School-based 
Case Studies (Disability)


Objectives
1. Discuss a selection of Staff and Student Case Studies to determine the Reasonable Adjustments that are required
2. Investigate role-specific challenges and discuss how to implement specific Adjustments

Instructions
  • The person whose name is first alphabetically will be the leader of this activity.
  • The person whose name is last alphabetically will be the scribe and speaker when we return to the Main Room.
  • Your leader will guide you through each part of the activity, following the instructions below.
  • Please make sure that all voices are heard.
  • Avoid specific names when discussing these examples.

Student

Case Studies (Disability)




For each of the following case studies, consider what reasonable adjustments the school could make to ensure that there is no discrimination. 


Consider the adjustments that may be required both in and outside of the classroom. These could relate to the school site, extra- curricular trips and activities, homework, examinations, and daily lesson activities. 


1.       Student A (year 8) has a vision impairment. They have limited distance vision and their sight can deteriorate in bright light. They are better at seeing bold colours against a pale background. Small print (less than 16) can cause headaches and fatigue. 

 

2.       Student B (year 11) has severe hearing loss. They have a cochlear implant (an electronic device to help process sound) and a hearing aid. They are studying for nine GCSEs including French. The geography department have planned a field trip for next term, which will involve interviewing members of the public and attending a study centre for a lecture. 

3.       Student C (year 9) has chronic fatigue syndrome and finds moving around a split-site school tiring. They can become very fatigued, especially towards the end of the school day. They sometimes miss part or all of period five lesson as a result. However, they are still very keen to participate in a school history trip to the Somme region of France. 
 

4.       Student D (year 10) has moderate dyslexia. They find it difficult to read text on white paper and need to reread blocks of text several times before they can comprehend it. They often struggle to complete classwork. Their verbal contributions show good understanding, but their written responses can appear as if produced by a younger pupil. 

 

5.       Student E (year 7) has a recent diagnosis of autistic spectrum disorder. They have adapted well to school rules and routines, but they find the unstructured parts of the school day difficult. They can become visibly upset in lessons when there is a lot of noise and/or when asked a question. They are not coping well with homework. 

6.       Student F (year 10) has a recent diagnosis of Attention Deficit Disorder. They are often inattentive and can find it difficult to concentrate on any task. They frequently do not have the correct equipment for lessons and/or forgets homework. They can sometimes become aggressive when challenged and this can disturb other students. 

 7.       Student G (year 10) has recently re-started the academic year, having fallen significantly behind their peers. They can be uncooperative and uncommunicative. They dislike writing and regularly forget to bring equipment to lessons. Homework is rarely completed. Parents report that they are very low in mood and school attendance has been poor in the past. 

8.       Student H (year 7) has had a difficult start to the new term. They are disorganised, frequently become lost around school and are regularly late for lessons. They struggle to change back into their uniform after PE. The Dance department has raised concerns about coordination of movement. The student has very poor handwriting and appears not to follow instructions well. 


Staff Case Studies (Disability)

For each of the following case studies, consider what reasonable adjustments the school could make to ensure that there is no discrimination. 

Consider the adjustments that may be required to ensure that each colleague feels fully supported in their role.


1.  C is incredibly effective in their role as a Pastoral Assistant, having built trust and rapport with students, and has never believed their dyslexia to be an obstacle. However, recent changes in recording and reporting procedures have caused some anxiety. 


2.  D has been a Senior Tutor for 8 years but as a result of MS is experiencing a growing range of symptoms, such as muscle spasms and stiffness, fatigue, and walking difficulties. 


3.  J is a brilliant P.E teacher with so much energy and enthusiasm for their subject, encouraging everyone to get involved in charitable sports events throughout the year. J has lots to say but often doesn’t seem to listen to others, loses focus, and gets side-tracked. 

When it comes to organising paperwork, student worksheets and coursework and filing assessments, J seems more reluctant. 

At a recent Internal Verification session, some important student feedback had gone missing and this has caused some concern for the Head of Department.


4.  After many months of intensive surgery and therapeutic treatments, HR Manager, L, has recently returned to work. 

Due to their spinal cord injury, they are now reliant upon a wheelchair for mobility. 

L also has limited use of their left hand but is determined to ensure that they continue to support the school as they have done for so many years.


5.  Due to raised pressure inside the eye, Teaching Assistant, R, has developed glaucoma, an eye condition that can cause damage to the optic nerve, 

The condition has significantly impacted upon the way that R can carry out their role but both students and the classroom teacher have been supportive in class. Getting around the school has become challenging, especially when R is required to work at the Sixth Form building where they are less familiar. 


6.  H probably knows the school better than any other staff member, having worked in the School Office for 15 years before becoming PA to the Principal.

Their arthritis has worsened in recent months with joint swelling, pain, stiffness and a decreased range of motion, particularly in the hands. 

The result of bone rubbing on bone when the joints move, causes severe pain. This has led to some distress and H has considered resigning.


7.  T has suffered with Fibromyalgia for a number of years but the widespread chronic pain, extreme sensitivity to touch have been manageable, to an extent. T is increasingly experiencing poor quality sleep and fatigue, which has an impact upon their concentration and memory. 

As a Lunchtime Supervisor, T is responsible for the wellbeing of students, so when an incident occurred in the Lunch Hall, they were asked to write a report on what had happened. Their recollection was fuzzy and this caused T some upset.


8.  K, the Head Chef at school, suffers with a Heart Condition and experiences shortness of breath, especially when they are most busy at work, 

They are also also aware of additional symptoms, including swollen feet and ankles. 

Their consultant has explained that this is caused by fluid build up and that feeling unusually tired is because there’s not enough blood and oxygen getting to their muscles.


Discuss:
What is the purpose of this exercise? 
How might it relate to your role? 
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