Visual clarity
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Practice-based sessions
When thinking about practice-based sessions i.e skills sessions, hopefully the staff will have thought about what exactly are students being asked to do and what are the specific educational objectives.
If understanding theories, concepts and processes is the key aim of practical classes, rather than development of practical skill, then it may be possible to substitute alternative activities when any student, for whatever reason, is unable to carry out the practical task. Those delivering programmes perhaps need to have a view on whether it is crucial that students should be able to do the activities in question, or ‘only’ understand what it is that is being done. If understanding is the objective, then it may be sufficient if students observe processes, not necessarily at close quarters, rather than actually conduct them. In many practical settings, not all students perform every task in any case, but often learn by observing others perform the activity. This would be less appropriate where the educational aim is to develop a skill in addition to developing understanding of a process so is likely in the case of many HSC Programmes. Students who have concerns should approach their tutor ideally in advance of the class or if not possible then at the end to discuss options.
There are some fairly straightforward and low-tech ways of modifying or adapting equipment or activities to allow students with various impairments to participate. Examples include auditory displays of visual information (such as talking thermometers), tactile displays of visual information, (such as beakers with raised markings) clamps and other devices for holding items of equipment, and hand held, illuminated magnifiers. Specially designed stethoscopes can be used by students with a hearing impairment. Video presentations can be captioned, or supplemented by the use of transcript. Any technological aids such as Induction loops or magnification aids should be properly installed, maintained and have someone on hand who can help the student use them if necessary. Students should seek advice from the Student Advisors if they feel that there are ways in which the learning could be better supported.
Clearly, the demands of practical work are as many and as varied as are the needs of students with a great range of impairments. Therefore, early negotiation between staff members and student with a view to creative problem solving is likely to lead to the most productive outcome, and others are likely to benefit from any consequent publicising of innovative solutions.
(adapted from the Teachability Project - University of Strathclyde 2000 – 2005)
Staff taking practice based sessions should try to avoid long strings of instructions as these can be hard to take it for any student. Break down the instructions into step by step stages for easier comprehension and understanding. Students should approach staff members after the class if this is not happening.
Ideally any new student who wants it should be offered an induction session so that they can become familiar with the practise-based environment prior to actually being in a session. At this point any health and safety concerns can be addresses. All safety notices should be available in accessible formats, prominently displayed and highlighted to the students.
Visual clarity
The visual aspect of any practise-based environment is very important. Consideration needs to be given to the following:
• That an appropriate amount of light is available for the tasks
• That special non-glare tasks lights are supplied as required
• That there is no glare or reflection obscuring surfaces, monitors or displays
• That overhead lights have useful cut off diffusers
• That the available light is evenly deployed and there are no areas of deep contract or shadows.
• That equipment is not positioned such that it is affected by light coming in from outside window.
(An audit and guidance tool for accessible practice within the framework of teaching the learning, SWANDS, 1992 – 2002)
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