Background
Sarah was a mature-age student severely affected in her right hand by
occupational overuse syndrome who was undertaking study in a humanities
faculty. She could not use her right hand for writing or typing, and
frequently needed to use strong pain killers which occasionally make her
behaviour erratic. Sarah came across as a angry and demanding. She was well
aware of her rights according to legislation and made this clear to
university staff.
Sarah made herself known to the coordinator before the course began and
informed her about her disability. The coordinator told Sarah about the
disability office of the university and Sarah liaised directly with this
office.
Resources used
Sarah used a note-taker in class, paid by the university. This was a high
achieving student from the class, chosen by the coordinator. The note-taker
provided Sarah with copies of her own notes.
Sarah had her voice computer at home but found it slow.
Interaction with Sarah
The coordinator held discussions with Sarah to establish how her needs
could best be met.
Conducting interviews was part of the course requirement and hte
coordinator suggested that Sarah use a tape-recorder for doing this
activity. The coordinator accepted oral answers from Sarah on cassette
tapes, and where relevant the coordinator accepted points from Sarah instead
of full notes. Additionally, the coordinator supplied extra photocopied
material for Sarah.
Sarah was allowed automatic two-week extensions for assignments, and
longer if she requested it. The coordinator negotiated time extensions for
Sarah with other lecturers each time work was due. (Extensions were not
granted automatically by all lecturers.)
The coordinator liaised with other staff on behalf of Sarah and mediated
between her and those who were offended by her behaviour which was often
perceived as aggressive and accusing.
The coordinator provided assistance with photocopying and allowed Sarah
on occasions to use the staff photocopier.
Assessment
The coordinator provided an experienced note-taker for Sarah for her
exams. She did her exams in a separate room and was given up to five hours
for an exam, with rest breaks. No adjustments were made to the course
content. Sarah was able to meet all normal requirements.
Problems identified
Sarah's attitude posed problems. She lost the support and good-will of
staff by her manner and this exacerbated her difficulties.
Coordinator comments/observations
The coordinator acknowledged that considerable extra time was needed to
provide the necessary assistance for Sarah, but it enabled her to fulfil all
course requirements and pass her course. The coordinator did not consider
the extra load a burden because the outcome was that Sarah succeeded. She
also understood that Sarah's behaviour was in part due to her feelings of
frustration.