L: One-to-One and Telephone consultations Table 1:1: Stakeholder Consultations Organisation Consultee Department of Education and Skills – Funder of FSD Julie Smyth Department of Education and Skills - ESF/co funder of FSD Michael Kelleher and Therese Callery HEA - National Access Policy Office Catriona Ryan, Orla Christie & Jane Sweetman HEA – System Funding Sheena Duffy HEA – Skills Policy Engagement Alan McGrath David Sheils HEA – Erasmus Gerry O’Sullivan IUA re: DARE & HEAR Grace Edge Kieran Houlihan National Council for Special Education Ray Jordan Union of Students in Ireland (USI) Siona Cahill (by email) Association for Higher Education Access and Disability (AHEAD) Ann Heelan National Learning Network Suzanne McCarthy Killester College of Further Education Rory O’Sullivan – Principal Dyslexia Association of Ireland Donald Ewing National Disability Authority Donie O’Shea State Examinations Commission Andrea Feeney Invitations to participate in the consultation were also issued to SOLAS and National Educational Psychological Service. Disability Sector Focus Group Representatives of organisations in the disability sector were invited to a focus group to contribute to the review. Participants included: Table 1:2: Disability Sector Focus Group Participants Organisation Consultee Aontas Katie O'Rourke (Communications Officer) Dyslexia Association of Ireland Donald Ewing (Head of Psychological and Educational Services) Irish Deaf Society Elaine Grehan (Manager of the advocacy department)
Cork College of Commerce Susan Holland Templemore College Noel Colleran Errigal College Charlie Cannon Kerry College of Further Education Celia O'Neill Kinsale College Fran McMorran Liberties College Damien Wedge PLC Coordinator LWETB Maura Greene Casey MIE Eilish O'Connor Moate Business College Deirdre O'Connor / Bernie Henry National Learning Network and Dublin ETB Eileen Daly Roscrea Community College Liam O'Brien Sallynoggin College of Further Education Antoinette Murphy St Johns College Cork Gretta Looney Waterford College of Further Education Orla Bannon NCAD Finola McTernan Ormond College Olive Keyes DES and HEA Department of Education and Skills Julie Smyth Department of Education and Skills Tony Gaynor HEA Caitriona Ryan HEA Orla Christle HEA Jane Sweetman HEA Sheena Duffy HEA Modesta Mawarire
Source: Review of Fund for Students with Disabilities – Survey of Students, PACEC 2016 (Question 13) Note: Only those that answered ‘Yes’ in Q10 could answer this question and respondents could select more than one answer Base: 856 respondents Most respondents (57.1%, n=489) found out about the supports available to student with disabilities through individual meetings with Disability Service / Access Office, the next most popular way students found out about supports was through the college’s website (28.6%, n=245), followed by information provided to prospective students (18.7%, n=160). A breakdown of the most common of the 117 other responses is as follows; 25 respondents described finding out about supports at different stages of college; 22 found out about supports through their secondary school; 25 through family or friends 12 through health care professional 9 found out about the support after enquiring at their college themselves. Availability of information about support for students with disabilities The majority of respondents (59.5%, n=525) thought that there was enough information available about the support available for students with disabilities in their college, however some of these respondents (n=14) went on to say that more information and better advertising would be beneficial; ‘while there is information available, I think it should be highlighted more, even among the general student population’. Of those that thought there was not enough information available (40.5%, n=358) 160 provided more detail, the main themes (mentioned by at least 4 respondents) from this include; Not enough information available relating to what supports are available (n=19); Not enough information available relating to eligibility (n=13); and Information is not presented in a clear way (n=4). Process for Accessing Support The figure below shows how respondents rated various aspects of the process for accessing support.
Figure 4:5 Respondents’ Rating of Aspects of the Process for Accessing Support Source: Review of Fund for Students with Disabilities – Survey of Students, PACEC 2016 (Question 15) Part a – 11 respondents skipped this question, therefore the base is 879 Part b – 15 respondents skipped this question, therefore the base is 875 Part c – 16 respondents skipped this question, therefore the base is 874 Part d – 17 respondents skipped this question, therefore the base is 876 Part e – 14 respondents skipped this question therefore the base is 876 Part f – 13 respondents skipped this question therefore the base is 877 Part g – 15 respondents skipped this question therefore the base is 875 Part h - 10 respondents skipped this question therefore the base is 880
Overall Year 1 Year 2 Year 3 Year 4 Information about supports available for students with disabilities is widely available 65.9% 69.0% 67.8% 60.9% 63.6% I know who to speak to in my college to access support in connection with my disability 90.2% 89.7% 90.7% 89.1% 91.5% The process for applying for support is clear 68.7% 70.7% 64.4% 68.3% 69.5% The level of support available for students with disabilities is adequate 67.6% 67.9% 70.8% 63.0% 69.8% Source: Review of Fund for Students with Disabilities – Survey of Students, PACEC 2016 Feedback from the different year groups is broadly the same across the elements outlined above with the exception of a lower proportion of Year 3 respondents agreeing that information about supports available for students with disabilities is widely available. Disability Type We analysed the differences between the responses of respondents with differing disabilities. The types of disabilities we have looked at are; Specific Learning Disabilities (N=293); Mental Health Condition (n=173); Significant Ongoing Illness (n=118); Physical/mobility (n=114). The key findings from this analysis are outlined in the next section. Awareness of FSD Table 4:15: Proportion of respondents aware of the FSD Overall Specific Learning Difficulties Mental Health Condition Significant Ongoing Illness Physical/ mobility N % N % N % N % N % Yes 395 46.3% 117 41.5% 67 39.6% 56 49.1% 64 57.7% No 459 53.7% 165 58.5% 102 60.4% 58 50.9% 47 42.3% Total 854 100.0% 282 100.0% 169 100.0% 114 100.0% 111 100.0% Source: Review of Fund for Students with Disabilities – Survey of Students, PACEC 2016