Disability Service Objectives 2013-14 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. 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 recruitment strategies, for example, student ambassadors.
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) 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, HEAR-DARE applicants and progress discussion with reference to 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; DARE offers, registration and uptake of supports across all disability groups will be reviewed. Key statistics for students
‘educational disadvantage’; Collaborate with UCD in reviewing entry routes and targeting of groups as per admission changes. Collate DS and DARE cumulative statistics. 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 place;
To enable the student to develop practical self-management strategies to engage and participate in their student role. To promote and enable and self-advocacy using a 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, and self-advocacy. Measure and record impact of Placement planning process with all stakeholders, in-placement and into employment; Needs assessment process was adapted from lessons learnt as part of the placement project.
student-centred approach. 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 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. All RA’s reviewed against the transition to employment and work relevance strategy and communicated to all stakeholders; Service 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;
increases greater self-sufficiency. drafted on withdrawal issues to enhance the retention of students in College. 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 implementing reasonable accommodations. 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 been received and will be acted upon. Feedback on ‘evidence of Lens receipt’ system will be monitored with improved communication with schools/departments. Continue to promote the TIC (inclusive curriculum) tool and principles to Present Trinity Inclusive information at relevant training and TIC related activities in College; Annual report will record all activities;
volunteering throughout their college journey. Work with Careers Adviser in supporting students find employment and develop skills for employment. ATIC Objectives - The Student Journey Objectives Tasks Phase 1 Working 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;
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 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) Attend and engage with target student groups at specific events 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 at Open Days etc and Unilink leaflets and information distributed. Unilink Service information will be continuously updated and inform prospective students.
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) 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 year experience) 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 transition.