disability service annual report 2006-2007 · disability service annual report 2006-2007 this...

Disability Service

Annual Report

2006-2007

This document is available in alternative format upon request and is on

the Disability Service webpage at:

http://www.tcd.ie/disability/projects/Annual_%20Reports/

L:\14-15\Admin\DS IT\DS Websites\Annual-report-web\06-07\AnnualReport200607.doc

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1 Introduction

Trinity College Dublin Disability Service (DS) promotes the needs of

students with disabilities in the college setting by providing advice,

support, and academic accommodations in partnership with students and

academic departments. DS also provides advice and information to

applicants, makes referrals, and advises academic and administrative staff

on issues pertaining to barrier-free access and disability related issues. DS

advocates for the basic rights and responsibilities set out in the Code of

Practice for students with disabilities, the University’s Access Policy and all

related national legislation including the Equal Status Act 2000 and

amendments (Equality Act 2004), The University Act 1997 and the

Disability Act 2005.

This annual report covers the academic year 2006-2007 with financial

report relating to the academic year 2005-2006.

1. Aims and objectives of Disability Services:

To embed disability issues into the culture of the University, thereby

influencing the development of policies and practices.

To address the delivery of specific supports to students with

disabilities.

1.1 Vision Statement

Trinity College Dublin is committed to a policy of equal opportunity in

education and to ensuring that students with disabilities have as complete

and equitable access to all facets of university life as can reasonably be

provided. To this end Trinity has put in place a specific service known as

Disability Services.


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1.2 Mission Statement

To promote awareness, and educate the College community, regarding

the rights and values of students and staff with disabilities from across the

spectrum.

To assist and advise the College community on issues associated with

compliance with laws that relate to students and staff with disabilities,

including the University Act 1997, Employment Equality Act 1998, Equal

Status Acts, 2000-2004 and the Disability Act 2005.

To make the College community aware of the breadth of disabilities within

the community and the cultural, physical, and psychological barriers

encountered by these individuals.

To mainstream services and facilities so that students and staff with

disabilities are treated in the same way as all students and staff, in terms

of service delivery, wherever it is possible.

2. Objectives 2006-2007

In our last Annual Report (2005-2006) the following objectives were

proposed and progress and achievements in each area is outlined here:

2.1 Disability Act 2005

Enacted in September 1st 2005 the act includes a number of positive

measures designed to advance and enhance participation by people with

disabilities in everyday life. In particular, Part 3 of the Act contains a

number of obligations specifically related to public bodies, including Trinity

College Dublin effective since 31st December 2005. College has been

proactive in meeting its obligations under the Disability Act 2005 and the

main achievements are:


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o Appointment of an Access Officer and two Inquiry Officers.

A review of all services and schools was carried out to ascertain

the level of compliance with obligations in relation to buildings

access and services under the Disability Act 2005. The following

strategic services are inaccessible: Admissions, Examinations,

Fees Office, Mature Student Office, Student Records Office,

Enquiries Office, Staff Office, Accommodations Office, and a

number of Student Services – Careers and Counselling.

o A comprehensive complaints procedure was agreed and is now

operational

o A detailed web page has been produced and is available for viewing

at: http://www.tcd.ie/disability/disability_act_2005/

2.1 Fitness to Practice Project

The Disability Service in conjunction with Schools in College raised

awareness about the need to develop policies and procedures in the area

of fitness to practice that outlines reasonable accommodations for

students studying courses which lead to work in professional settings,

such as Medicine, Teaching, and Nursing. A seminar was held on Tuesday

16th January 2007 to discuss the following objectives:

o What are College’s responsibilities under relevant legislation

(Disability Act 2005 and Equality legislation), including

reasonable accommodations for practice education settings?

What constitutes reasonable (and unreasonable)

accommodation for students with disabilities undertaking

professional courses?

To produce clearly defined guidelines in relation to decision-

making around admissions, reasonable accommodations, and

practice education.


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o A report on this seminar, circulated to all attendees, is

available on: http://www.tcd.ie/disability/projects/fitness/

As a result of this work the Senior Lecturer has set up a working group to

develop guidelines on these issues. Discussions are ongoing and

implementation is expected by the end of 2007-2008.

2.3 Postgraduate Diploma in Education (Disability Needs

Assessment)

The Disability Service in association with the School of Education TCD, and

Disability Support Services DCU set out to develop a Postgraduate

Diploma in Education (Disability Service Management) in this academic

year. The need for appropriate formal accreditation for Disability and

Access Officers in Higher Education Institutions working with students with

disabilities has been recognised by the National Access Office in their

Strategic Plan 2005-2007. In addition, needs assessment of students with

disabilities at primary and secondary level has been given significant

support with the development of the Special Education Council, the

employment of Special Education Needs Officers, and the provision of

Individual Educational Planning.

