Personal Learning Assistants

Induction Programme

& Handbook

Contents

Section One:Models of Disability and Introduction to the PLA Scheme at StirlingUniversity

The Social Model of Disability

Language and Communication

Background to the PLA Scheme

Section Two:Registration and Payment

The Register and Job Matching

The Disabled Students Allowance

Timesheets and Payments

Section Three:The Academic Support Roles of the PLA

Note taking

Scribing

Reading

Facilitation

Lab/workshop Assistance

Sighted Assistance

Private Study & Research Assistance

Section Four:Enabling Access Roles of the PLA

Mobility & Physical Access

Library and Photocopying Support

Section Five:The PLA / Student Relationship

Employer & Employee

Responsibility and reliability

Boundaries

Confidentiality

When things go wrong

When things go right

Section Six:Contacts and Further Information

Section One: Models of Disability and Introduction to the PLA Scheme at StirlingUniversity

The Social Model of Disability

The University of Stirling adheres to a Social Model of Disability. It is important that you understand models of disability and what a social model means. How you view disability influences how you view and relate to disabled people in general, and may effect how you see your relationship with disabled students you work with.

Perhaps the easiest way to understand the Social Model of disability is to first consider other models.

The Medical Model of Disability

A medical model of disability focuses on a person’s impairment and how this may restrict or exclude them in society. This model would imply that a person with an impairment or medical condition is unable to fully partake in society, and may need professional assistance or aids to compensate for this. The person’s impairment is the problem. It is that which will exclude them or mean a lesser quality of life, unless they can be treated or cured. The medical model of disability implies that a disabled person is defective and therefore not the equal of a non-disabled person.

The Charity/Tragedy Model

This unfortunate model of disability views the disabled person with pity, and approves assistance and support as a charitable act rather than as a human right. This model, like the medical model, is negative and sees the disabled person as helpless and dependent. Understandably, this model of disability is particularly offensive and patronising to disabled people.

The Social Model

The Social Model of disability, unlike those above, starts from a basic premise of equality and inclusion. The disabled person is excluded by the constructs of society, rather than by their impairment. In other words, people are disabled due to physical and attitudinal barriers. People are enabled when these barriers are removed.

An obvious example of how the Social Model works in practice would be to look at how a wheelchair user may be disabled or enabled by society:

Rather than being disabled or restricted by the use of a wheelchair, a wheelchair user is enabled by its use. The wheelchair provides mobility and independence. However, the wheelchair user is disabled when physical barriers are in place. In removing such barriers (by providing ramped access, lifts, automatic doors, accessible transport etc.) the wheelchair user is no longer disabled.

Another example to consider how a deaf or hard of hearing person may be disabled or enabled by society:

A deaf or hard of hearing person may be enabled by the use of British Sign Language, Sign Supported English, hearing aids and/or lip reading as a means of communication. They are disabled only by a lack of interpreters, loop systems and a lack of deaf awareness in society.

Students can also be disabled by the University environment:

A dyslexic student, who is unable to listen to information and take notes at the same time, is disabled in the lecture environment because the unit is delivered through unprepared lectures and copies of lecture notes are not made available in advance. By providing these advance notes, the student would no longer be disabled. Alternatively, the student may be enabled through the use of recording equipment or the services of a note-taker.

Language and Communication

Whilst we should not get hung up on language and the appropriate terminology, how we speak about disability is important. When people use medical or outdated terminology, it betrays (or will be taken to betray) a medical or outdated view of disability. Don’t get embarrassed or tongue-tied when talking about disability, or talking with a disabled person, though. If you don’t know the correct term, or what term(s) the other person prefers – ask!

There are however, some basic ‘dos’ and don’ts’ when talking about disability:

Do say / Don’t say
Disabled / Handicapped
Disabled People / The Disabled (or The Deaf, The Blind etc.)
Wheelchair user / Wheelchair Bound
Deaf without speech / Deaf and dumb; Deaf/mute
Person with mental health difficulties / The mentally ill
Learning disabled / Mentally handicapped
Person with dyslexia; Person with schizophrenia etc. / a dyslexic; a schizophrenic etc.

When you’re communicating with a disabled person don’t act in a way which is patronising or intrusive - or indeed in any way you would not like to be spoken to yourself!

Here are some general points on communication:

When speaking with someone who uses a wheelchair, if possible, sit down so you’re able to communicate at an equal and comfortable level. Don’t lean on someone’s wheelchair, unless you would mean to lean on the person – its part of their personal space.

When meeting someone who is blind or visually impaired, make your presence known to them verbally, and say your name in case they do not automatically recognise your voice.

