Private study

Private study is a major part of the student experience. It may be required

in preparation for a formal teaching situation, such as a presentation or a discussion in a seminar
to learn a particular technique, for example involving IT or specialist equipment
for the production of assignments
in revision for examinations
as general reading, thought and discussion in order to help understand and assimilate new ideas and information.

Developing appropriate study skills

Some disabled students come to university with well-developed study skills and strategies, but this is not necessarily the case. Many universities provide generic study skills support which targets such aspects of learning as taking notes, effective reading, essay writing, revision and so on. Specialist support staff may be available to support particular types of study skill, such as time management and organisational skills for students who have specific learning difficulties. Or they may work with students who have been deaf since birth in order to develop their skills in written language. Learning mentors for students with mental health difficulties or Asperger's syndrome may fulfil a similar role. This support enables students to develop the skills they already have, and helps them to acquire new ones in order to study more effectively.

Whether or not disabled students have developed the study skills they require in order to be effective learners in higher education may depend on two main factors.

Previous educational experience – If a disabled student's needs were not met in school they are unlikely to have had the opportunity to develop study skills. Although many segregated schools provide an excellent education, others have low expectations of their pupils and don't develop their independent learning skills. Those students whose specific learning difficulties (including dyslexia) were identified while they were at school may have well-developed study skills that enable them to cope with the independent learning expectations of higher education. Students who come to university and then discover that the difficulties they have encountered are related to dyslexia may need further support to develop these skills.

Onset of impairment – A student who developed an impairment after finishing their school education may struggle to acquire the necessary study skills strategies. For example, someone who has become visually impaired as an adult may previously have used their sight to read but may now rely on audio versions of the written word. This requires a very different set of study skills. A student who has become hard of hearing as an adult may struggle with lip-reading and may have great difficulties extracting meaning from the spoken word.

‘Levelling the playing field’

For many students it is just not possible to level the playing field. You should appreciate that students with some impairments may, for example, take substantially longer to read a book or write an essay. This may be for reasons related to their impairment, irrespective of the study skills they have developed or the reasonable adjustments that have been put in place by the institution.

Consider the barriers to learning experienced by students with particular impairments.

Pain and fatigue difficulties can adversely impact on periods of private study, which may have to be kept quite short.
Short-term memory and concentration difficulties may mean that a student has to constantly recap what they have learned before going on to the next topic.
A student with organisational difficulties may not be able to work on several pieces of coursework simultaneously.

Many disabled students know that they have to work significantly harder and longer in order to achieve the same results as their peers and it is important that this is recognised.

Try to consider private study in the context of

the issues faced by students with particular impairments
the support that you can give
how private study can be supported by the library and through specialist staff and ICT.

Disabled Students' Allowances (DSAs) are made to support the private study of disabled students. Such support could take the form of assistive technologies, human support, or simply a computer to help in private study.

During a student's course it is important to review the provisions set in place and adapt them if necessary. Discuss arrangements regularly with the student so causes for concern can be dealt with before problems arise. Try to ensure that changes are made collaboratively so the student does not feel undermined.

Blind and visually impaired students usually have access to assistive technologies to support their private study. They may also have a support worker who they can work with as a reader or scribe, as a note taker, or in providing general assistance with library or web research. It is important to recognise that private study activities inevitably take longer for blind and visually impaired students – even for those who are organised and skilled – because access to visual materials is such a key aspect of study. You can help reduce these difficulties by

providing reading lists well in advance so that books or articles can be obtained in alternative formats
indicating which texts, and chapters within them, are key
ensuring that Internet resources you recommend are compatible with the student’s assistive technologies, for example, screenreaders
providing online learning materials such as lecture notes that can be output by the student in accessible formats
providing information on assessment questions or learning activities (e.g. lab sessions or field trips) as early as possible
providing scanning facilities with optical character recognition and speech output; Braille and audio transcriptions may also be required.

Many visually impaired people experience painful and debilitating eye strain when they study for long periods and they may need to plan their private study sessions accordingly.

Deaf students often have excellent independent learning skills, however their ability to engage in private study in an effective way may depend on their previous experiences as deaf learners. Students who have become deaf or hard of hearing in later life may need to develop specific skills, such as better lip-reading, in order to function well at university.

Deaf students can benefit from borrowing concessions in the library, such as longer loans. They may take considerably longer to read and extract information from printed material and from online resources such as the Internet and virtual learning environments. Be aware that any online learning resources you recommend will need to be captioned or a transcript provided if there is audio content.

The success of private study for students who have specific learning difficulties varies enormously. Some find these periods valuable for catching up on work that has not been completed during the day, but others may be unable to settle to work without persuasion. Some make the most of assistive technologies as they work through assignments, others like to discuss topics with friends before writing. Some will use recording devices to review notes and revise, others will organise their ideas with the use of concept mapping, post-it notes and other methods that help with the prioritisation and ordering of ideas. It also helps to offer

a prioritised reading list
online lecture notes and references that can be used with reading technologies
electronic materials with speech output
online timetables, with reminders for hand-in times clearly highlighted
realistic timescales for completion of work, with extra time allowances
alternative presentation of material, for example the creative use of graphics to complement written work, if this is appropriate to the learning outcome.

Some students with mental health difficulties may find private study difficult for reasons such as

unmanageable symptoms, such as anxiety, depression and altered perceptions that may interfere with the ability to study
low confidence and self-esteem, which may adversely affect motivation and make it difficult to sustain private study
unrealistic or inappropriate expectations, which may lead to difficulties in setting achievable personal goals or making judgements about how much study is required
memory, concentration and organisation difficulties, which can have a significant adverse impact on private study
sleep problems and fatigue, which may affect stamina and the ability to meet deadlines.

Not all students experience all the difficulties described here – they vary from student to student and often from day to day. You cannot remove these difficulties, but you can help to support students who experience them by providing as much information in advance (e.g. booklists, handouts, assignment questions) and by being clear about what is expected from them in terms of private study and preparation. Students with mental health difficulties may work with a learning mentor who supports them in developing strategies to make their private study more effective.

Most students with mobility or dexterity difficulties will have developed coping strategies when it comes to learning in the classroom and at home. However, they may be overwhelmed by the amount of independent learning they are now expected to undertake. Time remains a real issue for some, and where accessibility is a problem just getting about can be difficult to cope with.

Consideration from academic, library and support staff can make a real difference. Here are some suggestions for reducing the effects of common difficulties.

Make assistance available in the library to find books, access catalogues, bookshelves, microfiche and other equipment such as photocopiers that may be too high or hard to operate
Offer a reduction or no fines for overdue library books, as reading may take longer
Reduce photocopying costs so that paper copies can be made, as they are lighter and may be easier to cope with than books
Arrange help to carry books and journals, and for dealing with crutches, sticks, books and bags – perhaps a locker in a study area so items can be stored for short periods
Offer help in prioritising reading lists
Supply a reader for items that cannot be scanned or photocopied, or are awkward to handle
Understand that periods of learning may be shorter than those of other students
Be aware of the need to pace the amount of work undertaken
Discuss timetabling assignments with other staff to avoid bunching
Set up electronic means for delivering and receiving work – the intranet, e-mail etc; pigeon holes are rarely accessible