All these developments have led to the need for a recognised qualification

that ensures fair and equitable treatment in the provision of a

comprehensive needs assessment for people with disabilities in all levels

of education. The diploma is being offered as an in-service qualification for

those completing educational needs assessments for people with

disabilities, particularly those working in Disability/Access Services in

Higher Education. It has a mix of theoretical and practical content and

seeks to develop professional skills for the completion of needs

assessments for students with disabilities in education. The course will

also give participants an overview of disability and education in Ireland,

and an understanding of inclusive learning practice. The professional


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experiences of participants will be utilised by means of self-directed study

and interactive seminars.

Comprising of four modules of 25 hours each, the course can be

completed in one year. On successful completion, participants will receive

a Postgraduate Diploma in Education Studies (Disability Needs

Assessment) from Trinity College, Dublin. Successful candidates can also

take a Masters in Education by thesis. The first module will start in

October 2007. Assessment is by essay, active research, and a reflective

journal based on participant’s work.

2.4 Accessible Information Policy and guidelines

Disability Service developed guidelines on making information accessible

to all. These clear-print guidelines were presented to the Communication

Advisory Group chaired by the Provost in March 2007. This committee

supported their adoption and the Communication Officer circulated a

memo to all Schools, Departments and Services requesting they adopt

these guidelines in the production of all information, prospectus, hand

books etc.

In addition, the DS adopted a year-long policy of raising awareness for

this clear-print policy by advertising on emails, adopting clear print

documents, letters etc. See:

http://www.tcd.ie/disability/information/accessibility/accessible_information/

2.5 AD/HD Project

Assessment Criteria for ADHD have now been formalised. Several

organisations supporting people with ADHD were contacted and three

were visited to share information and common areas of interest. There is

clearly a national problem with regard to the under diagnoses and

treatment of ADHD. There is also confusion among affected individuals,

parents, educators, and health professionals as to what ADHD is and how

to deal with it effectively in an educational setting. More work is needed


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to share information and to have standardised policies and procedures for

responding to students with ADHD.

2.6 Sport & Health project

There is an apparent inertia when it comes to sport activities for students

with disabilities and the cause of this is too easily attributed to a lack of

student interest and demand. Accessibility to sports facilities have

improved since the opening of the new sports centre in May. Considerable

time and resources are required to identify the specific needs of students

with disabilities in relation to sport and exercise, so that participation

levels can be measured, supported, and increased.

In addition to these specific projects the following DS improvements in

2006-2007 were identified:

o DS responded to all issues identified in the first full student

survey carried out in 2005-2006. See

www.tcd.ie/disability/projects/surveys. The main areas improved

include:

o Improved information giving – The need for a comprehensive

definition of Reasonable Accommodations, and a clear outline of

eligibility criteria for access to these supports, was

acknowledged. These are made available to all students on

registration with DS. See:

http://www.tcd.ie/disability/services/reasonable_accommodations.

o The Supplementary Admissions Route for Applications with

Disabilities is recognised as a complex process and the Disability

Officer Network (DAWN) produced a booklet, which is concise and

informative with universal information. It explains who this route

is for, what disabilities are considered, what colleges are involved

and gives time scales for applications. See:

http://www.tcd.ie/Admissions/admissions_info/disability.html.


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o In addition, a Better Options Day for prospective students with

disabilities was held in DCU, and DS were actively involved,

ensuring the success of this event.

o The examinations, admissions, and Disability Service code of

practice for Students, and the terms of reference and

membership of the Disability Service Committee were updated to

reflect changes, new learning, and good practice.

o New examination procedures were introduced which allow

identification of certain students with disabilities in exam

situations. See: http://www.tcd.ie/disability/services/exam.php.

(The aim is to assist examiners having difficulty correcting

examination papers for these students).

o New publications, including:

o 13 Steps to Pacing (a guide for students with stamina

difficulties): http://www.tcd.ie/disability/services/pacing.php

o Problems encountered in the learning environment by

students with psychological/central nervous system (CNS)

conditions:

http://www.tcd.ie/disability/docs/pdf/common%20side%20eff

ects%20of%20medication%20final0806.pdf

o Welfare entitlements for students with disabilities:

http://www.tcd.ie/disability/docs/pdf/Entitlements_for_people

_with_disabilities.pdf

o A comprehensive on-line needs assessment system operative for

all students registering/registered with DS. A case management

system implemented in 2005 was further improved to ensure all

students have a full assessment of their needs and referral to

other supports in College.


