Working with disabled

students at a Unisa R&W

centre

Rose Masha

THE EAST LONDON READING & WRITING THE EAST LONDON READING & WRITING CENTRECENTRE

THE EAST LONDON READING & WRITING THE EAST LONDON READING & WRITING CENTRECENTRE

Centre has been in existence since November Centre has been in existence since November

2005, is 2005, is

fairly small and is situated on the first floor of fairly small and is situated on the first floor of

the the buildingbuilding

have consulted and run workshops for 3 blind have consulted and run workshops for 3 blind

students, 5 deaf students and 10 wheelchair-students, 5 deaf students and 10 wheelchair-

based students.based students.

RESOURCES THAT ENABLE US TO RESOURCES THAT ENABLE US TO PROVIDEPROVIDE

ACCESS TO DISABLED STUDENTSACCESS TO DISABLED STUDENTS

RESOURCES THAT ENABLE US TO RESOURCES THAT ENABLE US TO PROVIDEPROVIDE

ACCESS TO DISABLED STUDENTSACCESS TO DISABLED STUDENTS An interpreterAn interpreter

Light Light

A comfortable spaceA comfortable space

A downstairsA downstairs roomroom

Window Window blindsblinds in in

workshop venueworkshop venue JAWS programmeJAWS programme

A computer lab assistantA computer lab assistant A Retired advisorA Retired advisor

The Hearing impaired studentsThe Hearing impaired students

The Hearing impaired studentsThe Hearing impaired students

1.1. Stay far from one anotherStay far from one another

2.2. Mostly need an interpreter or note takerMostly need an interpreter or note taker

3.3. Lip readLip read

4.4. Find it difficult to listen and write at the Find it difficult to listen and write at the

same timesame time

The Wheelchair bound studentsThe Wheelchair bound students

The Wheelchair bound studentsThe Wheelchair bound students

1.1. Close knit groupClose knit group

2.2. Use same transport Use same transport

3.3. Registered for the same qualificationRegistered for the same qualification

The blind students The blind students The blind students The blind students

All registered for Social Work All registered for Social Work

degreedegree

Use laptop computersUse laptop computers

1 partially blind, 2 became blind 1 partially blind, 2 became blind

from ages 6 onwards, 1 was born from ages 6 onwards, 1 was born

blindblind

Need the use of a Need the use of a capsule papercapsule paper

Guiding Principle Guiding Principle Guiding Principle Guiding Principle

“Disabled students’ needs are not "special", they are generally identical to thoseof non-disabled students. For example, they need access to the teaching room, access to information that is presented, with a little adaptation to provide the needed access”

Preparation for a consultationPreparation for a consultation

Preparation for a consultationPreparation for a consultation

1.1. Students to state needs when bookingStudents to state needs when booking

2.2. Prepare downstairs venuePrepare downstairs venue

3.3. Replace low desksReplace low desks

4.4. Clear doorway for easy wheelchair movementClear doorway for easy wheelchair movement

5.5. Ensure the floor is not wetEnsure the floor is not wet

Preparation for a workshopPreparation for a workshop

Preparation for a workshopPreparation for a workshop

1.1. Send an invitation sms (include details of Send an invitation sms (include details of

available facilities)available facilities)

2.2. Prepare material format (large print, electronic Prepare material format (large print, electronic

etc)etc)

3.3. Reserve front desksReserve front desks

4.4. Arrange for students to get material before-handArrange for students to get material before-hand

During the workshopDuring the workshop

During the workshopDuring the workshop

1.1. Commitment to timeCommitment to time

2.2. Establish ground rulesEstablish ground rules

3.3. OHPs, Videos, HandoutsOHPs, Videos, Handouts

4.4. Taking notes and recording lecturesTaking notes and recording lectures

5.5. Class activitiesClass activities

THE NATIONAL FEDERATION OF ACCESS CENTRES‘ GUIDELINES

TO INTERACTING WITH DISABLED STUDENTS

THANK YOUTHANK YOU