Support

Introduction

ACCESS AORAKI is the Inclusive Education Service that supports students and staff who have impairments/disabilities on all Aoraki Polytechnic sites and through associate programmes.


All of us have the potential to develop practices that include all students and all staff, regardless of their impairment/disability. The key is awareness, an understanding of the philosophy of inclusion and an appreciation of all people on equal terms.

Staffsupport

ACCESS AORAKI - Inclusive Education Services Supporting Staff

VISION IMPAIRMENT
Make the usual accommodation in terms of the environment, using the Foundation for the Blind staff for orientation.
If a guide dog is used, make sure that an area for toileting and having a drink is provided.
Make sure that students and other staff are given the opportunity to learn how to function in a sighted environment with a sight impaired person. (See Best Practice - vision impaired on website)
Offer support using tape recording, CD's etc.

HEARING IMPAIRMENT
Make sure that the staff member has access to information on sound enhancement in the workplace.  (See Best Practice hearing impaired on the website)
Offer orientation to other staff & students in working with/learning from a hearing impaired person. e.g. only speaking when face to face; never shouting etc.

LEARNING IMPAIRED
Some staff will have developed strategies that will allow them to function without support, e.g. screen readers, screen filters, voice-activated software, proof-readers.
Proof reading for handouts, power point presentations, over-heads may be required.
Make sure that the staff member understands fully their employment contract.
People with dyslexia or other specific learning disabilities are likely to have the condition exacerbated by stress. Clarity about roles and functions is important.
Ensure that enough time is available to staff members to fulfil employment requirements.
Offer proof reading services, support in time management & organizational practices to reduce stress levels.

SEIZURE DISORDERS
Make sure co-workers are aware of normal seizure activity and how to respond.
In a tonic clonic or convulsive seizure, (previously called grand mal) call an ambulance if the seizure lasts more than 10 minutes.  DO NOT TRY TO RESTRAIN THE PERSON OR PUT ANYTHING IN THE MOUTH.
When fitting stops, put the person in the recovery position and wait until full consciousness is restored. This may take minutes or hours.

MENTAL HEALTH CRISIS
If  a  staff member is feeling suicidal refer to the  TAC team, through your local hospital number. Make sure  that Head  of Faculty or Head of Department are aware of  this safety  issue.  You  are required by law  to  inform  the appropriate people.
Recommend  Employee Assistance Programme  Counselling  to any other staff member disclosing a mental health crisis, bereavement,  loss,  redundancy,  reactive  or   clinical depression.

Intl-student-support

Access Aoraki - Inclusive Education Service

Aoraki Polytechnic welcomes students with impairments on all our campus sites and through distance learning and Regional Education Programmes. Our campus sites aim to be accessible and inclusive.

Access Aoraki is the support service for students and staff who have impairments or who have disabilities. This service is also available to international students with impairments.

Our services and support may be different than the support you have had in your home country. This is why it is important to contact Access Aoraki as early as possible.

Please make an appointment with the Access Aoraki Coordinator to discuss the
support you need and determine what specific support is available for you
(e.g. note-taking assistance, adaptive technology, places to rest on campus, special arrangements for examinations).

Most of the support is free for international students. You may have to pay for some specific support or services. (e.g. Braille books, sign language interpreting).

Please contact Access Aoraki before you enrol to inform them of your requirements and to find out whether you may have to pay for some support. You can email them at access@aoraki.ac.nz

Who Can Help?

Carol Soal is available on the Timaru Campus, upstairs at the back of the café (wheel chair hoist available)

8:30 – 12:00pm daily or by appointment, direct dial 03 684 0814
Other campus sites – by appointment or 0800 426 752 ext 814 
Joint Education programmes 0800 426 752 ext 814
Or Email Carol

It is important to Access Aoraki that all staff & students receive Inclusive Services. Through our associate programmes, where many students and staff are scattered throughout New Zealand, support can be only a phone call or an email away.

What is Impairment/Disability?

The New Zealand Disability Strategy 2001 states ”Disability is not something individuals have. What individuals have are impairments. They may be sensory, neurological, psychiatric, intellectual or other impairments.” (Minister for Disability Issues 2001)

Aoraki Polytechnic has policies that support equal educational opportunities to all students and this is embodied in legal frameworks. (Human Rights Act (1993) Education Act (2001)

These require that we do not discriminate against staff or students or prospective staff or students on the grounds of impairment. Also, that we work towards the provision of resources to enable impaired people equitable access and opportunities.

WHEREVER YOU ARE IN THE COUNTRY...

As a student,

• Do you require alternative text format?
• Do you need accessible parking on site?
• Do you require am/fm sound enhancement?
• Do you require zoom text or other software on your computer?
• Do you require alternative assessments, readers, writers?
• Are all your needs being met in tutorials or do you need a note taker or one on one tutoring because of your impairment?