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o Data collection has been enhanced to capture information on

attrition and success rates of students registered with SDS – see

table two and three.

o Effective links with other HEIs were established, allowing for

effective collaboration, sharing of resources, systems, and

procedures, including the CAO assessment of applicants with

disabilities.

o A more robust system was put in place to help identify students

with a disability (420 students declared a disability in the 06/07

academic year).

o Provided appropriate supports and accommodations to the 420

students registered with DS.

o Disability Officers met with all new Schools to discuss issues,

supports, and developments for students with disabilities

studying in these schools.

o Continued improvements to DS website, including: a detailed

projects page, a new Disability Act 2005 page and details on the

new postgraduate diploma course.

o On-line evaluation of support services initiated in this academic

year (findings included in appendices)

o DS developed a policy on how we communicate with parents and

carers of students registered with the service. See:

http://www.tcd.ie/disability/information/communication.php

3. Disability Service area reports

3.1 Assistive Technology and Information Centre (ATIC)

In addition to the core objectives of the ATIC service the following

areas were addressed in 2006-2007


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o Data-collection and needs assessment tool

A limited needs assessment tool and contact database were developed

and made available to the DAWN group of 13 HEIs, who work

collaboratively on the CAO Supplementary Admissions for students with

disabilities. This has worked very well in providing a central data source

for processing these applications and a limited needs assessment, so

when students are assigned to their respective HEI following the

leaving cert results, Disability Officers (DO) will have carried out an

initial needs assessment based on information provided via the CAO

and this will assist the DO in producing full needs assessment for the

student entering their HEI (This could also be extended from a national

needs assessment tool, providing participating HEIs with ‘profiles’ and

allowing them to customise Needs Assessment reports to suit the

reasonable accommodations they offer).

o Revive Text Access project

Disability Service has initiated a pilot project with the Library using the

institutional repository. This is a way of storing and correctly

cataloguing alternative format/accessible information files which are

created for students with disabilities. Initially the work will involve

cataloguing items produced to date and exporting these records to the

Text Access website. This plus the national network of institutional

repositories, (currently being created under SIF II), offer exciting

possibilities to revive the Text Access project since as records created

in other institutions can be discovered/harvested using open standards

(OAI-PMH), i.e. - while the material itself would reside in disparate

locations the Text Access catalogue could be searched via a central

search engine/portal. The Library has also committed to purchasing

electronic copies of all core textbooks from now on – which will greatly

help in making books and printed materials available to students with

print disabilities.


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o Increase awareness of need for ICT accessibility

The Assistive Technology Officer has highlighted the need for accessible

learning technologies for students with disabilities with College staff

involved in SIF proposals. The introduction of GMail and other

inaccessible web tools has been a setback to embedding ICT

accessibility in College. Disability Service is now working with

Information System Services to ensure that accessibility is a

requirement for all future ICT procurements and included in the

Information Policy Committee guidelines – not only that (web)

standards have been met but that accessibility and usability testing are

budgeted for. These moves will hopefully embed universal design and

accessibility into ICT projects realising the potential for technology to

be inclusive and an enabler for people with disabilities. In addition the

AT officer will sit on the Information Services User group committee.

o Identify Assistive Technology needs of deaf and hard of hearing

students

Students in the CDS have been using the ATIC spaces and are involved

in a collaborative project with IT Blanchardstown, i.e., - a Moddle site

(VLE) containing course notes and learning videos. CDS students are

also using video chat software such as iChat and Bonjour messenger.

The MacLab in CDS is heavily utilised for teaching and learning. Digital

video and online streaming technologies (such as video podcasting)

represent the future for Deaf education. More work needs to be done in

this area and hopefully by CDS moving to Foster Place (closer to

campus) collaboration with Disability Service will increase. Guidelines

for lecturers for producing ‘deaf-accessible’ material e.g. podcasts need

to be investigated.

o Integrating services within ISS and the Library

Mainstreaming support of the ATIC area into the Library remains a

challenge. The Disability Service Coordinator is working with Library


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Systems manager to agree A.T. support. The incoming A.T. Officer will

concentrate on the support and training of students, and will be based

part time in Library ATIC areas to ensure they are kept running

smoothly and more available to students.

o Review and evaluate new A.T. software and hardware

Ongoing. The latest assistive technology products continue to be

researched and purchased through ESF funds including a perpetual

group license for Dragon voice-dictation and specialist products for the

visually-impaired, such as PACMATE from Freedom Scientific. The A.T.

