How NUI Maynooth supports learners with

disabilities

2009

• How NUIM supports learners• The role of the Disability Office• The role of the academic

department• Questions

Responsibility of Access Office

• Widen participation and support persistence and progression for target groups

• Create entry routes and provide post-entry supports

• Mainstream activities• Create cultural change in the

institution and community

Historical Context

• Established 1998 with appointment of Access Officer

• White Paper 1995 - Charting Our Educational Future

• White Paper on Adult Education• Legislation

Legislation

• Universities Act 1997• Employment Equality Act 1998/04• Equal Status Act 2000• Education for Special Needs Act

2004• Disability Act 2005• Health and Safety at Work Acts

• “A student is disabled if he/she requires a facility which is outside of the mainstream provision of the college in order to participate fully in higher education and without which the student would be educationally disadvantaged in comparison with their peers.”

Equality Legislation

…an educational establishment will discriminate against a student with disability if they do not do all that is reasonable to accommodate that student

• Education for Persons with Special Needs Act 2004– Outlines needs assessment

• Disabilities Act 2005– accessible information– accessible buildings– access to all elements of college services

Supports for learners

• Examination accommodations• Learning Support• Technology• Additional tuition• Educational Support Workers• Transport• Library support

Our role

Learning and Needs Report

• An objective document • Student’s needs based on medical

or Educational Psychologist’s report

• If student has no documentation, they cannot register.

Examination Arrangements

• Papers in alternative format • Smaller examination venues• Use of computers • Additional time• Supervised rest periods• Use of specialised materials• Scribe/Reader

Assessment

• Exams Policy• End of semester and in-class

assessment• Note: Learning Difficulty

Awareness– (formerly ‘spelling & grammar waiver’)

Learning Disability Awareness

“A Learning Disability Awareness comprises an awareness of difficulties with spelling and grammar as well as syntax, structure and cohesion”

Handout from forthcoming Exams Policy

Delivery of Content

Helping learner to access the curriculumPractical strategies

– handouts– DVR– Moodle– extending deadlines– leave points on boards– early booklists– summaries of lectures– give concrete examples– subject specific glossary

• http://access.nuim.ie/staff

Additional Tuition

• Purpose: To recognise the impact of disability on academic performance

• Up to 20 hours per academic year • Student responsible for the

process

“A student is disabled if he/she requires a facility which is outside of the mainstream provision of the college in order to participate fully in higher education and without which the student would be educationally disadvantaged in comparison with their peers.”

Good Practice: Inclusive Education

• Assistive Technology on all computers• Increase in digital literacy for all• Further integration of ICT in education

e.g. Moodle• Alternative assessment procedures• Accessible documents policy• Communities of Practice

Contactsaccess.nuim.ie

– Ann O’Brien, Director of Access – 01 7084519 ann.obrien@nuim.ie

– Rose Ryan, Disability Officer– 01 708 6341 rosario.Ryan@nuim.ie

– Bridget Gormley, Disability Learning Support Advisor

– 01 7086336 bridget.gormley@nuim.ie

– Enda P Guinan, Assistive Technology Advisor– 01 7084654, enda.guinan@nuim.ie