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INTRODUCTION
Occupational Overuse Syndrome (OOS), also known as RSI or Cumulative
Trauma Syndrome is the most common cause of writing disability. For
this reason, this guide is aimed at students with OOS, although the
information it contains may be useful for students with other writing
disabilities.
This guide should really have a large, friendly label plastered across
the front saying `DON'T PANIC!' Occupational overuse injuries tend to
take students by surprise. Faced with arm, shoulder or neck pain, we
often don't know what is happening and we rarely know what to do. The
aim of this guide is to fill the gaps in common knowledge and provide
you with an understanding of what is going on and some ability to deal
with it.
The guide is divided into two main sections:
1. Information about OOS
2. Information to help you deal with it.
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PART 1: INFORMATION ABOUT OCCUPATIONAL OVERUSE
SYNDROMES
1. AM I AT RISK?
Some students already have Occupational Overuse Syndromes (OOS) when
they enrol at ANU to study. Other students develop painful wrists, arms
and necks during their degree courses. Common situations which lead
to problems are:
- an inability to touch type
- part-time work involving typing, word-processing etc., alongside
regular academic studies;
- typing or word-processing under pressure, e.g. essays, theses;
- writing under pressure, e.g. lectures, exams;
- laboratory work, especially pipetting and working with overhead apparatus;
- using poor hand tools on field trips and equipment that vibrates,
e.g. rock breaking;
- using lap top computers on field trips;
- over-commitment and family responsibilities, especially the care
of small children;
- bad posture or working habits (see the section on warning signs).
General Comments:
You don't have to be stressed or studying hard to develop OOS. Many
people who develop OOS just don't think of giving their body a break.
They go from writing or typing to playing an instrument to rockclimbing
to writing letters to working a part-time job, and then wonder why their
arms get sore! Pressure, especially that engendered by continuous assessment,
is an important factor. This can be a real problem because if you're
like this you're unlikely to find it easy to slow down, and you're also
likely to miss the warning signs. Be careful and be restrained.
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2. WHAT ARE THE WARNING SIGNS?
- Common symptoms are fatigue, aching, pain in arms, shoulders, hands
and neck
- If ignored these may progress to swelling and/or numbness in or around
the affected muscles or tendons, weakness of grip and tingling
- The affected areas are usually in the shoulder, neck and upper arm
with or without wrist, forearm and hand pain
- Most symptoms are produced by static loading, that is, fixing parts
of the body (e.g. elbows, shoulders) into one position for long periods
of time.
Initial pain will occur when your body is "statically loaded",
but pain may also persist when you go on to another activity
- Symptoms may become worse as the day or week progresses and feel
better in the morning or beginning of the week after rest over the night
or weekend
- Early stages of pain may be slight and if action is taken immediately
then the recovery period will be reduced. Recovery time will increase
with the severity of the injury and continuing damaging work patterns
may cause long-term injury.
General Comments:
1. Pain and fatigue are your body's warning system. It is very important
that you pay attention. Being able to explain the symptoms doesn't mean
you can afford to ignore them.
2. No matter how slight the pain or fatigue, you need to modify the
way you work. The sooner you stop, the faster you can get rid of it.
NEVER WORK THROUGH PAIN. An assignment or thesis is never worth risking
serious long-term disability.
There are a number of publications on occupational strains, in particular
Don't let your posture cost you. It is available free of charge from
the Occupational Health and Safety Unit, G Block (near the Menzies Library).
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3. HOW CAN I PREVENT OOS OR MINIMISE ITS
EFFECTS?
Follow safe work practices, take breaks, use stretches and stop if
it hurts.
A brief summary of safe working practices and stretches to perform
is included in the Appendix.
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4. WHAT TREATMENT IS AVAILABLE?
1. Rest:
It is very important that you allow time for your body to heal. Modify
your activities to avoid anything which increases your pain. This is
easier said than done, but it is vitally important - any gains you make
will be lost if you keep hurting yourself. As you improve you can gradually
return to the same activities, but you must modify the way you do things
in order to prevent the condition recurring. Beware of thinking, "but
I had to do it". There are very few things that have to be done
and even fewer that have to be done by you. Most importantly, be brave
and be prepared to ask for help.
2. Exercise:
Rest means avoiding activities that increase your pain, not avoiding
all activities. Gentle exercise under the supervision of a physiotherapist
can be a very important part of your recovery. Exercise is just as much
prevention as cure, so don't give up on it if you are not improving,
but do suggest to your physiotherapist that you modify it if you are
getting worse.
Your general fitness can assist your recovery. Going on a health kick
is a good idea. Avoid exercise which causes jarring or pain. Many people
find swimming good because it is not a weight bearing exercise and the
sensation of the water can be pleasant. Try not to swim in cold water
because it will increase your muscle tension. Other gentle activities
like regular walking, Tai-Chi or Yoga have been recommended.
