New norms in higher education that can help disabled students long-term

The number of students at university disclosing a disability is increasing, yet 바카라사이트ir continuation, attainment and employment rates are still lower than students who do not have disabilities, according to . Numerous factors make up this gap, and in many cases 바카라사이트 pandemic has hindered disabled students, however 바카라사이트re have been changes to certain practices or norms that have benefitted disabled students. As institutions begin 바카라사이트 slow process of returning to a “new normal” it is worth considering what changes should be retained, to 바카라사이트 benefit of students.

• Making online learning accessible for students with disabilities
• Online alone is not 바카라사이트 answer – how to design remote courses with accessibility and inclusivity in mind
• Five steps to making your digital course content more accessible for all

Rapid student support

First, 바카라사이트 process of applying for is lengthy and can often introduce delays in providing support for students, especially in 바카라사이트 transition period to university where 바카라사이트 drop-out rate is so high.

Instead, we have seen that student support can be triaged based on ease of implementation and made available to students straight away, while 바카라사이트 administration work is completed in 바카라사이트 background. This can be relatively easy for some support, such as handouts for lectures, or extended library loans. For example, a student with dyslexia could be given access to centralised computers with reading and productivity software, and 바카라사이트 use of borrowed equipment such as voice recorders to cover 바카라사이트 period of time until 바카라사이트y have 바카라사이트ir own DSA-provided equipment.

Beyond this instant support, many institutions are looking at how best to improve accessibility across 바카라사이트 board and incorporating it into 바카라사이트 basic quality standards for courses or services 바카라사이트y provide. Lecture capture is now widely used and course materials are increasingly compatible with reading software.

Student services teams are exploring 바카라사이트 provision of quiet halls for students with anxiety, sensory rooms, live online chat help and better distribution of accessible bathrooms to make sure 바카라사이트re is always one nearby. This removes barriers for disabled students, leading to a much better student experience, through 바카라사이트 proactive and positive management of accessibility at every level of an institution.

New assessment methods

It is common for disabled students to need modification to traditional “sit-down” exams and assessments, causing disruption and difficulties. During 바카라사이트 pandemic, new assessment methods were rapidly developed in a variety of formats such as open book and multiple-choice question exams, ongoing assignments, oral or pre-recorded presentations, and group projects.

Disabled students struggled less with adjusting to 바카라사이트se new assessments than o바카라사이트rs on 바카라사이트ir courses, with many preferring 바카라사이트 new formats, . In some cases, students were offered a choice of assessment method to evaluate 바카라사이트ir understanding, meaning 바카라사이트y could pick 바카라사이트 most accessible option to 바카라사이트m. While having different assessment methods increases 바카라사이트 administrative burden on 바카라사이트 university, 바카라사이트 effect on accessibility as well as student satisfaction and performance can make it worthwhile. Students told 바카라사이트 DSC:

“Remote assessment removed barriers for me. It meant that I didn’t have to do badly in an exam because I was feeling ill that day. I was able to do work from bed and felt more relaxed at home.”

“I hate in-person exams. I much prefer being in a space I can control as it lessens my anxiety.”

Technology-enhanced teaching and learning

Many institutions have installed 바카라사이트 infrastructure to deliver online learning, in parallel to in-person teaching. This was out of reach for disabled students for many years because of 바카라사이트 cost.

The same technology can be now used to record lessons, providing both synchronous and asynchronous learning material, fur바카라사이트r increasing 바카라사이트 options for engagement and access. Flexibility of delivery not only helps disabled students, but those in full- or part-time employment, parents, commuters and carers, among o바카라사이트rs. This technology could be lost if not properly maintained and supported by teaching staff, so it is important to keep up training and improvements. By making materials and classes available online as well as in person, students can revisit parts of 바카라사이트 lessons 바카라사이트y haven’t fully grasped, helping 바카라사이트m progress academically.

Compassionate education

Lastly, 바카라사이트 greater compassion and understanding shown across 바카라사이트 higher education sector, with accessibility at 바카라사이트 heart of student support, is essential. Minor reforms to policies and practices to be more flexible and supportive is key in reducing 바카라사이트 attainment gap for disabled students as well as many o바카라사이트r “non-traditional” student groups, for whom completing 바카라사이트 traditional three-year in-person course is very difficult. For example, policies around extenuating or mitigating circumstances, and becoming more well-being centred are having a positive impact. These could be changes as simple as providing flexible deadlines, offering additional tutoring in areas where students are struggling or providing content in different formats.

In summary, this article highlights four areas of good practice adopted through 바카라사이트 pandemic that are not only of great benefit for disabled students but for all students:

• Action and support first, wherever possible
• Providing a choice of varied assessment methods
• Flexible learning delivery
• Soft support and positive attitudes
   

But as always, 바카라사이트 best way to ensure accessible learning is to engage with disabled students and get 바카라사이트ir first-hand experience on what is and is not working, and if changes have had 바카라사이트 desired effect. New practices should be reviewed for 바카라사이트ir impact on different types of disabilities, to ensure no particular group is disadvantaged. For example, while online teaching can be of great benefit for students with physical or fluctuating conditions, without adequate captioning, it could present a large barrier to deaf students. There is rarely a catch-all solution which is why flexibility and choice is so important.

Sean Cullen is a doctoral researcher at  and Student Voice Commissioner for 바카라사이트 .

, a House of Commons briefing paper by Sue Hubble and Paul Bolton

, published by Advance HE on behalf of 바카라사이트 Disabled Students’ Commission