Disability Service Objectives 2012-13 http://www.tcd.ie/disability/projects/index.php
Phase 1 – Pre-entry and First year experience
The Student Journey
Outreach:
Recruitment:
Objectives;
Tasks;
1. Provide outreach
opportunities via the
Pathways Outreach
Project (POP)
2. Attend and engage
with target student
groups at specific
events.
Continue with Pathways workshops to targeted groups and advertise to targeted
schools in the Dublin area and community groups;
1. Review the
application process
for disabled
applicants, including
forms, disclosure and
arrangements for
accommodations
Pilot the new DARE external screening pilot and report on effectiveness in order
to progress a national assessment centre;
Promote College at Higher Options, Better Options, College Open Day, DARE
clinics and community initiatives, disseminate prepared information sheets.
Respond to Direct Enquiries.
Continue to develop the Disability Service online registration system and adapt to
fit with College student information system (SITS) and my.tcd.ie as these are
rolled out.
Transition:
including aptitude
test and interviews;
review DARE process
and monitor
statistics.
2. Increase access quota
to 22% as per the
Access Plan (18% 2011-12)
1. Engage students in
group and individual
pre and post entry
transition to College.
2. Review the First Year
Experience on an
annual basis.
Collate DS and DARE cumulative statistics bi-annually and for relevant College
reports including the Senior Lecturer’s Report;
Actively target students with sensory and physical disabilities and make proposals
for increasing their participation in College;
Monitor increased quotas developed in the College Access plan 2009-2013 and
report on trends evolving.
Work with the Dean of Students to develop orientation, pre-entry and first year
experience initiatives;
Develop an on-line Transition Planning Tool for disabled students considering
College and monitor this tool usefulness;
Improve and enhance information and design of Pathways website;
Monitor academic skills development and independent learning skills via Unlink
and Skills4Study Campus;
First Year Experience Survey and interview all JF students registered with DS.
Report on findings to be presented to relevant stakeholders;
Continue to develop Asperger’s Syndrome specific transition programme;
Scope the development of DCD specific transition programme for 13-14 entry.
Objectives Phase 2 – Progression and Retention
The Student Journey
Objectives
Tasks
Independence: (defined as greater selfautonomy in decisions which affect a
student)
Identify transferable skills
across the college experience
which will promote and
encourage independence,
self-determination and selfadvocacy.
Include pre-placement planning meetings' as a recommendation in Lens
reports for students on professional courses and follow up with student
engagement in placement planning process with placement co-ordinators;
To enable the student to
develop practical selfmanagement strategies to
engage and participate in
their student role.
Survey all stakeholders to identify issues in supporting students on
professional placements;
To promote and enable selfdetermination and selfadvocacy using a recoveryorientated, student-centred
approach.
Research good practice in the development of professional placement
support for students, course and workplace;
Develop placement planning procedures and supports for students on
professional courses and ensure systems in place support all stakeholders
(student, course staff and workplace supervisors);
Host a symposium for all stakeholders to present findings of this
professional placement project in June 2013 and write an academic paper
outlining recommendations for future supports and training;
On-going provision of the Leisure Enhancement group for students with
Asperger’s Syndrome;
Development and use of an individual recovery-orientated, occupation
focused self-management programme;
Development of a student guide for fatigue management at third level;
To develop approaches to engage with students with DCD based upon a
review of the service provision for these students to date.
Support: (defined as policies and
Adapt and improve student
practices of reasonable accommodations supports within the Disability
at individual, course and College levels)
Service and College and
encourage their use.
Review and monitor disability
and other student services
offered annually to ensure
feedback is leading to
relevant supports.
Develop referral systems for all Disability Services and ensure participation
is monitored;
To develop and refine reasonable accommodations provided by the
Disability Service to best meet student needs;
Review Personal Emergency Evacuation Procedures in operation in College
to determine if they are fit for purpose. Make recommendations to the
College Safety Committee on improvements requirement;
Exam policy and procedures – adopt the national DAWN Examination policy
and ensure they are brought through the Undergraduate and Postgraduate
Committee’s in Michaelmas term 12-13;
College Code of Practice for disabled students – review and revise this plan
in line with legal opinion changes in the Calendar and present to the
Undergraduate and Postgraduate Committee’s in Hilary term 12-13;
To maintain established links with the Student’s Union, College Health
Service, Student Counselling Service and Tutorial Services;
To take an active role in College health promotion initiatives such a mental
health week and health and sports week.
To update and develop disability information on-line and where appropriate
provide disability awareness training for staff;
Ensure ALOs are informed and instructed on the use of Share point to
access LENS reports and RA's for students in their Schools.
Connect support with
student independence in the
student life cycle by ensuring
support is appropriate and
increases greater selfsufficiency.
Encourage students to bring any problems that emerge in the first few
weeks of term to the attention of DO or relevant support. Exit processes to
be developed with other staff to ensure we gain feedback from all students
withdrawing. In addition, a paper will be drafted on withdrawal issues to
enhance the retention of students in College.
Ensure academics are made
aware of student needs and
that they take responsibility
for implementing reasonable
accommodations.
