UCD ACCESS CENTRE
DISABILITY SUPPORT
PARENT BOOKLET
http://www.ucd.ie/openingworlds/ucdaccesscentre/supportsforstudentswithadisability/
Contents
Welcome ........................................................................................................................................................................... 4
Registering with the UCD Access Centre Disability Support ............................................................................................. 5
Communicating with parents or guardians ...................................................................................................................... 6
Preparing for College Life.................................................................................................................................................. 8
Independence and Responsibility ..................................................................................................................................... 8
Orientation ........................................................................................................................................................................ 8
Campus accommodation for students with physical or sensory disabilities .................................................................... 9
Needs Assessment ............................................................................................................................................................ 9
Exam Supports ................................................................................................................................................................ 11
Academic Supports ......................................................................................................................................................... 11
Assistive Technology ....................................................................................................................................................... 12
Commonly Used Tools ................................................................................................................................................ 12
Literacy Tool - Texthelp Read & Write Gold............................................................................................................ 12
Proofreading Tool – Grammarly ............................................................................................................................. 12
Recording Tool - Livescribe Smartpen..................................................................................................................... 12
Tools for students with Visual Impairment ................................................................................................................. 13
Magnification Software........................................................................................................................................... 13
Screenreader ........................................................................................................................................................... 13
Tools for students with Hearing Impairment.............................................................................................................. 13
Radio Aid ................................................................................................................................................................. 13
Writing Tools ............................................................................................................................................................... 13
Voice Recognition Software .................................................................................................................................... 13
Assistive Technology Drop-in Sessions ....................................................................................................................... 14
Free AT Resources ....................................................................................................................................................... 14
Academic Skills Training .................................................................................................................................................. 14
Workshops .................................................................................................................................................................. 14
One-to-One Learning Support .................................................................................................................................... 15
Academic Skills Drop-in Sessions ................................................................................................................................ 15
UCD Student Counselling Service.................................................................................................................................... 16
Unilink Occupational Therapy Support Service .............................................................................................................. 16
What does Unilink do? ................................................................................................................................................ 16
Referral to Unilink ....................................................................................................................................................... 17
Code of Practice for Students with Disabilities ............................................................................................................... 17
Coping with College Life .................................................................................................................................................. 17
