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Case Study #1
Student A has grown up in a family of Deaf people all of whom use British Sign Language as their preferred means of communication. His course is predominantly theory based lectures with occasional small group work and presentations.

The communication needs of student A require information to be translated into BSL. In addition to this, written notes would provide a reminder of each session's activities.

This would involve two CWs, one to translate and the other to take notes. In this way the student would have as near as is possible equal access to his course.

Case Study #2
Student B attended a unit attached to a mainstream school. She was not encouraged to sign but used her voice to communicate. She has additional learning needs and requires almost constant supervision during her IT course.

Student B will require a CW to work with her to develop her mode of communication. To integrate into the mainstream college course the lecturer and CW will need to devise strategies that eventually allow her to access every aspect of her course.

This might take several weeks and involve a team of people.

Case Study #3
Student C uses BSL with her friends but prefers to access education in a form of signed English. Her voice is easily understood by hearing people and she mixes happily with her hearing peers. She is studying Performing Arts.

The CW will have to negotiate with student C to define her needs.

Of particular importance in this case is the performance aspect of the course. This will require a CW to be involved in rehearsals, often during unsociable hours.

The type of communication required during performances will also have to be carefully negotiated.