Accessible in-class teaching

    • Accessible in-class teaching

    Field work

    There are some physical environments that are simply not accessible, particularly to students with mobility impairments.

    It is important to first consider whether it is pedagogical necessary to visit these locations; could a video or simulation of the location provide a student with the information they need, or could a similar alternative environment be used as a substitute?

    If it is necessary for all students to attend, it is important to ensure students know about any barriers they may face, in advance, so that they can make informed decisions as to whether they take the module or programme.

     

    Student-Staff ratio

    If a student becomes unwell, or needs to return home are there sufficient staff to accompany the ill student as well as to remain with the rest of the group?

    You should have a plan about what you would do if a student exhibits mental health concerns. There is a higher prevalence of mental health conditions amongst otherwise impaired individuals. On a trip away from their normal support structures, a student’s mental health concerns may become more pronounced.

    Universities UK guidance in the publication ‘Student mental well-being in higher education good practice guide’ (2015) states that ‘It is strongly recommended that robust arrangements are put in place for any student with a history of mental health difficulties who is required to undertake a period of time studying off campus, including those studying or working abroad’.

     

    Travel

    The trip leader will have to consider how students are going to get to and from the field work site as not everyone can drive and if they are using public transport or a coach or minibus these will have to be accessible.

    Some students may find any form of mass transport or group travel difficult because of the proximity to other people and the rich sensory information, such as noise and smells, can be overwhelming.

    Student quote:

    “coaches are a problem – effectively being stuck in a crowd.”

     

    On site

    On the site of the trip the trip leader will need to consider how people with mobility impairments will be able to get around; could a student who uses a wheelchair or crutches navigate the terrain? How demanding will it be to get around the site? How long will students need to be active each day, as people with chronic pain, chronic fatigue or poor co-ordination may find it challenging to be active for long periods? Will students be able to have rest breaks?

     

    Activities

    Some individuals may be able to participate in some, but all of the activities, so you might need to consider whether all students have to been involved in trip events at all times. What will you do if a student is unable to participate on one day of the trip if they are exhausted or they have a ‘bad day’? Will a student be able to remain in the accommodation, while others are out for the day?

     

    Site facilities

    In order for students to be able to make informed decisions about whether they can participate on a trip it is likely that you will need to know the following information about the site:

    • What will the access to toilets be during the day for students with gastro-intestinal disorders?
    • Will there be facilities to store medicine that have to be kept cool?
    • How far away is the nearest doctor’s surgery or hospital?
    • What will the sleeping arrangements be, as some students will not be able to share rooms, while others might have to share rooms? Students with poorly controlled epilepsy or diabetes may not want to be in a room by themselves.
    • Will assistance dogs, or support workers be allowed on the trip?
    • Will the site be able to accommodate students with dietary restrictions?
    • Will there be facilities to dispose of clinical waste such as stoma bags, dressings and syringes?

     

    Good practice

    The student will be in a much better position than you to determine what they are able to achieve; do not assume that students, with particular impairments, cannot do an activity, after all a double amputee has climbed Mount Everest.

    Best practice would be to explain, in advance, exactly what the field trip involves, so that students can make informed decisions about whether they can participate in the trip. Prior to the trip it would be wise to invite all students to discuss any needs they might have; not all students choose to disclose their impairment, so don’t limit this invitation to students who have an ILP.

     

     

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