Tips .................................................................................................................................................................................. 18
Welcome
This booklet is in recognition of your need for information as parents/guardians of UCD and potential UCD
students. We hope that you find the information useful and that this booklet helps to answer some of the
questions you may have regarding your son or daughter’s transition into higher education.
UCD is committed to ensuring, as far as possible and within the framework of current legislative
requirements, that students with disabilities have equality of access to and participation in all UCD
courses. UCD Access Centre applies policies and procedures that endeavour to ensure that
students with disabilities are treated fairly and equitably, thereby enabling them to compete on an
equal footing with their peers and to demonstrate their true knowledge and competency. Disability
supports and reasonable accommodations are designed to help students to become independent
in their learning and prepare them for employment.
Cardinal John Henry Newman defined a university as “a place where students come from all
quarters for all types of knowledge”; the ethos of the UCD Access Centre is to foster an inclusive
educational environment and to facilitate students to become independent learners who engage
fully in college life in UCD.
Registering with the UCD Access Centre Disability Support
Our staff are experienced and highly qualified professionals with knowledge and expertise in disability,
access and equity issues. We work closely with academic staff, tutors, administrators, and other support
services to ensure UCD is as accessible as possible to all students.
The best thing you can do is to encourage your son or daughter to make contact with the Access Centre as
soon as possible. It can often be helpful to discuss any issues or concerns before applying to study at
UCD. If that was not possible then he or she should be encouraged to speak to someone in Disability
Support as near to the beginning of the college year as possible. We would suggest that students:
1. Visit Opening Worlds
http://www.ucd.ie/openingworlds/ucdaccesscentre/supportsforstudentswithadisability/ which
provides an introduction to the disability supports and additional information on accommodations.
2. Contact UCD Access Centre Disability Support before the final CAO change of mind date (1st
July) to discuss options disability@ucd.ie.
Not all students with disabilities may wish to register for disability supports, but note that all students are
welcome to use the whole range of other student support services at UCD.
Communicating with parents or guardians
UCD Access Centre Disability Support views all materials pertaining to a student’s disability as confidential.
UCD is committed to a policy of equal opportunity in education and to ensuring that students with a
disability have as complete and equitable access to all facets of University life as can reasonably be
provided. UCD has adopted a code of practice which is applicable to all students with disabilities studying
in UCD. This is in accordance with the Disability Act 2005, the Equal Status Acts 2000 (as amended) and
the University Act (1997). Students with a disability are encouraged to register with UCD Access Centre
Disability Support to seek accommodations where their disability could affect their ability to participate fully
in all aspects of their course of study.
At second level parents/guardians are very much part of the decision process of a student with a disability
academic and disability related needs. Initial contacts from parents are welcomed, especially when
applying for the DARE scheme. When that student becomes a registered student of UCD, however, the
parent/guardian may no longer contact UCD on behalf of the student or in order to seek information about
the student. Once a student registers in UCD, UCD staff are not in a position to disclose any student
information to parents/guardians. Staff can provide general information and guidance but it is not possible
to disclose whether the student is registered with the Access Centre or discuss a student’s exam
accommodations and academic performance with a parent/guardian. The student becomes solely
responsible for communicating with university personnel about academic and disability-related matters.
UCD Access Centre staff are aware of this role change and welcome the opportunity to offer advice and
general policy information to the parents of students with disabilities; however, it is not possible to discuss
any specific student’s accommodations and supports. In accordance with this perspective, UCD Access
Centre has established the following policy on communicating with parents.
Policy
A student or prospective student who wishes to request exam or academic accommodations is advised to
contact the UCD Access Centre Disability Support to make an appointment for a Needs Assessment and to
discuss through their academic concerns during their studies. In order to register with the Access Centre for
Disability Support students must provide appropriate documentary evidence of their disability.1
1
For information on acceptable evidence of disability please see ‘What is supporting documentation’ at
http://www.ucd.ie/openingworlds/ucdaccesscentre/supportsforstudentswithadisability/informationforstudents/
for such services. A request from a parent, a legal guardian, a clinician, a school official, or another third
party will not be accepted in lieu of a direct request from the student.
Once a student registers with UCD, Access Centre Staff will not discuss any of the following with the
parents/ guardians of a student

