Disability Service Objectives 2013-1 4 http://www.tcd.ie/disability/strategic-plan/

Phase 1 – Pre-entry and First year experience Lead: Alison Doyle

The Student

Journey

Objectives: Tasks: Outcome

Outreach:Provide outreach

opportunities via the

Pathways to Trinity

Outreach Project (POP).

Provide pre-entry

material that engages

prospective students in

a way that is dynamic,

relevant and delivered

in a medium that is

attractive to young

people.

Pathways to Trinity material will be absorbed into Prospective

students section of DS website. Continue to deliver high quality

content. http://www.tcd.ie/disability/prospective/

Students will have engaged in pre and post entry preparation via

targeted outreach and recruitment strategies in collaboration

with Trinity Access Programmes. Identify synergies between

Disability Service outreach projects and College outreach and

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Attend and engage with

target student groups at

specific events.

Provide transition

opportunities, skills and

support to students

with disabilities from

under-represented

groups, and to the local

community student

population.

Promote Service at

Higher Options, Better

Options, College Open

Day, DARE clinics and

community initiatives,

disseminate prepared

information sheets.

Respond to direct

enquiries.

recruitment strategies, for example, student ambassadors.

Provided individual and group pre and post entry transition to

College with support from the Unilink Service. Programmes to

include AS orientation day, Easter/other specific events.

Specialist programmes to students with sensory disabilities, in

collaboration with the relevant stakeholders such asVisiting

Teacher service will have been developed.

A quality review of all outreach activites will result in a report on

three years of outreach activites and suggested outreach

activities for future years will be presented to relevant

stakeholders.

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Recruitment:Review the various

admission application

processes for disabled

applicants, including forms,

disclosure and

arrangements for

accommodations including

aptitude test and

interviews; review DARE

process and monitor

statistics.

Increase access quota to

22% as per the Access Plan

(18% - 2011-12)

Monitor and promote

revised TCD/DARE

admissions process for

targeted groups as

agreed by

Undergraduate Student

Committee.

Continue with online

registration and adapt

to fit with student

information system and

my.tcd.ie as these are

rolled out.

Monitor DARE criteria

for disability groups;

escalate DARE screening

centre; collate data on

DARE school profiles,

A review of DARE entry data will determine key factors such as

socio-economic status, disability cohorts applying, entering and

those not meeting minimum entry requirements;

Influence changes to DARE scheme to ensure target groups are

increasing annually;

Work with the Trinity Ambassador programme. Pilot DS staff

ambassador programmes via the College Awareness Week in

primary schools;

Data on target students with sensory and physical disabilities

will be analysed to determine if numbers are increasing;

Admission changes with specific targets, language/mathematics

waiver and DARE offers will be reviewed and awareness will be

enhanced amongst other HEIs and encourage and possible

adoption;

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HEAR-DARE applicants

and progress discussion

with reference to

‘educational

disadvantage’;

Collaborate with UCD in

reviewing entry routes

and targeting of groups

as per admission

changes.

Collate DS and DARE

cumulative statistics.

DARE offers, registration and uptake of supports across all

disability groups will be reviewed. Key statistics for students

who are doubly disadvantaged (prospective HEAR-DARE

applicants) will allow DS to develop admission scheme further.

A quality review of all recruitment activites will result in a report

on three years of outreach activites and suggested outreach

activities for future years will be presented to relevant

stakeholders.

Presented in the Senior lecturer’s report and the Disability

Service Annual report.

Transition:Engage students in group

and individual pre and post

entry transition to College.

Continue to work with

Dean of Students and

Student Services to

enhance orientation

and first year

experience activities.

Specific transition programmes for students with Asperger’s

Syndrome and DCD (in conjuction with Unilink) will have been

delivered;

Individual pre-entry transition meetings and additional support

to target student groups by offering meeting will have taken

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Review the First Year

Experience on an annual

basis.

