Gary Copland, a considerably visually-impaired student at the University of Glasgow, declares that he is afraid of failing his final exam based on discrimination.
Expressly, he asserts that this institution did not provide him with available books. Moreover, he was marked down by the University because he cited very few sources, a consequence of the lack of assistance for his condition.
Copland stipulated that he was provided with low exam support, despite the university’s commitment to offering equal opportunities to all learners.
Copland’s law course at Glasgow
Copland has proclaimed that the experience he has had at Glasgow was not pleasant as he struggled in his law course. He stated that his studies faced significant barriers and misunderstandings. As a result, anxiety, and stress were inevitable.
Copland affirmed that he was a victim of considerable delays and repetitive failures because he did not have access to course texts in his four years at the institution.
Precisely, he claimed that during his first year at Glasgow, he was given only one (1) out of six hundred (600) needed texts, and this was in a digital format. This proved challenging because he was forced to have two exams retaken.
Copland also noted that a similar trend is being experienced in his present fourth year because the only accessible versions he has received are just three percent (3%) of what is required.
Glasgow’s disadvantageous approach
Copland also has autism, and he noted that Glasgow’s “biased” approach has placed him in a disadvantageous position during exams.
For instance, at times, tests got halted based on technical challenges. Additionally, exams could last for at least five (5) hours with the absence of screen breaks.
Copland affirms that this approach was biased, and this is the reason why he performed poorly. He had also requested Glasgow University to consider some of his experiences so that amicable changes could be made, but his quest was ignored.
The accessibility of reading materials is one of the problems that Copland notes. However, Glasgow University is not keen on having it addressed.
Copland’s case correlates with a 2018 study carried out in the UK showing disabled students were ten percent (10%) more likely of having lower educational prospects compared to their non-disabled counterparts.
Sad to say, public schools share the same fate as they are strapped by cash deficits to provide the necessary assistance to learners with special education needs.
