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Nicole Grant

Physical Access

"My student now works from a text book in ITQ on his own, reading the instructions himself and turning the page unaided. He leaves the college each day smiling as my answer to his question - ‘did I do well today?’- is now ‘very good"

Beth Cornell

Physical Access

"Meeting new students and seeing our present students overcome their fears, gain confidence and reach their goals is what I like best about my role."

"I help my student to have full inclusion within the college, I assist him to gather information and have access to the college."

"I sight guide my blind student in movement classes, where I describe to him the movements that are happening around him."

Emily Cardy

Austistic Spectrum Conditions

"I like my job, especially when you can see the progress that a student has made, not just in their subject but also socially with their peers, lecturers and support staff.

"Barriers and challenges can include the confidence which the student has in their own ability. I help by adapting the work so that the student can better understand it. Another challenge is helping other students understand the student’s disability."

"A catering student I worked with in the restaurant was very shy at the beginning of the year and had no confidence in talking to customers. Encouraging this student to be more independent was difficult but after a few months the student was able to go up and take orders with no hesitation."

Helen Pigott

Physical Access

"The look on my student’s face when they have their assignments back and they have achieved the grade they hoped for is the best part of the job."

"The main challenges are interpreting the criteria for assignment work to help the students understand what they need to do, and making sure notes are taken in full. I read through work with my students then make notes to show what changes need to be made. I also explain how this fits into the criteria, check grammar and spellings."

"Students also need someone to ‘just be there’ for them, an advocate. It’s about being available to chat (in college and at home), to get something off their minds."

Julie Adams

Communicator

"What I like best about my job is seeing the students I have worked with achieve, and by that I mean socially as well as academically.">

"D/deaf students’ first language is usually British Sign Language, so accessing English and learning new vocabulary is a day-to-day problem that communicators help students to overcome. We also help our students communicate with their peers and Tutors."

"Working with a D/deaf student and the Tutor, we taught the other students in the class the British Sign Language alphabet. Everyone enjoyed the experience which helped to integrate my student into the group and remove many pre-conceptions about being D/deaf."

Abigail Austin

Communicator

"D/deaf students need to feel included and part of the class, so informing the student in full about what is happening at that moment, such as other student conversations and Tutor instructions, is very important in making sure that happens."

"It is important to feel at ease with the students so they can feel comfortable with you. They can sometimes discuss issues that they would like to share and it can give you an insight into how they are feeling or coping so you can help them more effectively."

"Autistic students often have problems processing mentally everything that is happening around them, so talking through situations and explaining the tasks required by the Tutor helps overcome some of the barriers to learning."

Kim Turner

Communicator

"The biggest challenge I feel is full inclusion, not only to the lecturer but with their peers. Being D/deaf means they miss out on the underlying banter of a classroom. I try to integrate the student, and to a varying degree myself, with the class, to get along with the other students so all feel welcome to talk and include your student."

"A student had to take part in a group discussion to achieve her qualification and this meant teaming up with two hearing students. This was a great opportunity for my student to teach the others how it was to work with a Communicator and how important it is to take turns talking. It was wonderful to hear the student fully included in an equal level to the others."

Lorna Watkins

Autistic Spectrum Conditions

"What I really enjoy about my job is helping the students realise they can achieve things if they put their mind to it, and seeing the look of satisfaction on their face when they complete a task successfully. When they are struggling to understand something, I put it into a language they understand and when the ‘penny drops’ is makes the role very rewarding."

"Sometimes helping can be as simple as enlarging text book pages on a photocopier so a student with a Visual Impairment can access information. We also act as a bridge between the student and a Tutor in a classroom situation when a student has a question or is stuck and may be reluctant to ask for help in front of their peers ."

"I also enjoy helping my students’ confidence grow as they progress through the college year, make new friends and learn to be more independent."

Christine Garner

Autistic Spectrum Conditions

"The best bit about my job is building up a strong, positive working relationship with the students and watching them progress and develop confidence throughout the year.”

"Students often have difficulty understanding written assignments or instructions, and finding information that is relevant to the question. I help by clarifying and explaining instructions, simplifying information, note-taking and helping with grammar and spelling."

"In one instance, I helped an extremely dyslexic student locate the correct book in the library to complete an assignment, as the student was very distressed at not being able to do this."

Daisy Gill

Autistic Spectrum Conditions

"I like the diverse nature of the job. No day is ever the same."

"I help my student organise and prioritise their work. I help with some of his social interactions and I help him get some quiet time when needed."

"I helped a student gain the confidence to give a short presentation to his class."

Gina Holley

D/deaf Communicator

"What I like best about my job is contributing to building the students’ confidence and the outcome of this is seeing positive results. I also enjoy helping them to overcome any difficulties they may have by providing them with supportive and approachable attitude. Also I love to communicate in sign language."

"If a student is deaf they find it difficult to communicate with other class members. I help them overcome that barrier by communicating in sign language, and encourage the student to take part in group discussions. This helps them feel included, promotes independence and helps them gain confidence."

"I managed to promote independence for one of my students by encouraging her to mix with the other class members. Now, she has gained enough confidence to socialise with them at break time without her Communicator, which has boosted her self confidence."