Monitor uptake of web-

based Transition

Planning Tool. Market

this to students, parents

and practitioners.

Monitor academic skills

development and

independent learning

skills via Skills4Study

Campus.

Work with academic

and services staff to

encourage institutional

uptake for AY 2013 -

2014.

Assist Student Learning

place;

The Transition planning tool will have been promoted widely

and shared with www.dawn.ie new pre-entry information.

Additional Transition planning tool modules as indicated by

users will have been developed, if required.

Skills4study will be mainstreamed and the Student Learning

blackboard information will be fully accessible to students with

disabilities;

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Development with

creation of fully

accessible materials for

Blackboard to replace

S4SC.

Survey and interview all

JF students registered

with DS.

A quality review of all transition activites will result in a report

on three years of outreach activites and suggested outreach

activities for future years will be presented to relevant

stakeholders.

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Objectives Phase 2 – Progression and Retention Lead: Declan Reilly

The Student Journey Objectives Tasks Outcome

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.

Building on the Disability Service

Symposium in June 2013 and on the guide

for students with disabilities on professional

courses, work with academic and placement

staff to encourage to relevant students

register with the Disability Service and

engage in the needs assessment and

placement planning processes.

Record and monitor the level of

participation by students in the placement

planning processes for students with

disabilities on professional courses,

including difficulties and challenges as well

Pilot of placement guide in all professional

course will take placeand report on use of

guide;

Placement planning process will have

communicated with all professional course

schools and work placements;

Pre-placement Needs Assessment process

developed with students on all professional

courses implemented;

Developed clearly defined clinical and other

professional placement reasonable

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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.

as successes and achievements.

Working with students, feedback from

Unilink and other supports as well as

academic and placement staff on

professional courses, develop course

specific reasonable accommodations where

appropriate to inform the placement

planning process in future.

Where appropriate adapt knowledge and

lessons learned from the placement

planning process to the broader student

group registered with the Disability Service

in relation to issues such as disclosure,

confidentiality, independence, self-

determination and self-advocacy.

accommodation (RA’s) by trial in workplace

Provided web based resources for work

place practioners to assit them in

determining appropriate RA’s;

Measure and record impact of Placement

planning process with all stakeholders, pre-

planning, in-placement and into

employment;

Needs assessment process was adapted

from lessons learnt as part of the placement

project.

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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.

Connect support with

student

independence in the

student life cycle by

ensuring support is

appropriate and

increases greaterself-

sufficiency.

Move supports from a transactional to a

transformational process ensuring students

understand the distinction.

Work with the Exams Office to develop and

implement a fit for purpose exam

accommodations system that will function

on the student portal my.tcd.ie.

Accommodation Office – continue to

develop clear procedures for ensuring

students who are requiring residences in

College are accommodated.

Improve communication channels with

Schools and departments by producing a

term based newsletter, organise meetings

All RA’s reviewed against the transition to

employment and work relevance strategy

and communicated to all stakeholders;

Service model continues to move to a

resource centre based model, moving from

an mass accommodation based model to a

fit for individual model of supoport;

Annual review and improvements of specific

services has take place and ensure fit for

purpose and sustainable exam and other

specified supports supports;

Audit of supports offered via UNILINK will

continues to provide data on impact and

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Ensure academics are

made aware of

student needs and

that they take

responsibility for

implementing

reasonable

accommodations.

Review and monitor

disability and other

student services

offered annually to

ensure feedback is

with ALOs and ensure staff are aware how

to use sharepoint

Maintain a log of recommended supports

and accommodations not being

implemented at School, department or

placement level and the action taken by the

Disability Service in response.

Continual review of FSD funded supports is

required and ensure that all supports are fit

for work strategy.Outcome of the FSD ESF

review will lead to changes in service

delivery in College and it is improtant that

we are prepared for this.

