After carefully reading the webpages, I have been thinking a lot regarding the system.
The funding for disability and dyslexia is very helpful, and I should keep in mind that I could encourage my students to apply for them.
I am very familiar with DSA’s. My colleagues and I have always been aware of the students with DSA.
The issues of DSA actually are getting very to my teaching experience.
I have had students who appeared to be on the spectrum of Autism. She was not able to talk to any classmates or teachers at all (but she is able to speak). Whenever I walked by her, her hands started shivering. She would not participate in any class class activities and would not complete most of the tasks. One day I saw her watching some videos of guns on YouTube in class; thus, I reported it to my line manager. Yet, when she talked to the disability advisor, she said she did not identify herself as a disabled person and did not feel she needed any support from them either. She therefore would not get a DSA; and we are not sure how we could help her. We were aware that her situation was getting worse over terms. I think that the fact that the process of getting a DSA depends on whether the students identify themselves as disable people is slightly problematic. For instance, she would not receive any official help and support (like an extension of deadline or other specific support) if she refused to be diagnosed.
I wish that in this course I could learn more about how to help them; and perhaps be more able to make some systematic changes.
“I think that the fact that the process of getting a DSA depends on whether the students identify themselves as disable people is slightly problematic” – this is definitely true. Not only is there the barrier of imposter syndrome, but what do you do when your culture says disability is something to be hidden and to feel ashamed of? It doesn’t quite work.
It was a very reflective discussion based on actual experience from interaction with my own students. Students who are thought to have disabilities do not want to recognize themselves as disabled; I believe this is a complicated problem to handle, and we need to pay close attention to dealing with students. However, it is also a problem that we will definitely face someday as tutors. So, I appreciate you for raising this issue.
As you have already taken steps, we need to continue to follow up and support this student throughout the organization on this issue. I think it is a very persevering activity. Also, there is a counselling space dedicated to tutors/staff, so I think it would be possible to consult the disability and difficulty and discuss the support system further.
https://www.arts.ac.uk/students/student-services/counselling-health-advice-and-chaplaincy