Autistic Spectrum Disorder Case Study Education Essay

A deaf pupil who uses mark linguistic communication to pass on is seeking admittance to a higher degree in writing design class. The class has a strong ocular accent and is to a great extent dependent on computing machines. There is a major component of ego directed work in the programme, which besides includes a figure of visits to exhibitions and shows.

Her mention from school is first-class and her scrutiny consequences are good. She has explained that she had the support of a mark linguistic communication translator at school for four half yearss each hebdomad.

She has arrived at the Centre and there is no mark linguistic communication translator available.

Discussion Questions

How would you react to and pass on with this possible pupil?

Is the pupil disabled harmonizing to the DDA portion 4?

Has she disclosed her disablement?

What sensible accommodations could you do to follow with portion 4 of the DDA?

What are your processs for covering with handicapped appliers?

Case Study Scenario No 8 for Support Staff

Cardinal words: autistic spectrum upset ; revelation ; confidentiality ; sensible accommodations, disciplinary policies and processs

Case Study Scenario

A pupil has an autistic spectrum upset but has non declared this disablement on his enrolment signifier. He does non associate good to other pupils, finds oculus contact highly hard, can be really recluse and can besides speak really compulsively about a peculiar topic with small consciousness of the responses of others. This behavior seems more unusual in societal state of affairss such as in the canteen. However, this does non do undue trouble in his categories and he is pull offing to finish the work on his class.

Learning support staff have commented on his behavior and experience he does likely hold an autistic spectrum upset. Because he has non disclosed his disablement and seems to be pull offing it good, they do non set in topographic point any extra accommodations. One lunchtime the pupil has a dissension with another pupil in the canteen who refers to him being “ stupid ” . The pupil with autistic spectrum upset hits out briefly and so leaves the room in a really disquieted province. The other pupil brings a ailment and wants the pupil with autistic spectrum upset excluded.

Questions for Discussion

1. Is the pupil disabled harmonizing to the definition of the DDA?

2 Has he disclosed his disablement? What would you make in fortunes where you thought person had a disablement even though they had non disclosed it?

3. Are at that place any sensible accommodations that might hold been put in topographic point?

4. Should you take disciplinary action against the pupil?

Case Study Scenario No 11 for Teaching Staff ( 3 )

Cardinal words: sensible accommodations ; academic criterions ; chair acquisition troubles ; single acquisition program

Case Study Scenario

A pupil with moderate larning troubles successfully completes a two twelvemonth distinct programme designed for pupils with larning troubles. His coachs identify a two twelvemonth concern surveies programme as a patterned advance path which the pupil is acute to make. This class has no specific entry demands. In audience with the pupil, his parents, concern surveies coachs and larning support staff the college agrees that a learning support coach will be allocated to give the pupil two hours a hebdomad excess tutorial support. His support coach will besides work aboard him in two categories a hebdomad. The supplier besides arranges for him to make his work experience in a voluntary administration where he will have appropriate support.

This programme is reviewed on a regular basis. At the terminal of the first twelvemonth, staff meet to reexamine the pupil ‘s advancement. They feel that, although he will be able to accomplish some of the practical faculties of the class, his criterion of academic work in cardinal accomplishments in peculiar, means that he is really improbable to go through the theoretical elements even if his clip on the class was extended to three old ages. They are rather happy for him to remain on for the 2nd twelvemonth but inform him and his parents that he is merely likely to accomplish partial accreditation.

Two months before he is due to go forth and after extended treatment, his parents telephone the college and say they believe that the college is know aparting against their boy by non offering him the chance to remain on for longer. They want their boy to finish all of the units on the class and believe he should be given as much clip as it takes. They are in the procedure of seeking legal advice to take up this difference as a breach of DDA Part 4.

Discussion Questions

Do you believe this pupil would be covered by DDA Part 4?

Should this pupil have been offered a topographic point on the class in the first case?

Has the administration made sensible accommodations for this pupil?

Should the staff widen his clip on the class, or are they right to state that he has to go forth at the terminal of the two old ages?

What action would you take in these fortunes?