It is important that these are arranged as soon as possible after interview and confirmation of a place on your chosen programme. However, an assessment can take place at any stage of a student’s time at Aoraki Polytechnic.

Contact Carol Soal on 0800 426 7254 or Email Carol

As a tutor,

• Are you able to offer fully inclusive training?
• Is your venue fully accessible, with wheel chair accessible toilets?
• Is accessible parking available?
• Are you aware of alternative assessment procedures?
• Are you able to provide reader / writers or note takers?
• Are you able to make all PowerPoint screens or overheads available as handouts?
• Do you read these out slowly?
• Are you able to provide enhanced script or alternative format handouts?
• Are you aware of Access Aoraki services?

Services to Students

Information and advice to:

• Students, tutors, staff & student bodies
• Families and whanau
• Management
• Local authorities

Student support and advice on:

• Equipment & resources
• Human Rights Legislation
• Access & mobility
• Benefits & allowances
• ACC
• Learning support
• Enrolment assistance

Disability/Impairment awareness:

• Staff & student training
• Peer mentor training
• Advocacy
• Promotion of self advocacy & disclosure
• Maintaining equity in policy making

Student Access

Most campus buildings are wheel chair accessible by ramp or lift and have an accessible toilet relatively close by.
Should the building where your class is held have inadequate access, please contact the Coordinator. Every possible consideration will be given to making necessary modifications or allowances.

Accessible Parking

Accessible parking sites are designated on the Timaru site for students who require these. Please contact the coordinator at your commencement, so that you are aware of parking arrangements.

On sites other than Timaru, please contact the coordinator for information about designated parking. 

Resources

Please contact Carol at enrolment if you require any of the following:

• Enrolment assistance is available if you require it.  Contact Carol on 6840 814 or email Carol 
• One to one assistance - peer mentors (assessment required)
• Reader/writers, note takers (assessment required)
• Alternative assessment arrangements
• Special equipment or software
• Alternative formats

Literacy/Learning support is available on campus - these services are free to the student.

• Timaru: Literacy South Canterbury Inc. phone 03 6840 851
• Christchurch: Workplace ARAS phone 03 366 9479
• Ashburton: Ashburton Learning Centre, 27 Walnut Avenue, Ashburton 03 3085 5322
• Dunedin: Literacy Aotearoa 83 Moray Place phone 03 477 2055

Equipment

• Zoom text software
• Dragon Naturally Speaking
     - 12 weeks training required prior to commencement
• Read & Write Gold - training required
• AM/FM sound enhancement
• Foot and wrist rests
• Tracker ball mouse
• Chairs
• Desks
• Text supports
• And more...

Frequently Asked Questions

WHO CAN HELP?
Q) I am planning to study in Christchurch. I am hearing impaired. Who can help?
A) Access Aoraki can help. Write to us, email or fax us the following information:

• Your name & address      
• Fax number      
• Email address                 
• Course name & commencement date    
• Chosen form of sound enhancement - AM / FM
• Hearing loops

From this, we can establish appropriate strategies for you, arrange for any equipment & support your tutors with appropriate teaching skills.

If you need an interpreter, please indicate this at interview.

PEER MENTORING
Q) How does peer tutoring work?
A) An assessment is required for one on one peer support, with senior students. Contact Access Aoraki to arrange this as soon as you can after enrolment. You meet on site with the trained tutor, recommended by your Course Coordinator or Access Aoraki. This service is free to students.

Q) What kind of training does a peer mentor need?
A) Training includes recognising specific needs of the student, boundaries, how to manage questions and how to avoid burn out.
Q) How much does it cost?
A) It is free. There is no charge to the student. The peer mentor is paid by the Polytechnic.

NOTE TAKERS
Q) I have a broken arm - will I have to drop out?
A) No. We can arrange two services for you – 1.  a peer note taker  or 2. Tape any suitable sessions.
Q) How much will a note taker cost?
A) There is no charge to the student.

ACCESSIBLE PARKING
Q) I need a parking space close to the building. Can you arrange this?
A) On Timaru and Ashburton campus, yes. On Christchurch and Dunedin campus, I need plenty of notice to arrange something close by. Please collect a parking card from Access Aoraki.

REST AREA
Q) I have M.S. and need to take time out during the day. Is there somewhere private that I can do this?
A) In Timaru, there is a rest area in Access Aoraki, upstairs at the back of the café. On other campus sites, there are couches in the student common rooms.

Grants & Scholarships for Hearing Impaired & Deaf Students

NFD Training and Development Scholarship

This fund aims to assist deaf and hearing-impaired students to participate in courses at local and overseas venues. Up to $15,000 is available for distribution each year to a number of applicants. Applications close on 31 March each year.

