Disability Service Objectives 2013-14 http://www.tcd.ie/disability/strategic-plan/
Phase 1 – Pre-entry and First year experience
Lead: Alison Doyle
The Student
Objectives:
Tasks:
Outcome
Provide outreach
Provide pre-entry
Pathways to Trinity material will be absorbed into Prospective
opportunities via the
material that engages
students section of DS website. Continue to deliver high quality
Pathways to Trinity
prospective students in
content. http://www.tcd.ie/disability/prospective/
Outreach Project (POP).
a way that is dynamic,
Journey
Outreach:
relevant and delivered
Students will have engaged in pre and post entry preparation via
in a medium that is
targeted outreach and recruitment strategies in collaboration
attractive to young
with Trinity Access Programmes. Identify synergies between
people.
Disability Service outreach projects and College outreach and
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recruitment strategies, for example, student ambassadors.
Provide transition
Provided individual and group pre and post entry transition to
opportunities, skills and
College with support from the Unilink Service. Programmes to
support to students with
include AS orientation day, Easter/other specific events.
disabilities from underrepresented groups, and
Specialist programmes to students with sensory disabilities, in
to the local community
collaboration with the relevant stakeholders such asVisiting
student population.
Teacher service will have been developed.
Attend and engage with
Promote Service at
A quality review of all outreach activites will result in a report on
target student groups at
Higher Options, Better
three years of outreach activites and suggested outreach
specific events.
Options, College Open
activities for future years will be presented to relevant
Day, DARE clinics and
stakeholders.
community initiatives,
disseminate prepared
information sheets.
Respond to direct
enquiries.
2
Recruitment:
Review the various
Monitor and promote
A review of DARE entry data will determine key factors such as
admission application
revised TCD/DARE
socio-economic status, disability cohorts applying, entering and
processes for disabled
admissions process for
those not meeting minimum entry requirements;
applicants, including forms,
targeted groups as
disclosure and
agreed by
Influence changes to DARE scheme to ensure target groups are
arrangements for
Undergraduate Student
increasing annually;
accommodations including
Committee.
aptitude test and
Work with the Trinity Ambassador programme. Pilot DS staff
interviews; review DARE
Continue with online
ambassador programmes via the College Awareness Week in
process and monitor
registration and adapt to primary schools;
statistics.
fit with student
information system and
Data on target students with sensory and physical disabilities will
my.tcd.ie as these are
be analysed to determine if numbers are increasing;
rolled out.
Increase access quota to
22% as per the Access Plan
(18% - 2011-12)
Monitor DARE criteria
Admission changes with specific targets, language/mathematics
for disability groups;
waiver and DARE offers will be reviewed and awareness will be
escalate DARE screening
enhanced amongst other HEIs and encourage and possible
centre; collate data on
adoption;
DARE school profiles,
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HEAR-DARE applicants
DARE offers, registration and uptake of supports across all
and progress discussion
disability groups will be reviewed. Key statistics for students
with reference to
who are doubly disadvantaged (prospective HEAR-DARE
‘educational
applicants) will allow DS to develop admission scheme further.
disadvantage’;
A quality review of all recruitment activites will result in a report
Collaborate with UCD in
on three years of outreach activites and suggested outreach
reviewing entry routes
activities for future years will be presented to relevant
and targeting of groups
stakeholders.
as per admission
changes.
Transition:
Collate DS and DARE
Presented in the Senior lecturer’s report and the Disability
cumulative statistics.
Service Annual report.
Engage students in group
Continue to work with
Specific transition programmes for students with Asperger’s
and individual pre and post
Dean of Students and
Syndrome and DCD (in conjuction with Unilink) will have been
entry transition to College.
Student Services to
delivered;
enhance orientation and
first year experience
Individual pre-entry transition meetings and additional support to
activities.
target student groups by offering meeting will have taken place;
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Monitor uptake of web-
The Transition planning tool will have been promoted widely and
based Transition
shared with www.dawn.ie new pre-entry information. Additional
Planning Tool. Market
Transition planning tool modules as indicated by users will have
this to students, parents
been developed, if required.
and practitioners.
Monitor academic skills
Skills4study will be mainstreamed and the Student Learning
development and
blackboard information will be fully accessible to students with
independent learning
disabilities;
skills via Skills4Study
Review the First Year
Experience on an annual
basis.
Campus.