Case Study Scenario No 2 for Reception, Administration and other Support Staff

Cardinal Wordss: sensible accommodations, canteen, pupil with physical damage

Case Study Scenario

A wheelchair user with ill-defined address has enrolled on an entree class in a community school supplying 2nd opportunity proviso within the community. The edifices are accessible and the coach, with the pupil ‘s understanding, has addressed the disablement issue straight off. Because her address is hard to understand, the group recognise and readily accept that some activities, such as treatments, will take longer and they will necessitate to concentrate difficult and be patient so that the handicapped pupil will be able to to the full take part. The learning experience is honoring and what she had hoped for.

Unfortunately, some facets of the community school location are a job. In utilizing the canteen, she needs infinite and person to transport her tray. She normally goes in with other members of the group and person takes a tray for her. On the occasions when she goes into the canteen entirely the staff are loath to transport a tray for her. They say they are excessively busy and ca n’t offer a waitress service. They complain that she takes a long clip to take and state what she wants, which holds everyone else up and creates a waiting line. They say they can non understand what she is stating and, because they are under force per unit area, they do non hold the clip to cover with her. She is distressed by this response and is progressively more loath to utilize the canteen.

Discussion Questions

1. Is the pupil disabled harmonizing to the Disability Discrimination Act definition?

2. The canteen is non straight linked to the pupil ‘s acquisition so is it covered by the Act?

3. Has the pupil been treated less favorably than a non-disabled pupil would hold been because of her disablement?

What might be a sensible accommodation in the canteen?

What would you make in these fortunes?

Case Study Scenario No 10 for learning staff ( 2 )

Cardinal words:

revelation ; academic criterions ; sensible accommodations ; dyslexia.

Case Study Scenario

A pupil who has been assessed as holding dyslexia, states that she is dyslexic on her enrolment signifier.

The pupil is enrolled on an Entree to Higher Education class. She is bring forthing work of a good criterion but is holding trouble meeting deadlines. In treatment with the dyslexia support coach she says that she finds it hard to acquire through the volume of reading required. There is an thorough reading list designed to assist pupils read around the subjects. The class squad see that all points on the reading list are relevant. They suggest that as the pupil is fighting she will be unable to run into the academic criterions of the class. They say that she should reassign to a class at a lower degree, but this would non supply entree to higher instruction.

Discussion Questions

Is the pupil disabled harmonizing to the Disability Discrimination Act definition?

Has she disclosed her disablement?

What is the process in your administration for covering with revelation of disablement?

Who would you travel to for specialist support?

What sensible accommodations could be made for this pupil that would non compromise the academic criterions of the class?

Case Study Scenario No 9 for Teaching Staff ( 1 )

Cardinal words:

cooking, independency accomplishments, wellness and safety, hazard appraisal, favoritism, sensible accommodations, ocular damage and acquisition troubles

Case Study Scenario

A pupil is registered blind and has larning troubles.

His parents are acute for him to go more independent and have encouraged him to inscribe for an independent life accomplishments class. The staff have a good record of working with pupils with larning troubles but have no experience of working with a unsighted pupil. They anticipate all kinds of jobs to such an extent that they are loath to offer a topographic point to the pupil.

Their concern is based on wellness and safety evidences in relation to the cooking component of the class.

Hot plates and ovens present a hazard to the pupil ;

Using crisp knives and other utensils could be unsafe to the pupil and to others ;

Motion in an environment with hot liquids and hot nutrient could besides be a danger to himself and others.

Discussion Questions

Do you believe this pupil would be covered by DDA Part 4?

Is the pupil being discriminated against because of his disablements? Can discrimination of all time be justified?

What sort of accommodations would enable the pupil to take part to the full in the cooking Sessionss? How would you make up one’s mind if they are sensible?

What beginnings of aid and advice are available internally and externally?

CONFIDENTIAL

FOR TEACHING STAFF – RESPONSE SHEETS

Case Study Scenario No 2

Notes for facilitators

Issues

Comment

Is the pupil disabled harmonizing to the Disability Discrimination Act definition?

The canteen is non straight linked to the pupil ‘s acquisition so is it covered by the Act?

Has the pupil been treated less favorably than a non-disabled individual because of her disablement?

What might be a sensible accommodation for this pupil?

It is likely that this pupil would be covered by the definition as her disablement is significant and has an consequence on her ability to transport out normal daily activities, such as transporting a tray.

The canteen is a service provided chiefly for pupils and so it is covered by the statute law.

