Disability Service Objectives 2012-13

Phase 1 – Pre-entry and First year experience
The Student Journey / Objectives; / Tasks;
Outreach: /
  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;
Promote College at Higher Options, Better Options, College Open Day, DARE clinics and community initiatives, disseminate prepared information sheets. Respond to Direct Enquiries.
Recruitment: /
  1. Review the application process for disabled applicants, including forms, disclosure and arrangements for accommodations 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)
/ Pilot the new DARE external screening pilot and report on effectiveness in order to progress a national assessment centre;
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.
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.
Transition: /
  1. Engage students in group and individual pre and post entry transition to College.
  2. Review the First Year Experience on an annual basis.
/ 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 self-autonomy in decisions which affect a student) / Identify transferable skills across the college experience which will promote and encourage independence, self-determination and self-advocacy.
To enable the student to develop practical self-management strategies to engage and participate in their student role.
To promote and enable self-determination and self-advocacy using a recovery-orientated, student-centred approach. / 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;
Research good practice in the development of professional placement support for students, course and workplace;
Survey all stakeholders to identify issues in supporting students on professional placements;
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 practices of reasonable accommodations at individual, course and College levels) / Adapt and improve student supports within the Disability 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 self-sufficiency. / 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;
Produce a booklet for academics on reasonable accommodations and how to support students in College.
Continue to promote the TIC (inclusive curriculum) tool and principles to encourage greater inclusivity in teaching practice throughout College / Present Trinity Inclusive information at relevant training and TIC related activities in College;
Present a paper at the Annual AHEAD conference in March 2013 on Trinity Inclusive Library project.
Retention & progression:(defined as factors affecting retention and progression through college to graduation) / 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 13-14;
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 / Objectives / Tasks
Progression: /
  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;
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.
Completion: /
  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;
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.
Employment: /
  1. To enhance the opportunities for engagement in employment / volunteering throughout their college journey.
/ 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.
ATIC Objectives - 12-13
The Student Journey / Objectives / Tasks
Phase 1 / Working with 1st/2nd level students in the development of assistive technology skills developments. / 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
The development of the public ATIC area based in the College library areas
To monitor & provide assistance mechanisms to ensure College is compliant with responsibilities under the College Accessible Information Policy
Implement College infrastructure IT advances and ensure accessible compliance
Disability Service website / 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.
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.
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 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.
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 theGeneSIS 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.
Work with the Web office and other DS staff to improve and overhaul the Disability Service website by end of the Summer 2013.
Stage 2/3 / 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 15-30 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.