Work with academic and
services staff to
encourage institutional
uptake for AY 2013 2014.
Assist Student Learning
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Development with
creation of fully
accessible materials for
Blackboard to replace
S4SC.
Survey and interview all
A quality review of all transition activites will result in a report on
JF students registered
three years of outreach activites and suggested outreach
with DS.
activities for future years will be presented to relevant
stakeholders.
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Objectives Phase 2 – Progression and Retention
Lead: Declan Reilly
The Student Journey
Objectives
Tasks
Outcome
Independence:
Identify transferable
(defined as greater
skills across the
Building on the Disability Service Symposium
course will take placeand report on use of
self-autonomy in
college experience
in June 2013 and on the guide for students
guide;
decisions which affect
which will promote
with disabilities on professional courses,
a student)
and encourage
work with academic and placement staff to
Placement planning process will have
independence, self-
encourage to relevant students register with
communicated with all professional course
determination and
the Disability Service and engage in the
schools and work placements;
self-advocacy.
needs assessment and placement planning
Pilot of placement guide in all professional
processes.
Pre-placement Needs Assessment process
developed with students on all professional
Record and monitor the level of participation courses implemented;
by students in the placement planning
processes for students with disabilities on
professional courses, including difficulties
Developed clearly defined clinical and other
professional placement reasonable
and challenges as well as successes and
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achievements.
accommodation (RA’s) by trial in workplace
To enable the student
Working with students, feedback from
Provided web based resources for work
to develop practical
Unilink and other supports as well as
place practioners to assit them in
self-management
academic and placement staff on
determining appropriate RA’s;
strategies to engage
professional courses, develop course specific
and participate in
reasonable accommodations where
Measure and record impact of Placement
their student role.
appropriate to inform the placement
planning process with all stakeholders, pre-
planning process in future.
planning, in-placement and into
employment;
Needs assessment process was adapted
Where appropriate adapt knowledge and
from lessons learnt as part of the placement
To promote and
lessons learned from the placement planning project.
enable self-
process to the broader student group
determination and
registered with the Disability Service in
self-advocacy using a
relation to issues such as disclosure,
recovery-orientated,
student-centred
confidentiality, independence, selfdetermination and self-advocacy.
approach.
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Support: (defined as
Adapt and improve
Move supports from a transactional to a
All RA’s reviewed against the transition to
policies and practices
student supports
transformational process ensuring students
employment and work relevance strategy
of reasonable
within the Disability
understand the distinction.
and communicated to all stakeholders;
accommodations at
Service and College
individual, course and
and encourage their
Work with the Exams Office to develop and
College levels)
use.
implement a fit for purpose exam
Connect support with
accommodations system that will function
Service model continues to move to a
on the student portal my.tcd.ie.
resource centre based model, moving from
an mass accommodation based model to a
student independence
in the student life
Accommodation Office – continue to
fit for individual model of supoport;
cycle by ensuring
develop clear procedures for ensuring
support is appropriate
students who are requiring residences in
Annual review and improvements of specific
and increases
College are accommodated.
services has take place and ensure fit for
purpose and sustainable exam and other
greaterself-sufficiency.
specified supports supports;
Improve communication channels with
Audit of supports offered via UNILINK will
Schools and departments by producing a
continues to provide data on impact and
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term based newsletter, organise meetings
retention of students etc;
with ALOs and ensure staff are aware how to
use sharepoint
Shared responsibility of PEEP, risk
management and duty of care along with
Ensure academics are
Maintain a log of recommended supports
review of relevant policies will have take
made aware of
and accommodations not being
place;
student needs and
implemented at School, department or
that they take
placement level and the action taken by the
Feedback given by Schools and departments
responsibility for
Disability Service in response.
used to improve communication systems in
implementing
place.
reasonable
Continual review of FSD funded supports is
accommodations.
required and ensure that all supports are fit
for work strategy.Outcome of the FSD ESF
review will lead to changes in service
delivery in College and it is improtant that
Review and monitor
we are prepared for this.
disability and other
Report on issues produced and
student services
Ensure all non-FSD student (EU, non EU)
offered annually to
funding streams are working effectivley and
ensure feedback is
charged accordingly.
leading to relevant
communicated to Schools.
Services continues to be mainstreamed and
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supports.
students with specific support requirements
continue to be prioritised.
