SEC3 2014 Engaging Leeds

1. SEC3 2014 Engaging Leeds “For the first time I came to know the names of my classmates” – improving deaf students’ access Sheenagh Hull Disability Co-ordinator: Deaf & Hard of Hearing Students Disabled Students’ Assessment & Support Jan 2014

2. SEC3 2014 Engaging Leeds “For the first time I came to know the names of my classmates” – improving deaf students’ access OR How long is a piece of (shoe)string?

3. SEC3 2014 Engaging Leeds 1st problem 2nd problem How to address the issue of lack of knowledge – mine and the sector’s? • Deaf and hard of hearing students’ (poor) experience in taught sessions

4. SEC3 2014 Engaging Leeds Deaf student Me I know some things exist, but not the practical details. I don’t know what’s happening in other HEIs. I don’t know how well we are doing. • I miss some of what the lecturer says. • I don’t know what answers the other students give. • I don’t know how well I’m doing.

5. SEC3 2014 Engaging Leeds Deaf and hard of hearing students’ experience in taught sessions What’s the problem? (deaf students) EXAMPLE Meghan at Edinburgh Napier from ‘Deaf Teens, Hearing World’ BBC Three, dir Claire Braden, 2012 Link to video clip: Meghan

6. SEC3 2014 Engaging Leeds Deaf and hard of hearing students’ experience in taught sessions • What’s the problem? (Leeds students)

7. SEC3 2014 Engaging Leeds Deaf and hard of hearing students’ experience in taught sessions • What’s the solution? (Leeds students) • Ways to address these difficulties/ways to improve access…

8. SEC3 2014 Engaging Leeds Deaf and hard of hearing students’ experience in taught sessions What’s the solution? (deaf students) EXAMPLE Helen at Oxford from ‘Hearing… but not as you know it’ St John’s College TV (SJCtv) 2012 Link to video clip: Helen

9. SEC3 2014 Engaging Leeds Deaf and hard of hearing students’ experience in taught sessions • What’s the problem? (my problem) • Some students need access through written texts, ie turning the sound of speech into something visible. • But what equipment, technical support, operators are needed?

10. SEC3 2014 Engaging Leeds How to address the issue as an individual member of staff What’s the problem? (my problem) There’s only me and I have little time or resources… But I do have contacts…

11. SEC3 2014 Engaging Leeds • Starting small • What about bringing a few key people to Leeds? eg • An informal workshop • Bring or buy their own food • Use their employer-related funding to cover any access costs • I sent out circular to check interest = lots!

12. SEC3 2014 Engaging Leeds • Almost by chance… • Working with Dragos Ciobanu of SMLC to support a student in SMLC, he had: • Professional interest • Technical expertise • USEF • Enthusiasm to work with others • We decided to work together

13. SEC3 2014 Engaging Leeds Outcome A one day national conference in June 2013 11 presentations from Leeds deaf students and national practitioners Exhibition area, with lunch and refreshments 80 deaf and hearing professionals (many turned away) Techniques and technology demonstrated in theory and in practice Recordings made and presentations disseminated Blogs written & comments tweeted

14. SEC3 2014 Engaging Leeds • 1st problem – the deaf student • EXAMPLE • Simate Simate • Zambian Masters student, Leeds 2012/13 • The title of this session is his quote, after his 1st experience of having a note-taker • Link to Dragos’ USEF page with recordings of presentations: • Dragos' USEF page

15. SEC3 2014 Engaging Leeds • Questions? • Other info: • Consortium of Higher Education Support Services with Deaf Students. Link: CHESS • Sheenagh Hull, s.hull@adm.leeds.ac.uk, x37367

16. See also USEF supported projects • Alina Secara, Dragos Ciobanu (CTS, SMLC) • 2012/13 project - used video resources (Adobe Connect) to enhance student learning • Core PG module (8 staff, 100 students including one deaf & more international) • 3-5-minute pre-sessional videos (subtitled in English) • live captioning of lectures (recordings searchable) • Another module • Interactive live chat and later VLE discussion. • 2013/14 • Continuing with live captioning of this module(funding through USEF, no deaf students)

