University of Edinburgh

Deaf Students in Scottish Higher Education

A Report for the Scottish Funding Council 2005

Mary Brennan, Marian Grimes and Ernst Thoutenhoofd Moray House School of Education University of Edinburgh

Research Team
Jane Brown (Research Fellow, Moray House School of Education, University of Edinburgh)
Marian Grimes (Research Fellow, Moray House School of Education, University of Edinburgh)
Thelma Petty (Trainer and Researcher, Deaf Solutions)
Joan Stead (Research Fellow, Moray House School of Education, University of Edinburgh)

Consultation Group
Rosie Addis (Disability Advisor, University of Edinburgh; Free-Lance BSL/English Interpreter)
Alan McClure (Employment, Learning and Skills Manager, Royal National Institute for Deaf People, Northern Ireland)
Lucy Foley (Student Support Officer/Disability Advisor; Assistant Director, Scottish Disability Team)
Anne Simpson (Special Needs Advisor, University of Strathclyde; Project Director, Teachability Project)
Rachel O’Neill (National Association for Tertiary Education for Deaf People and City College, Manchester)

Administrative Secretary
Sophie Bremner

This report is dedicated to the memory of the main author, Dr Mary Brennan, who died on 23 June 2005 after a period of illness.


Section One: The Study

Chapter One: Deaf Student Numbers and Study Sample
Incidence of deafness in the national population | Participation rates in HE: HESA statistics | Study sample | Entry routes for deaf students in the sample | Subject choices of deaf students in the sample | Reporting on low numbers | Other information collected | Key points | Recommendations

Chapter Two: Methods and Approach
Aims and key issues | The Role of the Consultation Group | Methods and Sources of Data | Using the evidence | Key points

Chapter Three: Understanding Deaf Experience
Deaf children and adults | Linguistic implications of timing of hearing loss | Key points

Section Two: The Policy and Practice

Chapter Four: Policy, Legislation and Initiatives
UK initiatives supporting deaf people in HE | Key points | Recommendations

Chapter Five: Funding Issues
Eligibility for DSA | Premium in Support of Disabled Students | Students in receipt of DSA | Key points | Recommendations

Chapter Six: Admissions and Professional Training Courses
Professional qualifications: Case study: Teachers | The experiences of deaf student teachers | Key points | Recommendations

Chapter Seven: The Assessment Process
Shortage of assessors | Variability in assessors and assessments | Timing of assessments | Quality indicators | What does assessment mean? | Complexities | Assessment proformas | Changing requirements of students | Costs of assessment | Key points | Recommendations

Chapter Eight: Transition Issues
Audiological provision | English language | British Sign Language | Access courses | Year 0 for Deaf Students | General | Links and partnerships | A critical mass | Secondary schools | Key points | Recommendations

Chapter Nine: Health and Safety Issues
Key points | Recommendations

Section Three: The Deaf Student Experience

Chapter Ten: Deaf Perspectives
Level of support | Staff attitudes towards deaf people | The need to work harder | Tutorial and seminar groups | The social experience of deaf students | Issues of identity | Key points | Recommendations

Chapter Eleven: Deaf Awareness
Key points | Recommendations

Chapter Twelve: Linguistic Access
Types of linguistic access strategies | Deaf students whose first/preferred language is spoken English | Deaf students whose first/preferred language is BSL | All deaf students | Communicators and Communication Support Workers | Access and support | Working conditions of access staff | Key points | Recommendations

Chapter Thirteen: Conclusions and Recommendations
Models of provision | National versus local provision |
List of Recommendations; Part 1. Summary of recommendations as listed in individual chapters | Part 2. Additional recommendations | References | Appendix