Teaching case study 1: Marian

Scenario

Mariam is a second year doctoral researcher. She has disclosed that she has rheumatoid arthritis and cannot hold and manipulate objects like OHPs and handouts. She is attending a training programme for prospective teachers and she has been asked to take part in a practice session where she will be observed giving a short presentation.

Suggested adjustments

In a confidential setting the trainer initially talks through with Mariam what she would find difficult in the classroom. Her main concerns are around the handling of overhead acetates and the manipulation of computer equipment. In order to justly assess her effectiveness as a teacher, the trainer organises one of her peers within the group to act as a support worker/technician. Mariam is encouraged to meet with her technician a week before the session to brief them on the most efficient ways in which they can support her.

The session is successful. The technician places the acetates on the OHP and Mariam is free to concentrate on delivering her session and on listening and responding to the questions from the students.

To address the longer-term implications of being employed as a part time teacher, the trainer meets with Mariam. They look at the adjustments which she thinks will have to be made. As  the work is part time and temporary, Mariam will not be eligible for Access to Work funding.

The trainer approaches the Disability Service at the University for advice about what support can be put in place. The disability adviser discusses strategies with Mariam and suggests that PowerPoint presentations will be easier with an adapted keyboard or with a student operating the remote control. Mariam is offered additional training in PowerPoint and, when she starts her teaching, her classes are organised in rooms with access to PowerPoint.