Officer has also identified new document scanners that are cost

effective and portable enough for students to use; however,

compatibility with some A.T. software can be troublesome.

o Training and awareness seminars were run for staff on Assistive

Technology facilities and IT support.

o Orientation sessions were run for Library Staff demonstrating ATIC

resources and mainstream IT support available from ISS. Disability

Staff are also updated on developments/improvements in A.T. and

ICT generally.

o Networking Outcomes -

Collaboration at national level with third level Assistive Technology

Officers (ATO's)

Improve and enhance outreach services and assistive technology

support to smaller colleges

Liaise with other national organisations and colleges

Liaise with ACTON group.

Read + Write Training took place in UCC at the start of the year.

One of the most stimulating events was the Accessible Information


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seminar run by the Irish Design for All Network – consequently the

A.T.O. joined the irl-dean mailing list and is well informed on web and

information accessibility issues and developments as a result of contact

with this dynamic group.

Several tours of the ATIC facilities were organised for outside visitors

and ACTON members. The A.T.O. also advised IADT and AIT on

strategies for producing accessible information and developing policy in

the area – pushing some responsibility back onto lecturing staff and

institutional libraries. TCD maintains good links with DCU and NUIM on

A.T. matters and there is ongoing contact and cooperation with NCBI,

NAD and other professionals involved with universal access.

3.2 Academic Support Service for students with Specific

Learning Difficulties (SLDs) continues to develop its

services by:

Providing academic support for 91 (of 220) students, one third of

whom attended supports for more than five hours in the year.

Requiring three sessions with an Academic Support Tutor (AST)

from incoming students, to orient them to services on offer and to

determine their correct examination supports.

Students with SLDs took up a monthly average of 72% of available

hours from three general ASTs, based in Room 2032 of the Arts

Block; these tutors delivered 508 hours of tuition.

Two academic support tutors in science and engineering continued

to offer subject specific dyslexia support to students studying in

these areas, delivering 52 hours of tuition.

Full report at: http://www.tcd.ie/disability/projects/SDS_Surveys/

3.3 UNILINK continues to develop its services by:


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Unilink is a support service for students with mental health problems and

is a joint initiative between DS & the School of Occupational Therapy. It

offers practical support to students in the management of their students

role eg. managing studying, going to lectures, socializing, getting essays

and project work done in time and doing exams.

The Unilink Service and student information booklet was officially

launched by the Minister of State at the Department of Education

and Science, Sile de Valera on 28th September 2006. This project is

funded through the ESF Students with Disabilities fund.

Statistics

2004-5 2005-6 2006-7

Number of students attending 28 48 47

Referral sources:

Student Disability Services 12 27 23

Student Health Service (Psychiatric) 12 13 20

Student Counselling 2 5 2

College Tutor 2 0

Other 2 2

Types of difficulties identified:

Difficulties with executive functions (e.g. planning and

organising)

Difficulties in concentrating and paying attention

Lack of control over academic areas

Communication problems


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Practical problems in studying (e.g. using the library and social

phobias)

This project is now in its fifth year and is staffed by Occupational

Therapists working 18 hours per week in total, with forty-seven

students registered with SDS. Term meetings are organised with the

Project Co-ordinator Clodagh Nolan where case reviews are

discussed with referral sources (mainly with the Psychiatrists Dr.

Sinead O’Brien and Dr. Maeve Daly) and the Disability Officers. This

year along with the official launch of the service a shared calendar

was also developed to enable more transparency with the

appointments system between the Occupational Therapy and DS

services. This is a research based service and all students are

invited to participate in the research on a voluntary basis. Clodagh

Nolan has hosted academics from the University of Coventry and it

is hoped to expand the service model to Coventry University within

the coming academic year. Work is ongoing on the operations

manual for the service and it is hoped to produce it before the end

of the Michaelmas Term 07.

3.4 Disability Services Library Report

o Multi media area - The creation of the multi media area and

the staffing of it on a full time basis mean that there is now a

point of contact for students using the ATIC Area. The area is

now better supervised making it a quieter study area.

o During the year we experienced ongoing issues with the

printing in that area. This has now been addressed.

o Audit of buildings - An Audit of all the Library buildings was

carried out with particular interest in the provision of access

to services for students with disabilities. It has highlighted a

number of issues that will have to be addressed. Funding has

been identified to rectify some of these access barriers and


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work will commence before the beginning of the next

academic year.

o Hamilton Building - The Hamilton Library continues to be a

problem and some small progress was made with the

provision of a phone on the upper level to provide access for

wheel chair users, but it has been agreed that as a matter of

urgency an internal lift is required

o Health and Safety - The Library health and safety

committee has been reformed. One of the issues to be

addressed by it is the provision of evacuation procedures from

the Library with regard to students with disabilities.

