This page contains guidance when setting Practicals for students who have an ISP
Individuals with processing and memory diffculties:
may have an SpLD or neurodiversity, be on the Autistic Spectrum (ASC) or have Fibromyalgia, Myalgic encephalomyelitis or chronic fatigue syndrome (ME/CFS) Chronic pain, Epilepsy, and similar conditions which may need ongoing medication for management.
may experience
interruptions to production of work due to a disability or medication side effects.
that tasks take longer.
difficulty with spelling, grammar, punctuation and proofreading.
problems with word retrieval.
difficulties with processing receptive oral information.
may use assistive technology for research and writing and this can be time-consuming.
To support these individuals:
In practical sessions, notes should be provided. Practical booklets should be accessible by design. This includes ensuring all the information you may need at one time is in one place. Students should have access to editable electronic versions so that they can edit to their accessibility preferences.
By allowing the use of laptops, students who usually have an adjustment to type or use assistive technology, can do so..
Individuals with sensory overload:
may have ADHD, ASC, IBD/Crohn's Disease/Ulcerative Colitis, Mental Health difficulties and similar conditions which may need ongoing medication for management.
may experience
interruptions to production of work due to disability or medication side effects.
tasks take longer.
difficulty with spelling, grammar, punctuation and proofreading.
Possible perfectionism.
may use assistive technology for research and writing which can be time-consuming.
To support these individuals:
Ensure students are aware they can use their rest breaks during a practical. They may need to leave the room for these.
Individuals who are hard of hearing:
May be D/deaf or have auditory processing difficulties.
some people
are born Deaf or have hearing loss before they develop spoken language and they may regard their deafness as part of their identity and culture and not as a disability. They may predominantly use British Sign Language. They will not have been able to learn spoken or written English like a native speaker. They may have a sign language interpreter.
lose hearing or are deafened after they have acquired spoken language. They are more likely to use hearing aids and lipreading skills.
may have difficulty with spelling, grammar, punctuation and proofreading.
Will rely on captions or transcripts for audio-visual information.
To support these individuals:
Short notice changes to time or location should be avoided as it may mean the interpreter is not available.
Advance notice of new terminology or jargon should be provided for the student/interpreter so that appropriate sign conventions can be agreed ahead of time.
Individuals who have a Visual Impairment or Visual Difficulties:
may have no vision, only some light perception, some colour vision, double vision, nystagmus or tracking difficulties or be short and/or longsighted.
some people may
have been born with little or no vision or may have lost their sight for some reason.
need enlarged texts.
may need to use a screen reader on their phone or computer to hear information read out loud.
may need more light or be able to control light or to reduce glare and to maximize their available vision.
need information in Braille if that is a system they have learned.
A visually impaired person may use a short or a long cane to help with navigation.
A visually impaired person may have a guide dog.
A "mild" visual impairment may be harder to deal with than a severe one especially if someone is having difficulty adjusting to a new way of working.
To support these individuals:
If providing written instructions on the day ensure that a suitable version is available, e.g. large print, audio, or whatever is the student’s preference. Or provide an electronic copy in advance so the student can make their own preferred conversion. Then allow the use of the desired device (if required) for the session.
When planning formative tasks and opportunities to give feedback, you need to consider students with extensions, and what their equivalent schedule will be.
Individuals who have Speech/Speaking Difficulties:
May have
a Stutter or Stammer - it is not helpful to try and finish people's words or sentences.
Selective Mutism - it should be noted that although called selective individuals can't always choose when they can physically speak.
Cerebral Palsy that can affect their speech to varying degrees. They may need to use AAD or an Augmented & Alternative Communication Device to be their voice.
been born Deaf people and they may need to communicate through an interpreter.
Autism which means they may speak in a rigid or repetitive way, although this only affects some people on the autistic spectrum.
May
not be able to speak at all.
actually have a processing difficulty which means they find it hard to be put on the spot and formulate a spoken response immediately.
actually have an anxiety disorder which means they find it hard to be put on the spot and formulate a spoken response immediately.
take longer to get their point across.
need to have a support worker.
To support these individuals:
If students are required to work with a partner or in a group allow other group members to give any necessary verbal feedback and allow the student time to contribute to this beforehand. Alternatively, allow the student to give any feedback 1-1, written or pre-recorded.
Individuals who have Mobility Difficulties:
May have these due to congenital issues, or a result of injury, muscular dystrophy (MD), cerebral palsy, amputation, multiple sclerosis (MS), pulmonary disease, heart disease or other reasons.
some people
may use a wheelchair some of the time or a walking aid.
may have a visual impairment that affects mobility at least until they have mobility training, although obstacles and changes to familiar environs can also cause difficulties.
may take longer to travel between teaching sessions or project meetings.
A visually impaired person may have a guide dog.
To support these individuals:
Short-notice changes to time or location should be avoided and if essential the alternative needs to be physically accessible.