Australian Disability Clearinghouse on Education and Training

This is a report which arose out of a recognition that students with a psychiatric disability within the South Australian School of Art at the University of South Australia were experiencing considerable difficulties in coping with the academic system, and that they were finding themselves in a continual spiral of failure due primarily to their state of psychiatric equilibrium not coinciding with that expected of enrolled students. In seeking and gaining a UniAbility Grant from the South Australian Cooperative project for Students with a Disability it was the hope that strategies could be found to ameliorate this situation. The following report, based in large part on research carried out by Ann Osborne, offers some ways forward for Schools and Faculties who have identified these students as being "at risk", and who wish to adopt more inclusive practices to assist students to achieve success, which, coincidentally, will reflect positively upon the teaching institution itself.

This report therefore identifies some of the issues for students with a psychiatric disability, and although focussed upon the visual arts, offers an insight for staff, students and community members who are affected in one way or another by this disability. It has relevance not only to the arts but to all subjects which require sequential learning that is adversely affected by student absences over fluctuating periods of time due to their cyclical illness.

The project had the following aims:

• to identify alternative learning methods for students who, due to periods of hospitalisation, may be unable to fully participate in, or to complete, modules of study
• to identify strategies which will increase the pass rate, and lessen the flow through time for students with psychiatric disabilities, while simultaneously maintaining academic standards
• to identify pathways which will reduce the considerable frustration experienced by students with psychiatric disabilities brought about by needing to meet University programming and time-lines, which are often out of phase with the student’s own patterns of psychiatric equilibrium.
• to break the cycle of failure for students

It was additionally hoped

• to identify appropriate learning resources, or where none exist, to identify what should be produced, to meet the specific needs of visual arts students

Research based on the experiences of the South Australian School of Art. Report by Andrew Hill based on material researched by Ann Osborne as a result of a UniAbility grant 1997-8. February 1998

A number of students with psychiatric disabilities who are studying in the School of Art were interviewed to determine what it was like to be studying with a psychiatric disability. Additionally, some of these students were again interviewed and asked specific questions about the School of Art. Staff were also interviewed about the subjects they taught, and in particular, about their methods of teaching, how much of the subject content relied on sequential learning and the ways in which their subject could be taught to accommodate the needs of students who may be away for extended periods.

Staff interviewed were those responsible for the first year subjects and included:

Andrew Hill, a range of subjects
Virgina Jay, a range of subjects
Mark Kimber, Photostudies
Kay Lawrence, Textiles
Peter Mc Williams, for Visual Literacy, Painting and Drawing,
George Popperwell, Sculpture
Olga Sankey, Printmaking.

Letters were written to schools of art in other Australian universities seeking information on alternative methods to teach first year studio-based subjects and also to find possible videos or computer aided learning materials currently available. Of the eight letters sent, only one response was received which indicated no materials were available in the subjects taught.

A literature search of videos was undertaken by Ann Mather, the subject librarian. A list of suitable videos was produced for staff and exists as a separate publication.

Results of the interviews yielded the following information which form the basis of this report and include the following sections.

• The ways in which mental illness affects students in a tertiary setting
• The experiences of students with a psychiatric disability in an academic environment
• Methodology for teaching first year studio-based subjects as exemplified in the South Australian School of Art
• University policy and the effects on students with a psychiatric disability
• Recommendations for consideration

Mental illness is a hidden disability and it is arguably one of the most misunderstood illnesses. People with mental illness frequently experience discrimination due to a lack of understanding of its effects. As well, many students worry about disclosure due to their past experiences. As a result these students do not receive the help they frequently need. As many of the features of mental illness affect the thought processes, students with mental health problems can often appear slow and disorganised. Sometimes the symptoms can be interpreted as lack of intelligence by people who do not understand the symptoms.

The following is a list of some of the mental illnesses and the ways they can, and have, affected students in the university. They are included in the hope that readers will understand some of the difficulties students can experience.

Depression

Depression is very disruptive to the student’s studies due to the way they feel about themselves. Severe depression will adversely affect motivation levels and commitments may not be met. Concentration may be impaired and feelings of hopelessness and despair may affect attitudes to study.