An individual student's accommodation needs

Exam and Academic accommodations for a specific student

A student's academic progress/exam results

Programme Attendance
Every student who registers with the Access Centre for Disability Support receives a letter of registration
outlining their exam and academic accommodations. Parents and legal guardians are encouraged,
therefore, to request information directly from the student.
Information about individual conditions or support provisions will not be disclosed to, or discussed with, any
individual outside the University - including a parent or guardian without the express written consent of the
student. Students may request a meeting with parent/guardian present. This meeting should be requested
in writing.
Information about individual students will not be disclosed to a member of staff not directly involved in the
provision of support to the student. The student’s right to privacy and confidentiality is a high priority at UCD
Access Centre Disability Support. In extreme circumstances where immediate harm to self or others may
result, the law may require that essential information is reported to necessary agencies or parties.
UCD Access Centre Disability Support is duty bound by the Data Protection Act and UCD’s Privacy Policy.
Preparing for College Life
Preparation for the move to college should begin long before attending college open days or applying to the
CAO. Your son or daughter should begin preparing for life after secondary school by understanding their
disability and how it may affect academic performance (self-awareness and self-determination), recognise
strengths, weaknesses and successful coping strategies and communicate these to other adults (selfadvocacy). These skills are a vital aspect of the third level experience, and young adults will need time to
develop, practice and fine-tune their self-advocacy abilities.
Independence and Responsibility
Often first year students are unprepared for the amount of responsibility that is expected in the college
environment. These skills and abilities can be developed by encouraging your son or daughter to take
responsibility for educational and personal goals while they are still in secondary school. You can help by
encouraging your son or daughter to problem-solve and address situations independently, while you offer
support and additional help, only if needed.
College life poses different challenges for students with disabilities. When students enrol in college, they
are considered responsible adults by faculty and staff. The expectations are that they will assume
responsibilities for meeting their class requirements. In college, students are expected to meet deadlines,
be prepared for lectures, tutorials and tests, and to make wise use of their time. Good time management,
organisational, and study skills will be important to the preparation for college learning. This added
responsibility is coupled with a change in environment. Whereas secondary school was a very structured
environment with a set schedule, college schedules can vary dramatically. For the first time many students
may have considerable time between classes and frequently do not use this time wisely. Students must
enforce their own attendance and prepare to realise personal consequences if they choose not to attend
lectures or tutorials. Before going on to 3rd Level education your son or daughter should be prepared for
taking responsibility for the managing of their disability. Good communication skills and knowledge about
oneself are crucial to success in college.
Orientation
Many students who enter through DARE are invited to a tailored three day orientation designed to assist
students with the transition from second to third level. This orientation usually takes place in the last week
in August – a week before the main UCD orientation. This allows students to come to campus when it is
quieter so they feel more comfortable and at ease. The orientation includes a number of sessions including
a campus tour, tips for time management and organisation, study skills, UCD IT training, Assistive
Technology training, information on the UCD Horizons system, motivation for study and information about
other supports available in UCD including the Maths Support Centre and Writing Clinics. A number of
Access Leaders work with Access Centre staff during this orientation. These leaders are students from
various programme areas, many of whom are registered with the Access Centre. These leaders bring
students on tailored campus tours spending more time in areas relevant to the students’ area of study.
These leaders are also available to answer questions and give advice about campus life in UCD.
Campus accommodation for students with physical or sensory disabilities
The Access Centre has a limited number of accessible rooms reserved for students who have a significant
physical and/or sensory disability.
All CAO applicants wishing to book accommodation must book in the normal fashion. For further details
