Assessing Support Needs – Case Studies

Vicki Jackson

Assessing Support Needs

• Conversation in partnership– Disability– Previous support– Course demands– Effects of VI on learning– Recommendations for support– Supplier visit to try equipment

Ruth

Impairment

• Inconsistent vision – good/days

• Reduced acuity

• Narrow field of vision

• Nystagmus

• Medical condition – fatigue, pain, stress exacerbates symptoms

• Diagnosed as dyslexic

Education

• Open Education Scheme within Comprehensive• College

– Intermediate GNVQ Health and Social Care– BTEC First and National Diplomas in Performing Arts– Access to HE Media Studies

• HEI– BA Media and Performing Arts (1st year only)

• College– Media Production Foundation Degree

Current course

• HEI – entry to 2nd year of BA Animation

• Includes – Concept Art– Model making– Stop, Flash and 3D Computer animation– Online content

• Assessment – 3 x short animations, projects and portfolio

Reading

• Large font or handheld magnifier

• Process slow and uncomfortable

• Visual fatigue • Dyslexia and Irlens• Proof reading

• MS Windows Settings• Scanner to reformat

– Enlarge font– Text to speech

• Zoomtext Level 2• Dolphin Easy

Producer and Easy Reader software

• DAISY books• Victor Reader Stream

Research

• Difficulties finding books in library

• Difficulties skim reading to locate information in books

• Web sites inaccessible

• Volume overwhelming

• Library research assistant

• Photocopying to scan• Book Allowance• Internet Allowance

Writing and Note taking

• Fluent touch typist

• Monocular aid in class but very tiring

• Shortcut keystrokes• MS Windows settings• Study Skills support

previously

• Lightweight laptop• Olympus DS-40

Films/DVDs

• Difficult to view detail in class

• Arrange access prior to class

• DVD Allowance

Practical work

• Software– Complex – Mouse-driven

• Model making

• Rigging• Cameras

• Zoomtext• 2 x 19” monitors• Access at home

• Senseview P430 pocket video magnifier

• Subject specialist support

Mobility

• Unfamiliar with– Building layout– Campus

• Darkness and icy conditions

• Visits and trips

• Orientation training

• Allowance for occasional taxis

• Personal assistant

Slower working speed

• Planning• Organisation• Motivation • Stress• Extensions

• Mentor Support

Advice for Department

• Encourage personal tutor to set aside time for regular monitoring and planning

• Arrange individual support when introducing new equipment

• Prioritise reading lists and direct to specific chapters

• Provide 2 x 19” monitors in the department• Provision of handouts in electronic format• Read out projected text in lectures• Allow use of a recording device• Access to CCTV in library – illustrations• Mark written work for content rather than spelling

Mohamed

Impairment

• Total blindness caused by landmine explosion age 15.

Education

• Secondary education ended age 13 by war in Somalia.

• Languages, Somali and Arabic.• Came to UK in 2001 aged 26 years old.• RNIB Manor House Torquay.• Queen Alexandra College Birmingham.• City College Birmingham, Access to HE.• The Sheffield College, Access to HE.

HEI – BA Dual Honours in International Relations and Global

Development– Lectures– Seminars– Year 2 visit to United Nations in Geneva– Work placement (depending on module

choice)

• Assessment– Exams with long essay-type answers– written essays

Reading

• Reliant upon electronic text and DAISY format

• Fatigue

• Braille skills - basic

• Jaws• Scanner and Kurzweil

1000• Dolphin Easy Reader

and Easy Producer

• Assistant - Reader

• Labels

Writing

• Fluent touch typist

• Auditory comment interrupts thought processes

• Spelling

• Fatigue

• Navigates with shortcut keystrokes

• On-line dictionaries

Note taking

• Difficulties listening whilst typing notes in taught sessions with Jaws

• Needs to edit electronic notes to clarify and amend to assimilate information

• Note taker• Olympus DS-40

• Notes via email in electronic format

Research

• Cannot locate printed text, photocopy or scan in library

• Reviewing auditory text is slower than sight reading

• Select, highlight, cut and paste - slow

• Personal assistance in library and with high volume scanning

• Direction from tutors• Assistant – Reader in

library

• Allowance for books and ebooks

Assessment

• Braille inappropriate

• Checking answers and spellings - slower

• Computer with Jaws• Papers in electronic

format • Reader

– Initial read of paper– Read back word

processed work if review is required

• 100% extra time

Mobility and Travel

• Long cane user

• 85 mile round trip from home to HEI

• Fatigue/stress• Icy/windy weather

• Mobility Instruction• Sighted guide initially

• Routes to and from railway station

• Taxi Allowance to and from railway station

Organisation and Time Management

• Slower access to appointments, reminders, addresses, etc.

• Lack of time

• Nokia electronic organiser/mobile phone with speech output

• Victor Reader Stream and Noise Reducing Headphones

• Mobile Broadband

Field Trip/Placement

• Confident sighted guide

• Note taker and production of electronic notes

• Travel costs and expenses to be considered when details are known.

• Hours to be considered, could need double staffing

Field Trip/Placement

• Confident sighted guide

• Note taker and production of electronic notes

• Travel costs and expenses to be considered when details are known.

• Hours to be considered, could need double staffing

Key Worker – Visual Impairment

• Specialist advice and guidance relating to study skills

• Support with managing workload

• Liaison with curriculum tutors and disability services, as appropriate

• Flexible input.

Advice for Department

• Provision of handouts in electronic format• Prioritise reading lists and direct to specific

chapters• Read and describe projected text and

diagrams in lectures• Consider mobility issues when setting the

timetable and make available asap• Allow recording device• Respect confidentiality