o D Space/ Digitisation Project – The Library entered the

pilot phase of making alternative formatted material created

in college available in the College Repository, where it can be

catalogued and stored.

o This along with the new Digitisation Project should allow the

Library and College fulfil its obligations with regard to the

provision of material in alternative formats to students who

require it

o Signage and notices - One of the issues noted by the

Library access audit (as part of the Disability Act review) was

that the signage within the Library needed to be upgraded. An

amount of money has been made available to start this

phased project. All new signage will meet accessibility

requirements as will all new publications produced by the

Library.

o ASR (Automated Stack Retrieval System) - During the

year the ASR system was switched on for Postgraduate

students. This allows student to order material online from


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our closed access storage facilities in Santry and on Campus

in Bookstacks. A number of students with accessibility issues

have found this system very useful. They can order the

material themselves from at home and their assistant can

collect it for them from the Library.

The system is now been make available to Undergraduate

students and will be fully operational for the next academic

year.

A new Library catalogue interface called Aqua Browser is being

piloted. It may help some students who have a print disability.

3.5 Educational Support Worker Service

Educational Support Worker (ESW) Services will be further developed,

offering a service to all non-traditional learning students in College (e.g.

mature students, students with disabilities, students from disadvantaged

socio-economic backgrounds). In addition a notetaking course (the

London Open College Network accredited course) will commence in

September 2007 and in January 2008. This course will be aimed and new

and existing notetakers. The training will be delivered by a service staff

member and is specifically for the provision of notetakers for students

with disabilities in Higher Education. The general orientation morning in

September will continue to cover all issues relating to the delivery of

supports offered. Recruitment directly via the Graduate Students’ Union

has proven very successful.

3.6 Service Evaluations and user feedback

A number of on-line surveys where undertaken in this academic year – a

student survey in which 71 of 420 students replied to questions relating to

satisfaction with services offered by SDS and Trinity as a whole. In

general the vast majority were happy with services and supports offered

by SDS. Insightful comments made by students on service improvements


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will be acted upon. See:

http://www.tcd.ie/disability/projects/SDS_Surveys/

An online survey of Educational Support Workers (ESWs) asking about

their satisfaction levels in working with SDS, students, and supports

offered was carried out. Increased awareness of disability-specific issues

was identified as a block to better preparation in their jobs. Training and

accredited courses were strongly supported.

In addition a review of the Academic Support Service and support services

to Deaf students was carried out. See:

http://www.tcd.ie/disability/projects/SDS_Surveys/

3.7 Key indicators for the SDS in 2006-7 are listed in the table

below.

Type of activity Number No. of students

Individual meetings with

students

645 421

Individual Learning Support 608 219 of 421

Unilink 1 – mental heath

project

488 36+

Unilink 2 – other students 112 26

Total 1853 421 student

4. Financial summary 2005-2006

Account name

Description of

budget/fund source

Income € Expenditur

e €

Balance


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SDS Main

account

Core funding plus

self financing

activities

143,277 253,888.53 -110,611.53

Minor works –

disability

Physical access

works/HEA TI 60,633.32 58,056.32 1,577

ESF Student

with disability

fund

ESF students with

disabilities fund 563,561 435,586 127,975

5. Current issues

The Service is undergoing changes as a result of the Disability Act 2005.

In particular, Part 3 of the Act contains a number of obligations specifically

related to public bodies, including Trinity College Dublin effective since

31st December 2005. The objective of this part of the Act is to ensure that

integrated access to public buildings and services are available to people

with and without disabilities i.e. access to the public parts of public

buildings, also to information and services provided by public bodies. In

accordance with the Act an Access Officer and two Inquiry Officers have

been appointed for Trinity College Dublin. The DS will be responsible for

ensuring College is compliant with this Act and will be evolving into a

service that will support the whole College community, including but not

exclusively students. Significant resources will need to be identified to

make the built environment accessible and increased support and advice

will be given to Schools and service areas in making sure they understand

their new obligations.

The DS continues to have difficulties with collecting the complex data

required by external funding agencies. The lack of an integrated database

which would capture the level of information DS requires to function

efficiently continues to lead to inefficient work practices. A proposal to

develop an integrated satellite database system for the DS was rejected

by the Information Policy Committee due to the advent of the Student


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Administration System. As this has now been stalled there is a need to

return to this committee and seek assistance with this essential function.