Some of these student’s comments included:

• When I get depressed I have good days and bad days
• when I get depressed I lack confidence which effects my motivation. I don’t eat and when I don’t eat I can’t concentrate. When I am depressed I cry a lot so it is difficult to come to university
• depression effects my concentration, short term memory, self esteem and makes it difficult to participate actively in tutorials
• when I get depressed I get paranoid and then I start to exhibit social phobias

Anxiety and depression will affect the students cognitive abilities so these students will have problems with concentration, memory, putting information in a logical sequence, taking in new information, sitting for exams and presenting in tutorials.

Bi-Polar Disorder

In the elevated state of the illness concentration may be difficult or impossible. People may become disruptive and grandiose goals may be set. In the depressive phase motivation levels will be adversely affected and study commitments may not be met. Concentration may be impaired and feelings of hopelessness and despair will effect attitudes to study. Students made the following comments:

• when I am in a manic phase I become quite euphoric, I can get a lot done but concentration is often difficult and I crash physically at the end
• mania is vile because you can be violently explosive at the same time as you are creative. Mania is devastating for the people around you. Mania is an illness that effects other people, depression is an illness for yourself

Students with Bi-Polar Disorder may take on too much in a manic phase and when assignments are due they can experience a great deal of stress and anxiety.

Agoraphobia

• Sometimes I get so agoraphobic that I don’t want to leave my bed because I won’t feel safe. I can’t handle tutorials because I don’t want to be with people. I fear open spaces even when there are people around me. It is the fear of not having something around you, the smaller bundle I can make myself the safer I feel.

Students with social phobia may have difficulties with attendance.

Disassociate Disorder

• Sometimes I can face things and sometimes I can’t. This is especially difficult when as part of my course, I have to observe and talk to people. Concentration is difficult and I cannot produce work.

Schizophrenia

Schizophrenia may pose challenges to effective studying. Concentration can become severely disrupted. Due to the nature of particular hallucinations, some students find it difficult to focus on the ‘here and now’ and the demands of the course.

Anxiety

Concentration may be difficult. The nature of many anxiety disorders is all encompassing. Often the stress of exams and assignments may trigger episodes, so it is essential that the students plan a balanced workload.

• Students who experience anxiety and panic attacks will be disadvantaged in tutorial presentations and may find it difficult to ask questions.

Obsessive Compulsive Disorder

Compulsions may hinder punctuality for classes. The person may be distracted by obsessive thoughts that may affect study.

Students with Obsessive Compulsive Disorder can have great difficulties because the obsessions get in the way of effective study. One student with Obsessive Compulsive Disorder could not get material handed in because the nature of the illness was that they were constantly changing, editing and rewriting. The checking process associated with examinations was also an enormous problem for this student.

General

Students described the following general difficulties:

• difficulties attending early morning lectures due to the effects of medication
• lack of concentration to enable focus on studies. One student commented, When I am unwell reading is very difficult for me. I am unable to concentrate or put things in a proper sequence and I cannot tell the relevant from the irrelevant.
• difficulties to come every day and fit into the structure of university life. A common remark was,

I find it difficult to apply myself on a regular level with submitting readings and assignments on time.

• disordered sleep patterns

Hospitalisation

The unpredictable nature of mental illness means that students may need to have time out in hospital. Hospitalisation disrupts the student’s study program. If they are organised they may receive notes but if the subject requires high participation and involves sequential learning these students often cannot meet the academic requirements. They often have to take leave of absence or get incomplete grades.

Because academic pressure will often aggravate these students' illness, and because the illness is often unpredictable, these students may be unable to get things done by the due date. Unlike many other students, they will have periods away from university and then return to try again. The nature of the university system for the submission of results can mean that although students have passed part of the semester they have to fail the entire semester because they cannot achieve within a timeframe. These failures often do not reflect the students lack of ability, but a period of illness beyond their control.

Periods of hospitalisation frequently affect the student’s self esteem. When the student returns to study, other students ask where they have been. Students then have the dilemma of disclosure or non-disclosure of their illness.

