Download Student Support and Wellbeing: Lynne Regan

Student Support & Wellbeing
Student Services
University of Kent
Creating an ILP
 Students who have an ILP must:
a) register a disability with SS&W and sign our consent
form
b) provide evidence of disability
 ILPs are flexible documents
 Teaching staff are welcome to discuss ILPs with
Advisers
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Where to look for Information
 STUDENT DATA SYSTEM :
 Student Lookups – type in name – record – click on
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ILP, details will be there
Module Look ups – enter module no – see ILP tab if
they have a plan
Reporting Facility
Reports – ILP Summary by module
Reports – ILP Summary by school
Weekly reporting facility
Dyslexia
Dyspraxia
Dyscalculia
Dysgraphia
Attention Deficit Hyperactivity Disorder
(Irlen’s Syndrome or Visual Stress)
ADHD (attention deficit
hyperactivity disorder)
 Impulsive
 Difficult to maintain concentration
 Temper outbursts
 Hyperactivity – fidgets and fiddles, needs to move
around
 Unable to follow through on instructions
 Low frustration threshold
 Easily distracted or over-focussed
DYSPRAXIA (Developmental
Coordination Disorder – DCD)
 Affects fine and/or gross motor coordination
 Difficulties with planning and organisation
 Difficulty carrying out movements in the right order in
everyday situations
 Difficulty with sequencing
 Handwriting may be slow, painful and difficult to read
 May also affect articulation and speech, perception
and thought
DYSLEXIA
‘Dyslexia’ is an umbrella term for a range of Specific Learning
Difficulties associated with words, thus impacting on the
following skills:
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Reading
Writing
Spelling
Speaking
Listening
Preference for non-linear thought
Most dyslexics have significant difficulties with
phonological processing, speed of processing, and
working memory – these are key indicators.
VISUAL STRESS
Also known as Irlen Syndrome or Scotopic Sensitivity
Symptoms:
 When reading, the words move, become blurred, or may
disappear off the page (especially with bright white
paper)
 This makes reading very tiring and can cause headaches
and migraines
Symptoms are alleviated by:
 Using coloured overlays or printing on coloured paper
 Using tinted lenses (following consultation with an
Ophthalmologist to ascertain the best colour)
 Using a pastel background for PowerPoint presentations
Possible pointers for dyslexia
 Is there a discrepancy between the student’s apparent
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verbal ability and written work?
Are there significant problems with grammatical structure
and spelling?
Is the student unable to listen and take notes at the same
time?
Does the student find it difficult to follow discussions in
seminars (or avoids attending)?
Does the student have to read and re-read repeatedly in
order to understand the text?
Does the student find it difficult/impossible to follow
verbal instructions?
A few suggestions ...
 Give an overview of the content of the
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lecture/seminar in the Introduction
Allow time at the end of the lecture/seminar for a
summary or interactive plenary
Give instructions in written bullet/number points (to
avoid reliance on verbal instructions alone)
Use bullet points whenever possible
Avoid black print on white background for
PowerPoints
Use Arial 12 font and wider line spacing
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Anxiety, Depression, Panic Attacks
Bereavement
Stress, Trauma
Alcohol/Drug Complications
Eating Disorders
Self-Esteem Concerns
Self-Harm
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1 in 4 people experience mental ill health
(depression is one of the most common
problems)
Mental ill health can happen to anyone
Stigma exists which can cause problems in
disclosing
University can be a very stressful place, new
experiences – new stressors and strains
Student Support & Wellbeing can provide DSA
funded support for diagnosed conditions but also
Counselling support for all students and staff
What to do if you think a student
may have a mental health
concern
 Don’t panic
 Listen to what the student is saying to you
 Know your limits – if you don’t know what to do, refer
on to someone who does
 Confirm that the student is ok with being referred to
someone else
 Make sure you look after yourself also – if you are
worried or concerned, share your worries with your
supervisor – do not carry a concern on your own
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Physical Disability/Mobility Difficulties
Sensory Impairment
Long Term Medical Conditions
Autistic Spectrum Conditions
 Most physical/sensory disabilities are known to us
prior to starting university
 Reasonable adjustments are often required
 Medical conditions may occur at any time and have
varying and fluctuating impact on a student’s ability
to study; time for hospital appointments may be
required
 The Autistic Spectrum is wide and student difficulties
vary
Funded by
Student Finance England
The DSA can provide:
 IT equipment and software
 Ergonomic equipment
 Mentoring (for motivational and/or mental health
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difficulties)
One to one study skills support
Note-taker
Travel allowance
General allowance for printing costs and non-core
text books
BENEFITS TO ACADEMIC
STAFF
 IT equipment and software – text to speech, dictation,
audio equipment (new software available to enable
student to link audio recording to PowerPoint
presentation)
 Mentoring – Student has a weekly meeting to discuss
any difficulties, help with time management etc
 Study Skills Support to teach strategies about time
management, planning, structuring and organising
essays, proofreading, revision techniques, and much
more
 Exam concessions – eg extra time, use of PC, scribe,
reader etc (including in-class tests)
Applying for the DSA
 It can take up to 14 weeks from the start of the
application to the approval and receipt of support
 Therefore it is vital that a student comes to Student
Support & Wellbeing as soon as staff and student
have concerns
Contacts at Medway
 Student Support Coordinator/Disability Adviser
Lynne Regan 01634 88 (8969) Mon-Fri 9-5
email: [email protected]
Location: Gillingham Building G0-05C
 Specific Learning Difficulties Adviser
Veronica Huckle 01634 20 (2902) Mon & Wed 9-5
email: [email protected]
Location: Gillingham Building G0-05B
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Contacts at Medway
 Wellbeing Adviser
Ruhsen Sevketoglu 01634 20 (2902) Thurs 10-4
email: [email protected]
Location: Gillingham Building G0-05B
 Wellbeing Adviser (Academic Schools Liaison)
Rachel Levy 01634 88 (8852) Weds 10-4
email: [email protected]
Location: Gillingham Building G0-12
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Contacts at Medway
 Student Support Administrator
Theresa Hendrick 01634 88 (8474) Mon-Thur 9-2
email: [email protected]
Location: Gillingham Building G0-05
 Wellbeing Administrator
Sarah Kenyon 01634 20 (2984) Mon-Fri 9.15-4.30
email: [email protected]
Location: Gillingham Building G0-05
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Other SS&W
Support at Medway
 Mentor Support (DSA-funded) – students with
mental health or medical conditions that impact on
their ability to study, e.g. time management,
attendance
 Study Skills Support Tutors (DSA-funded) – students
with Specific Learning Difficulties; students with
Autistic Spectrum/Asperger’s; students with medical
conditions that impact on their cognitive skills
 Counselling – free of charge service for all students
and staff of the university
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