(including deadline dates) please see www.ucd.ie/residences.
All students requesting an accessible room must provide documentary evidence of a physical or sensory
disability. Accessible rooms are allocated on a first come first serve basis.
For information regarding fees, payment of fees, or facilities in each residence, please visit the UCD
residences website (www.ucd.ie/residences) or contact them directly. Students who do not have a
significant physical or sensory disability should apply to UCD Residences in the usual way.
Information
on
how
to
apply
for
accommodation
is
available
through
the
following
link:
www.ucd.ie/residences. For assistance with online booking e-mail: residences@ucd.ie or contact the
Residences Booking Office directly on 01 716 1031.
Needs Assessment
A student can register with the service at any time but it is best to register as soon as possible so that any
supports they require can be put in place without delay. Those who attend DARE orientation will be given a
Needs Assessment appointment on the last day of orientation.
Follow these two steps to register:
1. Make an appointment by calling 01 716 7565 or e-mail disability@ucd.ie or call into the Access Centre
Reception Office on Level 1 of the James Joyce Library Building. The Reception Office is open from 10am
to 12pm and from 2pm to 4pm Monday to Thursday, and from 10am-1pm on Friday. Those who attend
orientation will be given a Needs Assessment appointment on the last day of orientation.
2. Provide supporting documentation. Supporting documentation shows what the disability,
significant ongoing illness, Specific Learning Difficulty (SLD) or mental health condition is and its
impact. Students with an SLD. e.g. dyslexia, must provide an Educational Psychologist’s report of
not more than 5 years old which clearly states that they have an SLD. If the student has any other
disability they must provide a report from an appropriately qualified consultant or specialist. See
‘What is Supporting Documentation’ available at
http://www.ucd.ie/openingworlds/ucdaccesscentre/supportsforstudentswithadisability/informationfo
rstudents/#d.en.83594. Students who do not have appropriate evidence of their disability should
forward the ‘Evidence of Disability Form’ to their Medical Consultant/Specialist to be completed.2
The report must be no older than five years. Please note that evidence from a GP/Family doctor or
support organisation is not accepted as verification of disability.
All students who wish to register with disability support will need to agree to and sign the UCD Code of
Practice for Students with a Disability3.
2
The ‘Evidence of Disability form’ is available here:
http://www.ucd.ie/openingworlds/ucdaccesscentre/supportsforstudentswithadisability/informationforstudents/
Exam Supports
At the needs assessment the student will discuss with a member of UCD Access Centre staff which exam
supports would best suit their needs. Reasonable accommodations are defined as those actions that
enable students to demonstrate their true knowledge and ability in examinations without changing the
demands of the examination. The intention behind the provision of such accommodations is to alleviate a
substantial disadvantage without affecting the integrity of the assessment. The granting of reasonable
accommodations is not intended to put the integrity or status of the examination or in-class assessment at
risk, and is designed to ensure fairness to all students (full- and part-time).
Examples of exam supports used by students with disabilities in UCD are:
•
Alternative Exam Location
o
Students receiving reasonable accommodations normally sit their examinations in a different
venue to their peer group. These venues are normally shared with other students. These
venues are classrooms so the students sit with a small group which can reduce anxiety in
exam situations. The venue can also provide facilities such as the student can sit their exam
using a computer, the student can put medications, food, toiletries on stand-by with the
invigilator, the student upon medical advice take a break for a rest during their exams –
reasonable accommodations can be facilitated in the alternative exam location. Only in
exceptional circumstances will a student with a disability sit an examination in a room on
their own.
•
Extra Time
o
Students whose examination performance is significantly impacted by a disability may
require extra time in examinations. Extra time may also be used by students who require a
rest break or a break for medication during examinations. Extra time is set at 10 minutes
extra per hour of timed examinations.
Academic Supports
Academic Supports refer to any supports that students with disabilities might require in the classroom or
lecture environment. At the Needs Assessment a member of staff from the Access Centre will discuss the
supports available and help the student to decide which might work best for them.
Examples of academic supports used by students with disabilities in UCD are:

