By Lizzie Ibbotson
Context
Since starting at the University in 2015, I have observed that Learning Support Plans (LSPs) can often be a source of stress and confusion for some academic colleagues. On top of already excessive workloads, LSPs tended to fall down the list of priorities because it was seen as a lot of work to read 10+ LSP documents per module, for example. Up until very recently, the University did not have a centralised system for housing LSPs and departments were left to work out the best way to communicate LSP recommendations whilst maintaining an appropriate level of confidentiality, with little guidance and resources to do so. The role of a Disability Liaison Officer (DLO) is often a small part of a Professional Services role intended to cover the administration of LSPs rather than proactive support and guidance based on knowledge of disabilities, legislation and resources.
When I started the role of Student Welfare Adviser in my departments, I quickly learnt that there were a lot of students with LSPs so it was a priority for ensuring staff got as much guidance and support as possible in order to follow the recommendations. Whilst I couldn’t control the systems (or lack of) that were in place to log LSPs, I could control the information that was being shared and make it as easy to access as possible.
Setting expectations
I created a “support expectations” overview document that summarised departmental processes for sharing LSPs (this has since been updated to reflect the new system), guidance for responding to Yellow Stickers on submitted work, and an outline of simple “quick fixes” that would improve accessibility for all students whilst also meeting a large number of LSP recommendations. I then went into more detail about some of the most common recommendations within my departments to give advice on how staff could best implement these. My hope from creating this is that staff see the benefits of tweaking how they administer their modules, through making content available before teaching, or developing a teaching style that doesn’t require putting any students “on the spot”, such that by default it becomes more inclusive for our disabled students.
Importance of communication
One of the main things I have learnt from trying to improve accessibility and inclusivity is that communication is the most important thing. When academic colleagues feel as though they have a point of contact for advice, guidance and support, and someone to offer reassurance that they are doing things well, it makes all the difference. In addition, communicating with our disabled students to understand as best we can what they need. An LSP is a great tool but ultimately, hearing first-hand from a student what would help them the most is more valuable and makes them feel as though they are being listened to and their needs are taken into account. I think it would be fair to say that some colleagues have felt as though they couldn’t bring up a student’s disability with them and needed the confidence to feel able to, which I’m really keen to offer. This improves the experience for everyone but most importantly, it makes our students feel valued, heard, and gives them the best experience possible.
Lizzie is the Student Welfare Adviser in the School of Mathematics and Statistics, and Department of Physics and Astronomy. She is also the Disability Liaison Officer for both departments and has a keen interest in ensuring learning and teaching is inclusive and accessible for all.