Academic staff who taught technical subjects were interviewed. The information obtained from those staff about their teaching methods is summarised below.

Visual Literacy

This subject is taught as a series of lectures and tutorials. It relies on sequential learning and is taught in three segments across the semester. Currently there is a study guide available and a set of readings, so there are materials available if students were absent for a period. The subject is soon to be taught by flexible learning to be delivered as printed materials and audio tapes of lectures.

Painting

The subject is taught in a six hour block, one day per week for seven weeks. There is usually an hour discussion, then the students work with the lecturer on a one-to-one basis as required. The lecturer acts as a facilitator and adviser giving the students professional advice. The student receives guidance, regular review of their performance and feedback. The learning is sequential as it relies on a heuristic approach with maturation over a period of time. The atmosphere in the studio is also an important part of the learning, and there is a time and quality cost to the student if they are not there. Currently there are no alternative teaching methods available.

Drawing

The teaching methods are very similar to those used in painting. However drawing is much more directed and prescribed, especially in the formal qualities. Sequential learning is essential because it means doing enough of the subject until the skills are acquired. The current lecturer has produced a life drawing disk which is interactive and contains three hundred images. On the disk there are a range of viewing strategies that students can choose, a tutorial guide and the opportunity to obtain print outs from the disk. It gives the same type of presentations that a student would obtain in the studio course. The lecturer received funding of twenty four thousand dollars to develop this computer-aided learning package.

Photostudies

This course is an introduction to photography and is taught one day a week over seven weeks. The course involves sequential learning such as the basics of how to use a camera, taking photos and printing photos, where students are demonstrated techniques which they try themselves. Students need to be present in class to learn the practical skills.

Textiles

The subject is taught over a seven week period for one day a week, using small group work, hands on demonstration, slides with discussion, excursions and field trips.

The conceptual work involves hands-on experience and discussion which is taught in a group. This aspect is difficult to catch up if the students is absent, as the group work critically involves personal interaction between staff and students. Sometimes the lecturer can immediately see what problems the student is experiencing and then they can focus on this aspect, which facilitates their development.

Another reason for the student to attend classes is that this subject involves specialised equipment which the student may not have at home. In addition, some of the processes involve toxic materials, which are best used in a studio.

Alternative delivery could include the use of a video or CD ROM. This would be a useful delivery method for some of the technical processes and as a tool to present students with role models of artists and their artworks and exhibitions. It could also record documentary evidence of textile practice.

Printmaking

One aspect of this subject is taught for seven weeks with one six hour block per week. Much of the learning process relies on the student being present, being part of a group and interacting with the lecturer.

All the perceptual skills involved sequential learning. The students undertake hands-on exercises where technical skills are demonstrated and taught on a one-to-one basis. Much of the subject depends on the student being present for introductions, for if they miss the beginning they are disadvantaged. Again the interaction with the lecturer and other members of the class is important as learning occurs when student’s mistakes are corrected while they are practicing the skills.

Foundation Studies 100 and Elementary Studies 101

Foundation Studies 100 and Elementary Studies 101 are two of the main first year subjects. They are taught one day per week, in a six hour block. The first hour in the block involves a lecture where the subject matter for the session is introduced, being followed by a demonstration, individual tuition and a closing session of about an hour. Essentially the subject is conducted as a seminar where ideas that arise in the lecture are discussed and concepts reinforced by individual tuition.

An important aspect of the learning process is the personal interaction with the lecturers and peers to see if students have understood the topics, the nature of the project work and to give feedback on work they are doing. Most subjects are skills based and there is an underlying building of skill and concepts, running throughout out the semester.

Sculpture

Sculpture is taught using small groups where each week two students give a presentation on an artist, assisted by the lecturer who will add information as required. Students are introduced to the technical skills they need by demonstrations from the technical officer, who will also demonstrate the use of equipment. While students undertake projects that have the flexibility of individual choice, these projects do need to be completed within the semester timeframe.

Summary of Staff Comments

Staff were asked if their subjects could be taught by any alternative delivery methods which could cater for students who were away for extended periods. While videos and computer aided learning were suggested as alternatives in certain areas, all staff considered student attendance was vital. Students needed to be present for the art techniques taught in the subjects. Students learned from making mistakes and having these immediately corrected by staff, and they learnt from discussions with each other.

