Learner Development Service
Rationale Document for Personal Learning Plan (PLP) Recommendations
Introduction
The role of the Learner Development Service is to provide information, advice and support to students who are disabled or who have a long term health condition, about the resources which are available to them, both within the University and from other external agencies. We also act as a source of information and advice to any staff member who is unsure about how to support disabled students or who has any related query.
Part of this service is to meet with students to develop their individual Personal Learning Plan (PLP). The PLP is intended to guide academic and other staff as to the reasonable adjustments within MMU practices and facilities that are required under the Disability Discrimination Act (2005) and the Equality Act (2010), and in accordance with MMU’sSingle Equality Scheme (2010). Reasonable adjustments are required where the student’s disability or health condition puts them at a disadvantage when compared to their peers; the intention is remove the effects of these disadvantages, it is not to give any student an advantage over others.
As stated at the beginning of all PLPs the reasonable adjustments outlined in a Personal Learning Plan should not affect the
competency standards required to meet learning outcomes of any given programme ofstudy. In addition, as the plan is a working document and revised plans can be issued to reflect any changes in the student's support needs, the plan should be reviewed regularly with the student and any queries referred to the Learner Development Service, where necessary.
Overview
We recognise that academics and many other staff members play key roles in ensuring the implementation of PLPs. It is also our understanding that some staff would welcome a more comprehensive rationale for why such recommendations are made in order to inform their actions and/or practice.
This document is intended to provide a rationale as to why certain recommendations are made in a PLP. Several recommendations are common to students with varying disabilities;on the other hand a PLP for one student may differ widely from another for a student with a similar health condition or disability. This is because we take an approach that considers the effects of study activities and assessments on the disabled student, according to the Social Model of Disability. For this reason within this guidance we have avoided making a direct connection between a recommendation and a certain disability or health condition, except where it is felt that this aids understanding of the rationale.
One section is highlighted with a key symbol:. This is because we see this as a key area of enabling practice.
N.B. The term “Tutor” in the Responsibilitycolumn may refer to any member of the academic staff,
according to departmental practice.
PLP Recommendation / Rationale / Responsibility1 / Learning Environment
1.1 / Support should be provided in a discreet manner / To promote inclusivity in a sensitive and discreet manner and to ensure that no undue attention is drawn to the support received by a disabled student. / Tutor
1.2 / Deliver structured sessions to allow students to follow topic changes / Some students, for example those with language processing difficulties benefit from a clear structure with explicit links made between related topics / Tutor
1.3 / Ensure important references and sources are visually displayed / It is important to reiterate important information where students have concentration or sensory difficulties in order that the student does not miss information including assignment deadlines, changes in class times or venues or assessment information. / Tutor
1.4 / Provide reading lists which identify both essential and additional reading / To help students with organisational difficulties to identify priorities and improvetheir time management skills. / Tutor
1.5 / Provide additional explanations, on request, to ensure understanding / Clarification and/or expansion, particularly when expressed in alternative terms, aids comprehension for students with language processing or communication difficulties.. / Tutor
1.6 / Clarify questions and comments made by other students before responding with further information or explanations / Students do not always hear or understand their peers’ questions and comments, so repetition and clarification by a tutor helps to clear up any misunderstandings or unheard comments. / Tutor
1.7 / Allow time for the student to read and assimilate instructions before comment / Due to comprehensiondifficulties the student requires time to thoroughly comprehend complex instructions, for example, students with dyslexia often have problems with sequenced tasks and some students may have concentration difficulties as a side effect of medication. / Tutor
1.8 / Provide student with sufficient time to respond to questions / Pause after questioning and allow time for student to process information so that they can respond where appropriate. This may be recommended for students with, for example, hearing or cognitive impairments or those with delayed language processing speed; students with speech impediments may require extra time to respond. / Tutor
1.9 / Provide advance notification of room changes whenever possible / To allow time for a student to make alternative arrangements, for example if physically impaired. Additionally, students with organisational difficulties (e.g. Asperger’s) need support in this area. / Tutor
1.10
/ Provide learning materials in electronic format, in advance of session where possible.
Provide access to lecturers' handouts before the lecture /
- To enable students to manipulate materials into a format appropriate for disabled studentsto access, for example large format or the use of a screen reader etc.
- To allow for preparation of subject content prior to taught classes, in order for the student to contextualise and absorb information and take notes more easily.
- To enable students to review subject content to enhance access to taught classes.
- To enable students to annotate handouts to supplement notetaking. Toprovide hearing impaired students with some context to support lip-reading, as unknown words are very difficult to lip-read.
1.11 / Provide transcripts of visiting lecturers' handouts where possible / To enable review of subject content as above – 1.10.
