DSSG PresentationDSSG PresentationApplying for Accreditation Applying for Accreditation

as a validated institution for as a validated institution for Needs Assessment Needs Assessment recognised by SAASrecognised by SAAS

1 April 20091 April 2009

Lande Wolsey: Lande Wolsey: Head of Student Services, Head of Student Services, QMUQMU

Jo Jebb: Jo Jebb: Disability Adviser, QMUDisability Adviser, QMU

Queen Margaret University, Queen Margaret University, Edinburgh Edinburgh

Brand new campus located in south east EdinburghBrand new campus located in south east Edinburgh Strong green and sustainable credentialsStrong green and sustainable credentials Focus: Health Sciences, Business, Drama, Social Focus: Health Sciences, Business, Drama, Social

SubjectsSubjects Currently 4,250 FTE studentsCurrently 4,250 FTE students

QMU: DSA Numbers 2007 QMU: DSA Numbers 2007 20082008

0

20

40

60

80

100

120

140

160

Number of students

1

QMU students

QMU students accessing DSA 07/08

Total

New 0708

SpLD 0708

2007 2008: 10% percentage of disclosed disabled students

149 DSA applications

75 new applicants requiring Needs Assessment

56 of these (75%) SpLD

QMU: Perceived AdvantagesQMU: Perceived Advantages

Improved Service to disabled studentsImproved Service to disabled students Delays in Access Centre ‘queue’ reducedDelays in Access Centre ‘queue’ reduced Rapid response especially for PG students and Rapid response especially for PG students and

those on a one year coursethose on a one year course In-house institutional knowledge availableIn-house institutional knowledge available

Raising the profile of disability in the Raising the profile of disability in the institutioninstitution

Increase collaborative support cross-institutionIncrease collaborative support cross-institution Commercial income for institution Commercial income for institution Opportunity for staff development & Opportunity for staff development &

progression progression

WHO will be involved WHO will be involved

External NA

contacts

In-House NA

StudentCohort

Who Else in

Institution

Day – Dayin

Institution

Senior Management

Team

WHO

SMT: Senior Manager: Registry/SSSMT: Senior Manager: Registry/SS

Day-Day: Key staff in DS - key points of Day-Day: Key staff in DS - key points of job remit, qualifications, skills, experiencejob remit, qualifications, skills, experience

Who else: Academic staff, Support staff, Who else: Academic staff, Support staff, Support networks, evidence of a wide Support networks, evidence of a wide range of cross-institutional collaboration range of cross-institutional collaboration

In-House NA: SpLD –0708 DSA applicant In-House NA: SpLD –0708 DSA applicant figures to determine numbers, included figures to determine numbers, included all FA’s, non SpLD to Access Centreall FA’s, non SpLD to Access Centre

External: wide ranging contacts – Pre-External: wide ranging contacts – Pre-entry contact, Previous institutions, entry contact, Previous institutions, Persons who confirm need, Funding Persons who confirm need, Funding Authorities, Disability Organisations Authorities, Disability Organisations generic and specific, IT trainers, generic and specific, IT trainers, Equipment Suppliers, Access CentreEquipment Suppliers, Access Centre

SS: Student Services / DS: Disability Service / NA Needs Assessment

QMU: Current ProceduresQMU: Current Procedures

Initial Meeting

Determine ifNeeds Assessment

required

Referral toDSA Assessor………

Individual Learning

PlanReasonable Adjustments and Assessment Arrangements

Confirmation of

Need

Disclosure & Confidentiality

Medical Evidence

Ed Psych Evidence

Academic Schools, Registry, Student Services, Information Services, Learning Resource Centre, Estates and Facilities, Effective Learning Service, Shop

DSA Assessment

In-House/Access Centre

SpLD or other

QMU: Proposed ProceduresQMU: Proposed Procedures

Toolkit for

Quality Indicators

Administration Documents

RoomingStaffing

Storage

Publicity

Step by step itemisation of process and report compilation

Full suite of associated documents

Confidential space & dedicated equipment

Appropriately qualified and experienced staff

Secure space for confidential documents

Student Services literature & website

QMU: Support StrategiesQMU: Support Strategies

Support Strategies

Knowledge Base

Assistive Technology

Non MedicalPersonal Help

Appropriately Qualified Staff

Collaboration with DSSG, DSANET, NADP, Access Centre

Disability Coordinators, HR

Information ServicesDSA Assessor CPD

Links with suppliersDemonstration/ evaluation during Needs Assessment

SpLD Support AdviserStudent Services & Registry

External Agencies NMPHExternal Tutor Team

External Organisations

QMU: Institutional ContextQMU: Institutional Context

QMU Mission

Statement Strategic Planning

Documents

QELTA

Disability EqualitySchemeQMU

Policy Documents

QMUInternal

Committees/ Fora

Network of Key Staff inAcademic SchoolsSupport ServicesStudent Services

& Appropriate

Activity Planning

Assistive TechnologyNetworked software

AT Room

QMU: student-centred QMU: student-centred informationinformation

Clarify responsibilities

of student and AssessorClarify each step ofthe assessment process

Give clear timescale

of eventsEnsure process is

tracked effectiv

ely

QMU: Quality AssuranceQMU: Quality Assurance

Institutional MechanismsInstitutional Mechanisms QMU Governance & Regulations handbookQMU Governance & Regulations handbook Validation and Review Monitoring processValidation and Review Monitoring process Student Services ‘matrix’ standardStudent Services ‘matrix’ standard

Within Student ServicesWithin Student Services Feedback and evaluationFeedback and evaluation Comments from wider Student SurveyComments from wider Student Survey Disability Service in-house evaluation exercise Disability Service in-house evaluation exercise

Summary: in a nutshellSummary: in a nutshell

Answer every point raised in validation Answer every point raised in validation invitationinvitation

Do your homework - provide robust, Do your homework - provide robust, comprehensive and detailed responsescomprehensive and detailed responses

Demonstrate institutional support at all Demonstrate institutional support at all levelslevels

Be realistic about resources in place and Be realistic about resources in place and ability to conduct assessmentability to conduct assessment

Highlight confidence in current Highlight confidence in current institutional inclusive practice – build on institutional inclusive practice – build on thisthis