For further information and/or an application form contact:

The National Foundation for the Deaf
PO Box 99 – 261
Newmarket
AUCKLAND
Phone:   (09) 307 2922
Free Phone:   0800 867 446
Fax:   (09) 307 2923
Email:   enquiries@nfd.org.nz

NFD Deaf Educational Scholarship

This fund aims to assist deaf and hearing-impaired students in secondary or tertiary education by providing funds for course fees, books, interpreters, notetakers and extra educational material. Applicants must be deaf (hearing loss 60dB or more in better ear). There is no age limit. Up to $6,000 is available each year to a number of applicants. Applications close on 31 March each year.

For further information and/or an application form contact:

The National Foundation for the Deaf
PO Box 99 – 261
Newmarket
AUCKLAND
Phone:   (09) 307 2922
Free Phone:   0800 867 446
Fax:   (09) 307 2923
Email:   enquiries@nfd.org.nz

Notetaker Communicator / Tuition Fund

This award is available for a deaf or hearing-impaired student who is taking a short course. Up to $1,000 is available to assist with the costs of notetakers, extra tuition or communicators.

For further information and/or an application form contact:

The National Foundation for the Deaf
PO Box 99 – 261
Newmarket
AUCKLAND
Phone:   (09) 307 2922
Free Phone:   0800 867 446
Fax:   (09) 307 2923
Email:   enquiries@nfd.org.nz

Shirley McKenzie Scholarship (Deaf Assn of NZ)

This scholarship is available to support deaf people to get training or experience in, for example, theatre, arts, crafts, photography video-making, etc. applicants must have left school and must be Deaf. (Deaf means with a hearing loss more than 60dB in the better ear). Up to $3,000 is awarded each year to a number of applicants. This scholarship is not awarded for interpreter fees. Applications close 31 January each year.

For further information and/or an application form contact:

The Deaf Association of New Zealand
PO Box 15–770
New Lynn
AUCKLAND
Phone:   (09) 828 3282
Fax:   (09) 828 3235
Email:   recepak@dear.co.nz or deafassc@iconz.co.nz

The Mary Adeline Allen Scholarship

This scholarship is available annually to a deaf or hearing-impaired student attending a recognised post-secondary educational institute. Up to $3,000 is awarded to help pay for interpreters, notetakers and course fees.

For further information and/or an application form contact:

The Kelston Deaf Education Centre
Private Bag 93-008
New Lynn
AUCKLAND
Phone:   (09) 827 4859
Fax:   (09) 827 9806
Email:   kdec@kded.co.nz or karenb@kdec.co.nz

Dennis Nathan Educational Trust for the Deaf

This award is for students who are either born deaf or who have lost their hearing at a very early age. Assists with the cost of fees, books and other educational expenses. Applications considered annually and close on 28 February.

For further information and/or an application form contact:

Dennis Nathan Educational Trust for the Deaf
C/- NZI Guardian Trust Co Ltd
Private Bag 28-913
Remuera
AUCKLAND
Phone:   (09) 523 3701
Fax:   (09) 523 3460
Email:   cblincoe@nzgt.co.nz

Grants & Scholarships for Blind & Visually Impaired Students

Oppenheim Tertiary Education Fund

This award is funded by the Oppenheim Trust for the Tertiary Education of the Visually Impaired. The purpose of the Trust is to provide assistance to visually impaired people who are presently undergoing or are about to enter tertiary education. The Trust defines tertiary education as courses of study leading to a degree or recognised vocational qualification. Applicants are to be registered members of the RNZFB and priority is given to school leavers. Applications close on 1 February each year.

For further information and/or an application form contact:

The Oppenheim Trust
RNZFB
PO Box 27-177
WELLINGTON

The Ombler Charitable Trust

The purpose of the Ombler Trust is to provide financial assistance to members of the RNZFB to undertake Tertiary Education or Advanced Technological Studies in order to further pursue their chosen careers. Applicants must be members of the RNZFB and under 50 years or age at the time of application. Preference is given to members living in Otago or Southland or members wishing to study in Otago or members completing a course of study. Applications close on 30 September each year.

For further information and/or an application form contact:

Beverley Tyrie
RNZFB
PO Box 2237
South Dunedin
Phone:   (03) 455 6555
Application forms are to be sent to:
Trustees Executors, PO Box 769, Dunedin.

Tertiary Assistance Fund

This award is an integral fund administered by the RNZFB.

For further information phone 0800 24 33 33 or contact your local RNZFB branch, or:

Chief Executive
NZFB
Wellington Regional Office
Phone:   (09) 355 6873
Fax:   (09) 366 0099
Email:   bhaddock@rnzfb.org.nz

Grants & Scholarships for Students with Physical Impairements

CJB Norwood Crippled Children Trust

This trust was established to benefit people who have cerebral palsy. Funds can be used for equipment, transport, training, etc.