3. Physiotherapy:
Physiotherapy is likely to be an important part of your recovery. Techniques
such as heat treatment, massage and ultrasound can stimulate circulation
and help inflammation. Your physiotherapist can also provide useful
information on exercise and posture. It is important that you give as
much feedback as possible to the physiotherapist. Make sure that you
understand the purpose of any treatment and find out how long it should
be before you can perceive some kind of benefit.
4. Alternative Medicine and Acupuncture:
Many people find acupuncture helpful. It is unlikely to be a cure on
its own and is best used in association with other treatments.
5. Immediate Pain Relief:
Heat is often the most successful treatment because it improves circulation
and helps to relax your muscles. Specific pain relief will depend on
the type of pain you have. If you suffer from muscle tension then conscious,
natural relaxation may help. If inflammation is present anti-inflammatory
drugs may help. It is important to understand the rationale behind the
prescription of any medication and its relationship to your specific
condition. Discuss this with your doctor.
6. Relaxation:
It is important to change the situation which produced the problem in
the first place. Muscle tension often plays a significant role. Just
making an effort to consciously relax muscles that aren't being used
can help a lot. Classes in Alexander Technique or Feldenkrais can assist
you to relax and use your body sensibly.
7. Surgery:
This is mentioned only because it is sometimes suggested on the grapevine
as the instant cure we are all looking for. There is no instant cure
for OOS. Surgery is only appropriate in a very small number of specific
localised conditions, such as carpal tunnel syndrome, where no complications
exist. Be careful of other people's advice. Listen, and discuss any
interesting ideas with your doctor or physiotherapist, but don't feel
pressured into trying unlikely folk remedies! Anecdotal evidence is
often unreliable.
General Comments:
1. It is important to regularly review the effects of any treatment.
If no improvement has occurred within a few weeks, seriously consider
changing treatments and discuss this with your doctor or physiotherapist.
It can be a good idea to keep some kind of record of your progress.
2. Don't be afraid to ask questions or to think critically about your
treatment. You are the only person who can really assess progress and
your doctor relies on feedback. Make the most of the information resource
medical professionals provide.
3. You need to be involved in your own rehabilitation. Most importantly,
fix the cause of the original injury.
If you suffer from any of the warning signals, no matter how slight:
1. Stop
2. Consult your doctor and obtain a medical certificate.
3. Inform your lecturers about any possible problems and discuss solution
to academic problems.
4. Contact the Disability Liaison Officer on 6249 5036, from Monday
to Friday between 9.00 and 1.00. The information in the second part
of this guide should be useful. make sure you reorganise your working
environment so that you are working safely.
5. Make a plan for at least the next month
6. Ask for any extensions or special arrangements you require. Bear
in mind that pain may increase if you are working under pressure, so
allow for problems in advance rather than at the last minute.
7. Keep a record of your progress (on tape if necessary).
8. Review your arrangements at the end of each week, and in the third
week review your treatment and assess whether you need to plan the next
month.
9. Look ahead to any large assessment tasks or examinations. It is
important to plan these well ahead of time. If you need special exam
arrangements or consideration you will need to get your form in early.
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PART II: INFORMATION TO HELP YOU DEAL WITH OOS
1. WHAT OPTIONS AND STRATEGIES ARE OPEN TO YOU?
Drawing on the varied experience of students over the past years here
are some suggestions which may be useful to you in coping with studies
and arm pain.
1.1 LECTURES AND NOTETAKING
Limited funding is available for the provision of notetakers. Contact
the Disability Liaison Officer. However, not all students are able to
be resourced in this way. The following are some suggestions.
Always try to attend lectures and tutorials, even if you can take only
minimal notes yourself. An initial strategy (which is that of most experienced
students) is to:
- read relevant sections from the textbook or course readings in advance
of the lecture, to get some familiarity with the material to be covered;
- pay close attention during the lecture, making occasional very brief
(even one word) notes as reminders of the exposition.
Try to memorise important points and make notes either on the voice-operated
computer or onto a tape as soon as possible after the lecture. You may
be surprised by how much you remember, you will find it easier to pay
attention if you are listening actively, and it may help to cut down
on study time later.
Supplement this wherever possible in some of the following ways:
1. Lecture Notes
- If lecturers do not provide lecture outlines (they usually do for
the first year course) they may be willing to let you photocopy the
outline notes from which they lecture. More are putting course notes
on Departmental web servers all the time.
- Many lecturers do not use notes or use only brief speaking notes,
which may be incomprehensible to anyone but themselves! It is usually
better to borrow another student's notes and photocopy them. Arrange
with another student, or other students, to photocopy their notes after
each lecture (some students have found it easier to supply another student
with carbon paper to take duplicate notes) - don't lose heart if at
first you are unable to find a friend in this regard, there are plenty
of understanding, cooperative students to be found. Use these notes
to fill out your own notes/memories/readings and maybe remind yourself
of key points by editing them with a highlighter pen, underlining, etc.
