Discussions, group work and presentations
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For many students these types of learning activities may literally be a nightmare, especially if they are assessed.
Discussions and group work
Group work might take place in seminars and tutorials or in less formal learning situations where a group of students are working together on a project or assignment. You have a key role to play in facilitating communication in these types of teaching and learning situations.
Some students may be reluctant to participate in discussions because of difficulties related to anxiety or self-esteem. Concentration problems might make it difficult for them to follow an argument or discussion, or they may be reluctant to risk making a contribution that is inappropriate. Avoid singling out such students in any way and be sensitive to indications that they wish to take part.
Expressive language difficulties such as mispronunciation, saying the wrong word or trouble with word-finding, may inhibit students with specific learning difficulties.
You may need to support the participation of some students, particularly in respect to group dynamics, composition and activities. Here are some suggestions that may help.
- Choosing group members – a disabled student may find that they are not included if the students choose their own groups. One approach is for the tutor to determine the composition of groups.
- Group size – the student may find it easier to participate if the group size is small, or conversely they may need a larger group so they can contribute only when feeling confident enough.
- Disclosure – it may be appropriate or desirable for the student to explain some of their difficulties to the rest of the group. This may require your help, as group members should be made aware of confidentiality issues. If the student is accompanied by a support worker then you should discuss with the student how this will be accommodated.
- Assigning tasks – the group may need help with this so that the disabled student is allocated a task they feel they can achieve and enjoy.
Deaf students often say that they have particular difficulties in communicating and participating in group work, or in situations where a discussion is taking place. This is because conversation may happen too fast for them to keep up with who is speaking. It may then be difficult for them to follow the thread of the discussion or to participate.
Getting into conversation is sometimes difficult without making eye contact so that others recognise that you want to speak, and can be a problem for students who are blind or visually impaired. They may need the support of a tutor to ensure that they have a chance to contribute.
An effective communication strategy for a group-based teaching activity includes the following.
- Consult the student about their communication support needs. Will they be using communication support staff or communication support equipment?
- Ask the student if they wish the group to use any communication ‘rules’. If they do, draw up a set of simple rules. Agree how the group should be asked to adopt them. The student may wish to do this themselves or they may ask you to do it.
Here are some points to consider when drawing up communication rules.
- Choose a quiet place to work so that everyone can concentrate
- Book an induction loop if the group includes a deaf student
- Make sure the seating is arranged so all group members can see each other, for example in a circle or around a table
- Indicate by raising a hand before starting to speak, so a deaf student knows who is speaking
- Give your name before you speak, so that a visually impaired student knows who is speaking
- Take turns to speak and do not interrupt
- Speak clearly and at a normal pace
- Ensure your face and mouth are not hidden or obscured while speaking
- Be prepared to repeat what you have said, or to rephrase it
- Allow all students sufficient time to make their contribution
- Use e-mail or text messaging rather than a telephone if group members find that more accessible
Presentations
You may need to consider alternatives to presentations, particularly those done in front of the class. This is considered further in Assessment.
Some students with specific learning difficulties or mental health issues may find presentations extremely difficult to cope with.
If the presentation style is being assessed then take into account the communication strategies used by the student and give careful thought to how you will allow for communication issues such as stuttering, speech or muscle jerkiness.
Deaf students who use speech should be able to make their presentations in the same way that hearing students do. BSL users should be permitted to present in BSL if they wish – the interpreter can then voice-over what they are signing. A deaf student who chooses to speak their presentation may not be able to hear their own voice and so their presentation style may lack inflection. A deaf student presenting in BSL can give an engaging presentation, but be sure to assess the student and not the interpreter.
Simple adaptations can be very helpful, for example
- make sure there is a remote control for a projector
- use boards and flip charts that can be accessed from a sitting position
- allow computer technology to be used in a presentation, so a student can use their own equipment or synthesised speech.
After a presentation, visually impaired or deaf students may need help in taking questions from their audience. Deaf students may need to use an interpreter, even if they have not used one for their presentation, or they may need to lip-read or to have an induction loop in the room.