Ensure all non-FSD student (EU, non EU)

funding streams are working effectivley and

charged accordingly.

retention of students etc;

Shared responsibility of PEEP, risk

management and duty of care along with

review of relevant policies will have take

place;

Feedback given by Schools and departments

used to improve communication systems in

place.

Report on issues produced and

communicated to Schools.

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leading to relevant

supports.

Services continues to be mainstreamed and

students with specific support requirements

continue to be prioritised.

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 issues 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.

Log of issues emerging along with end of

first year experience influences supports

and communication internally and influence

external developments;

Exit interview pro-forma will have been

developed and pilot results used to

influence supports in College.

Ensure academics are

made aware of

student needs and

that they take

responsibility for

Develop and implement an ‘evidence of

Lens receipt’ facility for students in regard

to Lens report distribution within School s

and Departments so that each student with

a Lens report is aware that their Lens has

Feedback on ‘evidence of Lens receipt’

system will be monitored along with

improved communication with

schools/departments.

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implementing

reasonable

accommodations.

been received and will be acted upon.

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;

Ensure good practice information is

communciated in LENS and all

communication with academics;

Trinity Education & Learning as part of

Academic Services will be engaged with to

ensure TIC is embedded in to new service

development supports of academic learning

and development.

Annual report will record all activities;

Feedback on communication mechanism

will have been reported upon;

START process will lead to improved

connections with academic services.

Retention & Monitor retention Development of exit management system in As above;

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progression: (defined

as factors affecting

retention and

progression through

college to graduation).

across disability and

entry groupsCollege and service to ensure we are gaining

information on reasons why student exit

early, paper on retention;

Development of clear risk indicators within

the DS to ensure services are meeting the

needs of students at risk of withdrawal.

Report on retention and communication of

same will result in retention indicators

being used in College.

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

Feedback via indivdual meetings and

continued work with Clubs & Societies and

all social avenues will show progress;

Monitor Equality Committee continuing

work in this are will result in improvements.

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as possible.

Phase 3: Transition to employment Lead: Declan Treanor

The Student

Journey

Objectives Tasks Outcome

Progression: To support and

enable the student in

the development of

their career pathway

throughout their

college journey.

In line with the Genio project; develop a

model of support for students using an

individualized work-orientated approach

with current TCD students (Target of 35

students - Strand 1);

Pilot of model of support for recent

graduates (Target of 10 students - Strand 2);

Development of online resources including '

Have supported students (approx. 35) in

establishing a career pathway

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Work Self-Management Tool' for students

and recent graduates (Strand 1& 3);

Development of a student/graduate led

peer support on-line service incorporating

input from current students and recent

graduates;

Recruitment and training of graduate

mentors;

Identifying prospective employers through

the respective careers and disability

organisations. (Strand 1 &2);

Planning phase for the provision of the

approach with the relevant disability and

careers staff;

Provision of individual meetings with Unilink

OT and Career's Advisor to students

transitioning to the workplace.

Completion: To enable the student Development of a needs assessment Needs Assessment Process piloted and in use.

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to identify and

engage in

opportunities for

employment and

further education.

To facilitate the

transition into

employment.

process for the workplace

Recruitment and support of graduate

mentors to work with students in the

transition to the workplace

Employment: To enhance the

opportunities for

engagement in

employment /

volunteering

throughout their

college journey.

Develop a model of support for students

using an individualized work-orientated

approach with current TCD students.

Work with Careers Adviser in supporting

students find employment and develop skills

for employment.

Model of supported piloted, adapted and in use.

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ATIC Objectives -

The Student Journey Objectives Tasks

Phase 1Working with 1st/2nd

level students in the

development of assistive

technology skills

developments.

Work with Phase 1 co-ordinator to ensure AT is embeeded in to any programmes

developing via web or direct contact with students at 1st and 2nd level;

Evaluate with all HEI in Dublin region to determine if this synergy is vialble or what

information can be given to improve AT uptake at 1st/2nd level;

Publicise the TCD ‘assistive technology assessment tool’ based on the matching person

to technology framework (Scherer ’98);

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Phase 2Continue to improve

Asssitive technology

supports in College exams.

