I used the kit referred to in the prior email for my physics and chemistry
a-levels. As Brian says, it doesn't compensate for having monocular vision
(and is also expensive, and is usually hard-wired into one lab only).

I do know of people who only have monocular vision passing these type of
units, although it is indeed harder (a certain proportion of the population
have monocular vision due to 'lazy eye' or having had a non-corrected squint
as a child).

One 'trick' can be for the student to identify what they see in a sample
where the relevant properties are already known, and match that to what
they see in 2d - enlarging may help in that instance though, as patterns
become more distinct.



Quoting Bryan Jones <[log in to unmask]>:

> Has the student or anyone on their behalf discussed the issues with the
> course tutor(s)? The exercise may be difficult because it is difficult
> for everyone when starting off. Viewing the materials on a CCTV will
> also present a 2 dimensional image, as indeed will example photos of
> what can be seen under the microscope that may well be the text book.
> It may well be harder with monocular vision (probably is to an extent),
> in which case the tutors can also be asked to consider how vital this
> aspect aspect of the unit is and can the student's learning /
> understanding be evaluated in another way. Are students expected to
> graduate with these specific practical skills? Seeing for yourself is a
> good way of learning, but perhaps there are other ways of getting there.
> What do they want students to get out of the exercise and what
> specifically is the outcome they want to see (e.g. abilty identify
> colour variation, different shapes, or whatever)? Which perhaps the
> student could be reasonably expected to be able to do with the remaining
> vision he/she has. Which may include ability to draw a (2 dimensional)
> sketch of what they seeing under the microscope. You might end up back
> where you started, but worth a go before you think about spending lots
> of money on new kit, which might well arrive too late anyway.
>
> Bryan Jones,
> Manager, Disability Support Services
> & North London Regional Access Centre,
> Middlesex University
> Tel: 020 8411 5366
>
>
> -----Original Message-----
> From: Discussion list for disabled students and their support staff.
> [mailto:[log in to unmask]] On Behalf Of enable
> Sent: Thursday, March 01, 2007 1:00 PM
> To: [log in to unmask]
> Subject: Equipment to support visually impaired students in practical
> sessions
>
>
> Good afternoon
>
> We've recently seen a student who has lost the sight in their right eye.
> As part of their course, they are sitting a compulsory unit which
> requires the use of microscopes to identify materials and the features
> of materials, which are sometimes three-dimensional. The student is
> finding it difficult to do this. I wondered if anyone has come across
> this before and what strategies or equipment they've used to support
> students with this type of activity.
>
> Any suggestions would be appreciated
>
> Thanks
>
> Disability Team
>
>
> Disability Service
> George Thomas Building 37
> Highfield Campus
> Southampton
> SO17 1BJ
>
> Tel: 02380 597726
> Web: www.enable.soton.ac.uk <http://www.enable.soton.ac.uk/>
>
> If the content of this email concerns one or more disabled students,
> please bear in mind that the information it contains may be confidential
> to those individuals, and that medical history information in particular
> may be very sensitive. It is disclosed for one purpose: to facilitate
> the University's support of that student. If you need to pass the
> information to colleagues within the University, please check with the
> Disability Service first. Recommendations made for the support of a
> student are unlikely to be confidential, but the reasons for these
> recommendations may be so.
>
> ________________________________
>
> From: Discussion list for disabled students and their support staff. on
> behalf of Felicity Burgess
> Sent: Wed 28/02/2007 16:26
> To: [log in to unmask]
> Subject: Re: Nursing student - placement difficulties
>
>
>
> Dear Louise,
>
> I'm a 3rd year Occupational Therapy student (which means that I have to
> write in nursing notes whilst on placement...)
>
> I have used various strategies depending on the placement environment (I
> don't know about the nursing fitness standards, but for those of us
> under the Health Professions Order, the HPC (governing body) has made it
> clear that it is the outcome rather than the method which is important).
>
> http://www.hpc-uk.org/publications/index.asp?id=111 and http://www.hpc-
> <http://www.hpc-/>
> uk.org/publications/index.asp?id=109 may prove useful as general reading
> (although you'd need to find out whether nursing has similar views).
>
> With regard to drug names, there should be no issue with the student
> either referring to the BNF in paper format, or having the electronic