2. Tapes
- Check whether lectures will be recorded for each of your courses (the
tapes are available for use in Short Loan in the Chifley Library).
If lectures are not taped, you can then ask the lecturer's permission
to make your own recording. If this permission is given then it is your
responsibility to do the recording either be placing the machine on
the front desk and setting it going (remember, most lectures run for
55 minutes and you can't leap up to turn the tape in the middle) or
else by sitting in the front row and recording it from there.
In some cases lecturers may have strong and valid reasons for refusing
to have their lectures taped - but you may then have more chance to
persuade the lecturer to provide some form of outline notes.
Again, tapes are supplements to attendance, not satisfactory substitutes,
as you may miss essential material on the board or overheads, and the
quality of the tape is often poor (especially if the lecturer is mobile
or a mumbler) or the equipment is of poor quality.
Tapes are not a good substitute for photocopied notes. You need a method
of summarising the main points, rather than a record of the entire lecture.
use tapes to supplement your memory of the lecture when you are making
your own notes or reading a photocopy. You may find it useful to copy
selected portions onto another tape, although it is usually better for
you to explain things in your own words.
General Comments:
If you have trouble photocopying then the library's Readers' Adviser
may be able to help. Otherwise you may need to ask a friend. You may
be able to assist them in return by copying material they need. There
is a special photocopier for students with disabilities outside the
Disabled User's Room in Chifley Library.
Writing equipment should be chosen and used with care:
- Pens should have free flowing ink so you don't have to press too
hard (ball-point pens are out!) and should be made as thick and soft
as possible by the addition of a pen grip. The following pens come highly
recommended:
* Schaefer fountain-pen with an italic nib (available from a stationers
- cartridges also available at the Uni Shop)
* Pilot Explorer (ball point, retractable) $3.50
* Pilot BPS-GP (inbuilt pen grip) $2.10
* Uniball Micro Deluxe $4.00
- It is very important that you hold your pen without a tight grip
(with or without a pen-grip) and you may prefer to write at times on
a cushion/pad on your knee rather than a table or arm rest. If you do
this, make sure your shoulders and neck are at the right angle and your
pad doesn't slip.
- It is also particularly important to remember your posture when reading
(see Appendix). Notes can also be made onto tapes. The use of the "Easy
Reader", a stand which doubles as a clip board, is recommended
and it can be bought at the Union Shop for $30.15.
Posture should be carefully chosen with adequate chair, back rest adjusted,
arm supported on table a relaxed fashion and source material propped
so that your neck is in a better position.
1.2 LABORATORIES
It is essential to discuss with your lecturer how you can handle lab
work, and work out an agreed strategy with the help of the lecturer,
the demonstrator and fellow students. There are, obviously, real constraints
to the variations feasible here. You need to think of two aspects:
- manipulating of equipment (including language lab machines which
require frequent button-pushing);
- ways of taking notes/recording the proceedings for laboratory reports.
Some tape recorders come with a pedal option, which may help in language
labs.
It is often possible to do lab work in groups. You can supply the background
research and planning for experiments. Read the laboratory manual before
the lab and photocopy any relevant references for your group. You can
also be useful in activities that don't require manipulation, such as
timing. This kind of directing role can be very useful and will make
your experiments more efficient. In classes where students usually work
in pairs, it may be a good idea to ask permission to work as a group
of three.
The best method of recording procedures is to highlight important sections
of the laboratory manual. If you require more detailed information you
may need to borrow and photocopy another student's notes on pre-lab
talks. In general, the same kind of techniques which apply to lectures
can be applied to recording laboratory procedures.
If you are having difficulties please contact the Disability Liaison
Officer on 6249 5036.
1.3 FIELD TRIPS/PROJECTS
Some students have reported unanticipated problems with field trips,
for example, carrying heavy luggage or equipment, scrambling over rocks
and under fences. Try to prepare your self for these trips and, maybe,
form an alliance with fellow students to help with these physical obstacles.
Sometimes the immobility whilst recovering from an occupational strain
can lead to a lack of overall fitness. If going on arduous field work
is a course requirement, try to maintain a good level of fitness - this
will also improve muscle tone and strengthen fatigued and shortened
muscles.
1.4 LIBRARY WORK
Check first at the Readers' Adviser's desk at Chifley Library (tel:
6249 4428) to find out what special facilities are available for students
with arm pain. These include a study room with a tape recorder, desk
slopes, ergonomic chairs and assistance lifting books from high shelves.
Library staff will also key on the OPAC terminals for any student who
explains that they have an injury.
