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DVD aims to give teachers an insight into the experiences of disabled students

A new DVD has been produced by the Learning and Skills Development Agency (LSDA) to give teachers and support staff working in post-school education and training a better insight
into the needs of disabled students.

About seven million people, nearly a fifth of the working age population, have a disability and more than half a million, from their ‘teens into their ‘nineties, are involved in some kind of postschool education or training.

The main purpose of the DVD is to help professionals working with these disabled students to understand their needs more clearly in the light of the new statutory requirements in the Disability Discrimination Act.

The DVD, called Learners' experiences, contains interviews with disabled adults and young people who talk openly and movingly about their experiences of education and the impact that staff have on those experiences. There are examples of students with a wide range of disabilities that cover learning difficulties, physical disabilities, speech and hearing impairment, mental health problems and dyslexia.

A common issue, expressed throughout, is that many disabled people can be successful but feel they are not listened to, nor are their views taken into account when decisions are made about their education.

Some spoke of the need to challenge false assumptions that people with disabilities are limited in what they can do. Others stressed the need for staff to appreciate the emotional impact of how others behave towards them. One student spoke of feelings of isolation during her early days at college and experiences of being bullied at school.

"Making education more accessible for people with disabilities is not just about providing lifts, ramps and aids - it's also about understanding their feelings," says Sally Faraday, research
manager at LSDA. "Disabled people are the ‘experts' on their own particular disability and know what works best for them. So listening to them is extremely important, as not all disabilities are obvious or visible. But this needs to be an ongoing process, not something that just happens when they first join an education organisation. Staff need to be sensitive to listen carefully and act on what learners say."

These and other issues are expressed through candid personal testimonies. One student with a physical disability spoke, using a voice synthesiser, of frustrations that the college he attended did not have full physical access. Although he could park his car he
couldn't get out of the cark park and into the building - and he was unable to use the lift independently. This reinforces a requirement in the DDA that physical adaptations need to go beyond simply making sure there are lifts and ramps.

A young woman with social phobia (anxieties about interacting with others) was too afraid to go to the front of the class and write on the board. She felt there was a need for more awareness raising about the needs of students with mental health difficulties.

Some blind and partially sighted students spoke of the benefits of assistive technology, but complained that it did not always work effectively. This demonstrates the importance of having reliable technical support.

A dyslexic student explained how he deliberately failed to disclose his dyslexia on the college application form in case it jeopardised his chances of gaining a place on his chosen course. It is important that application forms state why they are asking questions about disabilities and mention that support is available. But the DDA Codes of Practice also make it clear that organisations must have procedures in place to give disabled learners the opportunity to disclose a disability as the course continues.

A blind student said she felt stigmatised by the use of the term ‘learning support', which implied that she had learning difficulties, when her need was for better access. This illustrates the importance of using appropriate language and not making assumptions about capabilities. "I'm only blind", she said.

As well as highlighting some of the difficulties the learners had experienced, the DVD also features examples of successes, notably students who have found employment for the first time or have had a positive experience through a work placement. These and other stories illustrate the need to encourage teachers to take note of students' aspirations and not to view them as unrealistic.

Accompanying notes and handouts cover essential guidance on meeting the new requirements of the DDA. Examples of ‘reasonable adjustments' and ‘anticipatory needs' include: installing ramps and lifts that can be used independently; having reserved car parking spaces; clear signage, with Braille markings where needed; access to a loop system and sign language interpreters for deaf or partial hearing students; specialist software for students who are blind or dyslexic; electronically produced resources that can be adapted into large print or alternative formats; weights that enable a student in a sewing class to cut material independently; and individual, one-to-one support.

The DVD (which runs for 26 minutes) includes background information on some of the issues raised as well as interviews with disabled students. There is also a shorter version (9 minutes), designed for raising awareness quickly. This resource was supported by the Learning and Skills Council as part of the Learning and Skills Development Agency's strategic programme of research and development.

For more information about the Learners' experiences DVD contact LSDA's Information Services on 020 7297 9123 or via email: enquiries@lsda.org.uk

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