Mr Dominic Zame
PO Box 2853
WELLINGTON
Phone:   (04) 471 1776
Fax:       (04) 916 0577

The Albert and Alexis Dennis Donation

Assistance may be available to extramural students studying at Massey University who have severe physical disabilities.

Massey Contact
Massey University at Albany, Palmerston North or Wellington
Phone: 088 MASSEY
Fax:   (06) 350 2263
Email:   contact@massey.ac.nz

Grants & Scholarships for Students with Mental Illness

Lilly Reintegration Scholarship

This scholarship is designed to enable people with schizophrenia-spectrum disorders to acquire educational and vocational skills. Available for both undergraduate and postgraduate study. Eighty scholarships are available worldwide each year.

Lilly Award Secretariat
Phone:   001 800 809 8202
Fax:       001 312 664 5454
Email:   lillyscholarship@ims-chi.com

bp-mental-health

BEST PRACTICE – MENTAL HEALTH

WHAT IS MENTAL ILLNESS?

There are a wide range of identifiable conditions that may impair any or all of the following:
Behaviour                    Thinking & reasoning                   Feelings
Mental illness refers to the disorder; psychiatric disability refers to the type of impairment the person experiences as a result of mental illness. (TIPD 1999)

One in five people will experience mental illness in their lifetime. Therefore, we will always have a number of students at Aoraki Polytechnic who have either episodic or ongoing symptoms of mental illness.

The onset of a number of mental illness conditions occurs in adolescence or early adulthood. The majority of these are treatable and people lead quality lives with good academic outcomes.

The barriers that may be perceived in tertiary environments are:
1. Discrimination – either by staff or peers.

Fact – Staff are trained to avoid any discriminatory practices. If the student experiences any, these can be addressed through Access Aoraki.
Peers may have assumptions & often these can be dispelled through disclosure.

2. Lack of professional support, on site counselling.

Fact – Free Counselling services are available off campus in Timaru, Christchurch, Oamaru & Dunedin. In Ashburton, the counsellor can meet with a student on campus. Contact details are available on site.

3.Enforced absences. Some students have episodes where class attendance is not possible for a period of time.

Fact – Access Aoraki, the Inclusive Education Service, can arrange note takers for absences supported by medical certificates. Advise the coordinator so this can be arranged promptly.
Students can ask Course Coordinators for extensions on assignments.
If necessary, reader/writers can be arranged for assessments.

DISCLOSURE
A number of students choose not to disclose to others about their condition for fear of any of the above. They fear they may be misunderstood, discriminated against or socially isolated.

Issues to consider, however, are:
a. What does the student have to gain by disclosure?
b. Is all relevant information about support that will keep the student safe available without disclosure?
c. Who does the student disclose to – academic staff, peer students, disability support staff?
e. Will this be confidential if the student chooses to disclose to non-academic staff?

ANSWERS FROM PAST STUDENTS
Carole said after disclosing to Access Aoraki staff – “I feel more comfortable
knowing that I can get help when I need it.  I like the way notes can be taken for me & returned to me without anyone else knowing.
If I need a writer for assessments because my drugs are affecting me I can arrange one with out anyone else knowing why.”

Adam said “I have had one on one tutorial support with a student tutor. He helped me with a study plan and when I got totally stressed out, support people were there with strategies for managing this differently. I was going to drop out. Some of us formed a study group & we met in Access Aoraki once a week. Now I have a diploma, a job and a better understanding of my condition.”

ANSWERS FROM ACCESS AORAKI
a. The student can gain a different understanding of their condition from disclosure. We view the student as a student, the impairment as part of our challenge in delivering the course inclusively.

b. All relevant support information is available in the student hand book, on
the website, and in pamphlets and posters on site. Alternative formats are available on request.

c. Meet with Access Aoraki Coordinator as soon as you enroll & discuss who  needs to know, when they need to know and what services can be supportive.

d. Confidentiality is assured. An individual response plan for any mental health emergency can be arranged with the names of staff on campus who can offer a supportive response. Name and number of G.P., Mental Health caseworker etc can be kept on file for this purpose.

STAFF RESPONSE TO MENTAL HEALTH EMERGENCY

In the event of a Mental Health emergency, there are two possible responses from staff.

1. Where there has been disclosure, consult the plan for contact details.
2. Where there has not been disclosure, assist in arranging a meeting with the following:   Mental Health Response Team ( Timaru only)
                              GP or counsellor   (Ashburton, Christchurch, Dunedin, Oamaru )
                              Or Mental Health Caseworker
           If this occurs off campus, contact the nearest medical service.

We look forward to welcoming you on any of our campus sites. For Access Aoraki, contact 0800 426 7254 ext 814 and arrange a meeting for a mutually agreeable time. 

