When recommending support for Deaf students, one of the most important principles to uphold is student choice. Every student has different communication preferences, study needs, and experiences. Ensuring they are fully involved in the decisions around their Non-Medical Help (NMH) provision is central to creating effective, fair, and empowering support.
Why Student Choice Matters
Personalisation of support
Deaf students are not a homogeneous group. Some use British Sign Language (BSL) as their first language, others rely on lipreading, while some prefer Signed Supported English (SSE). Likewise, their preferences for notetaking, interpreting, or specialist study support will vary. A student’s own lived experience makes them the best judge of what will work for them.Preference for a supplier
In some cases, a Deaf student may already have a supplier they would prefer to work with. This could be because they have worked with them previously, another Deaf student has recommended them, or even because an interpreter has suggested the supplier based on their reputation. Respecting these preferences helps ensure continuity and trust, both vital in creating an effective support relationship.Ownership of learning
When students feel they have been listened to, they are more engaged with their support. This leads to better outcomes and a stronger sense of independence throughout their studies.Compliance with DSA principles
The DSA framework is built on providing fair and reasonable access to education. Student choice is a cornerstone of that framework, not just a preference, but a principle.
The Role of Draft Reports
Draft reports play an important role in the assessment process. They give the assessor an opportunity to outline the recommended support and then share this with the student for their agreement before the final report is submitted.
This step ensures transparency and allows the student to confirm that the recommendations reflect their needs, preferences, and any supplier they would like to work with. It also prevents misunderstandings and helps the student feel fully included in the process from start to finish.
Best Practice for Assessors
Start with the student’s voice: Ask about their past experiences, preferences, and what has worked well before.
Respect supplier preferences: If a student names a supplier they wish to work with, take this seriously, continuity and trusted recommendations can make a big difference to their success.
Use draft reports effectively: Share recommendations with the student in draft form, giving them the chance to review and agree before final confirmation.
Be transparent: Clearly explain the different NMH roles, and ensure students understand the purpose of each before a recommendation is made.
In Summary
Student choice is not just a courtesy, it is central to effective DSA support. By recognising student preferences, including their choice of supplier, and by using draft reports to involve students in decision-making, assessors can safeguard fairness and ensure that the right support is matched to the right student, every time.
At terptree, we are committed to supporting assessors in upholding these principles. If you’d like further resources or guidance on NMH roles, please don’t hesitate to get in touch.
