SEC3 2014 Engaging Leeds “For the first time I came to know the names of my classmates” – improving deaf students’ access Sheenagh Hull Disability Co-ordinator:

SEC3 2014 Engaging Leeds

“For the first time I came to know the names of my classmates”

– improving deaf students’ access

Sheenagh HullDisability Co-ordinator: Deaf & Hard of Hearing Students

Disabled Students’ Assessment & Support

Jan 2014


“For the first time I came to know the names of my classmates”

– improving deaf students’ access

OR

How long is a piece of (shoe)string?


1st problem

Deaf and hard of hearing students’ (poor) experience in taught sessions

2nd problem

How to address the issue of lack of knowledge – mine and the sector’s?


Deaf student

I miss some of what the lecturer says.

I don’t know what answers the other students give.

I don’t know how well I’m doing.

Me

I know some things exist, but not the practical details.

I don’t know what’s happening in other HEIs.

I don’t know how well we are doing.


What’s the problem? (deaf students)

EXAMPLE

Meghan at Edinburgh Napier

from ‘Deaf Teens, Hearing World’

BBC Three, dir Claire Braden, 2012

Link to video clip:

Meghan

Deaf and hard of hearing students’ experience in taught sessions


What’s the problem? (Leeds students)



What’s the solution? (Leeds students)

Ways to address these difficulties/ways to improve access…



What’s the solution? (deaf students)

EXAMPLE

Helen at Oxford

from ‘Hearing… but not as you know it’

St John’s College TV (SJCtv) 2012

Link to video clip:

Helen



What’s the problem? (my problem)

Some students need access through written texts, ie turning the sound of speech into something visible.

But what equipment, technical support, operators are needed?



How to address the issue as an individual member of staff

What’s the problem? (my problem)

There’s only me and I have little time or resources…

But I do have contacts…


Starting small

What about bringing a few key people to Leeds? eg•An informal workshop•Bring or buy their own food•Use their employer-related funding to cover any access costs

I sent out circular to check interest = lots!


Almost by chance…

Working with Dragos Ciobanu of SMLC to support a student in SMLC, he had:•Professional interest•Technical expertise•USEF•Enthusiasm to work with others

We decided to work together


Outcome

A one day national conference in June 2013

11 presentations from Leeds deaf students and national practitioners

Exhibition area, with lunch and refreshments

80 deaf and hearing professionals (many turned away)

Techniques and technology demonstrated in theory and in practice

Recordings made and presentations disseminated

Blogs written & comments tweeted


1st problem – the deaf student

EXAMPLE

Simate Simate

Zambian Masters student, Leeds 2012/13

The title of this session is his quote, after his 1st experience of having a note-taker

Link to Dragos’ USEF page with recordings of presentations:

Dragos' USEF page


Questions?

Other info:•Consortium of Higher Education Support Services with Deaf Students. Link: CHESS•Sheenagh Hull, [email protected], x37367

See also USEF supported projects

Alina Secara, Dragos Ciobanu (CTS, SMLC)

2012/13 project - used video resources (Adobe Connect) to enhance student learning

Core PG module (8 staff, 100 students including one deaf & more international)•3-5-minute pre-sessional videos (subtitled in English) •live captioning of lectures (recordings searchable)

Another module•Interactive live chat and later VLE discussion.

2013/14

Continuing with live captioning of this module(funding through USEF, no deaf students)

SEC3 HANDOUT For the first time I came to know the names of my classmates

Deaf student’s solution: Ways to use text to find out what is said

1. Notes from the lecturer to brief in advance, and for reference.

2. A trained note-taker taking full tailored notes for later reference - usually handwritten and available at the end of the session (or read ‘over-the-shoulder’)

3. An electronic note-taker (ENT) using a laptop. Summarised notes relayed to the student’s laptop, using specialist software. Some gaps, some delay. Electronic notes available for reference.

