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The experiences of admission tutors on the admission of disabled students into the physiotherapy profession. Joanne Opie 2010. Brief overview of the methodology of the research A closer consideration of the themes identified in this study - PowerPoint PPT PresentationTRANSCRIPT
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The experiences of admission tutors on the admission of disabled students into the physiotherapy profession.
Joanne Opie 2010
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Aims of Presentation
• Brief overview of the methodology of the research
• A closer consideration of the themes identified in this study
• Overview of the application of the findings to improve the support for disabled students
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Delphi Study
• Two Sections1. Quantitative
• Demographic information• Consensus on skills required to function
as a physiotherapist
2. Qualitative• Explore the experiences of the admission
tutors in response to integrating the DDA into the admissions process.
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Emerging Themes
• Levels of support• Tutors• Students
• Lack of experience
• Educating physiotherapists
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Supporting the tutors
• Chartered Society of Physiotherapy (CSP)– supporting disabled
students on clinical placements
• Health Professions Council (HPC)– HPC guidance
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Supporting the students
• Availability of information– HPC guidance available for disabled students
and admission staff – ://www.hpc-uk.org/publications/index.asp?id=111– Websites, careers offices, schools
• Disclosure–“If applicants… chose not to disclose their
disability the time between acceptance… and registration may be inadequate to… address individual needs” (member 35)
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Higher Education systems• Barriers in accessing curriculum (Borland
& James 1999; Paul 1999) • Provision seen as extra (Tinklin et al 2004)
– it’s getting everyone on board to do their bit in an already crowded workload” (member 17)
• SENCO role (Fuller et al 2004;Taylor 2005)– 9 of the courses included had a tutor
performing this role (13 in total)
Supporting the students
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Lack of experience
• Vulnerability– “clinical educators have been worried about
deaf students…”(member 17) – A lack of experience leads to a feeling of
vulnerability and negative attitudes (Partington 2003)
• Acceptance of disability may reflect comfort zone of the profession (French 1988; O’Hare & Thomson 1991)
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Educating physiotherapists
• Competence standards & fitness to practise
• Professional culture / identity– “Physiotherapy [has] a practical application”
(Noronen & Wikstrom-Grotell 1999)– Importance of touch– Touch provides assistance, information,
caring and therapy and also gathers information (Roger et al 2002)
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“…I suppose at one time I would have said that it was an absolute must to have manual dexterity i.e. 2 hands and full sensation etc, but I think we are increasingly seeing individuals who are capable of amazing things with disabilities, so why not physiotherapy?” (member 1)
Changing Attitudes
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Changing Attitudes
“the question as to whether or not to look more closely at applicants with disabilities has altered from “Why?” to “Why not?” - which has to be good for the profession” (member 11).
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University & Faculty Provision
Preadmission• UCAS form• University
– Early contact letter generated by UCAS coding from Students’ Disability Office (SDO)
• Faculty Learning support coordinatorsFaculty advice web-page– Subject learning support tutors– Personal tutor
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SDO Send letter and meet with student. Assist in applying for NHS funding. SDO alert subject learning support tutor who meets with student & ensures support is provided within subject group
UCAS Disclosure
Opportunity to disclose at interviews , open days & in induction week.
Students who disclose needs are directed to SDO for assistance in applying for NHS funding
No UCAS disclosure
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Subject provision
• Multiple opportunities to disclose during admission process
• Introduction to Degree level learning lecture– Physiotherapy and
dietetics students– Student’s self
perception
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Do I need Learning support?• Specific learning difficulties
– Dyslexia, Dyspraxia – Autistic spectrum disorders
• Specific sensory loss– hearing, sight
• Medical conditions– Diabetes, Chronic fatigue syndrome, mental
health issues• Physical conditions
– Rheumatoid Arthritis, Ankylosing Spondylitis, hypermobility
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Subject provision
• Multiple opportunities to disclose during admission process
• Introduction to Degree level learning lecture
• Formative written coursework in session 1• Ongoing learning support tutorial sessions• Staff training
– New clinical educators training (twice a year)
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Clinical placements
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Acknowledgements & References
• [email protected]• Dr Clare Taylor: Bournemouth University• Physiotherapy admission tutors• Borland J, James S. The learning experience of students with
disabilities in higher education. A study of a UK university. Disability & Society. 1999;14(1):85-101.
• French, S. (1987). "Attitudes of physiotherapists to the recruitment of disabled and handicapped people into the physiotherapy profession." Physiotherapy 73(7): 363-7.
• Fuller M, Healey M, Bradley A, Hall T. Barriers to learning: a systematic study of the experience of disabled students in one university. Studies in Higher Education. 2004;29(3):303-18.
• O'Hare, C. & Thomson, D. (1991) "Experiences of physiotherapists with physical disabilities". Physiotherapy 77: 374- 378.
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• Noronen, L & Wikstrom-Grotell, C (1999) “Towards a paradigm-oriented approach in physiotherapy”. Physiotherapy theory and practice 15, 175-184
• Partington, K. J. (2003). "'Because of x,y and z.'What exactly are x,y and z? Emotional, cognitive and behavioural responses from student teachers in post-compulsory education to teaching students with disabilities." Research in post-compusory education 8(3): 407-424.
• Roger, J. Darfour, D. Dham, A. Hickman, O. Shaubach, L, & Shepard, K. (2002) “physiotherapists’ use of touch in inpatient settings”. Physiotherapy research international, 7(3) 170-186.
• Taylor, M. (2005). "The development of the special educational needs coordinator role in a higher education setting." Support for learning 20(1): 22-27.
• The Chartered Society of Physiotherapy (CSP). (2004). CSP Guidance: Supporting disabled physiotherapy students on clinical placements. London.CSP.
Acknowledgements & References
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• The Chartered Society of Physiotherapy. (2005) Core standards for physiotherapy practice 2005. London. CSP.
• The Health Professions Council (HPC). (2004) Standards of proficiency: Physiotherapists. London. HPC.
• Tinklin, T., Riddell, S. and Wilson, A. (2004). "Policy and provision for disabled students in higher education in Scotland and England: the current state of play." Studies in higher education 29(5): 637-657.
Acknowledgements & References