NB where no material is provided in a lecture it is important that an alternative means be found for the student to acquire hard copies of information presented. / Tutor
1.12 / Advise all students to raise a hand before speaking, with one speaker at a time / Effective communication benefits all students and this provision make teaching methods inclusive, especially for students with hearing and communication difficulties. / Tutor
1.13 / Allow student time to prepare in advance of having to read out loud in class / Due to reading difficulties, the student requires time to read through text in advance to familiarise themselves with it before reading aloud. For example, students with dyslexia who have poor reading or d/Deaf students who need to practise pronouncing new vocabulary. / Tutor
1.14 / Allow student to drink during class for medical reasons (consider H&S) / Some students, for example those with diabetes or those on certain medications, may require for medical reasons, to consume food and/or drink regularly during lectures or seminars. Certain environments may require specific safety issues to be addressed (e.g. spillages near electronic equipment) / Tutor
1.15 / Allow student to snack during class for medical reasons (consider H&S) / Some students, for example those with diabetes or those on certain medications, may require for medical reasons, to consume food and/or drink regularly during lectures or seminars. Certain environments may require specific safety issues to be addressed (e.g. spillages near electronic equipment) / Tutor
1.16 / Disability related absences - apply flexibility, subject to course requirements / Such absences may be due to doctor or hospital appointments. Absences may also be due to a specific medical condition which interrupts their studies from time to time and should not count towards attendance requirements. It is appropriate to ask the student to provide evidence (e.g. hospital appointment cards) for such absences. / Tutor
1.17 / Discuss communication requirements with student / It is good practice to consult the student as to their particular requirements, as all will differ to some degree. d/Deaf students are an obvious example, but other conditions may require an individualised approach / Tutor
1.18 / Ensure that the student is not forced to sit in an isolated position / Some students may require the use of specialist equipment in lectures / seminars which limit their availability of seating; wherever possible ensure the remaining student body are seated with them. / Tutor
1.19 / Excuse late arrival to seminars and lectures / Students, for example those with mobility difficulties may have difficulty moving from one lecture room to another if they have consecutive lectures. Other reasons may include doctor or hospital appointments, or side-effects of medication. Where this is likely to be known in advance or is a regular occurrence, the student’s responsibility is to inform their department in advance. / Tutor
1.20 / Face the class when speaking / Hearing impairedstudents who rely on lipreading will need to see your face. Do not obstruct your face. / Tutor
1.21 / Facilitate the role of note takers/interpreters in lectures and seminars / When using a visual aid, pause and allow time for the d/Deaf student to look at it before you begin to speak again. The student cannot look at the visual aid and the interpreter at the same time.
Provide the student with details of any teaching / assessments so that they can book the relevant support workers. Most agencies need at least 2-3 weeks notice.
Provide the interpreter/notetaker with any visual aids/ handouts before the session. In particular, this will allow an interpreter time to prepare for any specialist subject vocabulary beforehand. / Tutor
1.22 / Request subtitled videos via ICTS / To enable equal access to auditory information used for learning and teaching. If not available, see 1.23 / Tutor
1.23 / Obtain transcription for un-subtitled videos / To enable equal access to auditory information used for learning and teaching. If you require a transcription for an un-subtitled video, please provide the student’s notetaker with a copy of the video in advance so that they can make a transcript for the student prior to viewing. / Tutor
1.24 / Permit the student to record taught lectures, for personal use only / To enable the student to create a back up for note taking by recording information provided. Students with difficulties with writing may need to record information in class as alternative to taking written notes..
(Refer to Policy on Recording- / Tutor
1.25 / Provide advance information about course delivery / Students who need to book their own support workers will need their term timetable in advance so that they can arrange for this support to be in place. Particularly in the first term, the timetable should be allocated to the student at least 6 weeks prior to the start of term, in order to secure the appropriate support, for example sign language interpreters. / Tutor
1.26 / Provide learning resources for disability related absences, if evidence is provided, as required by your department. / To enable access to taught sessions missed due to disability-related absences. For example, recommended for students with MHD or health related conditions. / Tutor
1.27 / Provide verbal descriptions of visually displayed information / To ensure blind or partially-sighted students can access the information in a suitable format. / Tutor
1.28 / Student may need to stand/stretch/move or leave the room during sessions. / The student is likely to experience pain or discomfort if sitting in the same position for a long period of time or may need to use the toilet. Some students may need to leave the room due to anxiety attacks. / Tutor
1.29 / Support the development of a student's own glossary of terms / To facilitate acquisition of new subject specific vocabulary. To allow greater understanding of subject specific terms to enhance access to taught classes, reading and research and the student’s to expand and develop own use of this vocabulary. / Tutor
1.30 / Use the loop system/arrange one via ICTS if not available / Induction loop systems assist deaf students by transmitting sound from a microphone, television or other sound source, directly to the hearing aid.
Tutors should facilitate the use of specialist equipments by liaising with the student directly. Mechanisms must be in place to ensure that these systems are fully functional. Contact Media Services for more information if required.