In addition, College does not have a database which would capture

detailed examination information on students with disabilities. We operate

across four different systems – admin 5, an examination database CMIS,

SIS, and a stand alone access database managed by the DS. The DS

database does not receive information from the college systems stated

here and is therefore very time inefficient.

6 Priority Actions

In 2007-2008, the Disability Act 2005 prioritises accessibility of the built

environment, making services and information accessible in addition there

are specific requirements in the recruitment and support of staff with

disabilities. The Disability Service will focus on improving these areas in

this academic year.

Data collection issues raised above will need to be solved as information

gathering has become complex.

7. Service Objectives 2007-2008

In addition to the core DS objectives (www.tcd.ie/disability/about /), it is

proposed that further integration of these activities, synergies and

increased collaboration with other Access Initiatives in College, and other

HEIs will take place in 2007-08 as follows:

7.1 Disability Act 2005

Aim: To ensure College is compliant with the Disability Act 2005

Objectives:

Collaboration with both Staff and Equality Offices to ensure that policies,

procedures, and services offered by the Staff Office are accessible and

useable by staff with disabilities. In addition, recommendations will be


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made on improvements and changes to policies in the area of recruitment,

retentions, and training of staff with disabilities.

Collaboration with the Director of Buildings Office to carry out the

following objectives which are designed to meet physical access

requirements under the Disability Act 2005:

1. Undertake a comprehensive access audit and report documenting

the accessibility of the University and making recommendations for

accessibility improvements. This will allow us to identify which areas

of college need to be prioritised. In addition this document will act

as a lever to Government in identifying the need for additional funds

to allow College to be accessible to all.

2. Front Square works (pathways through Front Square, installation of

ramps and ensuring entrances to all buildings in Front Square are

accessible) will be commenced this academic year.

3. A priority list of inaccessible services etc. will be drawn up and those

deemed ‘strategically important’ will be made accessible. Also,

temporary and long-term solutions will be identified in this academic

year.

7.2 Data collection

Aim: Continue to develop improved systems of data collection due to the

complex data required for the new funding allocation model underway

within HEA funded HEIs.

Objectives:

1. Formal proposal to IPC on the data requirements of DS

2. Sourcing a preferred supplier of technology required to enable data

collection

3. Pilot this database over the next two years and compare with other

database developments nationally.


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7.3 Recruitment & Outreach

Aims: To promote TCD as a positive option for prospective students with

disabilities and specific learning difficulties by means of outreach

initiatives and active promotion at relevant sites and events.

Objectives:

1. Attend Local and Regional Events to promote TCD.

2. Contact relevant disability groups to explore methods of raising

awareness of disability supports in TCD and the CAO Supplementary

Entry System.

3. With the assistance of TAP, identify and visit disadvantaged schools

to promote 3rd level options for students with disabilities.

4. Explore joint initiatives with other 3rd level institutions; specifically

working with Dublin HEI’s to work collectively on student

recruitment.

7.4 Careers

Aims: Embed disability aware services in the Careers Office so that

students with disabilities can be assured of up to date and relevant

information and guidance in relation to job seeking, recruitment

opportunities and careers advice.

Objectives:

1. In collaboration with the Careers Service, identify career needs of

students with disabilities

2. TCD Graduate Survey to ensure the needs of graduates with

disabilities are reviewed when findings are known.

3. Develop special initiatives to address these needs.

4. Link students and the Career Service with Get Ahead and WAM

7.5 Admissions


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Aim: To review the present Supplementary Admissions System for

students with disabilities in TCD

Objectives:

1. Review the present direct entry admissions policy and procedure

used in College

2. Review the criteria used by HEIs participating in the Common

Supplementary Admission System to assess candidates who apply

through direct entry admissions systems.

3. Review the Language Waiver procedures used in TCD and organise a

meeting with the NUI to see if common ground is achievable to

ensure fairness and transparency to those applying for language

waivers

4. Review the retention rates of students who gain entry through direct

entry systems and compare with retention of main student body

5. Research Leaving Certificate accommodations offered to students

with disabilities to determine if revisions are required to the

supplementary admission procedures in operation.

7.6 AD/HD Project

Aims: To establish criteria for the assessment of students with AD/HD and

to provide appropriate supports in response to their needs.

Objectives:

1. Involve internal and external stakeholders in developing and

implementing a college policy on AD/HD assessment criteria.

2. Identify clinical professionals who will provide assessment reports to

the standard specified in the college criteria.

3. Develop supports for students with AD/HD, including guidelines for

reasonable accommodations and appropriate supports.


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4. Work with Academic Support Tutors, Unilink and the Learning

Support Service to develop specific supports for students with

AD/HD.