If you are using the voiced-operated computer you can access the Internet,
Email and the library catalogue by voice. The Internet may be a useful
and convenient research source and you can print articles from it.
The National Library may be useful for some of your courses; it is
particularly comfortable and they bring your books to the loans desk
for you. Photocopying, however, is more expensive.
Also be aware that you will need to fill out call slips and that the
library staff are not always able to help. If necessary work with a
friend.
1.5 READING
You may need to train yourself (gradually, it seldom comes easily) to
take fewer and more carefully selected notes on the readings. Many students
prefer, if they can afford it, to rely more on photocopies highlighting
or underlining relevant points. It is particularly important to remember
your posture when reading (see Appendix).
1.6 WRITING ASSIGNMENTS
Essays are always difficult to write and a source of mental and physical
tension for everyone. So you need to plan ahead and make use of whatever
resources and assistance are available.
Here are some suggestions:
1. Voice Recognition Software
- For use of the voice recognition software "Dragon Dictate"
please contact the Disability Liaison Officer on 6249 5036. The Macintosh
program "Power Secretary" is also available.
This software can be difficult to use at first, but if your condition
is likely to last longer than a couple of weeks, it is the most efficient
way of working. It requires an initial investment of learning time,
but has the advantage that you can see what you are writing as you write,
that you have direct contact with your work, and that you can independently
produce a document similar to that of other students. Voice recognition
is also useful for non-academic computer work.
- If you choose to use computer equipment yourself, and you normally
wear glasses, ensure that you use a full-lens glass (not the half type)
and check with your optometrist that your prescription is correct for
screen-based work. Beware of lap top computers - they have small keyboards
and screens and are not always ergonomically acceptable.
2. Working with tapes and typists
- The Disability Liaison Officer has the names and addresses of a few
volunteer typists who may be willing to type work for you.
If you use this option allow plenty of time. It is probably best to
provide a very clear tape recording of your text, so that you eliminate
any time spent thinking. Remember that you must include punctuation
and references. This can be a difficult technique to master, and unless
you are used to working with dictaphones it is probably not the best
technique for you. Remember also that any typing errors are your responsibility.
You will need to plan for several drafts even after you have your final
text on tape. Beware of the high cost of typing and editing drafts if
you are using a commercial typist and allow plenty of time.
If you are preparing a tape for a typist it is usually best to start
with a broad outline, on tape or paper. Then divide this into sections
by listening to one tape and speaking onto another. Gradually make your
argument more detailed transferring from tape to tape. It is very important
to have a clear structure because you will not be able to easily review
what you have written and you may forget where you are up to. When you
have the final text, produce a tape which includes punctuation, formatting
and references. Begin the tape with instructions for the typist or make
sure they understand your technique in person. Be careful about word
limits. Use a tape recorder with a tape counter and assess your speaking
speed in words per minute.
Some lecturers will accept the final version of a whole assignment
on tape. You should be aware that this may be slightly difficult for
the lecturer to compare with written assignments. If you are presenting
a taped assignment bear in mind that the listener has no visual cues
to your argument and make your structure very clear.
Most of all, if you are working with tapes, you need to realise that
it is a time consuming process which requires a lot of complex editing
and the ability to think aurally rather than visually.
Taping can be a good method of working out your initial argument. Talking
through the whole essay/argument with a patient listener or fellow student
and a tape on in the background can clarify your ideas for you.
- If you think you may need an extension of the deadline for an assignment,
discuss this with your lecturer or tutor well in advance of the due
date and agree on a personal (but flexible) deadline. Remember that
arm pain often flares up when you are under pressure, so allow for this
problem in advance rather than at (or after) the last minute.
The Guide to Oral and Tape Examinations is available from the Disability
Liaison Officer.
3. Oral Presentations
- In some courses your lecturer may permit you to present some or all
of your written assignments orally, from notes. If you use this option,
practise beforehand so that you can cut down your nervousness. If possible
present your talk to a friend and time it. These presentations will
usually be taped by your lecturer and you may have a second staff member
(possibly a tutor) there also to give a second opinion, so prepare yourself
for such a situation as far as possible.
- Clarify beforehand whether the assignment will be a discussion between
you and your lecturers or a presentation and if it will involve questions.
Again, remember that clear structure is very important in an oral presentation.
1.7 THESIS WRITING
Students have developed arm pain when writing their thesis, especially
if they have worked for long hours on a computer or word-processor.
The pressure of producing a thesis is usually great, and the tension
is increased by the chill of Canberra's winters and by the habit of
working all through the night when the terminals are free. The Occupational
Health & Safety Unit has supplies of "Handeze" gloves
available for sale - these have longer fingers than usual and provide
warmth. Elastic wrist supports can be helpful, and also tennis-elbow
splints can provide relief whilst typing or writing.