> form on a PDA (I know of a medical student who uses the latter - then
> you are more likely to get the spelling right due to being able to read
> what the drug is for. If there are certain drugs commonly used on
> placement, the student may find it helpful to compile a list on computer
> and print it).
>
> Confidentiality is an interesting point. I have dictated notes/used a
> scribe in open ward areas (not ideal - but the noise level is usually
> such that if you speak quietly, you can't be heard anyway).
>
> The other thing that I've done is type on my laptop whilst my PA scribes
> into the nursing notes (which deals with the 'being overheard' issue.
> This usually improves as the PA gets used to it as well. Your student
> may be able to use a PDA or even a mobile phone(?) for this if they have
> good motor control.
>
> Another low-tech method of getting round the confidentiality issues with
> PAs that I've found is openly dictating parts that do not contain
> patient identifiable data (e.g.) time, date, my
> designation/bleep/extension, 'OT initial assessment plan carried out
> with...', and then when it comes to confidential information finding
> (e.g.) the name/address/age/diagnosis of the patient/relatives already
> written in the nursing notes, and pointing at it (not my strong point as
> I have multiple disabilities, but your student may be able to manage
> that).
>
> PAs can be expected to sign a similar honorary contract with the Trust
> as the student/whatever else the student has to do to agree
> confidentiality.
>
> Independently shouldn't come into the equation - in that (at least
> insofar as the HPC are concerned - don't know about the nursing
> governing body), independently can mean with the assistance of a PA -
> I'd be unfit to practice without one. Independently means without the
> supervision of a qualified member of staff as far as I know.
>
> Functioning in a timely manner may be more difficult for your student.
> I have a full-time PA on placement because I have multiple needs (also
> have vision issues and am a wheelchair user).
>
> I know other students who've had a PA part time, and that has caused
> timeliness issues (e.g. only writing up notes in the afternoon).
> However, that also depends on the environment - if the student is
> somewhere such that notes generally only need to be written at end of
> shift, then having a designated time with a PA each day may be possible.
> It's much harder to accomplish with a part-time PA on an acute ward (I
> am very glad that I have completed my one acute placement).
>
> I have become more bold about asking if I can use an appropriate place
> for note-writing as I've progressed through the course - whilst making
> it quite clear that I'm not trying to monopolise the space. For
> example, on my current placement I note-write in the handover room like
> everyone else. However, I shut the door when I'm dictating, so that the
> words don't filter through the second door (if open) to the public area
> where clients could here. I've disclosed to all nursing, pysch and OT
> staff what I'm doing, why, and that the door is not closed to keep them
> out, but to keep the sound in (as that can cause bad feelings).
>
> It may be helpful for you to ask the Nursing School to quantify their
> objections more, so that you can determine which parts of
> confidentiality they're worried about etc.
>
> Felicity
> PS Hope that's helpful - I seem to have rambled a little.
>
>
> Dear all
>
> I wondered if anyone has experience of a nursing student successfully
> using alternative means of written communication on placement other than
> handwriting information. If anyone is aware of students who have
> continued to use alternative methods once they have started working as a
> nurse, this information would also be extremely useful.
>
> A student is studying at present who has difficulty recording anything
> in handwriting due to extremely slow (8 words per minute) handwriting.
> In addition, placement staff are having difficulties with the legibility
> of his notes. The student also struggles with spelling and this is
> causing concerns about misspelling of drug names which are similar.
>
> I met with members of the Nursing School to discuss use of a recording
> device/transcription or the possibility/feasibility of an amanuensis
> being present with the student during placement hours, and they have
> raised concerns about confidentiality and the student being able to
> function independently and in a timely fashion as a nurse.
>
> I would be grateful for any replies either on or off list
> ([log in to unmask])
>
> Many thanks for your time
>
> Louise
>
> Louise Thompson
> Disability Adviser
>
> Disability Support Office
> University of Manchester
> LG020 John Owens Building
> Oxford Road
> Manchester
> M13 9PL
>
> Tel 0161 275 8524
> Fax0161 275 7018
> Email [log in to unmask]
>
>
>