5. Implement a referral process with DS, the college health centre and

the counselling service so that students with AD/HD can be easily

identified, assessed and supported.

6. Monitor the numbers of students with AD/HD applying to and

accepting places in college as well as those registering with DS.

7. Respond to feedback from students, support groups and other

stakeholders at regular review meetings.

8. Evaluate the success of the AD/HD project, qualitatively by service

user review and quantitatively by the level of interest and uptake of

the services available.

9. Inform other 3rd level institutions nationally of the AD/HD project

and work collaboratively to introduce policies and supports.

7.7 Graduate Studies

Aim: Develop policies and procedures to improve supports offered to 4th

level students, which will be in line with the strategic objective to increase

their number.

Objectives:

1. Review Graduate Studies administrative systems, prospectus and

website to ensure all information and systems are welcoming,

supportive and accessible to students with disabilities applying to

College.

7.8 Library

Aim: Review all Library services to ensure they meet the needs of readers

with disabilities.

Objectives:


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1. Review the current Library Liaison Officer position and make

recommendations on changes to the function of this role.

2. Implement the findings of the audit of services carried out as part of

the review under the Disability Act 2005.

3. Work with the Library to develop the provision of materials in

alternative formats and dissemination of these via the Text Access

website.

7.9 Sport & Health Project

Aims: To raise awareness and explore opportunities for students with

disabilities to participate in college sport and recreation facilities.

Objectives:

1. In collaboration with Sports, identify specific sport and exercise

needs of students with disabilities.

2. Assess the level of access to exercise activities in the college

community and identify areas where barriers can be removed.

3. Continue to collaborate with the DCU Sports Initiative and other

partners in developing exercise activities for students with

disabilities.

4. Include sport and exercise activities in the DS needs assessment

process so students with disabilities are encouraged to participate

and levels of participation can be measured, supported and

increased.

5. Create initiatives in partnership with the health service to respond to

the physical exercise needs of specific groups in the college

population.

7.10 ATIC

Aim: Further develop the ATIC services in College


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Objectives:

Further integrate ATIC services within ISS and the Library

Develop the information accessibility role of the ATIC services,

specifically working with key Library staff working on digital

repositories such as Text Access and the Tara project

Identify AT needs of deaf and hard of hearing students based on the

findings of the service review carried out for them

Review and evaluate new AT software and hardware

Upgrade ATIC facilities in the Libraries making particular reference

to the growing number of students with visual disabilities

7.11 UNILINK

An external review of the UNLINK project will be carried out in this

academic year.

7.12 DNA Project

A review of support services for students who are Deaf or hard of hearing

will be carried out and the recommendations will be published and acted

upon

7.13 Examinations

Aims: To provide reasonable exam accommodations for students with

disabilities in an efficient and mainstreamed approach based on models of

good practice.

Objectives:

1. Develop common examination policies and procedures within the

DAWN network

2. Inform College of common exam policies and procedures and have

these adopted by the relevant Committee.

3. Continue to identify new methods of supporting students in

examinations and models of good practice in Ireland and abroad.


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4. Work with Exams office to localise good practice in TCD.

Conclusions

With the unprecedented growth in the number of students registering with

the Service over the past few years, DS remains committed to improving

academic accommodations in partnership with students and the College

community. Further, we continue to offer advice and act as a resource for

College-wide, barrier-free access. We believe that the demands for

academic accommodations will continue to grow in the coming years. Our

vision is to create a service for students with disabilities that will serve as

a role model for third-level institutions across Ireland and to develop

partnerships in the broader community that will have a positive impact on

the lives of people with disabilities generally.


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Appendices

Statistics Analysis

Key statistics relating to SDS are presented here, which include the

numbers of students registered with this service (broken down by

disability, faculty/department of study etc).

Table one describes how the numbers of students with disabilities have

increased significantly over the last five years rising from 222 in 2001-

2002 to 420 in 2006-2007. Students with specific learning difficulties

make up nearly fifty percent of those registered with SDS. The numbers

registering with physical disabilities is decreasing year by year and this

seems to follow a national trend based on the latest survey carried out by

Ahead in 2004. Students with mental health difficulties registering with

SDS have increased but this is significantly lower than the total known to

Psychiatric Services in College (150 such students are in attendance).