The less favorable intervention might originate from the manner staff respond to the pupil, such as the attitude towards and annoyance with her, ensuing from her disablement. For illustration, her ill-defined address requires more attempt and clip from hearers. If intervention is overtly hostile a tribunal may good make up one’s mind that the pupil has been discriminated against because of her disablement.

Support in transporting a tray might be a sensible accommodation. It is for the administration to make up one’s mind how to supply support, whether by apportioning larning support staff or redefining the function of the canteen staff. This would necessitate to be reflected in the contract with the staff.

The canteen staff might propose a better clip for the category to utilize the canteen, when they are less busy.

What would you make in these fortunes?

Training demands to be provided for all staff and policies and processs must be in topographic point to guarantee that sensible accommodations are made wherever they are needed.

Case Study Scenario No 9

Notes for facilitators

Issues

Comment

Do you believe this pupil would be covered by DDA Part 4?

The pupil has significant troubles originating both from his sightlessness and his acquisition disablement. These impact his ability to transport out twenty-four hours to twenty-four hours activities so it is likely that he would be covered by the Act.

Is the pupil being discriminated against because of his disablements? Can discrimination of all time be justified?

The staff do wish to know apart for grounds clearly related to his disablement but they may be justified on

wellness and safety evidences. To supply justification, learning staff must first see what accommodations might be made to get the better of the hazards posed to the wellness and safety of the pupil and others.

Where wellness and safety issues are involved, a hazard appraisal should be carried out with a position to including the pupil instead than expecting jobs that could warrant exclusion. Measures to include handicapped pupil may besides widen chances and better entree to other marginalised or non-disabled pupils.

It is indispensable that the Centre has a process in topographic point that consistently and exhaustively explores possible accommodations to get at an grounds based opinion. The demand for basic life accomplishments is so cardinal that restricting entree to the class would necessitate to be on strong evidences.

It is helpful to affect the pupil and parents in every phase of the determination devising procedure ; in peculiar inquiring them how they regard the hazards and what sort of precautional steps they would wish to see.

What sort of accommodations would enable the pupil to take part to the full in the cooking Sessionss? How would you make up one’s mind if they are sensible?

The proviso of a support worker to help the pupil in the practical elements of the class would be a sensible accommodation.

Since the purpose is to develop independency accomplishments, it would be helpful to look at AIDSs and versions. There are devices that enable blind people to utilize cookers and to pour hot liquids such as guard rails or liquid degree indexs and electric hot plates instead than a gas goblin. These could be investigated.

The cost and handiness of resources would be taken into history. It might be unreasonable if the costs were really high and the component of the programme that required the version was little.

It is of import that all staff know the processs for entree to extra acquisition support resources.

What beginnings of aid and advice are available internally and externally?

Make all learning staff know who to near internally if they feel a peculiar pupil requires excess support? The disablement statement is a helpful beginning of information.

There may be an agreement with an external support service to supply specialist support.

There is besides a scope of specialist administrations such as RNIB, Access centres, Action for Blind People, specializer colleges, and LEA support services that offer advice. Occupational healers have expertise in AIDSs and versions for handicapped people and can be contacted through local wellness governments.

Further Information

There are more general issues that support staff demand to see and advice on these can be obtained from the cusp, “ A Guide for Teaching Staff in Further Education colleges and Local Education Authority Adult Education proviso ” .

There is besides utile counsel offered in the Post-16 Code of Practice on DDA Part 4 which is available through the Disability Rights Commission ‘s website www.drc-gb.org.uk

Teaching staff demand to be cognizant of the advice in the Code of Practice on less favorable intervention in relation to admittances ( paragraphs 4.11 to 4.13 and Sections 5 and 6 on sensible accommodations. Paragraphs 6.13 to 6.15 trade with wellness and safety issues and paragraphs 6.16 to 6.17 screen the involvements of other people.

Further Information

There are more general issues that front line staff demand to see and advice on these can be obtained from the cusp, “ A Guide for Reception, Administration and other Support Staff in Further Education colleges and Local Education Authority Adult Education proviso ” .

There is besides utile counsel offered in the Post-16 Code of Practice on DDA Part 4 which is available through the Disability Rights Commission ‘s website www.drc-gb.org.uk

Reception, disposal and other support staff are often responsible for non-teaching proviso outside of the schoolroom and it may be helpful to mention to paragraphs 3.9 to 3.16 of the Code of Practice which outlines the scope of activities covered by the Act.

