Lectures & Tutorials

Third Level Environment

Students with disabilities attend most institutions of higher education in Ireland. Whilst the pressures and academic challenges of third level education can be great, most students adapt fairly quickly to the new environment and learn to cope with changes early in their initial year.

Like all third level students, it is imperative for future success that students with disabilities become independent and learn how to advocate for themselves. They must also learn to negotiate for the supports they will require while in third level education.

Wherever possible, direct communication between the student and members of the academic staff is encouraged. In general academic staff would rather hear directly from students if they are having a problem or if they need specific educational provisions or supports. Academic staff are usually willing to work directly with students with disabilities, but may need to consult with the Disability/Access Officer on the available supports and facilities in their respective institutions.

Lectures

Lectures can have from 30 to 400 students in attendance and initially this can be a daunting experience for all students. However, large lectures can be particularly intimidating for some students with disabilities. It is important that students negotiate the best possible location in the lecture hall for themselves to ensure maximum academic and personal benefits. All students in third level education are considered to be adults and are, therefore, expected to assume responsibility for their actions. In a large lecture hall college lecturers will not necessarily know that there are students with disabilities in attendance. It is the students' choice whether or not to inform the lecturer of their disability related needs, but unless this is done the lecturer cannot be expected to provide the required facility or support.

What you can do

Introduce yourself to the individual lecturers on your course of study at the beginning of each semester and discuss any academic facilities which you feel you require. For example, some students may wish to record lectures on audio-tape in order to transcribe the material later, while others may wish to have access to the lecturer's notes and/or overheads (see appropriate sections for information on common educational supports for students with disabilities).
Try to find a position in the lecture hall that gives you maximum access to the lecture.
Ask for help when necessary, do not let difficult situations continue.
If convenient, try to develop your own support system through the assistance of friendly and willing classmates. The ability to assess your own needs, develop a course of action, and communicate your needs effectively to others is a skill that will be critical to your success both in third level education and in your career afterwards.

Tutorials

Tutorials are an integral and important part of the academic structure in some faculties and are designed to give students a platform to learn through group discussion and debate. Each tutorial is facilitated by a tutor who is a member of the academic faculty. Students are expected to participate in tutorial discussions, prepare material in advance and submit essays which are graded as part of the final assessment. Tutorials should be a positive learning experience, and for this to happen students with disabilities are advised to:

Disclose any relevant educational needs concerning their disability to the tutor at the beginning of the academic year. [This is particularly important for students with specific learning disabilities (dyslexia).]
Where necessary, provide documentation of their disability.
Discuss any academic supports that they may require.
Suggest strategies and learning methods that accommodate their needs in the tutorial.

Laboratory Work

Laboratory work is a major aspect of many courses of higher education, especially the sciences and engineering programmes. Individual students may require strategies for participation in laboratory work that meet their specific disabilities. The best way to find out which strategy suits you is in consultation with your lecturer or tutor. However, the following supports and arrangements might be considered:

An individual orientation to the laboratory and equipment.
Specialised adaptive equipment to help with scientific measurements.
Specialised adaptive furniture - chairs, tables, laboratory benches at lower levels, etc.
Colour coded and labelling of equipment tools and materials can be especially useful for students with specific learning disabilities and deaf students.
Personal laboratory assistant to help a student in the execution of experimental work.

The Disability/Access Officer is an excellent point of contact if students require assistance in implementing alternative academic arrangements, or for general advice on specialised equipment available.

Out-of-lecture Assignments

Out-of-lecture assignments may include essays, project work, laboratory experiment write-ups, computer programming and fieldwork. Because of limited college resources or limitations arising from disability, some students may find it difficult to complete out-of-lecture assignments on time. Extension of deadlines can be the best solution to this difficulty; however, extensions must be negotiated and agreed in consultation with the lecturer or tutor. In obtaining time extensions, students should avoid an accumulation of assignments.

There may be other instances where students may not be able to participate in certain aspects of fieldwork or project work. To avoid possible misunderstanding students should, wherever possible, communicate their needs or difficulties directly to the relevant members of the academic staff. In general academic staff prefer to hear directly from students when they are having a problem or need specific educational supports or alternative arrangements.

Academic staff are willing to work with students with disabilities, but they may have to consult with the Disability/Access Officer on the availability of supports and facilities in their respective institutions.

Communications

Communicating with staff about academic arrangements:

Introduce yourself before or directly after the first lecture and arrange to talk in private about any specific needs you may have.
Adopt a confident approach to communicating your needs.
Inform your lecturer fully on all aspects of your disability which may impinge on your academic progress.
Explain how your disability may affect you or limit you in doing course tasks in the regular manner; note-taking, access to text in appropriate formats, etc.
Suggest alternative arrangements and/or supports that will work for you (see chapter(s) on commonly available supports).
If the lecturer/tutor makes alternative suggestions to the ones you suggest, be willing to listen. However, if you think that the alternative method is not satisfactory for your needs, do not hesitate to explain why it will not work for you.

Misunderstandings in communications.

On the whole college staff are positively disposed to disability and are extremely flexible in their approaches to providing alternative arrangements for students.

However, there will be instances when a member of staff is not familiar with disability issues and may feel uncomfortable with some of the specific provisions that students request. For example, a lecturer may feel that the recording of her or his lectures breaches copyright laws and as a result may refuse the student permission to record.

Students who experience difficulty with their requests for alternative arrangements should:

not get into an argument with the lecturer/tutor,
seek advice from the Disability Officer or equivalent, or
seek advice from Student Union representatives or class representative, or
discuss the issue with the academic responsible for the year group, or
discuss the issue with their tutor, or
seek an appointment with the Head of School or Dean.

General Suggestions

All third level students generally find strategies for coping with their new environment early in the first academic year. The following suggestions will help:

Become knowledgeable and comfortable discussing your disability and the way it affects you academically.
Develop your own support system by confiding in a trusted friend, counsellor, or family member. You will benefit by having someone to help you think through the strategies to support your academic efforts.
Stating your academic needs at the beginning of the year will make you feel more prepared and organised and will allow the college to accommodate your needs in a timely manner.
Try to maintain a healthy balance between the academic, social and athletic activities in your schedule.
Join a club or society. Do not isolate yourself.