Where fixed microphones are in situ, Tutors should be aware that they need to keep within close proximity to it during the lecture. / Student with Tutor via ICTS
1.31 / Be aware of the role of the student's personal support workers. / Disabled students with complex or multiple disabilities require a personal support worker to accompany them to classes.Tutors should direct questions at the student and not the support worker and be amenable to any reasonable requests, e.g. organising the room so that it is more accessible. / Tutor
2 / Coursework Arrangements
2.1 / Provide information about assessment deadlines using both verbal and written reminders / Providing information in both formats increases accessibility for students with dyslexia, sensory or communication difficulties / Tutor
2.2 / Allow the student to pre-record individual oral presentations / To enable the student to deliver a presentation that allows them to demonstrate their abilities in a manner which is not limited by their disability. / Tutor
2.3 / Coursework deadlines to be negotiated and agreed where appropriate, well in advance / Some students, for reasons relating to their disabilitymay require longer to research information for assignments. Students may also be dependent upon timetabled support staff, for example library support workers. / Student, with tutor
2.4 / Oral presentations to be delivered to essential individuals only / To enable the student to deliver a presentation that allows them to demonstrate their abilities in a manner which is not limited by his/her disability. / Tutor
2.5 / Allow student to negotiate submitting assignments in electronic format / To allow the student to meet deadlines for submission of assignments because health or mobility may prevent them attending university in person. / Tutor
2.6 / Student would benefit from positive and constructive feedback on literacy issues to improve confidence and performance. / There is no facility for students to have their work proofread; Study Skills support is concerned with skills acquisition, rather than correction. / Tutor and FSSO
3 / Field Trips, Placements and Work Experience
3.1 / Field trip review needed as appropriate (use pre-placement checklist) / To facilitate access to learning opportunities of the field trip, which may be difficult for the student to organise independently due to the nature of his/her disability. This is likely to affect students with mobility or sensory impairments, amongst others. / Student and Tutor
3.2 / Pre-placement interview may be required / To facilitate access to placement/ work experience opportunities which may be difficult for the student to organise independently, due to the nature of his/her disability/ barriers/ employers perceptions. To prepare all parties and ensure a successful placement experience. / Student and Tutor
3.3 / Pre-placement review needed (usepre-placement checklist) / To prepare all parties and ensure a successful placement, it is important to identify potential barriers and to take measures to address these. / Student and Tutor
4 / Practical and Laboratory Work
4.1 / Allow time for the student to read and assimilate instructions before comment / Student may require extra time to read and absorb information.Deaf students cannot read and lipread/ watch the interpreter at the same time soallow sufficient time for the student to do thisbefore continuing. / Tutor
4.2 / Liaise with the student's personal assistant in practical sessions / A personal assistant may be required, for example, by a blind student or student with physical difficulties, to set up equipment for practical sessions. The assistant may therefore, at the student’s request, need to liaise with the department. / Tutor
4.3 / Provide additional explanations, within the session, to ensure understanding. / It is important to reiterate important information where students have concentration or sensory difficulties in order that the student does not miss information. It may be necessary to provide written instructions to support any practical work. / Tutor
5 / Health and Safety
5.1 / A Personal Emergency Evacuation Plan (PEEP) will be required / For students who may have difficulties evacuating from the building during an emergency. It is the responsibility of the Student Life Office to organise a PEEP for the student. / Student Life Office Manager
6 / Accessibility
6.1 / Provide extended access to specific resources such as software, materials etc. / To enable the student to review learning in the use of specified course resources such as software, multimedia material etc which s/he may have difficulty accessing.
The student may wish to make alternative arrangements to view the video with an interpreter. Please discuss this with the student in advance of the lecture. / Tutor
6.2 / Discuss lighting requirements with the student / Ensure sufficient lighting is used in teaching rooms. This facilitates students who lip-read or use an interpreter. If lights need to be dimmed to show visual aids, please ensure that adequate lighting is left on. Students with visual impairments may require rooms with appropriate lighting.Additionally, some students with epilepsy may be affected by flickering lights. / Student and Tutor
6.3 / Do not use faulty lighting (bulb or strip flicker). Report faults to CaReS / Deaf or hearing impaired students will find it difficult to lip read in poor or flickering lighting and students with epilepsy may have seizures triggered by flickering lights / Tutor to report faults to CaReS
6.4 / Ensure all teaching rooms are accessible / To enable the student (likely to be a wheelchair user or have a mobility impairment) to access the rooms where sessions take place. / Tutor to request support via CaReS, if required.
6.5 / Ensure classes are timetabled to allow time to travel between rooms / Students with this recommendation either have difficulty moving long distances between rooms or need extra time to move between rooms which may have timetabling implications. For example, if a long distance is to be covered allow extra time between sessions (perhaps after a scheduled break). / Central Timetabling Team x5974