Some of the issues raised by this instance survey are dealt with in Section 6 which looks at the sort of accommodations that may be regarded as operable.

Case Study Scenario No 1

Notes for Facilitators

Issues

Comment

How would you react to and pass on with this possible pupil?

The extent to which staff are confident in welcoming handicapped pupils is likely to be determined by whether or non they have undertaken basic disablement consciousness and equality preparation.

Staff should be cognizant of basic good pattern such as non shouting or turning off when talking. They should besides look into with the pupil how she would outdo like to pass on. She may prefer to lip-read or compose things down. They should besides be able to bespeak that they can non subscribe, explicate what agreements can be made for interpreter support and cognize how to put it up.

Is this pupil disabled harmonizing to the DDA Part 4?

The pupil is deaf and, depending upon the grade of hearing loss, this is likely to hold a important, long-run impact on the pupil ‘s ability to transport out twenty-four hours to twenty-four hours activities. It is likely that a tribunal would make up one’s mind that she is covered by the DDA.

Has she disclosed her disablement?

Yes, on her application/ enrolment signifier.

What sensible accommodations could you do to follow with portion 4 of the DDA

Reasonable accommodations are likely to include supplying a gestural linguistic communication translator for

the admittances procedure. If the pupil has arrived without an assignment, it might be sensible to supply her with any certification that is available and to do a farther assignment for an interview when an translator can be present.

Assuming she meets the entry demands of the class and is offered a topographic point, she is likely to necessitate support throughout the class.

To measure her support demands, staff besides need to see in item the whole scope of activity involved in the class and what support might be needed. For illustration, in:

Interview, registration or initiation activities

schoolroom and studio activity ;

field trips of any sort ;

work arrangements ;

giving presentations ;

appraisal and scrutiny procedures ; and

societal activity

The type of support should besides be considered. A mark linguistic communication translator might be helpful for communications, but some tutorial clip with a instructor of the deaf might be necessary for tutorials and to explicate the significance of proficient linguistic communication.

It would besides be of import to discourse with her which elements of the class might non necessitate this support, for illustration, autonomous survey.

Both class squad and larning support staff demand to be involved in make up one’s minding support agreements with the pupil. The possible figure of people who need to cognize about her support agreements is big so it is indispensable that cardinal people know and pass the information on suitably.

What are your processs for covering with handicapped appliers?

Procedures need to be in topographic point to guarantee that information is passed on to relevant staff, with the consent of the pupil. These staff are likely to include the class squad and larning support staff.

There should be both a process for referral and a process for obtaining the written consent of the pupil to go through the information on.

The class squad and support staff should already hold considered loosely how to run into the demands of handicapped pupils. This is their prevenient responsibility.

The of import component in this instance survey is the affair between admittances staff, class staff and co-workers responsible for support agreements.

Who and/or where would you travel for advice?

The disablement statement might be utile in explicating to staff what support is available and how to obtain it.

Some support might be provided by external support services or bureaus and information is available in the resources review on the LSC web site.

Staff will necessitate to be cognizant of college or centre agreements for contact with external services?

Further Information

There are more general issues that enlisting and admittances staff need to see and advice on these can be obtained from the cusp, “ A Guide for those involved in Marketing, Recruitment, Admissions, Advice, Guidance and Enquiries in Further Education colleges and Local Authority Adult Education proviso ” .

There is besides utile counsel offered in the Post-16 Code of Practice on DDA Part 4 which is available through the Disability Rights Commission ‘s website www.drc-gb.org.uk

Of peculiar importance to admittances staff are subdivisions 3.9 to 3.10 covering with admittances and exclusions and subdivisions 4.11 to 4.13 covering with less favorable intervention in relation to admittances.

In relation to this instance analyze the Code of Practice screens sensible accommodations in item in subdivisions 5 and 6, looking at the specific issue of revelation and sensible stairss in paragraphs 5.10 to 5.15.

Case Study Scenario No 8

Notes for Facilitators

Issues

Comment

1. Is the individual disabled harmonizing to the DDA definition?

Autistic spectrum upset would potentially be covered by the DDA provided it had a important impact on twenty-four hours to twenty-four hours activities but, in this instance, it might be seen as boundary line. In the terminal, the tribunals would hold to make up one’s mind but it would be reasonable for the college to presume that the pupil would be covered by Part 4 of the DDA.