Meet with ALOs in MT. Prioritise those departments and schools not met
last year and those with high needs groups. Provide information to D/S on
the numbers of students with disabilities studying in their area;
Continue to promote the TIC
(inclusive curriculum) tool
and principles to encourage
greater inclusivity in teaching
Produce a booklet for academics on reasonable accommodations and how
to support students in College.
Present Trinity Inclusive information at relevant training and TIC related
activities in College;
Retention & progression:(defined as
factors affecting retention and
progression through college to
graduation)
practice throughout College
Present a paper at the Annual AHEAD conference in March 2013 on Trinity
Inclusive Library project.
Monitor retention across
disability and entry groups
Development of exit management system in College and service to ensure
we are gaining information on reasons why student exit early, paper on
retention and host seminar for college on this important issue;
To actively engage with students going or returning from a period ‘off
books’. Work with the Dean of Students to ensure the ‘Off books’ policy
gets through College committee’s and included in College Calendar for 1314;
To advocate where necessary on behalf of the student at departmental and
college levels and where necessary suggest changes in college policy to
facilitate student participation in student life.
Enhance the student
experience through academic
and social interaction
Encourage incoming students to join clubs, societies and get involved in
College events. This is achieved by asking student about involvement in
College life as part of the needs assessment process;
Raise inclusive practice issues with College Clubs and Societies and work
with them towards ensuring all events are as inclusive as possible.
Phase 3 – Transition to Employment
The Student Journey
Progression:
Completion:
Employment:
Objectives
Tasks
1. To support and
enable the student
in the development
of their career
pathway
throughout their
college journey.
Update phase 3 website to be more student centred and useful;
1. To enable the
student to identify
and engage in
opportunities for
employment and
further education.
2. To facilitate the
transition into
employment.
Produce a booklet for students at all stages of their student journey outlining
employment opportunities;
1. To enhance the
opportunities for
engagement in
employment /
volunteering
Develop resources for students on professional courses to ensure they are properly
supported in the work placement;
Unilink Occupational Therapist to be aligned to this stage with responsibility for the
student’s preparation for employment throughout their college career.
Link Students to careers service within college and engage with employers and support
agencies interested in employing disabled students;
Explore alternative opportunities such as internships, job bridge and others internally
in College and externally;
Support the Leonardo programme format in helping the student through process of
specific job applications.
Facilitate students into the workplace through increased links programmes within and
outside TCD;
Disseminate findings of the Leonardo transition to employment project internally and
externally.
throughout their
college journey.
ATIC Objectives - 12-13
The Student Journey
Phase 1
Objectives
Working with 1st/2nd
level students in the
development of assistive
technology skills
developments.
Tasks
Develop assistive technology assessment tool based on the matching person to
technology framework (Scherer ’98);
Research free to use software via PC/MAC and mobile devices across;
Discuss & agree Framework & technology for pathways to trinity with relevant
stakeholders;
Re-engage with 2nd level schools & community groups at 2nd & 4th years – give the
school the benefit of such devices \ not TCD branded at the start;
1st AT session introduce AT its benefits – what the student can get from it – student
general feedback / level of AT use at present;
2nd AT Session carry out a 1:1 AT assessment to pinpoint an AT device that can benefit
the student and that the student wants to try – student driven;
Support the students in its use via the student forum/ pathways website;
3rd session re-evaluate the use of such devices in the students study;
Promote all devices used via the Pathways website;
Report on end of year phase 1 result in DS Annual report 12-13.
Stage 2
Pilot electronic reader in
examinations
Evaluate pilot ran at UCC;
Identify and target current TCD students who have used a reader for pilot;
Develop process with Schools, Exams Office and Disability Service to ensure the pilot is
achievable;
Provide training students involved in the pilot;
Introduce as an exam accommodation in annual exams 12-13 and monitor process and
provide feedback for future development.
The development of the
public ATIC area based in
the College library areas
Install new TCD image (from IS Services) on all 22 machines and test for stability;
Install specific Assistive Technology software on to ATIC machines
Work with the library in the development of a new AT area in the Sterne Library in St.
James hospital.
To monitor & provide
assistance mechanisms to
ensure College is
compliant with
Follow up on issues & targets set in Accessible Information report 11-12 (year 3) for
each administrative area to ensure the policy is been adhered to & been implemented;
The promotion of web resources for templates and accessible information guides for
responsibilities under the
College Accessible
Information Policy
all staff as a first point of contact;
Attend and research any new methods on creating & presenting information in an
accessible format;
Engage with key stakeholders to ensure college wide buy-in, particularly larger
administrative areas, schools and procurement.
Implement College
infrastructure IT advances
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.
Stage 2/3
Disability Service website
Work with the Web office and other DS staff to improve and overhaul the Disability
Service website by end of the Summer 2013.
AT needs assessment
tool–
1. Research current assessment tools – HATT / MTP / SETT / IMPT.
2. Simplify and adjust to a 3rd level environment where needed to allow for a max 1530 assessment after which a recommendation for an AT support can be reached.
3. Present the assessment tool to DS staff where need.
4. Present to DS staff to ensure referrals students for AT is made without a prior
decision on technology supports made.
5. Arrange follow up discussion/survey with students on the benefits and issues with
the use of AT in the current environment and possible technology supports available in
the workplace.