Reflections on supporting a visually impaired student complete a biological psychology module

Abstract

that approximately half of all 18to 35-year-olds should be attending University by 2010 (Clarke, 2003). Whether this objective will be met remains to be seen; currently, participation falls well below this target for a number of groups (House of Commons Public Accounts Committee, 2009). However, this increase in participation has prompted researchers and practitioners to explore the factors that predict student success, positive student experience, and retention both in psychology and in other disciplines (e.g. Betts et al., 2008; Forbes & Thomson, 2006; Smith & Naylor 2001, 2005). Although a number of antecedents of student success have been identified to inform practice with the aim of increasing participation, one related issue that has received comparatively little attention is how to widen participation of those students with a disability (Department for Innovation, Universities, and Skills, 2009). Specifically, following the 2005 Disability Discrimination Act for equal access, educational practitioners have reflected on their delivery styles, assessment, and integration of students (Disability Rights Commission, 2007). Further, with the drive to widen participation and provide equal access to all, it is inevitable that the student population will continue to diversify. In 2006/2007 eight per cent of undergraduate students studying in the UK reported a disability and, of these, fewer than five per cent reported having a visual impairment (Department for Innovation, Universities, and Skills, 2009). Whilst there are a number of technologies that have been used, with varying levels of success, to support visually impaired students (Abner & Lahm, 2002), the purpose of this short note is to reflect upon our experiences of supporting a visually impaired student through a nine-month level two undergraduate biological psychology module. We developed a number of strategies that could be easily replicated and transferred to supporting other students with a visual impairment, to students with other learning requirements, or to all students. Consistent with Haggis’ (2003) recommendations, the underlying philosophy that we adopted was to regard all students as individuals with their own learning agenda who should be supported to reach their full potential. To this end we found that the first, and most crucial, aspect to underpin all our subsequent support was the importance of developing a good working relationship and rapport with the student. Although this is something that has been highlighted as good practice when working with all students (Nicholls, 2002), in this case we found that such a rapport was crucial to ensure that the student felt at ease to communicate her needs to fully engage in the course. Further, such an approach was essential to maintain an inclusive educational environment which Dimigen et al. (2001) identified as something that not all students with a visual impairment report experiencing. Reflections on supporting a visually impaired student complete a biological psychology module