1. UCD Access & Lifelong Learning
The Right Tool for the Job Showcasing the Toolkit for Inclusive Higher Education Institutions From Vision to Practice
Dr Lisa Padden
UCD Access & Lifelong Learning
31 May 2019

2. Overview University for All Toolkit Development and Methodology
Who should use this toolkit?
How to use the toolkit.
Using Results to Effect Change
Institutional Foundation and Scaffolding
Exercise

3. Access, inclusion, mainstreaming
University for All
Whole-institution approach
Weaves inclusion into fabric of institution at all levels
Moves from margins to mainstream - access not an ‘add-on’
Access, inclusion, mainstreaming
Entry and access to an inclusive learning environment
Access and inclusion is not an ‘add-on’
Everyone’s business - embedded and integrated
Target groups
National Access Plan: students with disabilities: low-income disadvantage; mature; travellers; part-time
Additional groups: lone parents; refugees/asylum seekers; ethnic minorities

4. National Access Policy
“integrate the principle of equity of access more fully into the everyday life of the HEIs so that it permeates all faculties and departments, and is not marginalised as the responsibility of the designated access office”
(HEA, 2015c, p. 25).

5. Widening Participation
Diversity
Students with Disabilities
Part Time Students
Low Income
Students
Refugees, Asylum Seekers
Mature Students ?

6. Target Equity Groups

7. Our Achievements – Widening Participation Students on Undergraduate Programmes (Certificates, Diplomas and Degrees)
(1) students from socio-economic groups D, F & G and J – see below
(2) students who report a disability either through registration for supports with Access and Lifelong Learning; admission through DARE; OR indicating a disability on the Equal Access Survey
(3) students aged 23 years and over on year of entry to UCD, with no previous undergraduate degree
(4) Part Time, including Open Learning
 * The HEA adjusted their methodology for 2015/16 so SEG now includes group J and counts year olds only. This data trend adjusts in 2016 to reflect this counting D, F, G and J but only presenting on year olds.

8. Toolkit Development and Methodology

9. University for All Principles
Mainstreaming Inclusion is the job of the entire University community and is the responsibility of all
Everyone has the right to equal participation and engagement
We must reflect the diversity of Ireland’s population
All students should be able to access, progress and succeed
We must engage all stakeholders
Excellence is achieved through diversity

10. Toolkit Purpose ASSIST in creating an action plan
RECOGNISE the work already achieved
IDENTIFY areas of priority
OFFER practical steps to implement and embed inclusive practice
FACILITATE dialogue between faculty, professional staff, technical staff etc. on the importance of inclusive higher education practice.

11. Structure

12. Who should use this toolkit?

13. Collaboration and Understanding
All professional staff, support staff and faculty in a HEI
Ideally an institution-wide group
Commitment of senior colleagues is a central component
a mechanism to assess progress, and to identify opportunities for action for established or new committees
acknowledges and respects domain expertise and demonstrates inclusion in practice.
In highly complex educational organisations, considering the perspective and standpoint of all stakeholders, including students, is highly recommended and often results in more creative problem solving and effective solutions

14. How to use the toolkit

15. Self Assessment Exercise

16. How to use the Toolkit

17. Actions to Consider

18. Possible Challenges and Suggested Solutions

19. Examples of Good Practice

20. Resources

21. Using Results to Effect Change

22. Using your results…
Identifies progress achieved and areas that require attention.
Areas resulting in a score of 2 or below, should be considered first.
A score of 4 or 5 = progress should be highlighted.
EXAMPLE: where a HEI collects and tracks student data that records the relevant characteristics and/or ‘flags’, and provides accurate and timely information to support planning and service delivery, the methodology used would be of value to others in the sector. By publishing such innovation, confidence is built, areas where the institution is doing well are highlighted, and colleagues are encouraged to continue the work in embedding inclusive practice.

23. Exercise

24. Group Discussion
Choose an area of the toolkit to discuss in your group of 3.
Choose a statement and discuss the score your own HEI might receive in this area.
Describe examples of good practice in your own institutions
Choose someone to feed back to the wider group.

25. Sample Scoring: Student Supports and Services
All students can avail of the same level of support. For example, students with disabilities are not referred through the disability service for mainstream supports available for other students.
In a HEI, where students with a disability are provided with a range of supports, including writing, mathematics, IT, etc. by the disability service only, rather than providing access to these mainstream supports, which are typically available to other students, a score of 0 may be given. The issue has not been considered and, as a result, under-represented students receive segregated services.

26. Next Steps
Take this toolkit back to your own HEI and share it with your colleagues.
Set up a team to complete the self-assessment exercise.
Identify and disseminate examples of good practice.
Create and implement an action plan for your HEI.

27. Questions?