Students also commented that in order to effectively learn the technical skills it was important to be in the class. One student said that being in the class was vital because if you were absent you would miss out on the direct interaction with the lecturer and your peers. Students also stated that they learnt a lot by visually watching other people carrying out the techniques and by observing other people’s mistakes and discoveries.

Staff suggested the use of CD ROM and video as alternative delivery methods for some aspects of the course. Of the two suggestions video was seen as more viable, as it was not as expensive and was more accessible to students.

Video was seen as a useful practical alternative for the delivery of some aspects of the course and this could include:

• the basic techniques involved in a technical area.
• include a set of scenarios of the problems students experienced when learning new techniques. This was an important aspect for it would give students some of the experiential learning, which they missed if they were not present
• stimulus material such as the works of various artists their ideas and techniques.
• artists taking about their work or exhibitions.
• material that would not change significantly over a period

tudents were interviewed about the difficulties they experienced while studying at university with a psychiatric disability. They were asked about successful strategies they had used, how they were able to catch up on materials missed, the type of support they needed and when and why they disclosed their illness. Their responses centered around the understanding of academic staff about the nature of mental illness, the usefulness of inclusive teaching practice, positive qualities of academic staff and the course structure.

Academic staff understanding and university processes

Students made the following comments about the understanding of academic staff about their difficulties when studying with a psychiatric disability.

• the lecturers are insensitive because they do not understand the nature of mental illness and are difficult to communicate with because they think you are a poor student
• getting people to understand why I am not there all the time is a problem. Once the lecturers understand they are OK, but sometimes they worry a bit.
• sometimes I don’t feel like explaining to lecturers why I haven’t completed the work. It’s a fairly personal thing, but sometimes it is hard to get extensions if you do not explain
• university processes frighten me. I don’t like dealing with them, as I have been here so long staff probably think, well here she comes again. Self esteem is a problem here and it effects your motivation
• I find it difficult to deal with the structure of the courses especially when they are so rigid

In an ideal world

While the effect of examinations and assignments are stressful for all students, the effect on students with psychiatric disabilities, especially those with anxiety related disorders can be overwhelming. The relationship between stress and onset of illness was frequently mentioned. In an ideal world students would have liked the following:

• liberal extensions to finish academic work as the pressure of deadlines could be overwhelming at times. The knowledge that there is a time limit is often worse than having to do the work
• lectures and tutorials could be videotaped and students could have complete access to these at any time
• An alternative to examinations. One student commented that exams are really stressful, although she was able to do them she ‘crashed’ physically for the next few days
• flexibility in meeting deadlines and the option of working throughout the year rather than simply on a semester basis
• the option to work at home. Students often found negotiations to do this, and dealing with staff, is sometimes difficult
• an oral assessment as an alternative to a written assay, especially when a student was having difficulties reading and coherently organising thoughts after a period in hospital.

Inclusive teaching practice

One of the issues faced by these students is the rigidity of the academic processes. Some universities have allowed great flexibility with the ‘normal’ processes to acknowledge the large amounts of time that can be missed by these students and the need to have flexibility in the submission of assignments and examinations. Counselling staff who have negotiated successfully in the academic environment spoke about the usefulness of flexibility of teaching, flexibility in the date for withdrawal not failure, summer schools and modules of teaching in each semester.

Some of the effective strategies negotiated and used for assessments include:

• flexibility with examinations. Examinations are a source of stress for many students, but are extremely stressful for students with anxiety disorders and social phobias. For these students it could be argued that the insistence that they undertake examinations is an example of systemic discrimination.

Some of the ways in which examinations can be made easier to manage include:

• the negotiation of an alternative assessment instead of an examination
• placing students in a separate room to keep them in a safe, friendly environment so they are more comfortable than when attending a large venue where they do not know anyone
• giving the students a break within the examination. One student who suffered from chronic anxiety was able to have alternative arrangements to sit for examinations. The student was able to do the examination in a separate room and the counsellor was able to take the student for a twenty minute break after each hour as a means to reduce anxiety
• Organising examinations at a time when students are at their best.
• Giving extensions often until the next semester. When extensions are given, it is vital that the time given is realistic and matches the time the student has been absent.