If you must work at a terminal for long periods, get into the habit
of dropping your arms while you check your work (preferably after each
paragraph, at least after each page equivalent). By doing this, you
will reduce overall tension and prevent static loading on muscles.
Pay strict attention to safe working practices and if you develop any
problems deal with them immediately. Working through pain is just not
sustainable. You will only make it more difficult to finish your work.
Discuss any problems with your supervisor as soon as they arise and
don't take any risks. Seek medical advice immediately if symptoms occur.
As noted in Item 5, Writing Assignments, if you normally wear glasses,
ensure that you have a full-lens glass (not a half-lens) and that your
prescription is correct for screen-based work. Also, beware of lap top
computers - the small keyboard and screen are not ergonomically acceptable.
It is possible to take up to 1 year off your program for illness, family
problems etc. This does not have to be taken all together.
The Graduate School has one PC with the Dragon Dictate software on
it for loan and the Disability Support Unit has one ergonomic keyboard
for loan.
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2. WHAT ABOUT ASSESSMENT?
2.1 ANU POLICY ON STUDENTS WITH OOS
Policy on students with OOS was agreed at a meeting of the Deans in
1985 and it is also covered in the Disability Policy.
In line with this clear policy statement it is essential that you negotiate
with each lecturer in each course in which you are enrolled if you think
you may require variations in the course requirements. See Appendix
for a list of Academic Contact Officers for students with disabilities.
They can also help you and discuss assessment modifications.
Variations in assessment must be acceptable, both to your lecturer
and your fellow students, as being alternative but equivalent ways of
assessing your performance in the unit. For variations in exams you
must have a certificate from the University Health Service or your own
doctor to support your request. You may also need a certificate from
the University Health Service for variation in assignments - check with
your lecturer.
2.2 EXAMS AND TESTS
For class tests, discuss with your lecturer well in advance any request
you may have for variations, for example, extended writing time, rest
breaks, partial oral presentation or delayed test. Such tests can be
varied by the lecturer in charge of the course, so long as you are being
tested equitably.
In the case of exams, there is a formal procedure which must be followed
WELL IN ADVANCE of any scheduled exam if you require special arrangements.
This procedure includes:
- getting a medical certificate from the University Health Service,
or your Doctor, to be attached to the request for special arrangements
form. A new request form is required for each examination period;
- discussing possible variations/modifications with the lecturer in
charge of your course and reaching agreement on how the exam is to be
handled. Your lecturer may then liaise with the Faculty Office and the
Examinations Section;
- approaching the Disability Liaison Officer with your medical certificate
to fill in the special arrangements form. This is used to advise the
Faculty of courses in which you will need special arrangements and to
clarify what these should be - for example, there is a distinction between
`extended writing time' and `rest breaks'. This form goes to the Examinations
Section first then to the Faculty for approval;
- checking with the Examinations Section nearer the time of the actual
examination, that suitable arrangements have been made. This is your
responsibility;
- arriving at the exam room early to allow for last minute confusions
and unexpected problems.
As you can see, arranging for a variation in an exam takes time, so
allow yourself plenty of time to do all these negotiations and to check
that everything is in order. Mostly everything does go very efficiently
and smoothly, but some students have had problems which threw them off
balance and added greatly to the general stress of the experience.
Variations and modifications to exam procedures that have been used
by previous students include:
- the use of ergonomic furniture and a computer;
- longer time for writing the actual exam;
- regular breaks during the exam (maybe five minutes every half hour);
some students find it essential to be able to move around during these
rest periods to relieve stiffness, but make sure this is specified in
advance;
- part of the exam done in the exam room under exam conditions, and
part in note form, or orally, or as a take-home exam;
- the use of a scribe, someone who will write at your dictation. This
person is usually supplied by the Department or the Examinations Section
and every attempt will be made to appoint someone familiar with your
subject. If you use this method, practise dictating your answers to
previous exam papers, as there is some skill involved in working in
this way. Further advice on using a scribe is available from the Disability
Liaison Officer;
- if you find it difficult to think with someone else there then don't
panic. You do get used to it and the pressure of an examination tends
to minimise the effect of embarrassment. If you use a scribe try to
meet them beforehand to make sure that they are familiar with any technical
language you need to use and with your method of working;
- speaking, from notes, onto a cassette tape, which is handed in to
the lecturer. If you do this make sure that you are familiar with the
equipment you will be using;
- If you are planning to use a tape recorder, check whether you or
the Examinations Section will provide the recorder and tapes. If you
have to provide your own recorder, make sure you have spare tapes and
batteries (there may not be a suitable electric outlet in the exam room).
You may also obtain the loan of a tape recorder from the Disability
Liaison Officer.
- oral exam, working from notes. This usually involves speaking with
two academic staff and being taped. It is essential that you clarify
the procedure to be followed beforehand, for example:
. can you have a `reading period' in which to select the questions
you will answer?
