ELT well FAQs
About the DDA
The requirements of the Disability Discrimination Act mean that we can no longer brush the issue aside and pretend that it doesn't apply to private language schools - we now have not only a moral
responsibility to anticipate the needs of our learners, and to provide the support they need, but a legal requirement.
Who does the Disability Discrimination Act (DDA) apply to?
The Disability Discrimination Act (1995) now applies to all educational establishments, requiring teachers to anticipate individual needs and make reasonable adjustments in order to accommodate disabilities
and learning difficulties or differences. This is something we all need to know about!
What do reasonable adjustments mean?
The DDA states only that adjustments made should be reasonable for the institution, in terms of the time taken and cost incurred. A small school, for example would not be expected to install a radio-loop system for a student with a hearing impairment, whereas for a large university, this would be expected to be in place as a matter of course. Many adjustments can be made at a class management level, which do not cost the institution anything.
What if I didn't know my students has a disability?
When students enrol on any course they should be given the opportunity to disclose any disability that
they are aware of. Of course, many do not take this opportunity. Sometimes it becomes obvious during
the course that the student is experiencing difficulties, and in that case the class tutor should make
every effort to determine what adjustments to the curriculum or environment might be needed.
If one member of staff is told or finds out that a student has a disability, then the whole institution is deemed to know, so it is important to make it clear to the student that information will have to be passed
on to other tutors, if access arrangements are going to be put in place. The DDA stipulates that these arrangements should be anticipated, so that they can be implemented as soon as it becomes clear
that they are needed.
Is dyslexia a disability?
Yes, technically dyslexia and other specific learning differences are classed as disabilities under British law. So are MS, Epilepsy, Asthma and HIV/AIDS. These hidden disabilities may affect language learners just as much as other more obvious disabilities, so we need to be aware of the reasonable adjustments that can be made ensure that our courses are as accessible as possible for all our students.
About specific learning differences
(dyslexia, AD/(H)D, Asperger's Syndrome)
Can a person be dyslexic in one language but not another?
If we think of dyslexia as a developmental difference then a person who has dyslexia is dyslexic and will never grow out of it. It follows that they will be dyslexic in everything they do, not just in their language
usage. Some dyslexic people seem to have fewer difficulties in one language than another, or they have developed strategies that work better in one language. English is notoriously irregular in terms of its phoneme - grapheme correlation, causing a lot of difficulties for people trying to learn to read and write
it (whether they are dyslexic or not!). If a person's first language is more regular (like Italian, for example)
it may well be that they have never realised they are dyslexic until they try to learn English. It's not that
they are just dyslexic in English, but that it hasn't been so obvious when they were using other languages.
My student's spelling is awful - is she dyslexic?
Problems with spelling are sometimes associated with dyslexia, but on their own do not necessarily indicate that the person has a specific learning difference. If the student seems to exhibit other indicators (such as poor short term memory, difficulties with organistion or surprising interpretations of instructions and tasks) then it might be worth investigating more closely. If spelling is the only problem, then I would suggest finding ways to tackle that first.
About exam arrangements
What exam arrangements can my students apply for?
It depends which exams they are taking. If they are taking language exams, probably they will only be allowed extra time, and possibly the use of a separate room. They may, in exceptional circumstances
be allowed some technological assistance in some parts of the exams. If they are taking other exams
(e.g. GCSEs) they may also be allowed a dictionary. Any adjustments that can be made should be
applied for, however, as it could make the difference between a student being able to demonstrate what s/he knows and succeeding, or perpetuating the feeling of frustration and failure that many students
have grown up with.
The learning support team at my college say they can't assess my ESOL learners - what can I do?
Many learning support teams do not feel that they have the tools or the expertise to assess students
who do not have English as a first language - and to some extent they are right. If you feel (or know)
that one of your students has a disability and requires exam arrangements, contact ELT well, and we
will be happy to work with your learning support team to arrange a full assessment and ensure that the student gets the access arrangements that s/he needs and is entitled to.
Who applies for exam arrangements - the student or the college?
Usually each institution has a person who is responsible for applying for access arrangements for
exams. They have to write a report for each individual stating why they are applying for arrangements
and so the student will have some input, usually in the form of an interview.
About working with pre-Entry learners
I have a feeling my student can't write in her own language - what can I do about that?
If your students do not write in their own languages, it does make the acquisition of literacy in English
even more challenging for them. However, by developing their confidence in using spoken language
and then introducing writing gradually, and not expecting too much all at once, students can successfully develop literacy in a language that is not their first. The important thing is to differentiate in terms of tasks and outcomes, so that students are always being encouraged to take the next step.
My students don't speak English at home, and only have 3 hours a week in class. How can they be expected to make progress?
Students who have work and family commitments have very little time for additional study outside of class, and so seem to make very slow progress. It is important to try to keep them motivated, so that they at least keep coming to class, so any progress you see, be sure to praise them for it. Try to develop a culture of keeping in touch between classes - many students seem happy to text even if they are not confident in writing. Even one short message can keep the English that they have acquired in the forefronts of their minds, providing a basis for further progress. The problem is not that they won't be making progress,
only that they won't be making as much progress as funding bodies think they should be making! If at all possible, try to find ways of exempting students from exams that they have no chance of passing. Sometimes it is possible with low level learners to show progress based on ILPs.
If you have any questions that are not answered here, contact ELT well and we will do our best to find you the information you need.