Permission to use a recording device in lectures

Mental Health Awareness

Fatigue Awareness
Assistive Technology
There is a range of Assistive Technology (AT) resources available for students in UCD. These consist of
software and devices that enable students to learn independently and perform at their highest academic
level. Some ATs are available to all students in UCD (such as Texthelp), whereas others are available to
specific students registered with the Access Centre.
The Access Centre has an AT Officer who can provide and train students who are registered for disability
support with a range of AT tools. At the needs assessment the student will be referred to the AT Officer if
necessary.
Commonly Used Tools
Literacy Tool - Texthelp Read & Write Gold
Texthelp Read and Write is installed on all computers on campus. It consists of a suite of tools that can
assist students in reading course material and composing essays. It operates as a floating toolbar and
works seamlessly within Windows applications such as Microsoft Word and Internet Explorer.
The most commonly used feature in Texthelp is the Read Out Loud Tool, which students can use to read
course material from Blackboard, or to proofread their own essays.
There are many other tools included, such as a spellchecker and a dictionary designed with dyslexic users
in mind. Other features include a tool to convert notes into MP3, colour screening and predictive text.
An example of Texthelp in action can be viewed here:
www.youtube.com/watch?v=pzjpTVtS2NQ
Proofreading Tool – Grammarly
Students can use Grammarly to analyse their essays and identify grammar errors. Grammarly offers advice
based on the errors made, so that students can not only correct the mistake, but also learn the guiding
principles of grammar usage.
Recording Tool - Livescribe Smartpen
The Livescribe Smartpen is an electronic pen that has a built-in recorder. The pen synchronizes the
recording with the notes taken by the student in class. Afterwards the student can click on any part of their
notes and the pen will play back what the lecturer was saying at that time.
A large part of the pen’s appeal is its simplicity and intuitive design. The student simply has to press the
record button at the beginning of the lecture and start writing. Afterwards the structure of the recording is
built around their notes, i.e., what they found to be the crucial parts of the lecture.
An example of the Livescribe Smartpen in action can be viewed here:
www.livescribe.com/uk/media/video/platform/Record_and_Playback_448x256_h264.mp4
Tools for students with Visual Impairment
Magnification Software
Students with low-vision can use screen magnification software to enlarge material on the screen.
Screenreader
Students who are blind or have low-vision can use a screenreader such as JAWS, which reads out the
content on the screen. All actions are performed with keyboard shortcuts.
Tools for students with Hearing Impairment
Radio Aid
Students with a Hearing Impairment may use a radio aid to minimize background noise. Most radio aids
require the lecturer to wear a clip-on microphone. The student will usually wear the receiver around their
neck. The student will ask the lecturer to use the microphone at the beginning of the class.
Writing Tools
Voice Recognition Software
Students can use voice-recognition software to compose their essays or assignments. The student speaks
into a headset and the program interprets their speech and enters it as text on the screen.
Students who make use of this software may have a disability which makes it difficult for them to express
their thoughts in writing or have a physical disability which makes it difficult for them to write.
Voice recognition software can also be used in conjunction with a handheld dictaphone. The student
records their speech with the dictaphone, and then later uploads the audio file onto their computer with the
voice-recognition installed, which then converts the audio file into digital text.
Assistive Technology Drop-in Sessions
Students with any difficulties or queries relating to Assistive Technology can call into the Assistive
Technology drop-in sessions at the Assistive Technology Centre.
Drop-in times:
Tuesday, Thursday and Friday: 1.30-3.30
Free AT Resources
There is also a range of software and apps that can be downloaded for free. For more information
download our Free Assistive Technology Resources information.
For more information contact the AT Officer, Pauric Holleran, at pauric.holleran@ucd.ie or 01 716 7671.
Academic Skills Training
Workshops
Transition from second to third level can be quite daunting for many students. The movement from passive
to active learning and the new responsibility of independent study may present challenges to first year
students. In Semester One of each academic year the Access Centre offers academic skills workshops to
assist first year students with the transition into third level education. We offer five key workshops covering
the areas that many students find challenging in the first semester at university:
1. Note Taking & Time Management
2. Study
3. Academic Writing
4. Research Skills
5. Exam Preparation
Each one-hour workshop is offered several times throughout the semester in order to help students to fit
attendance at the workshops around their existing class schedules. In the second semester we re-run
these workshops and offer some more specific workshops to address areas suggested by students
registered with us. These workshops include such topics as:
•
Presentations
•
Group Work
•
Advanced Study Skills
•
Avoiding Plagiarism
Our aim is to help students to master these essential skills in their first year so that they can become
effective learners and writers for the rest of their degrees and careers.
The slides and other materials from these workshops are made available on the Learning Support
Blackboard module. Items such as easy-to-personalise weekly timetables, learning style questionnaires,
proofreading checklists and reading strategy handbooks will be useful for all students who wish to improve
their performance at university.
If a student is interested in attending these workshops, or would like to suggest a topic for an upcoming
