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(ELL 11-01\(p.3\))Tj
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(Education and Lifelong Learning Committee)Tj
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(Higher Education Review Presentation: by Nicola Crews and David Groves o\
f RNIB )Tj
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(Cymru.)Tj
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(Preamble:)Tj
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(Autobiography:)Tj
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(Nicola Crews is a qualified and experienced teacher of the visually impa\
ired. She )Tj
T*
(gained her Bachelor of Education degree in 1981 and her Diploma in Speci\
al )Tj
T*
(Education for the Visually Impaired in 1986. She is a registered team me\
mber for )Tj
T*
(Ofsted Inspections and is able to inspect special needs in both mainstre\
am and )Tj
T*
(special schools. )Tj
ET
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(From 1981 until 1987 Nicola worked as primary school teacher at a specia\
l school )Tj
T*
(for visually impaired children. From 1988 until 1996 she worked as a spe\
cial )Tj
T*
(education consultant setting up and monitoring programmes for disabled c\
hildren )Tj
T*
(across Indonesia. She received the MBE for this work. From 1996 until no\
w )Tj
T*
(Nicola has been employed by RNIB, firstly as Inclusive Education Co-ordi\
nator )Tj
T*
(\(promoting the inclusion of visually impaired children in mainstream ed\
ucational )Tj
T*
(settings\) and more recently as Senior Education Officer at RNIB Cymru. \
Nicola )Tj
T*
(currently has responsibility for developing policy and practice for the \
inclusion of )Tj
T*
(visually impaired pupils and students, working with LEAs, Schools, FE an\
d HE, )Tj
T*
(and parents, across Wales.)Tj
ET
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(David Groves is Parliamentary and Policy Officer for RNIB Cymru. After s\
tudying History and )Tj
T*
(Political Science in Aberystwyth University, he worked first for the RSP\
CA before qualifying in )Tj
T*
(Personnel Management. He then worked in Midland Bank both in Personnel M\
anagement and )Tj
T*
(in service development for customers with disabilities and, for a year, \
in the BBC. He has )Tj
T*
(worked for RNIB since October 1998, and, since January 1999, has been Pa\
rliamentary and )Tj
T*
(Policy Officer with responsibility for presenting the priorities, needs,\
concerns and aspirations )Tj
T*
(of blind and partially sighted people to Welsh MP's and members of the N\
ational Assembly for )Tj
T*
(Wales. )Tj
ET
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(1. Introduction)Tj
ET
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(The imperative of removing all barriers to higher education for blind an\
d partially )Tj
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(sighted people is graphically illustrated by the fact that at least 75% \
of blind and )Tj
ET
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(partially sighted people of working age are unemployed and those in empl\
oyment, )Tj
0 -1.2 TD
(are disproportionately concentrated in lower-paying grades. \(Reference:\
Bruce ET )Tj
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(Al, The adult needs survey, RNIB, 1991.\) )Tj
ET
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(Our presentation draws upon three pieces of research: a 1999 Welsh Focus\
)Tj
T*
(group of 15 blind and partially sighted people\222s experiences of highe\
r education; )Tj
T*
(the October 2000 RNIB "shaping the future" report based on interviews wi\
th over )Tj
T*
(1,000 blind and partially sighted young people about their experiences, \
needs and )Tj
T*
(aspirations and our 2001 survey of higher education institutions in Wale\
s. Our )Tj
T*
(recent survey of Higher Education establishments invaluably gives us the\
present )Tj
T*
(picture. Of the 10 \(out of 13\) responding establishments:)Tj
ET
EMC
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(33 visually impaired students are studying full time)Tj
ET
EMC
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/TT0 1 Tf
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(5 are studying part time)Tj
ET
EMC
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(28 are studying for bachelor degrees)Tj
ET
EMC
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(2 for master degrees)Tj
ET
EMC
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/TT0 1 Tf
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(3 for HND qualifications)Tj
ET
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(5 for other degrees. )Tj
ET
EMC
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(4 students either did not register or are known to have changed or dropp\
ed out of )Tj
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(their courses during the last year.)Tj
ET
EMC