2. Hour angle he disclosed his disablement? What would you make if you thought a pupil had an unrevealed disablement?

Although the pupil has non disclosed his disablement, his behavior over a sustained period has made some staff aware of his status. Given this the college should move as though it were disclosed.

3. Are at that place any sensible accommodations which might hold been put in topographic point?

Staff might hold spoken to the pupil to see if he wanted to speak about any troubles he has and whether there is any support he might necessitate. However, because in general he has been get bying on the class there is small grounds that they could hold predicted the effusion in the canteen or put in topographic point any accommodations which might hold meant it did non go on.

4. Should you take disciplinary action against this pupil?

The college must follow the disciplinary and ailments processs. DDA Part 4 does non overrule any responsibilities of attention that the supplier has to all its pupils and so should non do unreasonable allowances to a pupil who could do injury to others. However, this is an stray incident and, in sing any disciplinary action, the supplier should be cognizant of the pupil ‘s disablement and take it into history when make up one’s minding what action to take. Staff should besides see the aggravation. They should speak to the pupil about the earnestness of his action and discuss with him how they might outdo support him to guarantee such an incident does non happen once more, for illustration, guaranting he has person he can speak to or someplace safe to travel if he becomes disquieted. The college should besides see and react to the ailment, in line with its ailments processs.

Further Information

There are more general issues that support staff demand to see and advice on these can be obtained from the cusp, “ A Guide for those supplying Learning Support in Further Education colleges and Local Education Authority Adult Education proviso ” .

There is besides utile counsel offered in the Post-16 Code of Practice on DDA Part 4 which is available through the Disability Rights Commission ‘s website www.drc-gb.org.uk

Directors of support staff should read Appendix One of the Code of Practice which gives an account of the significance of “ disablement ” within the Act that would be helpful in the context of the instance survey.

Support staff may happen it helpful to read subdivisions 5 and 6 of the Code which trade in item with sensible accommodations.

Case Study Scenario No 11

Notes for facilitators

Issues

Comment

Is this pupil covered by the DDA?

He has a acquisition trouble. A tribunal would necessitate to make up one’s mind whether this larning trouble had a important consequence on his ability to transport out normal twenty-four hours to twenty-four hours activities to determine whether he was disabled harmonizing to the definition of the DDA. However, it is safer for the college to presume he would be covered by the Act.

Should this pupil have been offered a topographic point on the class in the first case?

At the initial point of entry the staff felt the class was appropriate for the pupil. As the class has no specific entry demands, there were no evidences for declining a topographic point. Merely as the programme developed did it became clear that the pupil could non successfully complete all facets of the class.

Has the administration made sensible accommodations?

The college has made sensible accommodations. They have assigned him a support coach. Regular reappraisals of advancement have besides taken topographic point and a suited work arrangement was found.

Should staff widen the pupil ‘s clip on the class or are they right to state that he has to go forth at the terminal of two old ages?

This is a hard inquiry to reply. A ‘reasonable accommodation ‘ could include giving the pupil more clip to accomplish his making. However, the staff believe even with this excess clip he would non be able to make the needed criterion. Staff would necessitate to bring forth clear grounds of why they have come to this decision.

If staff offer an drawn-out programme, it would be indispensable to develop an single acquisition program for him and non merely reiterate the old twelvemonth ‘s work. A record of advancement and accomplishment should be drawn up. Seeking adept advice and an appraisal of the pupil ‘s capablenesss for farther acquisition and patterned advance is besides an option.

It might be more appropriate for an drawn-out work arrangement to be found and for the pupil to go on his surveies through a work based larning programme.

Further Information

There are more general issues that support staff demand to see and advice on these can be obtained from the cusp, “ A Guide for Teaching Staff in Further Education colleges and Local Education Authority Adult Education proviso ” .

There is besides utile counsel offered in the Post-16 Code of Practice on DDA Part 4 which is available through the Disability Rights Commission ‘s website www.drc-gb.org.uk

Teaching staff demand to be familiar with the Code of Practice advice on less favorable intervention in relation to admittances ( Paragraph 4.11 to 4.13 ) and should be familiar with subdivisions 5 and 6 of the Code covering with sensible accommodations. Of peculiar importance in this instance are paragraphs 6.3 to 6.6 covering with the demand to keep academic criterions.