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- Extra time permitted
for assignment work and class notes provided on computer disk for a
student who had difficulty reading because of a specific learning disability.
- Captioning of videos
to ensure that a deaf student in a Business Management class had access
to the information presented via this medium.
- Notetakers in an
Office Skills course utilised to support two students with different
disabilities.
- Student who had
difficulty writing due to a physical impairment provided with access
to voice recognition software and a computer to enable her to independently
complete assignments.
- Examination paper
converted to Braille format for a student who is blind.
- Mechanisms developed
to cover missed work/assignments for a student who has regular absences
due to illness.
- Comprehensive management
plan devised in conjunction with student/staff/peers for student with
low tolerance to environmental irritants in a Trades related course.
- The instructor
of a TAFE class verbalised the content of all visually displayed materials
for a student who had difficulty reading the board and overheads because
of her visual impairment.
- Tactile 3D periodic
table produced for a chemistry student who is blind.
- Notetaking services
provided for a deaf student studying at University. Visual aids also
used to assist instruction.
- Peer support/reference
person organised for student with an intellectual disability in mainstream
training who occasionally displays inappropriate social skills.
- Small support network
and mechanisms established to help maintain a student who experiences
panic attacks due to an anxiety disorder.
- Class handouts
and exercises put on computer disk for a student who is blind and
uses text-to-speech software.
- Consideration towards
incorrect spelling, poor grammar and essay structure given during
the assessment process for a student who has a specific learning disability.
- Student with diabetes
given permission to eat during her University examinations to assist
her in maintaining her health.
- Teacher wore a
lapel microphone and repeated or paraphrased comments made by students
during lectures and tutorials in order to provide access to this information
for a student in the class who had a hearing impairment and used a
FM transmitter.
- Arrangements made
by TAFE teacher to conduct tests at different times or days if the
student needed extra time so as to not draw attention to the student
whilst in a classroom situation.
- Assessment format
changed to allow student who experienced extreme exam anxiety the
option of completing additional assignments to fulfil the essential
requirements of the course.
- Overhead transparencies
provided in hard copy format to a student who experienced difficulty
reading overheads due to a visual impairment.
- Separate room and
supervisor arranged for a student who could not physically access
the examination room in her wheelchair.
- In an Office Administration
course, a student who is blind cannot write up petty cash vouchers
and bank reconciliations but uses a computer-based bookkeeping system
to achieve these tasks.
The Equal
Opportunity Unit, University of South Australia’s publication, Where
there’s a will, there’s a way, provides a series of case
studies written by teaching staff which illustrate further inclusive strategies.
They can
be accessed on the Internet at:
www.unisa.edu.au/eqo/pubs/wtawtaw/preface.htm
Acknowledgment
is made of material reproduced with permission from the following sources:
The University
of New South Wales, The University of Sydney, Macquarie University and
the University of Technology, 1993.
National Training
Authority, 1997
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