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/TT0 1 Tf
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(The focus group and "Shaping the future" identified some key issues. The\
se included: )Tj
T*
(travelling to and from the university; overcoming the difficulties posed\
by some non-empathetic )Tj
T*
(staff and studying and note-taking.)Tj
ET
EMC
/Lbl <>BDC
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(2. )Tj
ET
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/LBody <>BDC
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(Issues and Solutions:)Tj
ET
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(Travel)Tj
ET
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(Getting around safely and confidently is imperative for blind and partia\
lly sighted )Tj
T*
(students. Evidence emerged in the focus group of VI students having to r\
ely on )Tj
T*
(friends and relatives to get them to and from the campus. Only 2 of the \
10 )Tj
T*
(establishments replying to RNIB Cymru questionnaire provided orientation\
/ )Tj
T*
(mobility training. )Tj
ET
EMC
Q
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(It is vital that the physical accessibility of college campuses and regu\
lar, local )Tj
0 -1.2 TD
(accessible public transport are in place to facilitate ease of access fo\
r blind and )Tj
T*
(partially sighted people)Tj
ET
EMC
/P <>BDC
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/TT0 1 Tf
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(RNIB\222s Shaping the Future Survey \(2000\) found that blind and partia\
lly sighted )Tj
T*
(young people are less likely than their sighted peers to travel independ\
ently and )Tj
T*
(confidently. )Tj
ET
EMC
/P <>BDC
BT
/TT0 1 Tf
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(It is therefore very important that specialist mobility training is prov\
ided for blind )Tj
T*
(and partially sighted students both with regard to the route to the coll\
ege and the )Tj
T*
(campus itself with all relevant specialists working collaboratively toge\
ther to )Tj
T*
(ensure a high-quality and comprehensive service.)Tj
ET
EMC
/P <>BDC
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/TT0 1 Tf
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(RNIB Cymru recommends that:)Tj
ET
EMC
/P <>BDC
BT
/TT0 1 Tf
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(* High quality orientation and mobility tuition should be available to a\
ll students )Tj
T*
(immediately prior to the commencement of their University studies. This \
should )Tj
T*
(incorporate the University campus and also the main routes to and from h\
ome, )Tj
T*
(around town etc. )Tj
ET
EMC
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(Lack of staff awareness )Tj
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(Most of the establishments responding to RNIB Cymru\222s HE questionnair\
e did not )Tj
T*
(provide visual awareness training as a matter of course to the staff tea\
ching )Tj
T*
(visually impaired students. 7 said that it was available on request, onl\
y one stated )Tj
T*
(it to be compulsory. )Tj
ET
EMC
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/TT0 1 Tf
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(The RNIB Shaping the Future Survey \(2000\) found that whilst the majori\
ty of )Tj
T*
(visually impaired young people feel confident, the attitudes of others c\
an make )Tj
T*
(many feel isolated. )Tj
ET
EMC
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/TT0 1 Tf
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(It is essential that high quality, specialist training is provided for a\
ll staff with )Tj
T*
(responsibilities for teaching and supporting blind and partially sighted\
pupils in )Tj
T*
(order to make the learning process fully accessible. Moreover, lecturers\
may need )Tj
T*
(additional support with understanding the role of ICT for students with \
a visual )Tj
T*
(impairment. Any training that is offered should include elements of the \
benefits )Tj
T*
(and limitations of ICT for students with Special Educational Needs. Disa\
bility and )Tj
T*
(Visual Impairment Awareness training should be provided for care-taking,\
catering )Tj
T*
(and other ancillary staff. )Tj
ET
EMC
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(RNIB Cymru recommends that:)Tj
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(* Staff of colleges and universities should have training in disability \
awareness. )Tj
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EMC
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/TT0 1 Tf
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(* Disabled Student Allowance Assessments are done ahead of time, so that\
the )Tj
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(needs of students are known and catered for before the commencement of t\
heir )Tj
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(courses.)Tj