Connect support with
Encourage students to bring any issues that
Log of issues emerging along with end of first
student independence
emerge in the first few weeks of term to the
year experience influences supports and
in the student life
attention of DO or relevant support. Exit
communication internally and influence
cycle by ensuring
processes to be developed with other staff
external developments;
support is appropriate
to ensure we gain feedback from all students
and increases greater
withdrawing. In addition, a paper will be
Exit interview pro-forma will have been
self-sufficiency.
drafted on withdrawal issues to enhance the
developed and pilot results used to influence
retention of students in College.
supports in College.
Ensure academics are
Develop and implement an ‘evidence of Lens
Feedback on ‘evidence of Lens receipt’
made aware of
receipt’ facility for students in regard to Lens
system will be monitored along with
student needs and
report distribution within School s and
improved communication with
that they take
Departments so that each student with a
schools/departments.
responsibility for
Lens report is aware that their Lens has been
implementing
received and will be acted upon.
reasonable
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accommodations.
Continue to promote
Present Trinity Inclusive information at
the TIC (inclusive
relevant training and TIC related activities in
curriculum) tool and
College;
Annual report will record all activities;
principles to
encourage greater
Ensure good practice information is
Feedback on communication mechanism will
inclusivity in teaching
communciated in LENS and all
have been reported upon;
practice throughout
communication with academics;
College.
Trinity Education & Learning as part of
Academic Services will be engaged with to
ensure TIC is embedded in to new service
START process will lead to improved
connections with academic services.
development supports of academic learning
and development.
Retention &
Monitor retention
As above;
progression: (defined
across disability and
Development of exit management system in
as factors affecting
entry groups
College and service to ensure we are gaining
information on reasons why student exit
12
retention and
early, paper on retention;
progression through
Development of clear risk indicators within
Report on retention and communication of
the DS to ensure services are meeting the
same will result in retention indicators being
needs of students at risk of withdrawal.
used in College.
Enhance the student
Encourage incoming students to join clubs,
Feedback via indivdual meetings and
experience through
societies and get involved in College events.
continued work with Clubs & Societies and
academic and social
This is achieved by asking student about
all social avenues will show progress;
interaction
involvement in College life as part of the
college to graduation).
needs assessment process;
Raise inclusive practice issues with College
Monitor Equality Committee continuing
Clubs and Societies and work with them
work in this are will result in improvements.
towards ensuring all events are as inclusive
as possible.
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Lead: Declan Treanor
Phase 3: Transition to employment
The Student
Objectives
Tasks
Outcome
Journey
Progression:
To support and enable
the student in the
development of their
career pathway
throughout their
college journey.
In line with the Genio project; develop a
model of support for students using an
Have supported students (approx. 35) in
establishing a career pathway
individualized work-orientated approach
with current TCD students (Target of 35
students - Strand 1);
Pilot of model of support for recent
graduates (Target of 10 students - Strand 2);
Development of online resources including '
Work Self-Management Tool' for students
and recent graduates (Strand 1& 3);
Development of a student/graduate led peer
support on-line service incorporating input
14
from current students and recent graduates;
Recruitment and training of graduate
mentors;
Identifying prospective employers through
the respective careers and disability
organisations. (Strand 1 &2);
Planning phase for the provision of the
approach with the relevant disability and
careers staff;
Provision of individual meetings with Unilink
OT and Career's Advisor to students
transitioning to the workplace.
Completion:
To enable the student
Development of a needs assessment process
to identify and engage
for the workplace
Needs Assessment Process piloted and in use.
in opportunities for
employment and
Recruitment and support of graduate
further education.
mentors to work with students in the
transition to the workplace
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To facilitate the
transition into
employment.
Employment:
To enhance the
opportunities for
engagement in
employment /
Develop a model of support for students
Model of supported piloted, adapted and in use.
using an individualized work-orientated
approach with current TCD students.
volunteering
throughout their
college journey.
Work with Careers Adviser in supporting
students find employment and develop skills
for employment.
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ATIC Objectives -
The Student Journey
Phase 1
Objectives
Tasks
Working with 1st/2nd
Work with Phase 1 co-ordinator to ensure AT is embeeded in to any programmes
level students in the
developing via web or direct contact with students at 1st and 2nd level;
development of assistive
technology skills
Evaluate with all HEI in Dublin region to determine if this synergy is vialble or what
developments.
information can be given to improve AT uptake at 1st/2nd level;
Publicise the TCD ‘assistive technology assessment tool’ based on the matching person
to technology framework (Scherer ’98);
17
Phase 2
Continue to improve
With move of Exam office to Biotechnology building, ensure all supports and AT
Asssitive technology
provision is workable in all exams;
supports in College exams.
