1. University College Dublin Disability Support Service
John Bennett, Disability Officer
Deborah Walsh, Educational Psychologist
Yvonne McDermott, T&L Support Officer
15 January 2004

2. 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

3. Overview of DSS Set up in 1988 Mainstreaming QA/QI Review
Re-establishment of service
New Offices
Increased Staff
Increased range of services
Substantial increase in students registering with service

4. Structure

5. UCD Policy (Handouts in pack)
Equal Opportunities Policy
Dignity & Respect Policy
DSS policy Statement

6. 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

7. Disability – What is it? *Handout in pack 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
Check out handouts

8. 275 As of 30/04/03 320 As of 30/11/03 Physical 14 % 12 % Hearing 7 %
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.
Analysis by Disability Group of Students registered with DSS Note: 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.

9. Dyslexia Positive Aspects
“…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

10. 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

11. Research in UCD 2003 Recommendations Staff
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
Staff
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

12. 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:

13. 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

14. 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

15. 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

16. Services to University Administrative Departments
Admissions Department.
Examinations Department.
Buildings & Services Department.
Other Academic and Administrative Services.
Other Student Support Services.

17. Admissions Standard CAO Non – Standard Admissions process*
Adult Education RTL/Access
Mature Student Entry

18. 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.
Inadequate service in second level
grossly inadequate funding structures
No designated DSS for primary or second level
Little aspirations instilled in swd in 2nd level

19. Total Applications to CAO 65,756 66,222
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
2.5% non-completion rate 2003/04
Reduced flexibility in transfer btw HEI – support network
Worked hard to get here, nothing is going to jepordise things

20. 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).

21. Inclusion Diverse student population Variety of learning styles
Diversity 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

22. 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)

23. 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

24. 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.

25. 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

26. 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

27. Disability Support Service
Further Information
Disability Support Service
Level 1
Library Building
University College Dublin
Belfield
Dublin 4.
Telephone:
Web: