Case study summary list

A second year student has a mobility difficulty, and a range of other symptoms which sometimes affect her study. She is keen not to be seen as different - she just wants to get on with her work.
A third year student with dyslexia feels that communication of his disability within the institution is inconsistent, and there is little evidence that staff know how to respond to his disability. His experience in the UK contrasts with his second year study in a Canadian university.
A first year student with dyslexia, studying geography as a minor subject, finds it difficult to keep up with fast delivery in lectures, and finds the library a daunting place.
A final year student with dyslexia thinks the university system of additional learning support too complex, and finds the feedback on coursework from his tutors puzzling and unhelpful, despite using the designated markers on his assignments to remind them of his disability.
A deaf student feels that, with sufficient back-up and thought, deafness need not be a barrier to higher education.
A second year student finds her dyspraxia affects her mostly at exam times and in her practical lab-based work. She uses mind mapping software to help plan her essays and give structure to her writing.
A third year student feels he puts more effort into his studies than his peers and believes this was the reason why his dyslexia remained unidentified for so long.
A second year student has a chemical sensitivity disorder that causes mental illness, and her mental health depends heavily on her immediate physical environment.
A third year Landscape Architecture student has arthritis and dyslexia, affecting both the written and practical drawing aspects of her study.
A Geography student with dyslexia faces longer lectures in his second year, but finds extra time for exams helps him to check his work.
A second year student with dyslexia decides to move away from more 'creative' courses to a more academic course, and finds difficulties with maths are her biggest challenge.
A second year student finds her epilepsy worsens under stress, and struggles to get the recognition she feels she needs for the adverse affects of her illness on her studies.
A final year student with severe dyslexia finds having a computer crucial but would have benefited from more help in learning to use the packages provided.
A second year environmental sciences student with a hearing impairment has not been contacted to ascertain whether he has any special needs relating to his forthcoming work placement.
A mature student with mobility and mental health difficulties wants staff to realise how hard it is for him to talk about his disabilities, and finds himself without the support that he needs, and isolated from his fellow students.
A Geography student with Asperger's Syndrome wants to be independent of support, but as well as needing reasonable adjustments, requires definite boundaries in order to help him control his behaviour.
A Marine Biology student has dyslexia, Mearles Irlen and hearing impairment. She finds different ways to 'fill in the gaps' when hearing is difficult, and prefers exams to multiple choice as she can use her own words. She finds mind-maps particularly helpful when planning her reports.
A student with dyspraxia establishes a good working relationship with his tutor, and needs sensitive advice and help in structuring his dissertation material.
A research student speaks about her experiences as a field note-taker for a student with a hearing impairment.
A student with muscular dystrophy describes the physical barriers he faced as an undergraduate and the improvements which have since been put in place.
A member of teaching staff outlines their experiences of supporting a visually disabled student and students with dyslexia.
A member of staff teaching physical geography briefly describes the benefits of offering a choice of field trip locations to first year students.
The provision of virtual access to a self-directed field trail as part of an advanced course on soil conservation.
Using online debate to include deaf students.
Adjustments to create equal opportunity of access to courses for students with dyslexia or a hearing impairment.
The use of advisory sessions for students, and some difficulties with the use of voice recognition software.
A Departmental Manager reflects on means of consultation and support for disabled students, and physical access requirements on a busy city centre site.
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GDN ICP pages updated September 2004
GDN ICP pages maintained by Michele Hills