The development of the

public ATIC area based in

the College library areas

To monitor & provide

assistance mechanisms to

ensure College is

With move of Exam office to Biotechnology building, ensure all supports and AT

provision is workable in all exams;

Continue the development electronic reader exam accommodation in College by

Identifying and training current TCD students who have used a electronic reader;

Install new TCD image (from IS Services) on all 22 machines and test for stability;

Install specific Assistive Technology software on to ATIC machines and College PAC

machine;

Work with the Library in the development of a new AT area in the Sterne Library in St.

James hospital and continue to improve exisiting facilties in BLU & Hamilton;

Follow up on issues & targets set in Accessible Information report 12-13 (year 4) for

each administrative area to ensure the policy is been adhered to & been implemented;

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compliant with

responsibilities under the

College Accessible

Information Policy

Implement College

infrastructure IT advances

and ensure accessible

compliance

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

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 &

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Disability Service website

tested accordingly e.g. Data Encryption / Mobile device connectivity.

Work with the Web office and other DS staff to continue to improve Disability Service

website.

Phase 2/3Tranistion to employment

Methodology phase – To review and evaluate current Assistive Technology frameworks used for the assessment of end users on their needs for such devices, activities they need to complete and barriers they come up against in use of assistive devices that may lead to abandonment.

Research on graduating ssatidafaction with AT – To introduce with graduating students evaluation of present AT used, its benefits and how such devices could be of use in the workplace environment.

Research on workplace satisfaction with AT – To evaluate the knowledge of AT within the employment sector and their understanding of assistive technologies and the support benefits it can bring in supporting disabled employers.

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Final project report – Highlighting strategies for closer involvement between existing assistive technology support networks and employers with an aim to improving employment rates for students with a disability.

Unilink Objectives in Stage 1: Pre-entry, admission and the first year experience

The Student Journey Objectives; Tasks; Outcome

Outreach:

(defined as an

opportunity to

engage with

potential students)

1. Attend and engage

with target student

groups at specific

events

2. Information

provision to

prospective students

through online

resources.

As directed by Phase 1 Disability Officer,

Unilink staff will attend specific college

pre-entry events and open days, and

provide information on the service to

voluntary bodies, non-college based

professionals and individually to

prospective students.

To update the Unilink section of the

disability service website and monitor

the visits to this section.

Unilink Service will be represented at

Open Days etc and Unilink leaflets and

information distributed.

Unilink Service information will be

continuously updated and inform

prospective students.

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To update documentation and leaflets

for promotion of the TCD Unilink Service

Leaflets on Unilink service will be printed

and disseminated.

Recruitment:

(defined as policies,

procedures and

activities which

have a direct impact

on admissions)

1. Participation in

DARE screening

process

As directed by the Disability Officer with

responsibility for the DARE process,

Unilink staff members to provide input

into the DARE process.

Feedback and information provision to

DARE leads.

Transition:

(defined as

designing and

implementing

activities that

enhance the first

year experience)

1. Engage students in

group and individual

pre and post entry

transition to College

Unilink staff to facilitate sections of the

orientation day for students entering

through the DARE process.

As required, Unilink to provide individual

orientation to all students entering

through the DARE process.

Unilink will have presented on keys

occupational issues that need to be

discussed at Orientation sessions.

Unilink staff will utilise PEO approach in

meeting and supporting students

entering into university to ease

22

Individual pre-entry transition meetings

reflecting the Person Environment

Occupation Model.

To support the research element of

Phase 1 as directed by Phase 1 Disability

Officer.

transition.

23

Unilink Objectives Stage 2: Building and maintaining a college career

The Student Journey Objectives Tasks Outcome

Independence:1. To enable the

student to develop practical self-management strategies to engage and participate in their student role.

