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Case study - Long term Medical Condition
Audio Format
At the age of fifteen, I was diagnosed with a condition called PCOS-Polycystic Ovarian Syndrome. There is very little medical help available for this condition, and as a result of this lack of knowledge and support for sufferers, many women lose motivation for life and progression and begin spiraling downwards, often resulting in depression, anxiety and even suicide. Fortunately, my parents supported me, and encouraged me to face the condition, and its symptoms which effect every minute of every day.
Due to numerous operations, it took me almost five years to get into university after high school. On joining, I found that my new focus and passion for study enlightened my outlook on life, and I was really keen to excel at university.
Due to an emergency operation, I failed my first year. I was upset and lacked motivation. My year tutors encouraged me to document my circumstances, and retake the year. I passed the ‘first year’ second time around, and progressed onto the second year of my course.
During the second year I underwent surgery twice but, thanks to the support of tutors, I kept up with the course from hospital through the availability of lectures and seminar materials online. It was, however, problematic for some of the tutors who shied away from using the system, and had to be contacted individually for materials.
In the third year of my course, I was taken into hospital for operations which left me with open wounds and needing extensive care after surgery. Again, my tutors supported me, and I completed all coursework on time, without any extensions. This was probably due to the availability of materials online.
It was very upsetting to find, however, that if I would have missed a presentation which was worth 50% of the unit, I could have failed the whole unit. The tutor would not rearrange a time for my presentation when my wounds would have healed slightly. This resulted in me being taken into university in a wheelchair in order to do the presentation.
I find that for students with disabilities and medical conditions, life is not stable, or routine. Deadline dates should be slightly more flexible and extra time to complete assignments should be made available. Similarly, dedicated events should be tailored for disabled students, to accommodate individual requirements for further study or employment.
Submitted by: Shakeela Ahmad-Ijaz
Listen to an audio version of this case study
Not original contributor's voice
At the age of fifteen, I was diagnosed with a condition called PCOS-Polycystic Ovarian Syndrome. There is very little medical help available for this condition, and as a result of this lack of knowledge and support for sufferers, many women lose motivation for life and progression and begin spiraling downwards, often resulting in depression, anxiety and even suicide. Fortunately, my parents supported me, and encouraged me to face the condition, and its symptoms which effect every minute of every day.
Due to numerous operations, it took me almost five years to get into university after high school. On joining, I found that my new focus and passion for study enlightened my outlook on life, and I was really keen to excel at university.
Due to an emergency operation, I failed my first year. I was upset and lacked motivation. My year tutors encouraged me to document my circumstances, and retake the year. I passed the ‘first year’ second time around, and progressed onto the second year of my course.
During the second year I underwent surgery twice but, thanks to the support of tutors, I kept up with the course from hospital through the availability of lectures and seminar materials online. It was, however, problematic for some of the tutors who shied away from using the system, and had to be contacted individually for materials.
In the third year of my course, I was taken into hospital for operations which left me with open wounds and needing extensive care after surgery. Again, my tutors supported me, and I completed all coursework on time, without any extensions. This was probably due to the availability of materials online.
It was very upsetting to find, however, that if I would have missed a presentation which was worth 50% of the unit, I could have failed the whole unit. The tutor would not rearrange a time for my presentation when my wounds would have healed slightly. This resulted in me being taken into university in a wheelchair in order to do the presentation.
I find that for students with disabilities and medical conditions, life is not stable, or routine. Deadline dates should be slightly more flexible and extra time to complete assignments should be made available. Similarly, dedicated events should be tailored for disabled students, to accommodate individual requirements for further study or employment.
Submitted by: Shakeela Ahmad-Ijaz
Listen to an audio version of this case study
Not original contributor's voice
 Dr Val Chapman (NTF) Principal Investigator Director, Centre for Inclusive Learning Support Email: v.chapman@worc.ac.uk |
 Judith Waterfield (NTF) Head of Disability ASSIST Services Email: j.waterfield@plymouth.ac.uk |
 Dr Phil Gravestock (NTF) Head of Learning Enhancement and Technology Support Email: pgravestock@glos.ac.uk |
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tel: 01905 855402 email: usemyability@worc.ac.uk
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