. can you make notes for one question at a time, with a pause between
questions?
. can you add anything to a previous answer later in the exam?
. are you expected to present a monologue or will there be a discussion
with your examiners?
INSTITUTE OF THE ARTS
SCHOOL OF MUSIC
Overuse injuries are particularly prevalent in musicians. The Alexander
Technique is recommended as one means of addressing this and is offered
as an elective subject. All students should check their technique and
ergonomics with their instrumental teacher and seek preventive advice.
Quality practice is more important than quantity. If you are tense or
constrained you will not play well.
SCHOOL OF ART
Overuse injuries are not uncommon in art students who are vulnerable
due to the lifting of heavy objects.
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SOME PROBLEMS THAT HAVE ARISEN IN THE PAST
ATTITUDES
- Some lecturers are unwilling to permit any variations, or certain
variations, either because they are concerned that variations interfere
with comparability among all students or because they do not themselves
feel confident in handling a range of assessment methods or styles (for
example, they may have little experience of assessing work presented
orally). You should also consider the ease with which your work can
be compared to that of other students. However, under the Disability
Discrimination Act 1992 `Reasonable Accommodations' are expected to
be made in the provision of education and this includes assessments.
The final decision on whether alternative arrangements will be approved
rests with The Faculty.
- Beware, some other students may resent alternative forms of assessment,
claiming that the variations give you an advantage, or should be available
for all students in the course. Just recognise that education of community
attitudes to OOS is slow.
- You may feel unwilling to ask for special consideration and this
is a problem you must resolve for yourself; but remember that you cannot
claim any special consideration after the exam because you had a sudden
flare-up of arm pain.
- Do not be afraid to ask for special consideration. All special consideration
means is that the marker is made aware of the problems you may have
had. Lecturers are pretty good at judging the overall quality of your
work and are unlikely to give you more consideration than you deserve.
If your work has not suffered you do not change your mark by asking
for special consideration.
Some small hints:
1. A sponge with shower gel can be useful in the shower or bath
2. Hair brushes with bristles are usually the easiest to use
3. Hair driers can often be hung from a bracket attached to the wall
or a cupboard handle
4. Buy easy to cook food like fresh lasagne and pre-cut vegetables
5. Use a tape recorder with headphones to make lists and learn to rely
on your memory more
6. If only one arm is affected beware of over-compensating with the
other.
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STAYING HAPPY
It can be difficult to ask for help. Try to think of ways to make
your self as independent as possible. Most people find that the uncertainty
of rehabilitation and the need for rest shake their confidence a little.
Don't panic, you will feel more yourself as time goes by. It may be
useful to talk to one of the counsellors at the ANU Counselling Service.
It can be good to have someone whose relationship with you will not
be affected by anything you say, and a counsellor can provide an important
emotional safety net. Again, don't be afraid to ask for help. The strongest
people are those who know their limits!
When you are recovering, boredom can be a problem. Here are just a
few hands-free suggestions:
Swimming, walking, listening to music, singing, volunteer work with
a radio station, having coffee with people, watching television or movies
and going to concerts are some of the things you can do. If walking
is not painful it can be very good for you to go on a fitness kick.
This will help your overall health and may improve your pain levels.
Consider talking books if reading is difficult. Try creating your own
film course on movies you have always wanted to see. Using voice recognition
can expand your leisure possibilities. Basically, try to keep yourself
as busy as possible with things that do not increase your pain, and
be patient! Spending time with your friends can be very helpful and
should stop you getting too bored. Make sure you have some real projects
to work on: university work, volunteer work etc. Stick to doing things
even if you don't feel like it. Often you will become interested in
something if you persist.
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WORK
If you are at or near the end of your degree you should discuss work
issues with the Commonwealth Rehabilitation Service.
Finally, take heart. A great many students with arm pain have already
coped successfully with ANU studies, in all disciplines, from first
year to PhD. In fact, these students usually end up as more thoughtful
and efficient learners than other students - they have to be! And do
make use of all the resources within the ANU community that are available
- contact the Disability Adviser - courses in relaxation and assertion
at the Counselling Centre, activities at the Sports Union such as meditation,
Tai Chi etc., advice from the University Health Centre and Physiotherapist,
and develop cooperative systems with fellow students which improve their
work as well as your own.
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APPENDIX
A BRIEF SUMMARY OF SAFE WORKING PRINCIPLES
Balance your tasks and take breaks.
Occupational Health and Safety Guidelines state that keyboard and mouse
work should only be performed for 50% of the working day and for 45
minutes in each hour. Keyboard workers are required to take a break
every 45 minutes and perform stretching exercises. I can hear a student
with an essay due tomorrow saying "get real!" You might not
achieve the ideal, but do try to balance your workload as much as possible
to create a variety of tasks, and take a 10-15 minute break every hour.