Continue the development electronic reader exam accommodation in College by
Identifying and training current TCD students who have used a electronic reader;
The development of the
Install new TCD image (from IS Services) on all 22 machines and test for stability;
public ATIC area based in
the College library areas
Install specific Assistive Technology software on to ATIC machines and College PAC
machine;
Work with the Library in the development of a new AT area in the Sterne Library in St.
James hospital and continue to improve exisiting facilties in BLU & Hamilton;
To monitor & provide
assistance mechanisms to
Follow up on issues & targets set in Accessible Information report 12-13 (year 4) for
ensure College is
each administrative area to ensure the policy is been adhered to & been implemented;
compliant with
responsibilities under the
The promotion of web resources for templates and accessible information guides for
College Accessible
all staff as a first point of contact;
Information Policy
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Attend and research any new methods on creating & presenting information in an
accessible format;
Implement College
Engage with key stakeholders to ensure college wide buy-in, particularly larger
infrastructure IT advances
administrative areas, schools and procurement.
and ensure accessible
compliance
Monitor & ensure the DS is involved and incorporated into the e-strategy project/
GeneSIS project. Ensure the data needs of the DS are communicated and addressed by
the GeneSIS team where appropriate;
Ensure accessibility guidelines & usability of college strategic systems are addressed by
relevant project teams. (FIS/GeneSIS/HR);
Monitor and engage with IS Services on the development of college wide IT resources
for current staff and students in ensuring services are accessible for all students &
tested accordingly e.g. Data Encryption / Mobile device connectivity.
Disability Service website
Work with the Web office and other DS staff to continue to improve Disability Service
website.
19
Phase 2/3
Tranistion to employment
Methodology phase – To review and evaluate current Assistive Technology
frameworks used for the assessment of end users on their needs for such devices,
activities they need to complete and barriers they come up against in use of assistive
devices that may lead to abandonment.
Research on graduating ssatidafaction with AT – To introduce with graduating
students evaluation of present AT used, its benefits and how such devices could be of
use in the workplace environment.
Research on workplace satisfaction with AT – To evaluate the knowledge of AT within
the employment sector and their understanding of assistive technologies and the
support benefits it can bring in supporting disabled employers.
Final project report – Highlighting strategies for closer involvement between existing
assistive technology support networks and employers with an aim to improving
employment rates for students with a disability.
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Unilink Objectives in Stage 1: Pre-entry, admission and the first year experience
The Student Journey Objectives;
Tasks;
Outcome
Outreach:
As directed by Phase 1 Disability Officer,
Unilink Service will be represented at
1. Attend and engage
(defined as an
with target student
Unilink staff will attend specific college
Open Days etc and Unilink leaflets and
opportunity to
groups at specific
pre-entry events and open days, and
information distributed.
engage with
events
provide information on the service to
potential students)
2. Information
provision to
voluntary bodies, non-college based
professionals and individually to
prospective students prospective students.
through online
resources.
To update the Unilink section of the
Unilink Service information will be
disability service website and monitor
continuously updated and inform
the visits to this section.
prospective students.
To update documentation and leaflets
Leaflets on Unilink service will be printed
for promotion of the TCD Unilink Service
and disseminated.
21
Recruitment:
1. Participation in
As directed by the Disability Officer with
Feedback and information provision to
DARE leads.
(defined as policies,
DARE screening
responsibility for the DARE process,
procedures and
process
Unilink staff members to provide input
activities which
into the DARE process.
have a direct impact
on admissions)
Transition:
1. Engage students in
Unilink staff to facilitate sections of the
Unilink will have presented on keys
(defined as
group and individual
orientation day for students entering
occupational issues that need to be
designing and
pre and post entry
through the DARE process.
discussed at Orientation sessions.
implementing
transition to College
activities that
As required, Unilink to provide individual
Unilink staff will utilise PEO approach in
enhance the first
orientation to all students entering
meeting and supporting students
year experience)
through the DARE process.
entering into university to ease
22
transition.
Individual pre-entry transition meetings
reflecting the Person Environment
Occupation Model.
