Significant Ongoing Illness

A significant on-going illness is a medical condition that has a persistent and substantial effect on the health of an individual. Ongoing illnesses include Diabetes, Cystic Fibrosis, Severe Crohn’s Disease, Ulcerative Colitis, Irritable Bowel Disease, Arthritis, Chronic Fatigue Syndrome, Fibromyalgia, Postural Orthostatic Tachycardia Syndrome and many more. Naturally, these and other ongoing illnesses vary in their symptoms and effects.

 

Challenges which may be faced by students with a Significant Ongoing Illness

In general, students with these types of illnesses:

  • Experience pain.
  • Experience fatigue (physical, cognitive, and emotional exhaustion).
  • Be at risk of collapsing/fainting
  • Struggle with concentration and attention in class.
  • Can be more susceptible to stress, and illnesses could be exacerbated by times of stress.
  • Can have weakened immune systems.
  • May have mobility difficulties or muscle weakness.
  • Students who have recently acquired a significant ongoing illness may experience challenges with their mental health

For more information on supporting a student who is experiencing challenges with their physical or mental health please see other relevant sections of the website.

 

Impact on learning

Students with a Significant Ongoing Ilness may experience difficulty with:

  • Getting physical access to buildings, classrooms and other college facilities.
  • Concentration and attention in class.
  • Physically accessing materials (e.g., books or equipment on high shelves).
  • Completing college assignments and exams within the specified timeframe.
  • Strength, speed, endurance, coordination, and dexterity necessary for holding or manipulating objects and carrying out specific tasks like writing for long or short periods of time.
  • Fatigue and/or pain may impact a student’s attendance.
  • Fatigue and/or pain, which can be exacerbated during periods of high stress, such as when deadlines are due or exams.
  • Have to take medication or use medical devices during classes or exams.
  • Need to leave the class room to take bathroom breaks or get food/drinks.
  • May be absent for days or weeks for for medical appointments or hospitalisaition/illness etc.
  • Accessing public transport.

 

How you can help

  • If you are in doubt about how to support a student at any time, ask the student – they are the experts of their own needs. Discussion with the student particularly in relation to how they like to be supported if experiencing a seizure; fainting or dizziness can be particularly helpful.
  • Please refer to the section on Inclusive Teaching and Assessment.
  • Use the principles of Universal Design when developing your materials. Now is a good opportunity for you to enrol in the Universal Design in Teaching and Learning Badge.
  • Consider mobility and fatigue factors that may arise as the student moves between lectures, potentially impacting their time of arrival to the lecture.
  • Be conscious that the student may tire easily and may require rest periods or breaks during lectures, tutorials or class tests..
  • Consider making lecture notes available in advance if possible. Having lecture notes available online enables students to reduce the amount of handwritten notes they need to take during the lecture.
  • When planning course timetables, try to ensure timetabling gives all students sufficient time to move between teaching venues.
  • Consider the student's needs when planning field trips or other activities.
  • Consider the exam needs of the student for in-class or mid-semester exams (e.g. does the student require a computer/assistive technology/scribe?).
  • Support the student if they have difficulties meeting deadlines, as they may experience difficulties meeting deadlines due to hospitalisation, fatigue etc.

 

Exam accommodations

For all in-class assessments please refer to the exam accommodations detailed in the student's Learnng and Educational Needs Summary (LENS).

Exam accommodations are determined on an individualised basis. Examples of recommended exam accommodations may include:

  • Extra time
  • Adjustable chair
  • Permission to Eat and Drink

 

Impact on placement

Students will be impacted differently. Difficulties can vary depending on the person and workplace context.

  • Fatigue and/or pain, which can be exacerbated during periods of high stress or adjusting to new environments.
  • Physical accessibility of placement site.
  • May need to take medication or use medical devices during working hours.
  • May be absent for medical appointments or hospitalisation/illness etc.

Placement Reasonable Accommodations  

There is no one size fits all approach to implementing placement support as each person will have a unique set of challenges and coping mechanisms. The best way to establish what accommodations may be required, if any, is to attend a Placement Planning Meeting before starting on placement. 

Examples of reasonable accommodations may include: 

  • Supervisor to be aware that the student has a significant ongoing illness and maintains confidentiality.
  • Flexibility to attend medical appointments.
  • If applicable, the student should be allowed to take time to administer medication, check blood sugar levels etc. and advised of a suitable location to carry this out.
  • Identify a mentor/work buddy so that the student can clarify any issues they may have and if that person can also check in regularly with the student.

Resources