Our selection of case studies detail the different ways that disabled learners have been supported by their place of study.
Phoebe: physiotherapy student with a visual impairment
Phoebe,a visually impaired student, shares her experiences of applying to university and being supported during her studies. She reflects on the challenges she faced throughout the interview process, highlighting the importance of inclusive practices.
I am very open about my disability, and I think being your own advocate is huge. The main thing for me is maintaining open communication with my lecturers. I also understand that people may not always have immediate answers, and that’s okay – it’s part of the process.
Phoebe's story
Disclosure and admission
I am very open about my disability. However, I did encounter one university that asked inappropriate questions about my disability during the interview. This made me unsure whether I was being judged more on my disability than my potential as a student. I understand why institutions want to know more about my disability, but I don’t think the interview is the right place for that. For example, at the university I have chosen, they didn’t ask me about my disability during the interview. Instead, once I received my offer, I had a separate meeting with the lecturers to discuss my needs.
Access to practice-based learning
I haven’t been on clinical placement yet, but I know it will be challenging for me to use public transport and navigate new routes. The placement team has agreed to keep my placements as local as possible to reduce travel difficulties. Even though my placements will be local, they will still ensure I gain the necessary experience in all the required areas of practice. My biggest anticipated challenge during placement is navigating the IT systems, as I rely heavily on screen readers, which aren’t always compatible with the software used in clinical settings.
Accommodations for assessments
When it comes to exams, especially practical ones, I have pre-exam meetings with my lecturer to make sure the exam is accessible. This includes being shown around the exam area in advance and getting familiar with the equipment. Since some of my needs aren’t covered in my learning agreement, these adaptations help me prepare for assessments. For example, one of my lecturers sourced a Braille goniometer (raised dots) for me since I can’t use standard ones.
Networking and support
My personal tutor introduced me to the Chartered Society of Physiotherapy (CSP) DisAbility Network, where I have joined a group chat for visually impaired students and physiotherapists.
Challenges and learning curve
One of the key lessons I have learned early in my course is that solutions aren’t always immediate. It often takes a combination of brainstorming and trial-and-error to overcome challenges.
Lorna: COPD physio supporting an apprentice learner
Lorna Budd, specialist COPD physiotherapist shares her experience of supporting a third-year apprentice learner who is a wheelchair user during a respiratory rehabilitation placement in a community setting.
Don’t make snap assumptions about a person’s abilities. Recognise that learners find their own ways to adapt to their environment and should be given the opportunity to demonstrate their skills. Consider equity in the design of accessible and inclusive learning spaces.
Lorna's story
Setting
The primary focus of this placement was pulmonary rehabilitation, where learners assist in providing care and support to individuals with respiratory conditions. The placement site was designed to be fully accessible to both staff and service users, which reduced the need for significant spaces adjustments for the learner, a wheelchair user.
Challenges and adjustments
The learner faced specific challenges during her placement. One of the most significant was the inability to conduct home visits, as not all homes were wheelchair accessible. As a result, we adapted her placement experience to centre primarily on pulmonary rehabilitation classes within the community setting.
Concerns raised before the placement included fire safety related to wheelchair access to exits and how they might manage the transport of necessary equipment for patients but in the end, this did not present a significant issue.
The learner demonstrated independence and adaptability, managing to carry the required equipment on her lap and store it in cupboards without issue. They led pulmonary rehabilitation classes effectively, showcasing both clinical reasoning and leadership skills.
To broaden their learning opportunities, adjustments were made to include other experiences such as participating in an outpatient respiratory clinic. This provided a wider range of clinical exposure and enhanced the overall learning experience.
Barriers encountered
One of the more notable challenges was the unsuitability of ward-based settings for a wheelchair user. These environments, particularly acute care settings, had limited space, and many work surfaces were designed for standing individuals. This posed restrictions on the learner’s opportunity to engage fully in the ward setting and limited their access to the usual range of clinical experiences for this placement.
It also highlighted a broader issue within hospital settings where many work environments are not accessible for disabled healthcare professionals, creating barriers for learners and employees, limiting their potential to contribute and learn.
Learner’s success and determination
Despite these challenges, the learner demonstrated exceptional determination, adaptability, and resilience. They were able to thrive on placement, leading classes, interacting with patients, and delivering high standards of care. Their clinical reasoning was evident, and they quickly became a valuable member of the team. Notably, they completed as one of the highest-scoring students the placement team had ever assessed, proving their ability to overcome challenges and excel.
James: physiotherapy student living with ADHD
James is a university student who has ADHD, a condition that can present in three ways or ‘types’: inattentive, hyperactive, or combined (a mix of both). James has the combined type, meaning he experiences both inattentiveness and hyperactivity.
Speak up early: The sooner you voice your needs, the sooner you can get the support you need. Change starts with us, and it’s important to raise our voices as well have having allyship from others.
What life with ADHD is like for James
Distracted and difficult to focus
James describes his mind as racing at "100 miles a second" from the moment he wakes up until he goes to sleep. This constant mental activity makes it challenging to focus, especially in a traditional learning environment with multiple sensory stimuli.
James feels empowered because his university understands that everyone learns differently and encourages the use of the learning style that works best for them. They are flexible to adjusting the environment and they support learners in exploring different approaches to engaging with the course.
Placement experience
During his placement, James was upfront about his ADHD. He knew that the usual expectations for typing notes while talking to patients wouldn’t work for him because trying to do both at once would make it difficult for him to concentrate.
So, James suggested a different approach:
Instead of typing while talking to patients, James made short notes on a notepad during the session. Then, after the patient left, he allocated time to enter the notes into the system. This method allowed James to stay focused on the patient and complete writing his notes efficiently minimising any anxieties.
His placement educators supported this adjustment, allowing James to develop a style that worked best for him. This flexibility helped James stay engaged with his patients and feel more confident in his work.
Supportive learning environment
James's university offers clear support for students with disabilities. He has a Disability Link Tutor who connected him with the university's inclusion services which in turn identified a supportive adjustment to receive extra time during exams. This is crucial for James because his ADHD affects how he processes information, slowing down his reading speed. The extra time ensures he can read and understand exam questions.
James’s advice to others
For James, his key message is the power of speaking up. It can be tough to talk about challenges, especially when there’s a fear of judgment or missing out on opportunities. However, being open about your needs as early as possible can really help you to access support so you can focus on getting the most out of your course.