university college dublin disability support service john bennett, disability officer deborah walsh,...

University College Dublin

Disability Support Service

John Bennett, Disability Officer

Deborah Walsh, Educational Psychologist

Yvonne McDermott, T&L Support Officer

15 January 2004

University College Dublin

Disability Support Service

John Bennett, Disability Officer

Deborah Walsh, Educational Psychologist

Yvonne McDermott, T&L Support Officer

15 January 2004

Overview Overview of DSS Policy & Legislative Framework Disability?

» What does it include?

» Verification Dyslexia Services to Students, Faculty, Administration Staff Admissions Inclusion Shaping the Future

Overview of DSS

Set up in 1988MainstreamingQA/QI ReviewRe-establishment of serviceNew Offices Increased Staff Increased range of services Substantial increase in students registering with

service

Structure

New Era Service Disability Support Service

Aine GalvinDirector of Access

Dr. Caroline HusseyRegistrar

UCD Policy (Handouts in pack)

Equal Opportunities Policy

Dignity & Respect Policy

DSS policy Statement

National & International Legislation

United Nations Standards Rules for the Equalization of

Opportunities for Persons with Disabilities (1993)

[COM (96) 406 'Equality of Opportunity for People with

Disabilities - a New Community Disability Strategy'].

Article 13 of the Treaty of Amsterdam (1997)

Employment Equality Act (1998)

University Act (1997)

Equal Status Act (2000)**Handout in pack

Disability – What is it?

Equal Status Act 2000*

Models of Disability – Social Vs Medical*

Direct and Substantial Effect on achieving academic

potential.

Catagories

Verification of Disability

*Handout in pack

Analysis by Disability Group of Students registered with DSSNote: It is estimated that for each student who registers with DSS, there are approximately approximately 18 students with a disability who do not register with DSS.

2002/03

275 As of 30/04/03

2003/04

320 As of 30/11/03

Physical 14 % 12 %

Hearing 7 % 6 %

Visual 4 % 5 %

Learning 40 % 45 %

SIG 23 % 16 %

Misc. 12 % 16 %

Dyslexia

“…a continuum of specific learning disabilities manifested by problems in acquiring one or more basic skills (reading, spelling, writing, number)

(Task Force On Dyslexia 2002)

Inefficient information processing

Poor phonological processing

Poor short term memory

Difficulties in organisation, sequencing and automaticity

Poor metacognition

Positive Aspects Holistic learning Divergent Thinker Innovative thinkers Good Problem solvers

How to recognise Dyslexia

Discrepancy between overall ability & verbal skills

Excessive misspelling

Difficulty taking down telephone numbers/messages (working memory)

Problems organising work

Poor proof-reading

High levels of stress

Aversion to written work

Sequencing difficulties in tasks that are usually automatic

Forgetting instructions

Persistent literacy difficulties

Tendency to talk rather than listen

Research in UCD 2003Staff Good awareness of DSS

(82%) Use of multi-sensory

techniques (35%) Poor awareness of student

support (6%) Handout provision (82%)

Students Most supportive level of

education Poor awareness of Dyslexia Note taking difficulties Good exam support

Recommendations Raise awareness of

learning disabilities & inclusive teaching practice

CPD for academics

Interactive learning environments

Greater approachability of academic staff

Recognition of Dyslexia as a disability

Recognition of learning styles

Seminar Dispelling the myths of Learning Disability

Feb 5th Student Centre, Belfield, 4:00pm.

Exploration of two disabilities: Dyslexia & Dyspraxia

Identification

Assessment

Support

Inclusion

RSVP: Deborah.Walsh@ucd.ie

Services to Students

Advice and Guidance with Admission Process, in conjunction

with Admissions Department.

Evaluation of Students Needs on Entering University.

Assistive Technology.

Learning Support Service

Note - Taker Service

Library Assistance.

Material in alternate format.

Short form assessments of students who may have dyslexia

Services to Students

One-to-One Reader Service.

Speedtext Notetaking Service

Alternate Examination Arrangements in conjunction with Examinations Department.

Information & Advice for Students

Funding of Supports for Students with a Disability.

Advocacy

Services to University Faculty Staff

Liasing with Faculty Staff on;

• Supports for Students with a Disability.

• Information & Advice on Alternate Assessment Strategies.

• Increasing Awareness of Needs of Students with a Disability.

• Supporting the move towards inclusion

Services to University Administrative Departments

Admissions Department.

Examinations Department.

Buildings & Services Department.

Other Academic and Administrative Services.

Other Student Support Services.

Admissions

Standard CAO

Non – Standard Admissions process*

Adult Education RTL/Access

Mature Student Entry

Non Standard Admissions Process

Why have a NSAP for Students with a Disability? Procedure Criteria

• Overall academic achievement to date, as shown by the Leaving Certificate results;

• Academic achievement in key subject areas, as shown by the Leaving Certificate results and any other academic qualifications;

• The impact of the disability on academic achievement to date, as shown in the personal statement, the consultant’s report and the letter from the school principal and key teachers.

Academic Year 2002/03 2003/04

Total Applications to CAO 65,756 66,222

Applicant who stated they had a disability 961 1,269

Applicants with a disability offered place in a HEI in Ireland

697 663

Completed & Valid Applications to UCD, from applicants with a disability

128 189

Declared Applicants with a disability offered a place on a UG Course in UCD September.

76 81

Non-completion of First Year 3 2

Inclusion

“Rather than learners trying to change who they are so

that they all ‘fit in’, adult educators must create learning

environments in which all learners will thrive”, (Imel,

1995).

Inclusion

Diverse student population Variety of learning stylesDiversity Challenge of providing equal

educational opportunities for all students Inclusive teaching practice Assessment issues Inclusive Teaching Practice/Reasonable

Accomodation*Developing Faculty Strategy

*Handout in pack

Developing Faculty Strategy

What academic skills must be mastered?

What knowledge, concepts, principles, must be mastered?

What methods of instruction cannot be modified?

What elements are core?

What auxillary aids could be employed to assist teaching?

SLI, TR, etc.

(Teachability UK, Alan Hurst)

DSS & Centre for Teaching & Learning

Design of Module on Inclusive Teaching & Learning for

new staff & existing staff.

Publication of Guidelines for Inclusive Teaching &

Learning

Publication on Dyslexia in University College Dublin

Assist in devevloping Faculty specific Inclusive Teaching

& Learning policy & procedures

Research on Inclusive Teaching & Learning

Shaping the future

DSS Steering Committee – all Faculty representation. Development of Faculty resource teams Collaborative Process of developing Inclusive education

environment Faculty training seminars – DSS, CTL Positive mental health strategy – Welfare services Technology and Innovation Information exchange Increasing access for Mature students with a disability Promotion of UCD as an inclusive learning institution.

Summary

Overview of DSS Policy & Legislative Framework Disability?

» What does it include?

» Verification Dyslexia Services to Students, Faculty, Administration Staff Admissions Inclusion Shaping the Future

DSS Staff

John Bennett - Disability Officer

Aiveen McPartlin – Administration

Jean Keating - Projects Officer

Yvonne McDermott - Teaching & Learning Support Officer

Deborah Walsh - Educational Psychologist

Ted Harvey - Assistive Technology Advisor

Aoife O’Brien - Access Librarian

Finbar Byrne - Braille Officer

Further Information

Disability Support Service Level 1

Library BuildingUniversity College Dublin

BelfieldDublin 4.

Telephone: 01 716 7565Email: dss@ucd.ie

Web: www.ucd.ie/Disability