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How to create an inclusive learning environment for Mastercard Foundation Scholars with disabilities
Providing an inclusive learning environment for Mastercard Foundation Scholars with disabilities involves the removal of barriers that could limit their participation in learning and other extracurricular activities.
Catering to the varied needs of students with different types of impairments requires the application of a range of strategies including addressing accessibility, leveraging technology to aid learning, provision of reasonable accommodation and availing support services through tutorials, mentors and student assistants.
Creating an inclusive learning environment should be viewed as a continuous process that evolves as the Mastercard Foundation Scholars progress in their educational journey all the way to transition to the world of work. Priorities, or areas of attention in providing this inclusive environment may also shift as major challenges are addressed, as more experience is gained on this subject matter and as more lessons are learned from the process with feedback from Mastercard Foundation Scholars with disabilities.
Pre-university bridging/orientation program.
A two-week (or more) orientation period scheduled at the start of the academic year for first year students provides an opportunity for Mastercard Foundation Scholars with disabilities to become acquainted with their learning environment, including their support structures within the Mastercard Foundation Scholars Program and the wider university.
Some Mastercard Foundation Scholars, based on their education background and/or accommodation needs, may need a longer and more comprehensive orientation period. For this, two extra weeks leading into the orientation program may be necessary to sufficiently cover this preparation.
In this period, mobility training for Mastercard Foundation Scholars with visual and physical impairments will highlight any accessibility challenges and accommodations needed to address them. Some Mastercard Foundation Scholars who may not be familiar with sign language, braille, computers and/or assistive technology will need relevant and tailored training during this time.
Mastercard Foundation cholars with hearing impairments can acquaint themselves with the sign language interpreters that will support them in their learning and alert the Mastercard Foundation Scholars Program staff early enough about any challenges communicating through them.
Mastercard Foundation Scholars with learning disabilities and psychosocial impairments will have the opportunity to get to know the expectations of university life, and what resources and supports are available to them, and Program staff have the opportunity to get to know the individual needs of these students.
Transition can be very difficult for some students with learning disabilities and psychosocial impairments so this period gives students the chance to adjust and develop new routines before classes begin. Families of the Mastercard Foundaion Scholars attending an orientation session establishes contact between them and the Program team for future communications.
Reasonable accommodation
Mastercard Foundation Scholars with different types of impairments (and their variations) require a range of support needs including but not limited to; qualified sign language interpreters, personal assistants, provision of assistive devices such as mobility aids, access to technology (such as screen-reader software) and ensuring physical accessibility of the university campus and student residences.
Reasonable accommodation needs vary per Scholar and need to be decided upon through close interaction between the Mastercard Foundation Scholar and the Program / other university staff, especially professionals in inclusive education and rehabilitation services.
Disability Awareness training
Disability awareness training fosters change in mindset around the abilities of students with disabilities, increases confidence in and commitment to including students with disabilities in academic and non-academic activities, and overall, creates a supportive and inclusive learning environment.
This training is necessary, not only for academic staff, but also for university management, non-academic staff, and Mastercard Foundation Scholars’ peers without disabilities.
This calls for regular engagements that bring students with and without disabilities together (as well as the wider university community), such as diversity and inclusion awareness events such as the annual International Day of Persons with Disabilities, community initiatives and inclusive sports.
Disability inclusive teaching techniques and methodologies
In addition to disability awareness, lecturers will require extra training to build their confidence on how to effectively accommodate the needs of students with various types of impairments in learning.
This will go a long way in creating an inclusive learning environment for Mastercard Foundation Scholars with disabilities.
This technical support can range from basic sign language training, correct language to use while referring to someone with a disability, inclusive teaching methodologies and specifics on the learning accommodations for specific impairments.
Tutorials
Tutorials are an important additional academic support measure to enhance the academic performance of Scholars with disabilities, filling in potential gaps in regular teaching sessions.
Schedule time for tutorials for a minimum of 12 hours (or a third of total credit hours) per semester and enable Scholars to choose any course per semester where they experience a particular difficulty or need additional support.
Tutorials also present an opportunity to extend support to other students with disabilities (enrolled at the university outside of the Mastercard Foundation Scholars Program) by allowing them to attend these tutorials at no extra cost to them.
Mentorship
For extra academic and non-curricular support, lecturers and instructors at the university can be selected as mentors for Mastercard Foundation Scholars with disabilities, providing one-on-one or group counselling, coaching and overall support. Mentors play an essential role in supporting Mastercard Foundation Scholars to navigate their studies and fit into university life with ease.
Systematic peer-to-peer support
Classmates of Mastercard Foundation Scholars with disabilities and other peers that they meet through the university social circles also play an important role in enabling them to fit into the university community and participate more actively in learning.
Without a systematic approach, this may occur gradually, with sustained interactions over a period of time; while some Mastercard Foundation Scholars may be excluded and their peers display a negative attitude towards them.
The process of fostering these relationships between Mastercard Foundation Scholars with disabilities and their peers could be quickened by a more systematic structure where peers are given additional training on disability inclusion and utilised as volunteer student assistants; having more regular engagements with the Mastercard Scholars in learning and participation in extracurricular activities.
We also recommend providing some incentives, such as certificates of recognition of service/ participation and/or recommendation letters for the volunteer student assistants.
The Disability Resource Centre
Establishing or expanding the function of an (existing) Disability Resource Centre as a one-stop center for information on disability and disability inclusion, a hub for resources including a range of assistive technology, accessible learning material and tools for students, and to provide space for discussions, training and awareness events around disability and inclusion also works to support the inclusion of Mastercard Foundation Scholars with disabilities in academic and social life, and in preparing them for future employment.