workshop, then they amy contact the UCD Access Centre Academic Skills Coordinator Dr Lisa Padden: Email: lisa.padden@ucd.ie, Phone: 01 716 7072
One-to-One Learning Support
Learning support in UCD is delivered primarily through the workshops outlined above. If students would like
to discuss provision of one-to-one sessions on a topic not covered by the workshops they should contact
Lisa Padden: E-mail: lisa.padden@ucd.ie
Academic Skills Drop-in Sessions
UCD Access Centre provides weekly drop-in sessions which students can attend to meet with a Learning
Support Tutor.4 Learning Support Tutors can offer advice on:
4
•
correct referencing styles
•
structure of written work
•
research skills
•
use of AT to proof-read/self-edit work
•
exam techniques
•
study techniques
•
time management
•
note-taking strategies
•
mind-mapping
•
reading strategies
•
writing styles
•
creating timetables and schedules
Details of the dates and times of these sessions are advertised to students via email and placed on our website at the start of
each semester: http://www.ucd.ie/openingworlds/ucdaccesscentre/supportsforstudentswithadisability/learningsupport/
UCD Student Counselling Service
UCD Student Counselling Service is a free and confidential service staffed by professionally qualified
psychologists and counsellors. Students do not need to be registered for disability support to attend the
counselling service. Students may request an appointment or further information by making direct contact
with the service by calling 01-7163133
PLEASE NOTE: At times of very high demand for the service, unfortunately there may be a lengthy waiting
time for appointment.
Unilink Occupational Therapy Support Service
Unilink is a private, confidential, practical occupational therapy support service established in Trinity
College, Dublin and provided in UCD two days per week. Unilink is available to students who are
registered with the Access Centre for Disability Support who may be experiencing mental health difficulties,
and/or physical/sensory difficulties.
Unilink is staffed by qualified and experienced Occupational Therapists. Occupational therapy is a clientcentred health profession concerned with promoting health and wellbeing by enabling people to participate
in the activities of everyday life or "occupations."
What does Unilink do?
The aim of the Unilink Service is to enable the student to develop practical skills and strategies to help in
his/her role as a student both academically and socially. This may include:
•
Developing a healthy balanced routine as a student
•
Developing organisational and planning skills
•
Goal setting
•
Managing the academic demands of the student’s programme of study
•
Developing relaxation skills
•
Developing communication skills
•
Exploring leisure opportunities
Unilink is a student-centred service, meaning that the sessions are guided by what the student needs and
wants to do. The Unilink Occupational Therapist works closely with the student’s Disability Adviser.
Referral to Unilink
Students can avail of the Unilink Service if they are registered with the Access Centre Disability Support .
Please contact the Access Centre Disability Adviser, Please note that there is a waiting list for this service.5
Code of Practice for Students with Disabilities
The Code of Practice is intended to provide a model for a high standard service to students with disabilities.
This Code of Practice applies to all students, both undergraduate and postgraduate with permanent or long
term disabilities, at UCD. UCD will provide students with a disability with reasonable accommodations to
ensure that they are not placed at a substantial disadvantage compared to a non-disabled student. A
substantial disadvantage is one that entails time, inconvenience, effort or discomfort, compared to other
students and which is more than minor or trivial.
The purpose of this Code of Practice for UCD is twofold:
• to outline to students with disabilities their rights and responsibilities in receiving reasonable
accommodations in UCD;
• to define UCD rights and responsibilities to students with disabilities, and the UCD community.
All students registering with the UCD Access Centre Disability Support will receive a copy of this code
of practice to read and sign. A web version is available on our website:
http://www.ucd.ie/t4cms/UCD%20Code%20of%20Practice%20for%20Students%20with%20a%20Disa
bility.pdf
Coping with College Life
If you are concerned that coursework, studying or the college environment is becoming unmanageable, or
you are worried that your son or daughter is seriously unwell, please advise them to contact the Disability
Adviser. Other useful contacts for them to talk to are:
5

Module Co-ordinator

Programme Student Adviser
For more information please refer to the Unilink brochure and the Student Guide to Unilink available here:
http://www.ucd.ie/openingworlds/ucdaccesscentre/supportsforstudentswithadisability/informationforstudents/

Student Counselling Service

UCD Health Services

UCD Chaplains

Niteline
Tips

Listen, encourage and reassure. If your son or daughter is feeling overwhelmed this is not unusual
in third level education. Encourage them to make their own decisions and remind them of the
support resources at UCD, such as help with study skills and counselling.

Have conversations about lifestyle choices, especially relationship issues and alcohol use, before
they come to campus. This provides the opportunity to talk to your son or daughter in advance
about the choices they are likely to confront and help them determine what they value in their own
behaviour and that of others.

Encourage them to disclose UCD staff which will help them get more from their experience at UCD.
Students may do this using their registration letter from the Access Centre which outlines their
support requirements.

Between their busy schedules and changes in their sleeping patterns, it may be hard to reach them,
alternative communication methods such as texts and emails may help maintain communication
rather than just phone calls.

When you are talking with your son or daughter, try not to focus on grades. Ask which staff
members they have met, which classes they enjoy, what they are learning and what they are doing
for fun.