

• Text to speech;Text to speech;• Taking research;Taking research;• spider notes.spider notes.

COMPOSITIONCOMPOSITION

• Spelling age;Spelling age;• Drafting process Drafting process

and typing speed;and typing speed;• Use of mind maps;Use of mind maps;• Feedback on Feedback on

previous previous coursework.coursework.

• Touch typing;Touch typing;• Speech to text;Speech to text;• Planning software – Planning software –

mind mapping;mind mapping;• Text prediction;Text prediction;• AutosuggestAutosuggest

PROOFREADING PROOFREADING

• Visual problems;Visual problems;• Working Memory Working Memory

Score;Score;• Current Strategy Current Strategy

used;used;• Feedback from Feedback from

tutors.tutors.

• Text to speech;Text to speech;• Changing text Changing text

display properties display properties (formatting and (formatting and typography;typography;

• Altering Altering background colour;background colour;

• Using hard copy.Using hard copy.

NOTE-TAKINGNOTE-TAKING

• Working Memory Working Memory Score and Score and Handwriting Speed;Handwriting Speed;

• Typing Speed;Typing Speed;• Are lecture notes Are lecture notes

available on-line? available on-line? • Current Strategy.Current Strategy.

• Recording lectures Recording lectures – key notes and – key notes and track changes;track changes;

• Typing lecture Typing lecture notes;notes;

• Spider notes;Spider notes;• Annotating and Annotating and

highlighting highlighting downloaded notes;downloaded notes;

• Using a note-taker.Using a note-taker.

TIME MANAGEMENTTIME MANAGEMENT

• Working Memory;Working Memory;• Adhering to Adhering to

submission submission Deadlines;Deadlines;

• Use of Timetables;Use of Timetables;• Current Strategies;Current Strategies;• Need for a portable Need for a portable

device device

• MS Outlook;MS Outlook;• Web-based Web-based

programs;programs;• Tuition in time and Tuition in time and

information information management;management;

• Portable devices;Portable devices;• Using a diary/wall Using a diary/wall

planner.planner.

StrategiesStrategies

• ‘‘ways of doing things which offset or ways of doing things which offset or counterbalance the undesired effects counterbalance the undesired effects of disability’of disability’

[Scottish Funding Council][Scottish Funding Council]

StrategiesStrategies

• Person centred;Person centred;• Not product orientated;Not product orientated;• Task-orientated e.g. text to speech; Task-orientated e.g. text to speech;

speech to text; screen enlargement; speech to text; screen enlargement; • Adds to or helps improve student’s Adds to or helps improve student’s

current strategies.current strategies.

Applying the MethodologyApplying the Methodology

• Identify strategies (human or technology Identify strategies (human or technology based) to support identified areas of need based) to support identified areas of need – this is often described as ‘levelling the – this is often described as ‘levelling the playing field’.playing field’.

Methodology in PracticeMethodology in Practice

INFORMATION GATHERINGINFORMATION GATHERING

IDENTIFICATION OF NEEDIDENTIFICATION OF NEED

SUGGESTING OF SUITABLE SUGGESTING OF SUITABLE SUPPORT STRATEGIESSUPPORT STRATEGIES

INFORMATION GATHERINGINFORMATION GATHERING

STUDENT BACKGROUND STUDENT BACKGROUND

• DisabilityDisability

• Previous Education / Employment DetailsPrevious Education / Employment Details

• Statement of Course Content in Relation Statement of Course Content in Relation to Study Requirementsto Study Requirements

INFORMATION GATHERING - RationalINFORMATION GATHERING - Rationalee

• Informs the entire assessment process Informs the entire assessment process – – particularly identification of needparticularly identification of need

• Ensures the assessment process remains bespokeEnsures the assessment process remains bespoke

IDENTIFICATION OF NEED - RationaleIDENTIFICATION OF NEED - Rationale

• To identify and document specific difficulties resultingTo identify and document specific difficulties resulting from disability in relation to course demands.from disability in relation to course demands.

• To inform the next stage of the process To inform the next stage of the process – – recommendation of suitable support strategiesrecommendation of suitable support strategies

• To ensure the assessment process remains bespokeTo ensure the assessment process remains bespoke

EFFECTS OF DISABILITY ON STUDYEFFECTS OF DISABILITY ON STUDY

OUTCOME AND RECOMMENDATIONS OF ASSESSMENT OUTCOME AND RECOMMENDATIONS OF ASSESSMENT OTHER ADVICE AND GUIDANCEOTHER ADVICE AND GUIDANCE

• It should be possible to trace all recommendations made It should be possible to trace all recommendations made back through the assessment process / reportback through the assessment process / report

• All recommendations should be fully discussed and All recommendations should be fully discussed and agreed with the student during the AONagreed with the student during the AON

• Every strategy recommendation should be madeEvery strategy recommendation should be made to support need resulting from both disability and to support need resulting from both disability and course demandcourse demand

SUGGESTING OF SUITABLE SUGGESTING OF SUITABLE SUPPORT STRATEGIESSUPPORT STRATEGIES

• Responsibility for provision of support must be explicit Responsibility for provision of support must be explicit

• The assessor should maintain a professional The assessor should maintain a professional and supportive conduct (with all interested parties).and supportive conduct (with all interested parties).

• The assessor should fully understand the The assessor should fully understand the regulations surrounding funding sources (i.e. DSA.)regulations surrounding funding sources (i.e. DSA.)

• The assessor should understand the nature of difficultiesThe assessor should understand the nature of difficulties associated with the disability.associated with the disability.

• The assessor should fully understand support strategiesThe assessor should fully understand support strategies (both technology and human support).(both technology and human support).

• The assessment process should be transparent.The assessment process should be transparent.

In conclusion - a good assessor should:In conclusion - a good assessor should:

Thank youThank you