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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: [email protected]
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: [email protected]
Web: www.ucd.ie/Disability