Assessing Support Needs – Case Studies Vicki Jackson

1. Assessing Support Needs – Case Studies Vicki Jackson

2. Assessing Support Needs • Conversation in partnership • Disability • Previous support • Course demands • Effects of VI on learning • Recommendations for support • Supplier visit to try equipment

3. Ruth

4. Impairment • Inconsistent vision – good/days • Reduced acuity • Narrow field of vision • Nystagmus • Medical condition – fatigue, pain, stress exacerbates symptoms • Diagnosed as dyslexic

5. 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

6. 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

7. 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 Reading

8. 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 Research

9. Fluent touch typist Monocular aid in class but very tiring Shortcut keystrokes MS Windows settings Study Skills support previously Lightweight laptop Olympus DS-40 Writing and Note taking

10. Difficult to view detail in class Arrange access prior to class DVD Allowance Films/DVDs

11. Software Complex Mouse-driven Model making Rigging Cameras Zoomtext 2 x 19” monitors Access at home Senseview P430 pocket video magnifier Subject specialist support Practical work

12. Unfamiliar with Building layout Campus Darkness and icy conditions Visits and trips Orientation training Allowance for occasional taxis Personal assistant Mobility

13. Planning Organisation Motivation Stress Extensions Mentor Support Slower working speed

14. 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

15. Mohamed

16. Impairment • Total blindness caused by landmine explosion age 15.

17. 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.

18. 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

19. 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 Reading

20. Fluent touch typist Auditory comment interrupts thought processes Spelling Fatigue Navigates with shortcut keystrokes On-line dictionaries Writing

21. 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 Note taking

22. 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 Research

23. 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 Assessment

24. 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 Mobility and Travel

25. 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 Organisation and Time Management

26. 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

27. 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

28. 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.

29. 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