General supports

• The use of a notetaker is helpful to assist at times when concentration may be difficult
• The taping of lectures if the student is having a bad day so they can then go over them when they are able to concentrate
• The availability of staff who are prepared to make time to talk to students on an individual basis especially when a student has missed a period of work
• The availability of staff who can work intensively with students and then allow them to do more work when they are well would be a useful strategy
• twenty four hour access to the studio would be useful as some students are more productive in the evening when other students are not present. While this would have some security implications, perhaps students could be issued with their own key to give locked studio access.

The qualities required of a supportive academic staff member

Students frequently commented that when they were sick it was the extra personal contact and understanding that made all the difference. This was vital when the student had a mental illness due to the problems with paranoia and distorted thinking which may make the student fearful and apprehensive. The qualities of staff which were valued could be summarised as sensitivity, compassion, being non-judgmental and with a genuine concern for the student.

Some of the positive staff qualities which are especially valued are:

• A supportive lecturer is one who understands why a student is not at classes and will make time to chat with the student. If the student had been away they obviously needed catch up time and individual help from the lecturer as well as access to the studio. The effort taken by the lecturer to reach out and contact the student is very reassuring when a person is unwell
• A good lecturer is one who is enthusiastic, without being prescriptive. A lecturer who is prescriptive and does not acknowledge the student’s skills or give them credibility, is a concern, especially in later years of the course
• It is important that a student is ‘conversed with rather than talked at and told things’. Lecturers who listen to students and give credibility to their ideas are valued
• A positive experience for one student was a lecturer who had a studio and worked in it with the students. This lecturer was always working on a project and it was like having an artist in residence in the studio. He would always work with the students, discuss his work and was approachable.

The course structure

Students made suggestions on ways that the course could be improved, which were based on perceived omissions or positive things that had been done in the past.

• An annotated list for the techniques in each subject would be useful. If the students missed classes they would then know where to look for information
• Films and slides on topics shown at lunchtime are a non-threatening way of learning and socialising
• Provision of an opportunity of having periodic workshops or mere electives where skills that have been missed can be learned. These could be in the form of summer schools or evening classes
• The policy of going to speak to the technical staff member to acquire technical skills can be intimating for some students. It is considered useful if these skills can be taught as a subject, in a structured way, so that everyone would get the skills as part of a subject and would not have to go and ask for help
• Classes at Underdale and City West are difficult for people without transport as it takes considerable time and organisation and creates unnecessary stress
• Where grades depend on attendance it can be difficult. Sometimes receiving a "Student at Risk" form is very distressing and alarming. Sensitive and personal contact from the lecture is much less intimidating.

Time extensions

One of the themes that is repeatedly occurring as a result of the research into the needs of students with a psychiatric disability is the request for time to complete the work. One student remarked that if they had the entire academic year and not just semester time, to complete the work it would be beneficial. It is also vital that the time extensions given to students for assignments match the time that they have been absent. This means that if a student has been absent for six weeks, then that person may require a six week extension.

The existing academic processes are already flexible and currently allow a number of options for students to complete subjects after the semester is over. The academic policy which covers these extensions is found in the Assessment Policies and Procedures Manual, Section 3, Assessment and Results, Parts 3.3 to 3.5. The ability to be flexible depends on staff knowledge of the academic policies and the willingness of staff to grant these extensions. Perhaps this relies on an understanding of the nature of mental illness.

In a situation where a student has completed assignments in the first six weeks of the semester and then become sick, there are a number of options to ensure that they can complete the work for the semester and gain credit for the work already passed.

A withdraw not fail on the basis of ill health

A student can request a withdraw not fail on the basis of ill health. Even if the date for withdrawal without failure has passed, it is at the academics discretion to award a withdraw not fail on medical grounds. As well, the student is able to get a remission of their HECS fees on the grounds of ill health. The form for the remission of the HECS debt is available from Faculty Offices and is sent by the student with supporting medical evidence, directly to DEETYA.

