#BADD2016 Earning your degree differently should be ok

This is my post for #BADD2016, Blogging Against Disablism Day 2016

People who know me will know that I have a maths degree. So far, apart from the astonishment that anyone would *want* to do a maths degree, nothing too much out of the ordinary.

What makes it less ordinary is *how* I got it. You see, I was extremely ill during those years and spent a lot of time in hospital and/or confined to my room.

When it first became clear during my first year that I was going to miss a lot of lectures, what do you think the reaction of the university and my doctors was? Was it how can we help you keep up? (ha ha ha)

No. Straightaway I was told to go back home to my parents who could "look after me". The most "support" offered was a 1 year deferral.
But I now knew I had an INCURABLE illness (diagnosed in Easter of my 1st year)! How the heck was this going to help?

At first I was very dispirited. I decided that the best option would be for me to do my degree at home through the Open University. That way I could get the course material and then study it in my room.
This is when I (finally) had my *lightbulb* moment.
Why did I HAVE to study like everyone else?
What rule said that the only way to get a good degree was to have a 100% attendence?
As it turned out, at my university, none.

So what was stopping me in creating my own Open University style course right there?
I already had personal care in place from social services, so that was thankfully not an issue.
I could stay at university with my new friends, enjoying the benefits of university life when well enough.
When really ill and unable to go to lectures, I could get notes brought to me and work on my own. I could even buy books to help me with money from DSA.
Excited, I decided that I WOULD go back and attempt my second year.

But I encountered resistance. "This is not how we do things."
Among other things:

• Friends bringing me notes would be disruptive to them. (photocopying their notes after lectures and bringing them when they visit? Really?!)
• I shouldn't be "encouraged" to miss lectures by authorising other students to lend me their notes.
• Some lecturers gave out printed notes and, in a bid to boost attendence,  had a policy of not giving them out to students who did not come. They initially refused to make an exception for me.
• One course had 10% set aside for handing in weekly coursework (1% per paper). I missed some deadlines due to being in hospital. This was not accepted as an excuse. The lecturers running it said it was "only" 1% so I "shouldn't be concerned".
• I shouldn't take the exam having missed so many lectures because I would fail (no, I wouldn't, and I should be allowed to try).

A special commendation should be made to my tutor who fought my corner tooth and nail and solved most issues for me.
It was only when I passed my exams with flying colours that attitudes completely changed.
After that lecturers fell over themselves to be supportive, even visiting me in hospital to bring me notes.

Unfortunately not everyone is so lucky.
I follow the twitter feed @PhDisabled.
What is clear is that almost 20 years on, disablist practises such as grades being given for attendence, or no allowances being given for deadlines are still common.
It is also clear that universities are still set up for the traditional way of learning and simply cannot cope when a student needs to be different.
Yet it is ok to be different. I even went on to do a PhD and became a maths researcher!
I am proof positive that what is important is *what* you learn, not *how* you learn it.

Vital Disabled Student Support to be Cut. Save DSA!

Spread the word. Tell your MP. Write blogs. Let people know what is happening. We must try to stop this.

You can write to your MP online here.
Please also sign the e-petition here.

Share and Retweet this #ProtectDSA.

For further information please see this blog for a summary of the changes and a follow up post with suggestions on what to do about it.

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After becoming disabled as a teenager, I went to university, obtained a first class degree, then completed a PhD.  While I worked extremely hard, none of this would have been possible without the support of Disabled Student Allowance (DSA), which covers the extra costs for equipment and assistance disabled students may require in order to study at university.

This is why I was aghast to learn that the government has just announced plans to cut DSA.
Couched under the language of "modernisation", "targeting funds at those who need it most", "fairness", is hidden the reality of an estimated 60 to 70% cut in funding.
At a time when Higher Education funding is at its lowest, the cost is being shunted onto universities, ill equipped and unprepared to deal with this.  This is a bit like suddenly asking employers to take over the funding and admin for Access to Work.

The government plans to make several key changes of which I will highlight just three:

1) DSA will no longer pay for "basic" computers and peripherals (even though required due to disability). This is justified by saying that "96% of students already own a laptop or netbook".
Bizarrely this assumption is based entirely on a marketing survey conducted by the NUS for the company Endsleigh in 2013. This was conducted by email and only reached 1704 students, just 1% of the UK student population. The proportion of disabled students who responded is not stated.
Given the repercussions of this decision one would have hoped that the government would undertake a full and proper analysis of the computer equipment privately available to disabled students entering university.

When I was doing my undergraduate degree, I was often too ill to leave my room. I was therefore unable to take advantage of the numerous public computers available onsite, often a mere 200 yards away.  A private computer was indispensable, due to my illness and disability and I would not have completed my degree without it.
DSA funded a private PC for me. BUT, it wasn't anything fancy and so under these proposals would no longer be granted.

I am certainly not unique.  The National Association of Disability Practitioners submitted a report to the BIS call for evidence in summer 2013 which explained in detail why disabled students may not be able to use the IT facilities provided on campus and justifying the provision of such equipment to disabled individuals where needed.

I very much doubt every single new disabled student arriving at university in 2015 will own a computer. What will happen to those disabled students similar to me? Will they fail where I did not simply due to a change in funding policy?

2) The government will only fund the most specialist support workers.
When digging a bit deeper this turns out to be bands 3 and 4 of the non medical help services.
This means that the following help will NOT be funded:

• practical Support assistant
• library Support assistant
• reader
• Scribe
• Workshop/laboratory assistant
• Sighted Guide
• proof reader
• Study assistant 
• examination Support Workers
• Manual Notetakers 

The government says it is encouraging disabled students to be more "independent learners". I feel they are completely missing the point of non medical helpers. They do not do the learning for the student. As much as is possible they enable the student to do the learning independently on the same level as any other student. 

While teaching staff should strive to make their teaching materials accessible, this does not remove the need for these support workers.

Likewise technology cannot always fully remove the need for all of these support staff. Try getting voice recognition software for advanced mathematics. Heck, we even use a special specific word processing program!

3) Students with Specific Learning Difficulties (SpLD) (eg dyslexia & dyspraxia) look set to be hit hard as they will only receive support "where their support needs are considered to be more complex". This by definition means that those with slightly less complex needs will lose all support altogether. This will have a hugely detrimental effect. 

One final comment: DSA was the first time I ever underwent an assessment of my disability needs. This was when I discovered that there were ways round some of the difficulties I was encountering. 

For instance I was having huge trouble using a normal mouse. I was given a trackball. Something so simple, yet it revolutionised my academic work and relieved a great deal of frustration!

The DSA assessment process in itself is hugely important and can help disabled students discover what would be useful to them during their time at university, be it physical aids, computer aids, software, support workers or proper supportive seating. It is a mistake to assume that disabled students simply know this. It is vital that this continue.

___________________

DSA is a hugely successful scheme. It has been praised by the National Audit office for recruiting and retaining disabled students. It is also effective. The Equality Challenge Unit (2013) statistical report shows a higher proportion of DSAs claimants attained a First/2:1 than those who did not receive DSAs.

These cuts seem set to undo all this and steal away the opportunities we enjoyed from all future disabled students.

The National  Association for Disabled Practitioners is calling to protect the support and the NUS has condemned the decision.

For further information please see this blog for a summary of the changes and a follow up post with suggestions on what to do about it.

Spread the word. Tell your MP. Write blogs. Let people know what is happening. We must try to stop this.

You can write to your MP online here.
Please also sign the e-petition here.
Share and Retweet this and use #ProtectDSA