Presentation on theme: "University College Dublin Disability Support Service John Bennett, Disability Officer Deborah Walsh, Educational Psychologist Yvonne McDermott, T&L Support."— Presentation transcript:
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 1988 §Mainstreaming §QA/QI Review §Re-establishment of service §New Offices §Increased Staff §Increased range of services §Substantial increase in students registering with service
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 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. 2002/ As of 30/04/ / As of 30/11/03 Physical14 % 12 % Hearing7 % 6 % Visual4 % 5 % Learning40 % 45 % SIG23 % 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 2003 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 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 5 th Student Centre, Belfield, 4:00pm. §Exploration of two disabilities: Dyslexia & Dyspraxia §Identification §Assessment §Support §Inclusion §RSVP:
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 Year2002/032003/04 Total Applications to CAO65,75666,222 Applicant who stated they had a disability9611,269 Applicants with a disability offered place in a HEI in Ireland Completed & Valid Applications to UCD, from applicants with a disability Declared Applicants with a disability offered a place on a UG Course in UCD September Non-completion of First Year32
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 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
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