Staff knowledge base

Analysis of the data under this category heading identified two sub-themes, namely: ‘training and knowledge base’ and ‘seeking help’. These sub-themes are described in the two following sections.

6.4.1.1 Training and knowledge base

The University of Glynrith regularly provided training sessions for members of teaching staff on how to support students with specific learning needs and

disabilities. More recently with the introduction of the Special Education Needs and Disability Act (2001) and the Quality Assurance Agency Codes of Practice (1999) the University had been offering a series of study days.

Most of the admissions lecturers and the School Specific Needs Officer had

accessed training sessions run by Student Support Services. However, not one of the lecturers expressed confidence in their knowledge base and all had a number of concerns about dealing with students. For example, one observation was that the gap between attending the training sessions and actually having a student who needed specific support may be so great that the lecturer will have forgotten most of the good practices that had been recommended to them. There were

opportunities for staff to update themselves but this did not lead to any degree of confidence, as one lecturer put it he did not feel knowledgeable, he felt “aware”.

At the time of conducting the interviews it was not compulsory for teaching staff to attend training in supporting students with specific learning needs or disability, it was left to the individual lecturer to determine if and when to attend. The School Specific Needs Officer, who had a liaison role between the Student Support Services department and the staff within the School, lamented the fact that some staff seemed resistant to suggestions to attend training, resulting in the

inappropriate referral of students to her for help.

7 have to say at this point that some staff, despite all the efforts you might

make to get staff to go to training sessions, it is really difficult with some staff. And certain staff continually delete my emails, whatever I send they delete. They might well be the ones that will refer a student who isn’t able to express themselves well in English to me, which of course is nothing to do with me.” (School Specific Needs Officer)

This view was shared by one of the admissions lecturers.

“Because sometimes the people who make decisions are the last people to undertake training.” (Youseff, lecturer mental health branch)

The admissions lecturers, while accepting that their knowledge base could be better also stated that there should be firmer guidelines to support their decisions about selecting students for nursing. There was a suggestion that a standard test should be developed to support their decisions. Some other lecturers indicated that the UK regulator, the Nursing and Midwifery Council, should provide guidance. At the time of data collection the Nursing and Midwifery Council’s position was to leave the selection decision to the University; nor did it issue guidance in relation to registering individuals with a specific learning need or disability.

With the introduction of the Special Education Needs and Disability Act (2001) the University stated that it would be introducing a new policy to make disability

training compulsory for all staff. It was not clear how this policy would be

introduced or what the nature and frequency of updating would be, post the initial training. Part of the problem, as far as many of the lecturers were concerned, was the infrequency in which they encountered students who were dyslexic. However, this picture may change as support officers and lecturers commented that there seem to be more students in the system who are dyslexic.

The clinical mentors’ questionnaire showed that none of the respondents had received any training on how to support students who are dyslexic. They were all able to give a limited definition for the term dyslexia that showed some

understanding of the problems students have with reading, writing and spelling. However, no one mentioned the other types of problems that are common such as poor short-term memory and difficulties with prioritisation of activities. The

admissions lecturer responsible for the mentor preparation for the School acknowledged that information on supporting students with specific learning needs, needed to be included in the mentor training day and information pack.

6.4.1.2 Seeking help

The admissions lecturers were all very clear about where they could seek help and support from, in relation to dealing with students who have disabilities or specific learning needs. All of the lecturers were aware of the role of the School Specific Needs Officer and how to reach her. They were also aware of the role of the Student Support Services within the University. However, for some admissions lecturers the level of information provided did not always answer their questions.

“Yes, we’ve got a special needs co-ordinator and there’s Student Services. I have sought advice on a number of occasions, but i ’m not sure that

because of the advice I received or that the information is vague, as I’m still not 100% sure how to proceed. There’re still a lot of grey areas.” (Gareth,

lecturer learning disability branch)

The University Dyslexia Tutor recognised that dealing with students following a course leading to a professional qualification rather than studying a purely academic course did raise some issues and she was unsure of the advice she should give.

7 kind of had worries about...because I read somewhere that nursing and

teaching were probably the only two kinds of courses that still had as part of their admissions policies that they didn’t take dyslexic students. I was kind of conscious that we were quite clear on what our policy was and I even remember a whole circle of emails with various kinds of nursing staff in other universities just trying to kind of ascertain what safe practice was...”

(University Dyslexia Tutor)

At the time of data collection, the UK regulators for health professions (Nursing and Midwifery Council, Health Professions Council and General Medical Council) had not issued specific guidance in respect of disabled students. As a result there remained a degree of uncertainty when dealing with dyslexic students who were studying on the nursing courses.