I'd agree with David: code for access requirements as opposed to
impairments.
But I would suggest that there should be a process of evaluation of how
useful such a system would be, as opposed to a database that logs a
more accurate description of individual requirements.
I would be interested to know how these codes would work: For example,
would SLI mean, a BSL interpreter will be present or would it mean: a BSL
interpreter would be present and you need to find out where
information must be sent before the lecture takes place so that the
interpreter can be briefed and you must allow for a 5 minutes interpreter
break at a mid point etc.
For me, the process of how a code is translated into action by a lecturer
is the critical question.
You would also have to allow for interaction between delivery and
access requirements. By this I mean, that a student might wish for a BSL
interpreter in an interactive seminar and for Lecturer A's lecturer as
this person is totally unreadable but in Lecturer B's practical class
where the Lecturer is highly lipreadable and communicates appropriately
the student has decided that an interpreter is not necessary. Access
requirements can be situation specific.
Claire
On Thu, 10 Oct 2002 14:43:44 +0100 David Lyons <[log in to unmask]>
wrote:
> May I be so bold as to try to articulate a danger in such coding. It will
> never be complex enough to capture all cases. The taxonomy will be too
> gross, and disable people on the box edges.
> I think I am trying to say that attaching a code to a person will cause
> difficulties for some students. The gain will be administrative. In truth,
> each student has individual needs. The scenario I am fighting against is as
> follows:
> I state that TextHelp is helpful for in the rough order of 65% of dyslexic
> students. Two weeks later, I discover that an administrator has promulgated
> a rule saying that all dyslexic students shall use TextHelp.
>
> Have you considered coding the available inputs and outputs (braille,
> machine readable text, notetakers etc.) and attaching a set of such codes to
> a student?
>
> David Lyons
> University Disability Technical Officer
> Rm. 5A.528
> Department of Computer Science
> University of Essex
> Colchester, Essex, UK CO4 3SQ
> Tel - (44)1206 872674
> Fax - (44)1206 872788
> email - [log in to unmask]
> www - http://cswww.essex.ac.uk/staff/lyons.htm
>
>
> > -----Original Message-----
> > From: Discussion list for disabled students and their support staff.
> > [mailto:[log in to unmask]]On Behalf Of Val Harrington & Gillian
> > Malins
> > Sent: 10 October 2002 14:32
> > To: [log in to unmask]
> > Subject: Disability Coding
> >
> >
> > Hi all
> >
> > We are attempting to codify student support needs so that a record
> > can be entered onto our central student records system
> > which will be used to inform teaching and learning needs. I am
> > currently putting together a list of possible codes and wondered if
> > anyone else has already done this and is willing to share
> > information. Perhaps you could let me know (off list) what type of
> > codes you used and what issues have arisen as a result - whether
> > positive or negative.
> >
> > Secondly we are also trying to benchmark our student numbers
> > against the national trend in terms of widening participation. I know
> > this was discussed a few weeks ago in terms of staff numbers.
> > Some idea of the numbers of disabled students at your institution
> > in relation to the total numbers and what the percentage is would
> > be helpful.
> >
> > Thanks
> >
> > Gillian
> >
> >
> > Gillian Malins
> > Disabilities Adviser
> >
>
----------------------
Claire Wickham
Director: Access Unit - Short Courses and Outreach
University of Bristol
Union Building
Queen's Road
Clifton
Bristol BS8 1LN
Tel: 0117 954 5710
Textphone: 0117 954 5715
Fax: 0117 954 5714
[log in to unmask]
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