To support the research element of
Phase 1 as directed by Phase 1 Disability
Officer.
23
Unilink Objectives Stage 2: Building and maintaining a college career
The Student Journey
Independence:
Objectives
1. To enable the
student to develop
practical selfmanagement
strategies to engage
and participate in
their student role.
2. To promote and
enable selfdetermination and
self-advocacy using a
recovery-orientated,
student-centred
approach.
Tasks
Outcome
Provide collaborative, individual and
practically focused meetings with
Occupational Therapists, facilitating
participation in occupations identified by
each individual student using the Trinity
Student Profile (Nolan, 2011)
To have met all continuing students and
newly referred students to the service and
support them in managing their role as a
student.
On-going provision of the Leisure
Enhancement group for students with
Asperger’s Syndrome.
Students with ASD to attend the Leisure
Group and enhance their leisure
occupations.
Provision of and research into the individual
recovery-orientated, occupation focused
self-management programme.
Continued research exploring the recovery
orientated approach with students.
Increase in the number of students’
availing of SMP.
Launch and dissemination of the student
guide for fatigue management at third level. Fatigue Management booklet will be
launched and available for use with
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To support the research projects entitled
“Exploring the occupational needs of
university students with ADHD” and
“Exploring the occupational needs of
university students with ASD” by Masters
Research students provided with bursary
from the Discipline of Occupational
Therapy.
To review and develop the model of
support for students with ADHD through
collaboration with the college psychiatrist.
Support:
1. To enable the
student to engage
with supports and
where necessary
provide / adapt and
improve supports
provided by Unilink
and the DS.
2. Provide guidance to
the college
community at the
individual, course
and overall college
levels.
3. To contribute to the
creation of a college
community that
To maintain links with Student’s Union and
Graduate Student’s Union, as well as the
college tutorial service and Student
Counselling Service.
students in Unilink sessions and on-line for
staff and students.
Research will be published on the students
occupational needs.
Collaborate with College Psychiatrist in
relation to research results on stduents
with ADHD.
Work with College supports in supporting
students in their journey through college.
To maintain fortnightly Case Management
meetings with the college Psychiatrist
throughout the year.
To liaise with the Examinations Office in the
provision of low-distraction examination
venues.
To engage in the development of the model
of support for students on professional
placement based upon research undertaken
Establish clearly defined roles in
supporting students with disabilities on
placement.
25
supports and
promotes positive
health and wellbeing
Retention /
Progression:
1. To support students
in their journey
through college.
within the service in 12-13.
To provide support to students who have
been referred via the Dean of Students
Consultative group.
Provide on-going support to students via a
needs based approach in their journey
into, through and out of college.
To provide support to students in the
transition to or returning from a period ‘off
books’.
As required and with the student’s consent,
Unilink staff have advocated on behalf of
the student at departmental and college
levels.
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Unilink Objectives Stage 3: Progressing through College to employment
The Student
Objectives
Tasks
Outcome
Journey
Progression:
1. To support and enable the
student in the development
of their career pathway
throughout their college
journey.
In line with the Genio project; develop a
model of support for students using an
individualized work-orientated approach with
current TCD students (Target of 35 students Strand 1)
Have supported students (approx. 35) in
establishing a career pathway
Pilot of model of support for recent graduates
(Target of 10 students - Strand 2)
Development of online resources including '
Work Self-Management Tool' for students
and recent graduates (Strand 1& 3)
Development of a student/graduate led peer
support on-line service incorporating input
from current students and recent graduates.
Recruitment and training of graduate
27
mentors.
Identifying prospective employers through
the respective careers and disability
organisations. (Strand 1 &2)
Planning phase for the provision of the
approach with the relevant disability and
careers staff
Provision of individual meetings with Unilink
OT and Career's Advisor to students
transitioning to the workplace.
Completion:
1. To enable the student to
identify and engage in
Development of a needs assessment process
Needs Assessment Process piloted and in
for the workplace
use.
opportunities for
employment and further
Recruitment and support of graduate
education.
mentors to work with students in the
2. To facilitate the transition
transition to the workplace
28
into employment.
Employment:
1. To enhance the
opportunities for
engagement in
Develop a model of support for students
using an individualized work-orientated
approach with current TCD students.
Model of supported piloted, adapted and in
use.
employment / volunteering
throughout their college
journey.
Work with Careers Adviser in supporting
students find employment and develop skills
for employment.
29