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EMC
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(* Teaching staff have opportunity to discuss the individual\222s needs b\
efore the )Tj
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(commencement of the course. )Tj
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(Studying / notetaking)Tj
ET
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/TT0 1 Tf
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(Of the 38 students known to be studying at HE level in Wales, 8 are usin\
g Braille, )Tj
T*
(16 large print, 3 tape and 2 computer disk. Only one establishment provi\
ded )Tj
T*
(tactile diagrams. )Tj
ET
EMC
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/TT0 1 Tf
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(The general difficulties of studying were identified in RNIB Cymru\222s \
Shaping the )Tj
T*
(Future report, published in October 2000. This found that half of blind \
and partially )Tj
T*
(sighted students we interviewed said that they did not get their study m\
aterials in )Tj
T*
(the right format; and 83% of students said that their course work took t\
hem much )Tj
T*
(longer than their sighted friends. )Tj
ET
EMC
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(Blind and partially sighted students must not be required to use up even\
more )Tj
T*
(time preparing the materials for themselves. It must never be forgotten \
that blind )Tj
T*
(and partially sighted students are being examined upon their ability to \
study and )Tj
T*
(use the materials; not their capacity to make them accessible for themse\
lves!)Tj
ET
EMC
/P <>BDC
BT
/TT0 1 Tf
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(Web-based study materials can open up a whole New World of information t\
o )Tj
T*
(visually impaired students, as long as simple design standards are follo\
wed with )Tj
T*
(the appropriate specialist technical support )Tj
ET
EMC
/P <>BDC
BT
/TT0 1 Tf
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(RNIB Cymru recommends that: )Tj
ET
EMC
/P <>BDC
BT
/TT0 1 Tf
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(* there needs to be standardisation of high quality, practical and effec\
tive )Tj
T*
(support for blind and partially sighted students in higher education. )Tj
ET
EMC
/P <>BDC
BT
/TT0 1 Tf
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(* Blind and partially sighted students must have the equipment available\
to )Tj
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(both study on campuses and in their home environment.)Tj
ET
EMC
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/TT0 1 Tf
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(* Visually impaired students must have comprehensive and timely access )Tj
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(to all study materials, in accessible formats, when they need them. )Tj
ET
EMC
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(This must be established as a common standard across all higher )Tj
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(education institutions in Wales. People have a right to study what they \
want )Tj
0 -1.2 TD
(and where they want to.)Tj
ET
EMC
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(2. )Tj
ET
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(Conclusion:)Tj
ET
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(We have concentrated on the difficulties that, in our experience, visual\
ly impaired )Tj
T*
(students and young people face when studying at HE level. However, many \
)Tj
T*
(young people simply never make it this far \226 helping to explain why o\
nly 14% of )Tj
T*
(visually impaired people in employment are holding professional or manag\
ement )Tj
T*
(positions. \(Bruce ET Al, Ibid.\) )Tj
ET
EMC
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(Visually impaired students often go from having good support from LEA vi\
sual )Tj
T*
(impairment services during their GCSE courses to having no support at al\
l during )Tj
T*
(A levels. In school, support is provided for them \226 at HE they have t\
he DSA which )Tj
T*
(allows them to purchase their own required support. However, FE is a bla\
ck hole )Tj
T*
(which many students enter and fail to leave successfully with the qualif\
ications )Tj
T*
(they need and a positive experience of learning to carry them on. )Tj
ET
EMC
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(We hope that we have highlighted some of the current difficulties experi\
enced by visually )Tj
T*
(impaired students and look forward to opportunities to work with the Nat\
ional Assembly to )Tj
T*
(make Higher Education accessible for all. To conclude, we believe that i\
n getting higher )Tj
T*
(education right for blind and partially sighted people, we will get it r\
ight for everyone! )Tj
ET
EMC
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( )Tj
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