When meeting someone who is deaf or hard of hearing, don’t shout, and don’t assume they lip read. Ask them how they prefer to communicate. If they do lip read, remember to face them, speak clearly and not to obstruct or cover you mouth when talking. Don’t talk much slower than you usually would. This actually makes lip reading more difficult.

When taking with someone who has a speech impairment, be patient and don’t finish sentences on their behalf. If you don’t understand what they have said, don’t be afraid to ask them to repeat it. It might be helpful if you relate back the part you have understood first.

Be aware that some people with Asperger’s syndrome are very sensitive to touch, and do not like physical contact. Ask before going to shake hands or making any other physical contact.

Background to the PLA Scheme

In 2002, the PLA scheme was introduced at StirlingUniversity in recognition of the difficulties and additional burdens placed on disabled students who had to organise their own personal assistance.

Initially, adverts were placed throughout the University and in the Job Shop, advertising immediate vacancies for students to act as Personal Learning Assistants. The response was promising, and 23 students were placed on a database. Ultimately, during the 2002/03 session, 15 were actively employed in a variety of capacities including note takers, readers, scribes, facilitators, general study assistants and mobility assistants. Most provided only one or two kinds of assistance, some however acted in a variety of capacities.

In 2003, the scheme is being developed and ‘formalised’ to provide greater clarity of roles and responsibilities, ease relations between students and PLAs, broaden the skills and experience of PLAs (thereby making it an even more valuable personal and vocational experience) and to make the administrative and payment procedures more straightforward for everyone.

Section Two: Registration and Payment

The Register and Job Matching

Students who are interested in applying for positions as PLAs should contact SISS in the first instance. You will be sent a registration form to complete, detailing your present (and previous where applicable) course of study, any relevant experience and/or skills, and your availability. You will also be asked to specify any particular types of support you feel most suited to.

Being registered as a PLA does not guarantee employment. The number and types of positions which become available each year is variable, depending on the needs of disabled students.

When a disabled student, along with the recommendation of the Disability Adviser, identifies the need for a PLA, a match is sought from those on the PLA register.

The Disability Adviser (or another member of SISS) will contact suitable PLAs, normally by university e-mail, when positions arise. PLAs should therefore ensure that they provide contact details on their registration form they can be easily reached at short notice.

PLAs may be selected for a particular position on a number of criteria:
Relevant experience and skills
Subject and terminology specific knowledge
Availability and reliability

The Disabled Students Allowance

The majority of disabled students pay for support from a PLA through an additional grant called the Disabled Students Allowance. This can be used to pay for a variety of arrangements and equipment depending on an individual’s needs. PLAs can be funded through the ‘Non-Medical Personal Help’ section of the allowance.

Disabled students claiming the costs of employing a PLA must apply each year of their course. All payments are made by the disabled student’s funding authority (SAAS in Scotland, or their local LEA in England, Wales or NI).

Some students are not eligible for funding through the DSA – primarily post-graduate students, students on Access Courses and international students. In such cases, methods of payment will vary, and advice will be given to both the student and their PLA by the Disability Adviser.

Timesheets and Payments

In order to be paid, all PLAs must keep records of their hours worked, which must be verified by the disabled student employing them.

A copy of the Students Award Agency for Scotland (SAAS) timesheet template can be found in the appendix to this handbook.

The PLA must specify the type of work undertaken (e.g. note taking, scribing, facilitation, general study assistance etc.) They must also record the date and period of time worked each time they work with a disabled student.

The timesheet is particular to the disabled student, rather than the PLA. For that reason, PLAs who are working with two or more disabled students at any one time must complete a different timesheet for each student.

The timesheet must be signed by both the PLA and the student. If either signature is missing, or the timesheet is in any other way incomplete, payment will not be made. PLAs are advised to take responsibility for the timesheets being completed correctly and submitted to SISS in a timely fashion, to avoid unnecessary delays.

When your timesheet is submitted to SISS, it will be forwarded with a covering letter to SAAS (or the relevant LEA) for payment. This process can take up to 4 weeks or more.

Disabled students who are funded by SAAS may request that SAAS pay their PLA directly. In this event a SAAS timesheet must be submitted. Payment will be by cheque, so you should write your address clearly on the bottom of the form, so that we can specify this in the covering letter. Payments cannot presently be made direct to your bank account.

Some disabled students may prefer to pay their PLAs on completion of work done, and request that SAAS or their LEA reimburse them. This is entirely at the discretion of the individual student, and PLAs should not put any disabled student under pressure to do so.

