Non-Specialist Human Support: working with disabled students
Topic outline
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This module has two components; one on disability awareness and one on the legislative background in which disability services operate.
The aims of this module of the Non-Specialist Human Support Worker's online training programme are to provide you with an awareness of some of the types of disability that our students may have, as well as the legislative background to the work that departments like the Disability and Dyslexia Service do.
You will also learn about the medical and social model of disability.
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Increasingly, the government is asking universities and other providers of Higher Education courses to consider how inclusive their teaching and learning is for all students, including those with disabilities.
This is in line with the social model of disability, which seeks to remove barriers for individuals and thereby reduce the need for individual reasonable adjustments for students wherever possible.
A good example of this is utilising technological resources such as Virtual Learning Environments - Queen Mary use a system called QM Plus, which you are reading this through (this is produced by Moodle), as well as lecture capture systems that record lectures so students can watch them again. Queen Mary has an excellent lecture capture system called Q-review, which academic staff are encouraged to use so that students can relisten to any content should they so wish.
As the government expects universities to prove that they provide excellent teaching to students (as well as research), this agenda will continue. One way this may develop is through the Teaching Excellence Framework, or TEF. At the time of writing, the content of the TEF is very vague but the government consultation can be found here.
The Equality Challenge Unit have produced this resource for universities, which offers guidance and case studies on how to make their teaching more inclusive.
From the perspective of a Non-Specialist Human Support Worker, the disabled students supported at Queen Mary may continue to require support if their disability is so complex that they cannot solely rely on technological resources such as lecture recordings.
For more information please contact Simon Jarvis on s.jarvis@qmul.ac.uk. You may also like to visit the Disability and Dyslexia Service's Inclusive Practice webpages, which contain more information about how universities can provide their students with an inclusive learning experience, as well as advice and guidance on how to ensure that teaching and learning is as accessible as possible. See http://www.dds.qmul.ac.uk/inclusive-practice/
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In this module you will learn about the nature of Non-Specialist Human Support Work; this will cover the roles of Note-taker, Reader, / Workshop Assistant / Laboratory Assistant and Practical Support Assistant.
You will be given some practical advice about how to take effective notes for disabled students and how to improve the quality of those notes.
By the end of the module you will have a clear understanding of what the Disability and Dyslexia Service are employing you to do.
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Students mustMake a submission
Upload Word document from note-taking exercise once completed
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Module 3: Disabled Student’s Allowance and working a Non-Specialist Human Support Worker at Queen Mary, University of London
In this module you will learn about the Disabled Student’s Allowance (DSA) and your responsibilities as a Non-Specialist Human Support Worker at Queen Mary. By the end of this module you will know how to claim for the hours that you work to ensure that you are paid accurately and promptly.
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Students mustReceive a grade