Other Grants & Scholarships

June Opie Fellowship

This award is available to citizens and permanent residents of Australia, Canada and New Zealand. It is designed as an incentive for students of high academic achievement who have a severe disability. It is primarily intended for those who plan to undertake graduate study with a view to preparing themselves for a role in the professions, in politics, or more particularly, in university teaching and research and who have disability issues as a continuing interest. Applicants in respect of undergraduate study may be considered. Applications close on 1 November each year.

The Academic Registry
University of Auckland
Private Bag 92019
AUCKLAND
Phone:   (09) 373 7599 Ext 4921
Fax:       (09) 308 2309
Email:     m.whitehead@auckland.ac.nz

Rosemary Middleton Scholarship

APNZ offers scholarships to support disadvantaged students in a further year of Polytechnic study. The scholarships are available to students who have been studying full-time at a Polytechnic for a minimum of 20 weeks and who wish to continue their studies full-time for another year. The main criteria are perseverance and motivation to succeed in spite of personal circumstances. Applications close on 1 August each year and are by CEO nomination.

Rural Communities Trust

This fund aims to provide assistance to individuals in rural areas who are disadvantaged by their location. Successful applicants must be from a rural background, have a proven academic record, a commitment to study and successfully demonstrate an ability to balance study with sport or recreation. Grants normally range from $500 to $2,000. Applications should be lodged prior to 20 February each year. Decisions made within a month.

Rural Communities Trust
PO Box 715
WELLINGTON
Phone: (04) 494 9185
Email: jlewis@fedfarm.org.nz

Tutors - Best Practice Strategies in Communication

Deaf or Hearing Impaired

• Always face a person who is hearing impaired. Speak clearly & not too quickly. Never talk while facing a white board etc.
• Avoid any movements which may mask your mouth.
• Do not shout. It can create unnecessary attention and cause embarrassment.
• Written messages and gestures play an important role. If you have any doubts about something being understood, write it down.
• Background noise and music are disabling.
• Ask if they have specific seating requirements or require loop or am/fm equipment in class.
• Videos may need to be transcribed with subtitles. When buying new resources, buy with subs.
• Note takers can be arranged through IE services, as are sound enhancement devices.
• If an interpreter is available, always talk to the student, not to the interpreter.

Sight Impaired

• Say who you are, your name & role.
• Discuss requirements and make necessary arrangements early.
• Do not shout or speak loudly.
• Do not pat a working dog.
• If using OHPs, describe them fully & have enlarged copies available to take away or arrange alternate formats.
• If you are asked to act as a guide, ask if they require assistance and offer your arm.
• Describe the environment clearly, approaching steps etc.
• Try to give clear descriptions and verbal clues about the environment you are working in, the layout of office space, access to toilets and emergency exits.

Other Disabilities

People with a wide range of intellectual, mental health, cognitive and neurological impairment may have difficulty in asking for and in understanding information. If you are experiencing difficulties in communication, the following may be helpful:

• Try to keep the information simple, friendly and direct.
• Use plain English, simple sentences.
• If a carer is present, talk to the student not the carer.
• Be acutely aware of body language.
• In a busy environment, you may need to find a quiet place to talk.
• Be patient. Be prepared to repeat information. Avoid finishing sentences.
• Use drawings, gestures, signs and other communication aids as appropriate.
• Check out their understanding by follow-up questions.

Asperger

The following is adapted from an extract by Andrew Powell - "Taking responsibility - Good practice guidelines for services - adults with Asperger Syndrome" The National Autistic Society, London 2002. Text and layout are altered.

What is Asperger Syndrome?

Asperger Syndrome is a developmental disorder. There is a range of severity of symptoms within the disorder.

What are the symptoms?

Two-way social interactions are difficult. The person may appear totally self-absorbed, be unable to accept change, have a narrow range of focus and because of this, have very poor listening skills.

This narrow range of focus may appear to be a preoccupation or obsession of marked intensity, accompanied by inflexibility, adhering to self determined rules, routines or rituals.

How does this affect learning?

Students with A.S. usually have average or above average intelligence and do benefit from tertiary education.

However, thinking is concrete, literal, so often language needs to be explained. Metaphors are not understood e.g. "pigs might fly" would be conceptualized and dozens of questions or notions on how pigs could fly would eventuate.

For some, visual learning is very easily absorbed, for others auditory learning is virtually impossible, or vice versa.

To overcome this, lectures can be taped and used again in one to one tutorial sessions where it is possible to stop/start.

Because of the extremely narrow focus, a student may find it difficult to move the focus to the required topic and demand that everyone focus where the student wishes rather than determined by the tutor or the course.

Unawareness of other people's needs and emotions is typical and the student may demand to always be first. Again, one to one tutoring after class will defuse the urgency of need.

Does the desire for social isolation affect academic success?

Each individual will have individual needs and an educational needs assessment is required for each student. In talking with a family member, a social worker or previous teacher, an individual needs assessment can be built up. This requires a measure of flexibility.