Section Three: The Academic Support Roles of the PLA

Note taking

PLAs may be employed by disabled students as note takers in a variety of scenarios. Most commonly however, note takers are used in lectures by some students who have difficulty listening and taking notes at the same time or difficulties with the mechanics of handwriting. Some students employ note takers in addition to additional aids such as recording equipment and copies of lecture handouts, OHPs etc.

Note taking for another student is a highly skilled and responsible job. The notes a PLA provides enables a disabled student to access the information required to follow their course. The following information is guidance on note taking prepared by the University of Westminster:

Responsibilities of Note taker

Note takers must be able to:

  • paraphrase, summarise and modify language where necessary
  • adapt the layout of notes to suit the student
  • adapt the content of the subject to the student's needs
  • become acquainted with subject-specific language and knowledge
  • work both independently and as part of a team
  • build rapport with clients and organisations
  • perform critical self analysis in order to assess their own work and develop skills from this process
  • keep accurate records


They should also have:

  • good handwriting adaptable to the student's needs and a willingness to review these skills
  • good language skills including a wide vocabulary and accurate spelling
  • good interpersonal skills and an interest in developing these further
  • disability awareness and understanding
  • educational qualifications appropriate to their work
  • good time keeping
  • a commitment to equal opportunities

Note takers should regularly check the suitability of their notes with the student and follow a code of practice including:

  • confidentiality about the student and the classroom process
  • never interrupting or correcting the tutor
  • observing professional role boundaries
  • being a quiet and unobtrusive presence in the classroom
  • not assisting the student with their coursework
  • taking accurate notes without imposing their own ideas
  • referring students on to other agencies with their agreement, when necessary
  • socialising appropriately
  • dressing appropriately

Labelling

Number and date each page.

Use only one side of each page.

On the front page write:

  • the course title
  • the name of the session or lesson
  • the tutor's name
  • the student's name
  • your name

On any following pages write:

  • the name of the session or lesson
  • the student's name
  • the date
  • the page number
  • your initials

Handouts

Label handouts as outlined in the labelling section and cross-reference them to your notes.

New or Difficult Vocabulary

Try to use the same language that the speaker uses and write a glossary or check with the student how much the information can be re-worded or re-phrased. Some students may want you to use the original technical language and highlight any new or difficult words.

Technical Language

Try to keep any technical terminology, while paraphrasing or summarising any surrounding language. For some students you may need to take full, detailed notes and include any difficult vocabulary and sentence structures.

Complete Sentences

The student may be looking at the notes months later for revision. Complete sentences hold meaning and are much easier to understand later, especially for deaf students.

It is difficult to write in full sentences if the lecture is being delivered at speed so you will need to use your summarising skills, making sure that you keep the essence of the lecture and doing so in complete sentences.

However, once again you will need to check with the student to see whether they prefer complete sentences or brief bulleted points.

Remember the notes are for other people, not for you!

Comments, Jokes & Asides

It is important to note comments and asides for deaf students although hearing students may not require this.

As always, check with the student.

Layout & Style

Layout is extremely important and can help enhance meaning. You can use different layouts to:

  • highlight key points
  • show a structure of ideas
  • highlight essential points for study or assessment
  • list examples
  • highlight important concepts and vocabulary
  • show hierarchies of importance
  • point out areas for further study
  • show cause and effect
  • Hierarchal concepts can be shown by:
  • numbering points
  • indenting
  • bullet points
  • arrows

When it comes to style deaf students may require notes to be written in full sentences. Straightforward English and short sentences are best.

Use a variety of styles for the differing needs of students.

Different styles include:

  • skeleton notes
  • mind maps
  • simplified notes
  • explanatory notes
  • visual notes with diagrams
  • typed notes with different font sizes

Abbreviations

You may be tempted to use abbreviations from your own academic discipline or preference. If you do, note them in a glossary and make sure the student knows what they mean.

Try to keep abbreviations to a minimum because they can disrupt the flow of reading as the student has to continually refer to the glossary.

Handwriting

Use clear, neat handwriting. Where you are not sure of the spelling write 'sp' to remind you or your student to look up the word.

Some further tips on handwriting are:

  • assume your student is logical and tidy and abhors untidy notes
  • if you are indenting, make sure the indented passage is blocked with a neat line, even if it is imaginary
  • make your handwriting as bland as possible so that the message is clear
  • ensure your letters are well formed and clearly differentiated. This makes it easier for students to read, without having to guess words and letters
  • make your notes easy to read - students may be reading the notes late at night when they are tired
  • remember you can read your own handwriting very easily but it may be more difficult for others
Scribing

Arrangements for disabled students who require a scribe for examinations are made through the Special Academic Arrangements Panel, and as such, scribing for students in exam conditions does not come under the remit of the PLA scheme.