As a someone with a learning difference, I understand the importance of how difficult the world can be for those with seen and unseen disabilities. I understand that this may influence my opinion on this topic. The difficult experience I had through education influences the way I teach today and how I strive to be as inclusive as possible during my workshops.
Having Dyslexia, it has been very important to me to make my classes and resources accessible by all. After watching and reading the resources for this task, it made me question what else could I do to make this better and can I make my classes truly accessible by all? After watching the film by Christine Sum Kim (2012) I considered if I would have to change my technical workshops to accommodate students who may be deaf or visually impaired, something I have not yet experienced. The answer most certainly is yes, but the how is something that that would depend on those students’ individual needs and reasonable adjustments. When asked how I make my teaching inclusive during my job interview for the permanent position, I referred to the LCF technical resource pages I created during Covid. Step by step written instructions alongside diagrams, photos and videos of processes taught within my workshops, would allow students to choose which method suited them for them to learn. This works in an online environment, but not for face-to-face sessions. Is it fair for students with disabilities to have to look at these resources in advance of the class to have the same experience? I know myself that my own disability meant having to work longer and harder to achieve the same as everyone else, and it took a long time to come to peace with that.
The lack of empathy surrounding hidden disabilities explored by Barokka (Okka) (2017) is a subject close to home. My husband has often been confronted on public transport for sitting in a disabled seat while wearing his blue badge. So much, that he now refuses to wear it and will stand and suffer the pain rather than attempt to explain himself. Because of this, I do feel that I have a better understanding of how hard this can be for students who also share this. ISA’s are a great way to inform staff of any reasonable adjustments a student may need while keeping conditions confidential, however this is not always enough information for us to be inclusive. Our student’s model for each other and are often paired up by tutors especially in year one when they may not know each other well enough. We have had situations where students have then informed us that they have conditions such as Autistic Spectrum Disorder and do not like to be touched. This can be very hard for a student to do and an option to disclose conditions with the consent of the student could relieve them of having to do this themselves. A situation where students do not need to disclose any information at all would be the ideal, but reality is that to give students the best experience, adaptations need to be made.
Barokka (Okka) states that “Pain hides in plain sight” (2017) which is my biggest concern with students. I cannot recall how many times I have told them that their health is more important than their projects. There is far more help with the academic side of the courses, but very little with the practical. In my 6 years at the university, only one student had a practical support assistant and fought very hard to get it. I can say that in the same amount of time, at least 15 other students with ISA’s should have had the same level of support did not get it. The Access Support and Facilities Statement for Disabled Students at UAL (2021) document makes the process of getting support look easy. The reality is far difference which I have learned from my own experience. I was diagnosed with Dyslexia in 2007 and had my report to hand, yet it took 3 months from enrolling onto the PG cert get my ISA in place, (They forgot to send it) I had handed in the first unit before I received the specialist equipment from the Disabled student’s allowance and I have still not been able to set up my first one to one study skills session. It is all well printing or publishing on yellow paper, but when the actions written down are not being implemented, there are improvements to make.
Masters, S (2021) LCF Technical resource ½ scale petticoat class one Available at: https://artslondon.sharepoint.com/sites/LCFTech/SitePages/1-2-scale-petticoat-class-one.aspx (Accessed 8th May)
Kim, C, S (2012), A Selby Film. Available at: https://vimeo.com/31083172 (Accessed: 8th May 2023)
Barokka, K.( 2017). Deaf-accessibility for spoonies: lessons from touring Eve and Mary Are Having Coffee while chronically ill. Research in Drama Education: The Journal of Applied Theatre and Performance, 22(3), pp.387-392. (Accessed: 8th May 2023)
University of the arts (2021) The Access Support and Facilities Statement for Disabled Students at UAL Available at: https://www.arts.ac.uk/__data/assets/pdf_file/0023/30767/Access-Support-and-Facilities-for-Disabled-Students-at-UAL-PDF-302KB.pdf (Accessed 8th May)
The reflections in your post are fantastic, they are really making me think about my own practice and how I engage with students. You’re showing a lot of care for your students in your writing, especially when you talk about their individual needs, and you’re raising some poignant questions, for example around accessibility online, equity and fairness. It’s a very touching piece of writing, the way you have paired your personal experiences with critical insights from the classroom; thank you for sharing so openly.
Thank you for your post, Sarah. It is full of empathy and understanding. You illustrate the difficulties that our students face incredibly well. Whilst the disabilities team do an amazing job, they always seem so under-resourced. There also seems to be a disconnect between what is recommended, and what happens on the ground.
I am currently working on an Accessibility Action Group at CSM. Your reflections are valuable to me in that context. You have made me think while we do have representation from Academic Support and the Disabilities team, perhaps we should be bringing in the technical voice too.
I struggle with reading and writing. I have long since suspected I might be dyslexic. Screening tests confirm I might be, but I wonder if it is worth seeking a proper diagnosis. I feel like now I have developed certain coping strategies. For example, text-to-speech software helps me immeasurably.