2. To promote and enable self-determination and self-advocacy using a recovery-orientated, student-centred approach.

Provide collaborative, individual and practically focused meetings with Occupational Therapists, facilitating participation in occupations identified by each individual student using the Trinity Student Profile (Nolan, 2011)

On-going provision of the Leisure Enhancement group for students with Asperger’s Syndrome.

Provision of and research into the individual recovery-orientated, occupation focused self-management programme.

Launch and dissemination of the student guide for fatigue management at third level.

To support the research projects entitled “Exploring the occupational needs of

To have met all continuing students and newly referred students to the service and support them in managing their role as a student.

Students with ASD to attend the Leisure Group and enhance their leisure occupations.

Continued research exploring the recovery orientated approach with students. Increase in the number of students’ availing of SMP.

Fatigue Management booklet will be launched and available for use with students in Unilink sessions and on-line for

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university students with ADHD” and “Exploring the occupational needs of university students with ASD” by Masters Research students provided with bursary from the Discipline of Occupational Therapy.

To review and develop the model of support for students with ADHD through collaboration with the college psychiatrist.

staff and students.

Research will be published on the students occupational needs.

Collaborate with College Psychiatrist in relation to research results on stduents with ADHD.

Support:1. To enable the

student to engage with supports and where necessary provide / adapt and improve supports provided by Unilink and the DS.

2. Provide guidance to the college community at the individual, course and overall college levels.

3. To contribute to the creation of a college community that

To maintain links with Student’s Union and Graduate Student’s Union, as well as the college tutorial service and Student Counselling Service.

To maintain fortnightly Case Management meetings with the college Psychiatrist throughout the year.

To liaise with the Examinations Office in the provision of low-distraction examination venues.

To engage in the development of the model of support for students on professional placement based upon research undertaken

Work with College supports in supporting students in their journey through college.

Establish clearly defined roles in supporting students with disabilities on placement.

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supports and promotes positive health and well-being

within the service in 12-13.

Retention / Progression:

1. To support students in their journey through college.

To provide support to students who have been referred via the Dean of Students Consultative group.

To provide support to students in the transition to or returning from a period ‘off books’.

As required and with the student’s consent, Unilink staff have advocated on behalf of the student at departmental and college levels.

Provide on-going support to students via a needs based approach in their journey into, through and out of college.

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Unilink Objectives Stage 3: Progressing through College to employment

The Student

Journey

Objectives Tasks Outcome

Progression: 1. To support and enable the

student in the development

of their career pathway

throughout their college

journey.

In line with the Genio project; develop a model of support for students using an individualized work-orientated approach with current TCD students (Target of 35 students - Strand 1)

Pilot of model of support for recent graduates

(Target of 10 students - Strand 2)

Development of online resources including '

Work Self-Management Tool' for students

and recent graduates (Strand 1& 3)

Development of a student/graduate led peer

support on-line service incorporating input

from current students and recent graduates.

Recruitment and training of graduate

Have supported students (approx. 35) in

establishing a career pathway

27

mentors.

Identifying prospective employers through

the respective careers and disability

organisations. (Strand 1 &2)

Planning phase for the provision of the

approach with the relevant disability and

careers staff

Provision of individual meetings with Unilink

OT and Career's Advisor to students

transitioning to the workplace.

Completion: 1. To enable the student to

identify and engage in

opportunities for

employment and further

education.

Development of a needs assessment process

for the workplace

Recruitment and support of graduate

mentors to work with students in the

Needs Assessment Process piloted and in

use.

28

2. To facilitate the transition

into employment.

transition to the workplace

Employment: 1. To enhance the

opportunities for

engagement in

employment / volunteering

throughout their college

journey.

Develop a model of support for students using an individualized work-orientated approach with current TCD students.

Work with Careers Adviser in supporting students find employment and develop skills for employment.

Model of supported piloted, adapted and in

use.

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