Hidden and misunderstood? Experiences of disability support for learners in post-16 education

Hidden and misunderstood? Experiences of disability support for learners in post-16 education

Julie Osborn

Disability Support ManagerTeaching Fellow Award Holder 2007-08

Background to research

Research within FE Sector HELP Cetl University of Plymouth Future actiona

Aim of Research

Investigate the impact that having disability support needs has on making choices, retention and achievement in HE

Identify barriers that need to be removed and develop services to that they are inclusive to disabled people

Methodology

Variety of methods used Focus group Individual, semi-structured interviews Follow up via email, text Visual representation Interviews with staff

Stated Aims

Consider IAG that disabled learners received

Impact of having additional support needs had on making choices

Impact of assessment procedures Procedures in place to assist with

transition to HE Factors that promote successful retention

and achievement for disabled learners

Participants - population

Purposive sample All students on HE Courses sent

letters – No response! Learners inc HE in FE and students

at the transition phase Staff asked to invite students who

were accessing support

Participants - sample

6 females and 4 males Aged 19 to 38 2 learners had degrees Range of impairments inc Deaf BSL, visual

impairment, physical, mental health issues,

Described support needs Sample of people who use support

services Limited, bias

Methodology

Learners perspective sought 1:1 interviews with research

assistant, recorded and transcribed, inc pictorial representation

Follow up emails Focus group - recorded

Methodology

Approved final copy

Returned for checking and approval

Learner commentstranscribed

Grounded methodology

Analysis of data

Transcripts (interviews) Voice recordings (Focus Group) Identified key themes from the data Ensure we captured the learner

perspective by checking back Inductive process

Findings

Participants described how they found out about support Key person described as helpful “I came into college before my course

and that really helped. If a disabled student can come in and speak to a DSC [they can] then find out what they need… when you fill out the forms you don’t always know what support you could have”

Findings

Participants described how they found out about support Name of service Didn’t want to access a service for

“disabled people” Didn’t want to be labelled or

stigmatised Learners had support needs and

received service but did not identify with the term “disabled”

Findings

Impact of having additional support needs on choice of institution Choice of institution was mainly the

same as for non-disabled people Support considered after choice of

institution

Findings

Assessment of Support Needs Disabled Students’ Allowance – time

consuming and challenging Assessment of support needs was

positive for most particiapnts

Findings

Assessment of Support Needs Forms proved challenging “And stating what your needs are …at a

time you’re unwell, you don’t know what your needs are, what your capabilities are etc … each day is different (good or bad). You don’t want to be spending hours filling out forms because the mental process of doing it is exhausting.” (Learner with ME)

Findings

DSA – equipment Challenging to learn to use Often software on laptops that was

not being used Frequently, learners left along to

sort this out.

Findings

Receiving support “There’s a fine line between what you

do and how much you get from other people”. (Learner with dyslexia)

Learners wanted to “fit in”, some were reluctant to acknowledge that they needed additional support,

Findings

Receiving support “ I don’t ask for an extension [on assignment

deadlines] because I want to be normal”. “I don’t deserve anything … you hear people

joking .. And I think maybe I shouldn’t get that [support]. There’s other people who should be having that.. I feel bad about it … for getting support .. People go “wow you got a laptop, I’m gonna be dyslexic then I’m gonna get a laptop”.

Reluctance to ask for support is a key theme

Findings

Expectation of Support Learners had different expectation of

what support is compared to tutors Often a lack of co-ordination between

support staff and tutors

Video

Excerpt from video

Practical Applications

Developed marketing and publicity Disability support needs to be

promoted as an entitlement Provision needs to be independently

monitored Expectations need to be clarified Transition procedures

Practical outcomes

Develop Marketing and Publicity Promote Disability Support as an

Entitlement Co-ordination and Monitoring Clarify Expectations Transition Procedures

Interlinked

Develop Marketing and Publicity

Publicise what’s on offer Need to target potential

beneficiaries of the service Describe support on offer rather

than try to identify disabled people

Promote Disability Support as an Entitlement

Participants described how they needed to “make a case” and “justify” reasons for support

Need to develop a culture that support is an entitlement

Staff need information

Co-ordination and Monitoring

Reviews would enable problems to be identified Equipment not being used Lecturers not adjusting delivery Discrimination

Clarify Expectations

Learners, tutors and support staff had differing ideas about support.

Led to frustration and even complaints

Need to clarify the support is available

Implementing Findings

Practical outcomes CoBC appointed a person to assist

dyslexic learners apply for DSA Created a video to publicise support Co-ordinated support Attended induction events and

described support rather than the service name

Workshops

Explore some of the themes in further detail

Disabled – what do we mean and who are we including?

Labelling and self identification Practical solutions in place at your

institution

Concluding comments

Experience of students not always positive

Changes that were requested by individuals were reasonable and could be accommodated by services

We do not know about hidden students who may have left or struggled without every being identified

Disabled learners often described being misunderstood