Teaching case study 3: Bakr

Scenario

Bakr is in the first year of his science doctorate. He is blind. He would like to teach undergraduates and starts on the teaching programme offered to all new and potential teachers.

Suggested adjustments

The trainer recognises that she has limited knowledge on how to provide appropriate adjustments in a teaching environment for Bakr. She consults with the Disability Support staff in her institution who suggest a meeting with her, a disability adviser and Bakr.

At that meeting Bakr talks through the adaptive technology which would enable him to write and to access his teaching notes. He is also advised to prepare handouts and audio-visual prompts ahead of each teaching session. He has a non-medical helper as a student but that support cannot be funded through his Disabled Students' Allowances as his teaching is not an essential component of his research degree programme. He will need orientation to teaching rooms and layout of equipment and furniture.

When Bakr has completed his training, he applies for and is accepted to lead 3 undergraduate seminars. His disability adviser accompanies him to each of the allocated rooms and their layout is explored. Some changes are made to make his equipment easier to access. The Estates team is alerted to his requirements so that the rooms can be appropriately and consistently arranged each week. Those responsible for timetabling within the department are also asked to provide any room changes to Bakr at least 24 hours in advance of the class.

Each week Bakr asks one of the group members he is teaching to act as a support worker. A blind academic at another university who is an experienced lecturer offers to act as his mentor.

Academic staff with whom he is working are asked by the trainer to provide any briefing notes in Bakr's preferred format - electronically. When students hand in their work for assessment, they are asked to send it to Bakr electronically so that he can assess it and provide feedback using adaptive software.