Table One: Students with Disabilities registered end of 2001-

2002 2002-2003 2003-2004 2004- 2005 , 2005-2006,

2006-2007

Students with

Disabilities

registered end of

2001-

2002

2002-

2003

2003-

2004

2004-

2005

2005-

2006

2006-

2007

Hard of Hearing /

Deaf 13 30 41 38 35 31

Visual Disability /

Blind 13 17 19 13 12 13

Specific Learning

Difficulties 118 152 180 183 220 208

Physical Disability

52 48 38 42 40 35

Medical Disability

11 21 37 54 55 51


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Mental Health

11 17 30 35 59 56

Total 222

(1.5%)

285

(1.9%)

345

(2.3%)

365

(2.4%)

421

(2.8%)*

420

(3.2)%*

* Percentage of the total student population

Tables two and three give a breakdown based upon students registered

with disability by faculty and department. The majority of students are

found in the Arts and Social Sciences Faculties but numbers are increasing

significantly in Health Sciences and Science.

Table Two: Undergraduate Students with disabilities by

faculty/school

Undergraduates Registered 2006/2007

Arts and Humanities (incl. TSM – 68) 119

Social and Human Sciences 94

Engineering and System Sciences 37

Health Sciences 56

Sciences 48

Total 354


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Table Three: Postgraduate Students with disabilities by

faculty/departments

Post Graduates Registered 2006/2007

Faculty of Arts and Humanities 11

Faculty of Social and Human Sciences 13

Faculty of Engineering and Systems

Sciences

8

Faculty of Health Sciences 8

Faculty of Science 8

Total 48

Table Four: Services provided to students with disabilities in 2006-

2007

Support No. of students receiving this

support

Academic Assistant 7

Assistive Technology Training 139

Dictaphone/mini disc 2

Irish Sign Language Interpreter 9

Laptop/pc 26


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Library Assistance 9

Reading support (deaf student) 6

Note taker service 11

Additional Library loans 235

Personal Assistant 6

Photocopy Cards 237

Reader 2

Uni-Link + Unilink 2 34 + 11

Learning Support – Learning Support Service 11

Learning Support – Student Disability

Services 141

Subject Specific tuition 116

Speed text/note texting 0

Transcription 9

Transport 6

Video Camera Equipment 6

Other equipment 21


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Table Five: ESF Allocation 2002/2003/2004/2005/

Allocations under this fund have increased significantly over the last four

years.

Year Granted Spent Under spend

2001/2 €272,046.46 €270,325.73 €1,720.73

2002/3 €362,370.49 €289,356.72 €73,013.77

2003/4 €459,395.57** €325,083.66 €134,311.91

2004/5

€469,893.60**

€391,625.43

€78,268.17

2005/6

€563,561.32**

€435,585.75

€127,975.57

Table Six: Break down of ESF funding by type of disability for

which applications where made. Students with hearing disabilities

have the highest support costs, due to employing ISL interpreters.

Disability

Number

of

Students

2004/5

Funding

Received

2004/5

Number

of

Students

2005/6

Funding

Received

2005/6

Dyslexia 83 €114,536.00 133 €205,889.98

Hearing 27 €176,880.16 25 €150,711.60


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Disability

Visual

Disability 7 €26,823.5 4 €29,343.25

Medical

disability 29 €51,566.65 12 €21,649.96

Physical

disability 14 €61,779.23 16 €79,028.91

Mental

health 38 €73,570.00

Totals 160

€431,585.54** 228 €560,193.60**

** The discrepancy between these figures is due to students dropping out,

going off books etc

Table Seven: Number of applicants with a disability, eligible

applicants, offers and registered students for 2006, 2005 and

2004

Applications 2006 % 2005 % 2004 %

Total number of applicants

who disclosed a disability on

the CAO application form

487 100 442 323

Number of applicants who

completed ‘supplementary

358 74% 337 76% 224 69%


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information form’

Number of applicants eligible

for consideration on grounds of

disability

170 34% 194 44% 134 41%

Number of applicants who

matriculated (eligible

applicants)

109 22% 101 23% 62 19%

Number of offers to eligible

applicants 90

59

(44

on

merit)

54% 34 34% 36 58%

Number of registered

students 44 74% 34 100% 32 89%

Number of registered without

disclosing on CAO form 21 57 n/a

Totals 65 91

Table Eight: Graduation statistics 2005-2006

Level of degree

granted (%)

Number of students

(%)

Total 81

Disability breakdown

Dys Med MH Phy Hear Vis


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I 10 (12) 3 1 3 2 1 -

II.1 27 (33) 15 6 3 2 1 -

II.2 24 (30) 9 2 4 4 5 -

III 5 (6) 4 - 1 1 - -

Other 3 (4) 2 - - - - -

Fail 3 (4) 1 1 1 1 - -

Withdrawn* 9 (11) 2 1 5 1 - -

* undergraduate students from JF to JS who withdrew without taking

finals.

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