Academic success for many is achievable in spite of, or perhaps because of, their social isolation. It is thought by some that the stereotype of the absent minded professor may have originated from people with A.S., - poor social skills but successful in their narrow field.

How can we best support a student?

Pastoral care is important and staff, including office staff, needs to have a grasp on some of the difficulties a student will face.

Rejection is hard for students with A.S. Their understanding is that their needs are significantly more important and that everyone else will structure their time around this student.

Staff may need to meet with a social worker or Access Aoraki staff to explore strategies and practices for dealing with feelings and behaviours, repeatedly.

Who is reponsible for the pastoral care?

Access Aoraki Coordinator is the key person in arranging this and in making sure that staff on other campus sites have access to professional support.  Peer tutors can be employed for one on one support, removing some of the stress in the tutorial setting. This can by very time consuming and a team approach is supportive of everyone.

How can a peer tutor offer the support?

• Consistency is important.
• Design a clear, standardized, framework for each session.
• If the student is able to prioritise needs, do so at the start of each session.
• Develop an authoritative style, rather than authoritarian.
• Use this style to bring the student back on track.
• A student may wish to understand a concept in minutes, rather than building up layers of experience and knowledge over time. A reminder to stay with what is here and now can be supportive.
• Use humour and watch for understanding.
• Be patient.
• Advise how much time is left at 10-minute intervals.
• Take short "stretch & yawn" breaks to intervene when the student gets stuck in the "wrong" place.
• Debrief if necessary with the IEC or course coordinator.
• Arrange regular brief meetings / emails / telephone calls with IEC for checks on progress.

How can we ensure the student is not set up for failure?

• Establish an outcome for the student at commencement.
• Is the course for vocational advancement, academic record or for personal interest?
• Review outcome towards end of paper so that a smooth transition to the next stage can be made.
• Provide appropriate support and encouragement.

Are there likely to be disruptive behaviours in class?

Behaviour varies. The student may need to be reminded of what is appropriate and what is not. Remember, the "self determined rules and rotes" are concrete for many A.S. students.

If everyone uses the same phrase, the same type of language, understanding may occur. E.g. "It is not appropriate to ask this now." For some people with A.S. managing anger is difficult. Visit Tony Attwoods' site on the net - www.TonyAttwood.com. He is an internationally recognized leader in the field and an interview with an author of a book about A.S. is worth reading.

Will the student require alternative assessments?

Usually the answer would be yes. For a written test or examination, a separate room will be essential.

Sometimes an oral assessment over a period of days rather than hours will allow the student to provide proof of knowledge and/or application.

Best Practice - Visually Impaired or Blind

Visual impairments range from reduced field of vision, (e.g. tunnel vision), light sensitivity, partially or complete blurred field of vision to total blindness.

In some cases, the level of vision may fluctuate, remain constant or deteriorate.  Each person’s vision and visual impairment is unique. There needs to be an understanding of this before requirements can be identified and met. An assessor is available through the RNZFB.

Physical access

Once room allocation is determined, an orientation and mobility instructor from the Foundation for the Blind can instruct and familiarize a student with their new surroundings.

When giving directions, use right, left, up or down in relation to where the student is. The clock method is useful as well, where 9 o’clock means their left.

If any changes are made to the environment, moving furniture or equipment, verbally warn a student in advance. It is better to try to keep a lecture room constant in terms of equipment placement and avoid change if possible.

Always ask a student how they want to be assisted when physical guidance is requested. Allow them to take your arm, just above the elbow and walk slightly ahead so that they can follow your body movements. Don’t grab them.

When a student with impaired vision arrives, it is helpful to use specific phrases in describing a new place – i.e. “to the left is an area shaped like a rectangle”.

Non verbal communication

When meeting with a student with impaired vision, identify yourself by name. Contextual change to an environment can make it difficult to place a voice.

Indicate to each student that they are being addressed by using their first name particularly if in conjunction with questions - "James Mackay - what do you think?"

A visually impaired student may be unable to see the non-verbal cues like a head nod or an extended hand or arm.

By using these inclusive practices with ALL students in the class, you will not have to remember this particularly for vision impaired students! 

Printed material (This is very important)

Before commencement…Meet with the student and their advisors.
Provide course outlines, book lists, tutorial readings, hand-outs and assessment schedules well in advance to allow time for reformatting of this material into Braille or tapes.

You can consider sending this information directly to students by disk or e-mail.
(As reformatting may take considerable time, there may be a delay in course commencement for a student.)

Check with the student which format they prefer & if enlarging text, which font size.

Clarify expectations and responsibility for tasks and include support options.

Provide any administration or departmental information both orally and in the students preferred format.

Lectures

Always repeat out loud text that appears on the whiteboard, overheads, or on PowerPoint. New terminology needs to be repeated, sometimes spelt out. Clusters of  numbers need to be repeated.