The student can then come back in the following year or semester, enrol in the subject, apply for exemption for the part of the subject they have already passed and then complete the remainder of the subject in that semester.

Record an incomplete grade

A student could stay enrolled in a subject and request an incomplete grade. After negotiations with the academic coordinator the student can then negotiate some extra assignments, complete the subject in the next semester and obtain the grade. Results for incompletes are due in by the beginning of the following semester.

Written agreements and dates

The Academic Registrar stresses the importance of a written agreement between students and academic staff. There is an Alternative Assessment Form available in all Faculty Offices which is used to document all changes to assessment for students with a disability. It is University Policy that this form is used to record all negotiations with the student and the academic staff member.

A copy of this form must be placed in the student’s file for this avoids confusion should the lecturer be unavailable. In addition the student always receives a copy of this form.

Staff knowledge of mental illness

Knowledge gained from research currently being undertaken in the two projects, Best Practice in Counselling for Students with a Psychiatric Disability and Strategies for Success for Students with a Psychiatric Disability has demonstrated that staff members' understanding of mental illness is vital for students' success. When academic staff do understand the cyclical nature of mental illness, the effect on a student’s learning and the physical basis for mental illness they are more likely to be supportive.

Recommendation 1

To facilitate understanding about the nature of mental illness in a tertiary setting, it is recommend that all staff in the School of Art attend a one day seminar on the needs of students with mental illness.

Designated school contact

Staff and students have both stressed the importance of contact with students. Staff have explained the importance of students attending classes when techniques are being learned. Students have also identified the need for sensitive support when they are returning after a period of illness. To meet these needs it is recommended that the school identify a contact person whose role would be to talk to students who have returned after periods of hospitalisation and who can organise the necessary academic support. It is vital that this staff member does understand the nature of mental illness and has support from the Head of School to make the necessary arrangements for students.

Recommendation 2

It is recommended that the School of Art establish a contact person whose role would be to talk to students who have returned after periods of hospitalisation and who would organise the necessary academic support.

Budget for individual tuition

Staff recognised the importance for students to attend classes to gain the skills they needed in technical areas to enable them to complete projects. It is recommended that a budget be set aside which will allow a tutor to provide information which may be missed by the student due to illness. Given the current demands on academic staff, it would be desirable that this person was multi-skilled and employed as a casual tutor when required and was able to consult with academic staff about course requirements.

Recommendation 3

It is recommended that a budget be set aside which will allow a tutor to provide information, which may have been missed by the student due to a period in hospital, on a one to one basis.

Implementation of University policy

One theme which occurs frequently is the need for creativity and flexibility to meet the needs of students with mental illness. Current University policies acknowledge the needs of such students and legitimise reasonable accommodations for students in need. Some examples of such accommodations are documented in section 5.2 of this report.

Recommendation 4

Staff familiarise themselves with the University policies relating to students with a disability and the use of the Alternative Assessment Form, to document changes agreed with the student. The relevant policy is found in the Assessment Policies and Procedures Manual, Subject Assessment Tasks, especially Section 1.3.2

Recommendation 5

To enable students to catch up on materials they have missed, it may be desirable to repeat subjects in each semester, organise summer schools and present evening classes for the public which students could attend.

Provision of taped as well as printed materials

If theory subjects were available as printed materials then they would be available for students to use at any time. As many students with a psychiatric disability have difficulties with reading, concentration and sequencing information the provision of an audio (taped) version of these materials would also be desirable. This enables students to gain information by listening rather than reading, or by a combination of both. Such a means of production is also invaluable for students with learning disabilities Audio taping of materials can be recorded by the Royal Society for the Blind. This is a time-consuming process and needs to be organised in advance. Alternatively it could be a good holiday project for drama students after they had received some training from the Royal Society of the Blind. A possible costing for this is enclosed in the Budget section.

Recommendation 6

It is recommended that all theory subjects be represented in printed and audio form to increase the range of presentation for a number of students.