4. Speech to text reporter (STTR) using specialist software and hardware to produce verbatim notes. Gives instant access. Full transcript can be provided (needs editing to be useful as reference material). Trained operators are scarce. (Some services use re-speaking into voice recognition software, then editing the output as needed)

5. Remote STTR listening to the lecture via Skype or other, producing verbatim transcript displayed instantly on the student’s laptop. A larger pool of operators may be used, no travel and reduced minimum fee. But dependent on reliable internet access and sound quality.(STTR not able to see visual aids and speakers)

6. Using lecture capture technology but including the text produced by the ENT or STTR. Available for all students to see. Lecturer/HEI in control of familiar tech. Operator can be on-site or remote.

7. Using lecture capture, online and chatroom-type applications for all the students (deaf and hearing) to communicate through e-mail and text discussions.

HANDOUT Useful contacts

Disabled Students’ Assessment & Support

Comprising:

•Reception – contact for all teams, including the Disability Team

•Disability Team – disability advisors working with applicants, students, Schools and Services

•Support Worker Team – co-ordinating and providing specialist study skills tutors, note-takers, PAs, mentors, sign language interpreters…

•RNIB Transcription Centre – advice and converting printed text into accessible formats such as Braille, audio, e-text…

•Mental Health Advisor – working with students in crisis or with severe and enduring mental health conditions

•Leeds Assessment Centre – assessing disabled students’ study needs eg for equipment or support workers

Chemistry West Building

•[email protected] x33927

•contact Reception or the Disability Co-ordinator direct

•[email protected]





My solution: Moving forward by having confidence & being flexible

How I got things moving

Practicalities•Local support – do colleagues have any spare capacity at all? (donate photocopying paper, clerical support, or help with shifting furniture or the registration desk on the day?) How much will my manager facilitate it? (time, paper/ink, credit my effort?) •University resources - SDDU, Learning Technologists, ISS, Teaching Technology Support, School Disability Contacts… Access to facilities such as venues, cafes, wifi, parking…•National contacts – I got someone who could process the payments for the sign language interpreters, someone else sponsored an STTR for the day, others gave ideas and advice, sent sample templates for booking forms, promoted the event…

Specialist expertise•Local – current/recent students, practitioners, someone in ISS, individuals with relevant knowledge in LDI & School of Education…. And of course, Dragos Ciobanu and USEF support•National – HEA Techdis, professional associations, interest groups, sector contacts, practitioners, commercial suppliers… Between them, we got advice, suggestions for presenters and topics, demo equipment and exhibitors, guest presenters and facilitators, technical support


My solution: Moving forward by having confidence & being flexibleStarting points

1.Freedoms may arise from doing something which isn’t required by your role or manager.

2.Feasibility? Allies? Is there interest amongst sector practitioners (eg jiscmail discussion lists)? – if they want it to happen, someone will also help you make it happen. And you may unlock other resources if you can show demand for the activity.

3.Think flexibly and keep things fluid initially – plan from the small and resource-light (eg skill-sharing workshop/meeting) to the big (eg able to offer more to naïve participants).

4.Remember your key objective, but also respond to opportunities which arise – you may not get your perfect content/outcome, but was that a bit idealistic? (If it goes well, it may trigger other activities and contacts anyway.)

My findings

1.Doing one thing (sending an e-mail, requesting help, hosting a conference) triggered other responses and opportunities – mostly nice or useful!

2.Any innovative activity probably takes more time and resources than anticipated originally.

3.Often additional time and resources are found, and often the activity generates more than expected.

4.Immediate positive feedback may raise expectations of great impact, but don’t get despondent if this isn’t obvious. There are also developments not easily visible, but potentially significant in the longer term – at a personal level, professionally, or elsewhere in the sector.

Documents

SEC3 2014 Engaging Leeds “For the first time I came to know the names of my classmates” – improving deaf students’ access Sheenagh Hull Disability Co-ordinator: