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How Numeracy tests discriminate against people with ND
Janet Taylor
I am a ND who lives with dyspraxia, dyslexia and probably Attention Deficit Disorder without the hyperactivity I have finished the PGCE in the post 16 sector. I was lucky enough to have a supportive tutor with a strong commitment to the inclusive education movement. I am now a qualified teacher of the post-16 sector who graduated in June 2007. Congratulations you might say, and some patronising NTs who realise or have been told that there is ‘something wrong with me’ will think it’s a miracle that I have done so well in spite of having a hidden disability. If I had passed
a course teaching ballet it would be a miracle indeed. I fully expected to be qualified enough to apply for teaching in colleges of further education, but I’m now faced with huge disabling hurdle.
Early on in the course I did the Level 1 numeracy test and just about scraped through with a 50% mark. It was a multiple choice test in which you had to tick the box with the correct answer. I had extra tuition from my dyslexia tutor to prepare me for the level 2 numeracy test which I knew would be computer based and I expected this to be in multiple choice format. Little did I know what I was going to be confronted with!
On my last day of the course , I was not consulted about how my access needs were to be met, which implies their Disability Equality Duty document is mere lip service for Disabled Students. Some of you will be saying well I’m not surprised, why are you so shocked? Well I’m astonished by your cynicism!
I was unable to state my access needs. I was not told that I would be expected to use fine motor skills by dropping and dragging objects; work out calculations under a time limit; use a calculator which did not work properly; and answer questions which were not multiple- choice. The most discriminatory part was the aural test which relied on language processing, mental arithmetic and short term memory -which are all disabling barriers if you are neurodiverse. The entire format of the test also causes disabling barriers for all disabled people.
Although I am usually a calm and serene person who behaves in a professional manner, having earned respect of all who know me and who has coped well with the pressure and workload on the PGCE course as well as achieving a high standard of work and teaching, the whole situation of the numeracy test caused me so much stress and anxiety that my condition became worse during the test. I was not able to function to complete the test . This caused dyslexia stress and neurodiverse meltdown. The aural test was the last straw. I realised I was being set up for failure and began to relive my primary school days. As an empowered disabled adult, this time I knew it was not my fault and that I’m not stupid. It was blatant discrimination that was causing my failure and I became very angry slamming my mouse down and swearing at such an injustice. I ran from the room in tears and forgot to print off the result of the few questions that I managed to answer.
When I look for teaching jobs, they all say that you need to take the level 2 numeracy test or already have passed it as part of their person specification. I’m terrified to retake it, even if adjustments are made, I’m still not very good at maths. I am an extremely competent teacher who’s finding it difficult to find a job, and if I watch any more day time TV I will die of boredom. You may ask, why do I need numeracy when I teach personal development, disability awareness, disability studies and community and youth work? This is a sheer waste of my talents as 7 years ago I was medically retired from my job after being set up to fail in my council’s redeployment system, I have just got enough confidence to apply for jobs and will have to stick to community development work or training in equality and diversity.
I have made a complaint about this as it was a breach of part 4 of the Disability Discrimination act not to anticipate the needs of disabled students in exams. When I asked my University why they had not made adjustments for me, they passed the buck to my tutor saying that it was a communication issue and he should have made arrangements for me. He was unaware of any of this but the university have miraculously come up with alternative formats saying that they were available at the time of my test.
From September 2007 students will not be able to pass the PGCE without passing the numeracy test. Social work students cannot get a place on a university course without first passing this test. This excluded thousands of NDs from the education system. So it’s back to the future and reminiscent of the 11 plus which led me into the remedial class in the bottom stream of my secondary modern school and contributed to many NDs underachievement and exclusion to higher education.
Janet Taylor
I am a ND who lives with dyspraxia, dyslexia and probably Attention Deficit Disorder without the hyperactivity I have finished the PGCE in the post 16 sector. I was lucky enough to have a supportive tutor with a strong commitment to the inclusive education movement. I am now a qualified teacher of the post-16 sector who graduated in June 2007. Congratulations you might say, and some patronising NTs who realise or have been told that there is ‘something wrong with me’ will think it’s a miracle that I have done so well in spite of having a hidden disability. If I had passed
a course teaching ballet it would be a miracle indeed. I fully expected to be qualified enough to apply for teaching in colleges of further education, but I’m now faced with huge disabling hurdle.
Early on in the course I did the Level 1 numeracy test and just about scraped through with a 50% mark. It was a multiple choice test in which you had to tick the box with the correct answer. I had extra tuition from my dyslexia tutor to prepare me for the level 2 numeracy test which I knew would be computer based and I expected this to be in multiple choice format. Little did I know what I was going to be confronted with!
On my last day of the course , I was not consulted about how my access needs were to be met, which implies their Disability Equality Duty document is mere lip service for Disabled Students. Some of you will be saying well I’m not surprised, why are you so shocked? Well I’m astonished by your cynicism!
I was unable to state my access needs. I was not told that I would be expected to use fine motor skills by dropping and dragging objects; work out calculations under a time limit; use a calculator which did not work properly; and answer questions which were not multiple- choice. The most discriminatory part was the aural test which relied on language processing, mental arithmetic and short term memory -which are all disabling barriers if you are neurodiverse. The entire format of the test also causes disabling barriers for all disabled people.
Although I am usually a calm and serene person who behaves in a professional manner, having earned respect of all who know me and who has coped well with the pressure and workload on the PGCE course as well as achieving a high standard of work and teaching, the whole situation of the numeracy test caused me so much stress and anxiety that my condition became worse during the test. I was not able to function to complete the test . This caused dyslexia stress and neurodiverse meltdown. The aural test was the last straw. I realised I was being set up for failure and began to relive my primary school days. As an empowered disabled adult, this time I knew it was not my fault and that I’m not stupid. It was blatant discrimination that was causing my failure and I became very angry slamming my mouse down and swearing at such an injustice. I ran from the room in tears and forgot to print off the result of the few questions that I managed to answer.
When I look for teaching jobs, they all say that you need to take the level 2 numeracy test or already have passed it as part of their person specification. I’m terrified to retake it, even if adjustments are made, I’m still not very good at maths. I am an extremely competent teacher who’s finding it difficult to find a job, and if I watch any more day time TV I will die of boredom. You may ask, why do I need numeracy when I teach personal development, disability awareness, disability studies and community and youth work? This is a sheer waste of my talents as 7 years ago I was medically retired from my job after being set up to fail in my council’s redeployment system, I have just got enough confidence to apply for jobs and will have to stick to community development work or training in equality and diversity.
I have made a complaint about this as it was a breach of part 4 of the Disability Discrimination act not to anticipate the needs of disabled students in exams. When I asked my University why they had not made adjustments for me, they passed the buck to my tutor saying that it was a communication issue and he should have made arrangements for me. He was unaware of any of this but the university have miraculously come up with alternative formats saying that they were available at the time of my test.
From September 2007 students will not be able to pass the PGCE without passing the numeracy test. Social work students cannot get a place on a university course without first passing this test. This excluded thousands of NDs from the education system. So it’s back to the future and reminiscent of the 11 plus which led me into the remedial class in the bottom stream of my secondary modern school and contributed to many NDs underachievement and exclusion to higher education.