Video production to demonstrate technical skills

Staff and students confirmed the benefits gained by the students being in class when techniques were being taught. Both staff and students spoke about the advantages of having people learn immediately from their mistakes and from discussion with the lecturer and other students. If the students is absent when these classes take place they miss vital pieces of information and the skills they need to continue with the subject.

Students who are unable to attend classes due to illness would benefit if a series of videos were made which could demonstrate skills used in:

• textiles
• sculpture
• digital imaging
• painting
• photography
• printmaking

It would be useful if one subject was chosen and one video was initially produced as a pilot study. Academic staff would have best knowledge of the content of such videos but the following could be included.

• the lecturer demonstrating the technique
• sessions of interactions with students and staff to document problems in using the technique
• examples of work of artists who have worked in the medium
  discussion by contemporary artists.

The video could be produced by filming the actual classes for the subject, however this would be disruptive of class time and would be expensive as much of the filming would have to be edited. It would be more practical to video the lecturer's initial presentation at the beginning of the session and then to write a script for the scenarios where the lecturer identifies mistakes in techniques and provides solutions for these. The use of a script would enable filming in the studio at a time that was convenient. As the scenarios would identified in advance much expensive editing time would be saved.

One possible way to determine the content of the script could be to audio record the actual student questions over the semester and then to employ a script writer to develop the scenarios. In this way there would be real examples that could then be supplemented by the ‘collective wisdom’ of academic staff.

If quality productions were made, this set of materials may be made available to other tertiary institutions as recent enquires to other tertiary institutions indicated that these materials were not currently available.

Recommendation 7

A pilot video be produced in one of the subjects, with the view of producing the other subjects after the pilot is complete and accurate costs have been determined.

Recommendation 1

To facilitate understanding about the nature of mental illness in a tertiary setting, it is recommend that all staff in the School of Art attend a one day seminar on the needs of students with mental illness.

Recommendation 2

It is recommended that the School of Art establish a contact person whose role would to talk to students who have returned after periods of hospitalisation and who would organise the necessary academic support.

Recommendation 3

It is recommended that a budget be set aside which will allow a tutor to provide information, which may have been missed by the student due to a period in hospital, on a one to one basis.

Recommendation 4

Staff familiarise themselves with the University policies relating to students with a disability and the use of the Alternative Assessment Form, to document changes agreed with the student. The relevant policy is found in the Assessment Policies and Procedures Manual, Subject Assessment Tasks, especially Section 1.3.2

Recommendation 5

To enable students to catch up on materials they have missed, it may be desirable to repeat subjects in each semester, organise summer schools and present evening classes for the public, which students could attend.

Recommendation 6

It is recommended that all theory subjects be represented in printed and audio form to increase the alternatives for a range of students. A possible costing is enclosed.

Recommendation 7

A pilot video be produced in one of the subjects, with the view of producing the other subjects after the pilot is complete and accurate costs have been determined.

Video production

The following costings were obtained from Murray Barr, in the Flexible Learning Centre, phone (08) 83026240

Video production time is charged at $50.00 per production hour. The estimated cost for an average video (in fact there is no such thing) of one days planning, three days recording, eight days editing and the cost of materials would equal about $5,000.00.

The production process involves:

• planning
• scheduling, scripting, shot listing etc.
• recording
• studio, location
• editing
• visual editing, audio editing, voice over, graphics (text, animation, diagrams etc.), special effects
• duplication
• tape copying, labelling
• extras
• materials ie. tapes, travel/accommodation, actors, voice- over professional

Audio recording of text

The Royal Society for the Blind will make audio tapes of printed materials for blind and print handicapped people.

The costs are $20 per hour if the materials are urgent, in which case the materials are produced by Royal Society for the Blind staff.

The charge is $2.50 per hour for non urgent materials which are read by volunteers.

Another possible option for audio production of materials could be to employ drama students, because they have some skills in voice modulation. These students could initially be trained by Royal Society for the Blind staff and they could work over the semester break to put materials onto tape. As well as providing employment for university students this would raise the awareness of the needs of students with a disability among these students.

The contact for the Royal Society for the Blind is Di Francis, phone 08 266 3310. She is prepared to negotiate a price to develop skills the students need to record print materials onto tape