If you already have OOS, be prepared to take longer breaks.
Get your posture right.
Look at your keyboard and screen straight on.
The backrest of the chair should support your lower back. If you don't
have a chair which is suitable, a lumbar roll (available at the chemist
or Health Service) may help.
Your thighs should be parallel to the floor, your feet flat and your
lower legs vertical. You may need a footrest.
Your chair should not put pressure on the back of your knees.
Your shoulders should be relaxed with your arms hanging loosely at your
side and your elbows relaxed at your waist, not sticking out or resting
on an armrest.
Your forearms should be parallel to the floor or sloping slightly downwards.
Your wrist should be parallel to the floor when you are using a keyboard.
The mouse should be close to the keyboard and on the same level to avoid
reaching.
Your neck should be straight. If you are leaning forward you should
adjust the closeness or height of your book or screen. If you are reading
the book should be at eye level when your neck is straight. You may
need to purchase or make a bookstand for this.
When writing make sure you are not leaning over unnecessarily. A writing
desk or desk raiser sloped upwards about 30 degrees may help. Consciously
relax your shoulders and arms and hold your pen loosely and correctly.
A pen grip and a felt tip pen which flows easily should help. Avoid
biros and try not to press harder than you need to.
Make sure your wrist is straight when you are writing.
Make sure than anything you need is within easy reach. When working
in laboratories try to move rather than reach, and lay out your equipment
with equipment you use most closest to you.
Relax
Often we don't realise that we are tensing muscles we don't need to.
Whenever you can think of it, take a deep breath and try to consciously
relax your muscles. It is surprising how much difference this can make.
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STRETCHES
5 MINUTE EXERCISE PROGRAM (On The Half Hour):
Stand up
Breath in slowly to the count of 10, then sigh, relaxing all of your
muscles and allowing your head to go floppy. Pause for a while and breath
normally. Then repeat. If you can, try to think of something like the
feel of a warm shower on your shoulders when you relax your muscles.
Repeat this exercise 3 times. (It is also a good thing to do just once
or twice if you find you are feeling tense when you are not taking a
longer break.)
Let your arms hang loosely from your shoulders and shake them to the
count of about 5. Do this 3 times.
Let your arms hang loosely from your shoulders, then swing them towards
the ceiling and let them swing out. Do this 3 times.
Arms by your side. Raise them slowly to your shoulders, then relax
and let them drop gently. Do this 3 times.
Gently turn your head to the left, then to the right. Lower your chin
to your chest, then straighten. Do this 3 times.
Grasp your raised arm at the elbow and gently push it towards the opposite
shoulder. Repeat with the other arm. Do this twice for each arm.
Roll your shoulders forward 3 times and backwards 3 times .
Extend your arms in front of your body. Raise and lower your hands
3 times. Relax your arms and count to 10. Repeat. Then rotate your arms
3 times. Relax and count to 10.
Form a fist, then gently extend your fingers wide apart with the palm
down. Do this 3 times, then relax and count to 10. Repeat.
Fold your arms across your chest and rotate your chest once each way.
Lean into a corner.
Do exercise 1 (the breathing exercise) again twice.
Sit down again. Totally relax. Put your hands on your legs, relax your
body forward onto your knees. Lean right back in your chair and lean
your head back. Do this twice, with a count of 10 break in between.
Then take 3 deep breaths (releasing them slowly) slowly and start work
again.
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CUMULATIVE TRAUMA SYNDROME
Cumulative Trauma Syndrome (CTS) is a term which includes muscular
disorders, tendonitis, tenosynovitis and peripheral nerve compression.
Many CTS sufferers have symptoms in their neck, upper back, arms, wrists
and/or hands. There is no one cure for CTS - one method of treatment
may be very helpful to one person yet aggravate the symptoms of someone
else.
The following is a list of stretches that seem to help many people
with CTS. Try them, but if any one exercise aggravates your condition
after completing the stretch please stop.
DO 5 REPEATS OF EACH EXERCISE
3 TO 5 TIMES PER DAY
Chin Tuck: look straight ahead. Move head directly backwards to create
double chin.
Upper Trapezius Stretch: Bend head to look at one arm-pit. Depress
other shoulder. change sides.
Scalene Stretch: Rotate head to one side; tilt it back, then depress
opposite shoulder. Change sides.
Scapular Retraction: Pinch shoulder blades hard together, then release.
Corner Stretch: Put forearm along walls on either side of corner, lean
in to stretch out front of chest.
Backward Shoulder Rolls: Rotate shoulders backwards in an exaggerated
motion.
Arm Extension Stretch: Extend arm out behind you. Fully bend and flex
the wrist.
