6National & 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
7Disability – What is it? *Handout in pack Equal Status Act 2000* Models of Disability – Social Vs Medical*Direct and Substantial Effect on achieving academic potential.CatagoriesVerification of Disability*Handout in packCheck out handouts
8275 As of 30/04/03 320 As of 30/11/03 Physical 14 % 12 % Hearing 7 % 2002/03275 As of 30/04/032003/04320 As of 30/11/03Physical14 %12 %Hearing7 %6 %Visual4 %5 %Learning40 %45 %SIG23 %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.
9Dyslexia 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 processingPoor phonological processingPoor short term memoryDifficulties in organisation, sequencing and automaticityPoor metacognitionPositive AspectsHolistic learningDivergent ThinkerInnovative thinkersGood Problem solvers
10How to recognise Dyslexia Discrepancy between overall ability & verbal skillsExcessive misspellingDifficulty taking down telephone numbers/messages (working memory)Problems organising workPoor proof-readingHigh levels of stressAversion to written workSequencing difficulties in tasks that are usually automaticForgetting instructionsPersistent literacy difficultiesTendency to talk rather than listen
11Research in UCD 2003 Recommendations Staff Raise awareness of learning disabilities & inclusive teaching practiceCPD for academicsInteractive learning environmentsGreater approachability of academic staffRecognition of Dyslexia as a disabilityRecognition of learning stylesStaffGood awareness of DSS (82%)Use of multi-sensory techniques (35%)Poor awareness of student support (6%)Handout provision (82%)StudentsMost supportive level of educationPoor awareness of DyslexiaNote taking difficultiesGood exam support
12Seminar Dispelling the myths of Learning Disability Feb 5th Student Centre, Belfield, 4:00pm.Exploration of two disabilities: Dyslexia & DyspraxiaIdentificationAssessmentSupportInclusionRSVP:
13Services to StudentsAdvice and Guidance with Admission Process, in conjunction with Admissions Department.Evaluation of Students Needs on Entering University.Assistive Technology.Learning Support ServiceNote - Taker ServiceLibrary Assistance.Material in alternate format.Short form assessments of students who may have dyslexia
14Services to Students One-to-One Reader Service. Speedtext Notetaking ServiceAlternate Examination Arrangements in conjunction with Examinations Department.Information & Advice for StudentsFunding of Supports for Students with a Disability.Advocacy
15Services 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
16Services to University Administrative Departments Admissions Department.Examinations Department.Buildings & Services Department.Other Academic and Administrative Services.Other Student Support Services.
17Admissions Standard CAO Non – Standard Admissions process* Adult Education RTL/AccessMature Student Entry
18Non Standard Admissions Process Why have a NSAP for Students with a Disability?ProcedureCriteriaOverall 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 levelgrossly inadequate funding structuresNo designated DSS for primary or second levelLittle aspirations instilled in swd in 2nd level
19Total Applications to CAO 65,756 66,222 Academic Year2002/032003/04Total Applications to CAO65,75666,222Applicant who stated they had a disability9611,269Applicants with a disability offered place in a HEI in Ireland697663Completed & Valid Applications to UCD, from applicants with a disability128189Declared Applicants with a disability offered a place on a UG Course in UCD September.7681Non-completion of First Year322.5% non-completion rate 2003/04Reduced flexibility in transfer btw HEI – support networkWorked hard to get here, nothing is going to jepordise things
20Inclusion“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).
21Inclusion Diverse student population Variety of learning styles Diversity Challenge of providing equal educational opportunities for all studentsInclusive teaching practiceAssessment issuesInclusive Teaching Practice/Reasonable Accomodation*Developing Faculty Strategy*Handout in pack
22Developing 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)
23DSS & Centre for Teaching & Learning Design of Module on Inclusive Teaching & Learning for new staff & existing staff.Publication of Guidelines for Inclusive Teaching & LearningPublication on Dyslexia in University College DublinAssist in devevloping Faculty specific Inclusive Teaching & Learning policy & proceduresResearch on Inclusive Teaching & Learning
24Shaping the futureDSS Steering Committee – all Faculty representation.Development of Faculty resource teamsCollaborative Process of developing Inclusive education environmentFaculty training seminars – DSS, CTLPositive mental health strategy – Welfare servicesTechnology and InnovationInformation exchangeIncreasing access for Mature students with a disabilityPromotion of UCD as an inclusive learning institution.
25Summary Overview of DSS Policy & Legislative Framework Disability? What does it include?VerificationDyslexiaServices to Students, Faculty, Administration StaffAdmissionsInclusionShaping the Future