Being verbally descriptive is imperative. Do not say "These figures indicate ..." instead "Thirty per cent of the population ... and "twenty seven per cent of the population..."

Graphs, diagrams and charts can be formatted through transcription services.

This may take months rather than weeks so it is important that material is prepared prior to commencement of lectures.

It may be necessary to postpone commencement for a student until material is prepared.

On all campus sites, Zoom Text 2 and Zoom Text 8 with a voice back up is available.  On the Timaru Campus, Read & Write Gold & Dragon Naturally Speaking are available.

Assessments, tests and assignments

Reader / writers or adaptive technology for a student can be arranged through Access Aoraki on receipt of the course timetable.

Research support can be arranged. On the world wide web, there can be problems with the interface between specialized software and the web. Transcriptions of material may be available through Access Aoraki.

Extensions to completion times may be required.

Equipment and resources

On all campus sites,  Zoom Text 2 and (November 2005) Zoom Text 8 with a voice back up is available. on the Timaru Campus, a screen reader & Dragon Naturally Speaking are available.

On Ashburton, Dunedin & Christchurch sites equipment can be made available on application. Jaws and Zoom Text available (November 2005) on the Dunedin campus.

If helpful, lectures can be taped and then transcribed into Braille through transcription services. This arrangement needs to be confirmed prior to commencement.

Students who have been using Ministry owned Closed Circuit TV in other learning environments are able to use it on our campus. We do not have this equipment ourselves.

Peer tutors can be made available through the Access Aoraki Coordinator.

Guide dogs are welcome on all our sites.

Please make sure that other students are aware that this is a working dog.

We will arrange a site that is easy to clean on campus where the dog can be taken to toilet. The student or staff member can discuss this with the caretaker/maintenance manager.

Advise the student where water can be accessed for the dog.

A meeting with the student will be arranged following their first week to ensure that all their needs are being met.

This information is available on www.aoraki.ac.nz/support/access aoraki/good practice

The local Royal New Zealand Foundation for the Blind is at:
63 Grey Road Timaru 6844 259
website www.nzfb.org.nz

Working with Students who are Hearing Impaired or Deaf

Many students who are hearing impaired do not disclose until they are part of the way through the course and find that they are struggling to learn.  Inclusive teaching practices will help to avoid this and all students benefit from this.

Disclousure from the student about impairment is essential.

Sound Enhancement

On all our campus, AMFM systems are available, and hearing loop systems can be installed. This equipment can be used by students who wear assistive hearing devices and by those who do not. A discrete pyramid shaped microphone can be used in conjunction with an attached microphone, worn by the tutor.

Particular seating in class can be arranged and reserved for a student. All of these stategies can be arranged through the Access Aoraki.

Inclusive teaching practices

These will enhance the learning experiences of all students, not just those with hearing loss or impairment.

Project your voice strongly, clearly and slowly to the back of the room.  Diaphragmatic breathing will assist this.

Speak at a measured pace, using short rather than complex, lengthy sentences.

Encourage students in class to speak one at a time without interruptions. It can be difficult for the hearing impaired person to discern one voice amongst many.

Always face the class when speaking.  Do not accompany board writing with a commentary and avoid speaking to the class from the back of the room. Many hearing impaired people use lip reading.

Use plenty of handouts, copies of PowerPoint, overheads etc for ALL students. When anyone is using overheads, always face the class.

Speak at a measured pace with clear diction, using short, clear sentences that enhance handouts.

Encourage other students to use inclusive practices when speaking, avoiding gestures that may obscure the mouth, speaking clearly with out shouting, using a measured pace and speaking from the front of the room.

If possible arrange the room in a wide U shape.

Access Aoraki can arrange note takers if required.

Written messages and gestures are important when communicating with people who have hearing loss. When in doubt about being heard, write it down on a piece of paper.

Arrange a confidential meeting with the student after the first week of classes to make sure that strategies and resources are meeting their needs.

Best Practice - Students or Staff who have M.S. (Multiple Sclerosis)

What is multiple sclerosis?

Multiple sclerosis is understood to be a progressive disease of the central nervous system. It is characterized by a decline of muscle control, apparent muscle weakness.

What are the affects of M.S.?

There is no typical MS. The effects are individual so that one general description and one definite prognosis are not possible.

However, there are some symptoms which can be seen as common. These can occur in varying combinations to many people with MS:

• Balance or co-ordination loss               
• Walking is difficult
• Numb sensations in the hands, arms, legs – pins & needles
• Fatigue – extreme at times                  
• Tremor
• Vision blurring or distortion
• Difficulty in controlling the bowel and bladder

When does M.S. occur?

There appears to be a common age of onset between the ages of 20 and 40. Because of this, many students with MS are likely to be adjusting to having the disease at the time they are involved in study. A person with MS may appear well, but in reality be coping with exhaustion and other debilitating symptoms.

