Student Case Studies This page contains examples of disabled students' experiences of studying a psychology degree in higher education IPDPS student case studies The IPDPS project has developed a case study database detailing disabled students' experiences of teaching, learning and assessment in UK higher education. See below for a summary of the case studies available, with links to full versions. These case studies have been checked over and approved by the person concerned, where contact details have been provided. Case Study 1 A Deaf student has difficulties in being able to fully participate in group presentations, and has extra workload on top of her undergraduate psychology course due to the lack of support in organising, booking and sorting out fees for interpreters and notetakers. Case Study 2 Richard is a colour blind and partially sighted psychology student who is able to put strategies into place to access the psychology curriculum. He has, on one occasion, been made to feel embarrassed when approaching a lecturer with concerns about the size of slides, and excluded at times by the requirement for research participation. Case Study 3 Audrey is a psychology student with repetitive strain injury. She particularly encounters problems with speech recognition software not being compatible with other software packages regularly used in psychology. Case Study 4 Tricia is a mature-age student with multiple sclerosis, who is currently studying part-time for an undergraduate psychology degree. One of the difficulties she incurs with her studies is tiredness due to the drugs she takes, rather than her illness itself. Case Study 5 Janet is a mature-age part-time student with epilepsy, which was first diagnosed during her first year of study. In order to gain the accommodations she needs, at times she has been forced to disclose her invisible condition in front of other students. Case Study 6 A student with dyslexia has fairly straightforward support needs, but finds it difficult to get academic staff to take her requests seriously. Paradoxically, her success at studying has led some psychology and disability support staff to question her need for accommodations. Case Study 7 Sarah is a student with mental health difficulties who is currently studying BSc Psychology. Her difficulties influenced her decision to study psychology, as she felt her insight into mental health would give her a better understanding of others. Case Study 8 Tom is a psychology student who is hard of hearing. He feels that his impairment has had neither a positive or negative overall impact on his studying psychology, but rather presents certain challenges and barriers, though he has put into place strategies to deal with these. Case Study 9 John has psoriatic arthropathy, affecting his manual dexterity, and impacting on his course selection. John has had feelings of isolation due to problems he has encountered, but now feels that his studies have given him confidence and improved his self-esteem. Case Study 10 Jaiden studied psychology at undergraduate level and was diagnosed with dyslexia relatively late in his degree. He felt that the late diagnosis may have been due to inadequate tutor-student contact earlier in his degree. Case Study 11 Natasha is currently taking an Access course and has been offered a place in psychology at university. Along with reading and writing difficulties, Natasha suffers from other physiological problems. The support she is currently receiving is extremely beneficial to her. Case Study 12 Iona is a psychology student who has been profoundly deaf since birth. Iona thinks that her condition has given her insights into psychological theories and helped her to critically evaluate them. Case Study 13 Kyla, who obtained a BSc in psychology, has an acute anxiety disorder. With the support of close friends she was able to overcome many of the barriers she encountered at undergraduate level, and is now studying psychology as a postgraduate. Case Study 14 Susan, who has hearing loss, found that starting at university was intimidating, when compared with her school experiences. She has encountered difficulties in following lectures since some rooms have not been appropriately equipped. Case Study 15 Sebastian has dyslexia and has recently graduated with a BSc Psychology degree. Initially he found that university staff were very helpful to him, but that they were insufficiently experienced in how to support students with dyslexia. Case Study 16 Kim has mental health difficulties and a learning difficulty. She chose to study psychology as she felt that her own personal experiences would be beneficial in helping her to understand others. Although she has found it difficult at times, she enjoys studying and feels she has gained confidence through the experience. Case Study 17 Catherine is a postgraduate student with multiple sclerosis (MS). Studying psychology has given her an insight into some of the problems she has faced as a consequence of having MS. While her impairment has not presented a barrier to her studying psychology, it has made it difficult for her to gain clinical experience. Case Study 18 Ananda is a postgraduate student doing clinical psychology training, who uses a wheelchair. She has found that her condition has made her think more critically about the way psychology has traditionally treated disabled people. Case Study 19 Elinor is a single honours psychology student with clinical depression. She has gained a better understanding of the biological reasons for her depression, and to her relief has found academic staff to be supportive and helpful. Case Study 20 Bill has specific learning difficulties, particularly in relation to short-term memory, which makes him a slow reader. He finds it difficult to keep up with the volume of reading and written coursework required by a psychology degree. Case Study 21 Julie is a wheelchair user who is currently studying psychology. In the past she has been a special needs student representative and former welfare officer for her student union. Case Study 22 Ben’s experiences as an further education and higher education student with dyslexia make him the ideal speaker to talk to FE students about the transition from college to HE, and the support that is available to disabled students at HE. Case Study 23 Juliet is a single honours psychology student who uses an electric wheelchair. She feels that her university has very little experience of a disability as severe as hers.