17. SEC3 HANDOUT For the first time I came to know the names of my classmates Deaf student’s solution: Ways to use text to find out what is said Notes from the lecturer to brief in advance, and for reference. A trained note-taker taking full tailored notes for later reference - usually handwritten and available at the end of the session (or read ‘over-the-shoulder’) An electronic note-taker (ENT) using a laptop. Summarised notes relayed to the student’s laptop, using specialist software. Some gaps, some delay. Electronic notes available for reference. Speech to text reporter (STTR) using specialist software and hardware to produce verbatim notes. Gives instant access. Full transcript can be provided (needs editing to be useful as reference material). Trained operators are scarce. (Some services use re-speaking into voice recognition software, then editing the output as needed) Remote STTR listening to the lecture via Skype or other, producing verbatim transcript displayed instantly on the student’s laptop. A larger pool of operators may be used, no travel and reduced minimum fee. But dependent on reliable internet access and sound quality.(STTR not able to see visual aids and speakers) Using lecture capture technology but including the text produced by the ENT or STTR. Available for all students to see. Lecturer/HEI in control of familiar tech. Operator can be on-site or remote. Using lecture capture, online and chatroom-type applications for all the students (deaf and hearing) to communicate through e-mail and text discussions.

18. HANDOUT Useful contacts • Disabled Students’ Assessment & Support • Comprising: • Reception – contact for all teams, including the Disability Team • Disability Team – disability advisors working with applicants, students, Schools and Services • Support Worker Team – co-ordinating and providing specialist study skills tutors, note-takers, PAs, mentors, sign language interpreters… • RNIB Transcription Centre – advice and converting printed text into accessible formats such as Braille, audio, e-text… • Mental Health Advisor – working with students in crisis or with severe and enduring mental health conditions • Leeds Assessment Centre – assessing disabled students’ study needs eg for equipment or support workers • Chemistry West Building • disability@leeds.ac.uk x33927 • contact Reception or the Disability Co-ordinator direct • supportworkerteam@adm.leeds.ac.uk • trans@rnib.org.uk • smha@leeds.ac.uk • assessmentcentre@leeds.ac.uk

19. SEC3 HANDOUT For the first time I came to know the names of my classmates My solution: Moving forward by having confidence & being flexible • How I got things moving • Practicalities • Local support – do colleagues have any spare capacity at all? (donate photocopying paper, clerical support, or help with shifting furniture or the registration desk on the day?) How much will my manager facilitate it? (time, paper/ink, credit my effort?) • University resources - SDDU, Learning Technologists, ISS, Teaching Technology Support, School Disability Contacts… Access to facilities such as venues, cafes, wifi, parking… • National contacts – I got someone who could process the payments for the sign language interpreters, someone else sponsored an STTR for the day, others gave ideas and advice, sent sample templates for booking forms, promoted the event… • Specialist expertise • Local – current/recent students, practitioners, someone in ISS, individuals with relevant knowledge in LDI & School of Education…. And of course, Dragos Ciobanu and USEF support • National – HEA Techdis, professional associations, interest groups, sector contacts, practitioners, commercial suppliers… Between them, we got advice, suggestions for presenters and topics, demo equipment and exhibitors, guest presenters and facilitators, technical support

20. SEC3 HANDOUT For the first time I came to know the names of my classmates My solution: Moving forward by having confidence & being flexible Starting points Freedoms may arise from doing something which isn’t required by your role or manager. Feasibility? Allies? Is there interest amongst sector practitioners (eg jiscmail discussion lists)? – if they want it to happen, someone will also help you make it happen. And you may unlock other resources if you can show demand for the activity. Think flexibly and keep things fluid initially – plan from the small and resource-light (eg skill-sharing workshop/meeting) to the big (eg able to offer more to naïve participants). Remember your key objective, but also respond to opportunities which arise – you may not get your perfect content/outcome, but was that a bit idealistic? (If it goes well, it may trigger other activities and contacts anyway.) My findings Doing one thing (sending an e-mail, requesting help, hosting a conference) triggered other responses and opportunities – mostly nice or useful! Any innovative activity probably takes more time and resources than anticipated originally. Often additional time and resources are found, and often the activity generates more than expected. Immediate positive feedback may raise expectations of great impact, but don’t get despondent if this isn’t obvious. There are also developments not easily visible, but potentially significant in the longer term – at a personal level, professionally, or elsewhere in the sector.