How can Aoraki Polytechnic best support a student?

• Have a rest area where the student can take a quiet break when it is needed, in a lazy boy chair if possible where access is easy.
• Provide foot or arm rests when necessary.
• Provide a writer/note taker in class.
• Provide a reader/writer for assessments.
• Offer a research assistant for assignments.
• Negotiate extensions on assignments for a student when necessary because the condition has exacerbated. Hospitalisation may occur.
• The unpredictable nature of M.S. may interfere with day to day work that involves deadlines.
• Support  is available through MS Society Field Worker.

How can we best support a staff member?
Have a realistic job description and working hours.  The staff member may not be able to perform some tasks that were previously no trouble.
The unpredictable nature of MS may interfere with work that requires deadlines and new strategies may be needed to reach these.
Be aware that there may be an onset of episodes of debilitation.  Do not make the staff member feel guilty because they have to take time out.
Equipment, such as telephone with headphones and microphone may assist performance.  Other equipment may also assist performance and retention and can be recommended by an Occupational Therapist of a Physiotherapist.

Remember the individual nature of the condition and that the affect may be different at different times.

Best Practice - Specific Learning Disability

HOW DO WE IDENTIFY THE STUDENT AND THE IMPAIRMENT?

On all Aoraki Polytechnic sites, it is NOT the role of tutorial and support staff to identify the learning disability. However, the awareness of general factors that may indicate a student has a specific learning disability can be useful.

FACTORS

• Marked difference between oral and written skills
• Marked difference between their level of achievement and their apparent intellectual aptitude
• While seeming to read material with ease, comprehension is difficult.

Tutors are encouraged not to “label” a student when these factors are present. Students present at differing stages in their lives, come from a diverse range of cultural backgrounds and may have a significant other health issues that impact on their learning abilities.

Some students may believe themselves to be responsible for the learning difficulties, through messages from teachers and parents about attitude, energy, or motivation. There may be cultural or language differences, that are not part of a learning disability.

IDENTIFIED CHARACTERISTICS 

• There may be difficulty in modifying reading rate in relation to the level of difficulty of the material.
• Uneven comprehension and retention of material read.
• Skips words or whole lines of printed material.
• Difficulties with phonics, confusion with similar words, learning and integrating new vocabulary
• Difficulty reading for long periods of time.
• Difficulty identifying significant points and themes.  
•  Reading rate is slow

Written Language Skills

• Difficulty with sentence structure (e.g., incomplete sentences, run-ons, poor use of grammar etc.)
• Difficulty planning a topic and organising thoughts on paper.
• Frequent spelling errors with words left out, word place transposed
• Compositions are often limited in length, insufficient data or information
• Slow written production.
• Inability to copy correctly from a book or the blackboard.
• Often difficulty effectively proofreading written work and making revisions.
• Poorly formed letters, incorrect use of capitals, trouble with spacing, overly large handwriting, lack of punctuation.

Oral Language Skills

• Inability to concentrate on and to comprehend spoken language when presented rapidly.
• Trouble telling a story in the proper sequence.
• Difficulty in orally expressing concepts that they seem to understand.
• Grammatically correct English is sometimes difficult.
• Difficulty following or having a conversation about an unfamiliar idea.
• Difficulty following oral or written directions.

Mathematical Skills

• Incomplete mastery of basic facts (e.g. mathematical tables).
• Reverses number (e.g. 123 to 321 or 231).
• Confuses operational symbols, especially + and x.
• Copies problems incorrectly from one line to another.
• Difficulty recalling the sequence of operational concepts.
• Difficulty comprehending word problems.
• Difficulty understanding concepts & applications to aid problem solving.

Organizational and Study Skills

• Difficulty with organization skills & time management.
• Slow to start and to complete tasks.
• Unable to recall what has been taught on a day to day basis.
• Lack of overall organization in taking notes & problems with charts & graphs.
• Inefficient use of library and reference materials.

Attention and Concentration

• Trouble focusing and sustaining attention on academic tasks.
• Fluctuating attention span during lectures.
• Easily distractible by outside stimuli.
• Difficulty juggling multiple task demands and overloads quickly.
• Hyperactivity and excessive movements may accompany the inability to focus attention.

 STRATEGIES and RESOURCES

If the student has received an assessment, follow the guidelines in the assessment.

Human resources may include a note taker, a reader/writer for assessments, a transcriber for class notes on tape and a peer tutor.

Equipment may include use of a Dictaphone in tutorials, amended page layout for some text, CD Rom of text for use with screen readers, use of Read & Write Gold.

Any or all of this support can be offered to the student once the student chooses to have an assessment from an educational psychologist.

In the interim, peer tutor and note takers can be used. Head of Faculty permission is required for an Alternative Assessment. (See HOF or Access Aoraki Coordinator.)