Wall Rotation Stretch: Palm up against wall at shoulder height. Rotate
shoulder forward then turn head and body away from wall.
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PROBLEM SOLVING CONTACTS
Organisations
There are many organisations which are able to help. The best place
to look is the front of the White Pages phonebook.
Don't be afraid to ask these people for help. They are usually very
friendly and will always say if they have more important priorities.
Using community services allows you to be independent of your friends
and family, and it is what they are there for!
Some useful contacts:
The Independent Living Centre
(Advice on gadgets and strategies for daily living)
24 Parkinson Street
WESTON ACT 2611
Ph. 6205 1900
Technical Aid to the Disabled
67 Launceston Street
LYONS ACT 2606
(A group of volunteer experts who can make almost anything you can think
of)
Ph. 6285 4040
ACT Home Help Service
(May be able to help with laundry and cleaning for a small cost, about
$4.70 an hour)
Ph. 6248 8188
Australian Council for the Rehabilitation of the Disabled (ACROD)
(The peak advisory service for people with disabilities)
Ph. 6282 4333
Telstra
(May be able to provide a telephone headset)
Ph. 1800 068 424
ACT RSI Support Group
Ph. 6248 7080
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ACADEMIC CONTACT OFFICERS FOR STUDENTS
WITH DISABILITIES
Lecturers have been appointed in each building to act as a first point
of contact for students with disabilities in relation to their academic
studies. The contact officers are also available to give advice to other
academics in relation to "reasonable adjustments" that may
be necessary in the delivery of lectures or provision of special assessments.
Forestry Building
Dr Ann Gibson, Dept of Forestry, x2541
Geography Building
Dr Richard Greene, Dept of Geography, x3822
Geology Building
Dr Brad Opdyke, Dept of Geology, x4205
Botany and Zoology Building
Dr Rob Magrath, Divn of Botany & Zoology, x3060
Biochemistry and Molecular Biology Building
Dr Jeremy Evans, Divn of BAMBI, x4795
Physics and Psychology Building
Mr Bernd Heubeck, Divn of Psychology, x0635
Chemistry Building
Dr Geoff Salem, Dept of Chemistry, x4287
John Dedman Building (Mathematics)
Dr Neville Smythe, Dept of Mathematics, x2709
Faculty of Engineering and Information Technology Building
Dr Iven Mareels, Dept of Engineering, x0078
A D Hope Building
Prof. Francesca Merlan, Anthropology, x8228
Ms Robin Maxwell, Art History, x3018
Law Building
Ms Peta Spender, x3480
Hayden Allen Building
Dr Frank Lewins, x4523
Baldessin Precinct Building
Dr Tim Shopen, Linguistics, x4266
Dr Ian Proudfoot, Asian Studies, x4272
Dr Roger Hillman, Modern European Languages, x2731
Copland Building
Dr Rod Falvey, Dept of Econonics, x4548/3590
Crisp Extension Building
Mr Alfred Tran, Commerce Dept. x5118
Hanna Neumann Building
(No current contact officer>
Computer Science & Information Technology
(No current contact officer)
[Top of Page]
EXAMINATIONS: SPECIAL CONDITIONS AND EQUIPMENT
Below is a list of special conditions and arrangements that are available
to students requiring special examination arrangements. Please indicate
on the Request for Special Consideration/Arrangements/ Examinations
exactly what you will be needing for your exam. Remember to tell us
whether you have an ongoing problem/disability so we can make arrangements
for any future exams that you may have.
Special Conditions
Extra reading time
Extra writing time
Rest Breaks (please state how often and the amount of time needed)
Separate room/supervision
Room allowing easy wheelchair access
Formal changes to exams/assessment
Oral/signing interpreter
Oral exam assessment (marked on taped answers or signed answers)
oral/written notes/tapes combination
Braille paper
Large print paper
Exam question printed on coloured paper (please indicate colour)
Regular print with magnifying aid
Taped exam questions
Tactile diagrams (the University requires several weeks notice to prepare
this type of diagram)
Amanuensis (writer)
Reader
Adapted laboratory equipment/practical assessment
Ability to take medication
Use of glucometer (diabetics)
Bite sized food and drink (diabetics)
Assistant for practical exam
Special Equipment
Ergonomic chair
Table suitable for wheelchair (780mm floor to top)
Writing slope
Typewriter
Voice synthesised computer
Computer
Brailling equipment
Talking calculator
Lamp
closed circuit TV
Tape recorder
Low vision aids
Listening devices
Dictionary/Thesaurus
Any other equipment*
* The University will try its hardest to accommodate your special needs.
Please indicate on the Request for Special Consideration/Arrangements/Examinations
form exactly what you require.
[Top of Page]
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Author: Disability Liaison Officer
Date Last Modified: Fri, 22 October 1999
Feedback: please direct comments about this page to Disability Liaison
Officer
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