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Shona Robertson University of Glasgow Fri 3 April 2009

Disabled Student Stakeholder Group Monitoring & Quality Enhancement Workshop Full Validation Process. Shona Robertson University of Glasgow Fri 3 April 2009. Student Disability Service Location & Staff. Ground Floor, John McIntyre Building

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Shona Robertson University of Glasgow Fri 3 April 2009

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  1. Disabled Student Stakeholder GroupMonitoring & Quality Enhancement WorkshopFull Validation Process Shona Robertson University of Glasgow Fri 3 April 2009

  2. Student Disability Service Location & Staff Ground Floor, John McIntyre Building tel: (0141 330) 5497 fax: (0141 330) 4562 studentdisability@gla.ac.uk http://www.gla.ac.uk/studentdisability

  3. Partnership Working University Support Services Two visiting Educational Psychologists HEIs Disability Advisers’ Network • University Committees • Disability Equality Group • Campus Infrastructure Liaison Group • Student Support & Development Comm Approx 50 Support Workers for non medical personal help • Specialist Disability Suppliers • Iansyst • Sight & Sound • Concept Northern • Microlink Student Disability Service Core Team: 3 Advisers 3 Support Staff Computing Services For orders & invoicing • Key external stake holders • Dyslexia Action • GDA/GCIL • RNIB • NDCS • NAS/ARC • SWD ITTS Training & Evaluations Approx 170 DDCs Departmental Disability Co-ordinators in academic & support services

  4. Glasgow University Student Numbers 08-09 Full Time Equivalent (FTE) students UG 15,500 PG (T&R) 4,500 DACE 3,500 Total 23,500 Approx 1600 students disclosed a disability at registration Approx 800 students registered Disability Service

  5. Disability Statistics 2008-09 Approx 800 students registered Disability Service

  6. Toolkit: Quality Indicators for Needs Assessment 7 Indicators • When study aids and support strategies are considered, the focus is on their appropriateness for the individual student. • The assessor has the knowledge and skills to make well-informed decisions about study aids and support strategies. • Tasks the student will be expected to perform and the learning environment(s) in which the student will be operating, are always taken into account. • A continuum of study aids and strategies is explored. • Decisions regarding the support needs of the student are made in a timely manner and communicated to relevant stakeholders. • The needs assessment process is adequately resourced. • Service providers undertake regular monitoring activity and conduct an annual interview.

  7. Accreditation of our Needs Assessment Process Timeline • Historically validated up to end of session 2007-08 • 25 April 2008 submitted validation bid for Quality Indicators for Needs Assessments. • May 2008 meeting of validation panel • June 2008 response from panel • July 2008 clarification submitted • August 2008 validation approved

  8. DSA Claims • 337 total number of DSA claims in 2007-08 • 176 first DSA claims 2007-08 • 354 total number of DSA claims to date 2008-09 • 166 first claims to date in 2008-09

  9. Ultimate Accountability in the Institution Which senior staff member is ultimately accountable? (Indicator 6) Resourcing the Service • Director of Student Services • Academic Secretary • Secretary of Court • Clerk of Senate • Principal Disability Champion • Chair of Equality & Diversity Committee • Chair of Disability Equality Group • Named person ultimately responsible in institution for Disability Equality Scheme

  10. Day-to Day Responsibility Who is responsible on a day-to-day basis? Who else is involved? (Quality Indicator 2) • Previous work experience (e.g. work for voluntary, statutory & non statutory, Disability Employment Adviser) • Years of relevant disability experience • Years of needs assessment experience • Extended learning support experience • Professional qualifications (e.g. Brite, TQFE) • Postgraduate qualifications (PG Dip SpLD/PGDE/M.Ed) • Membership of disability bodies (AMBDA) • NADO, COSCA, SFEU Mental Health First Aid • BSL stage 1/ Stage 2/ Deaf Awareness Certificate

  11. CPD for Assessors ‘Demonstrate an active commitment to continuing personal & professional development’ (Quality Indicator 2) Examples: • COSCA Counselling Skills Course • Posturite DSE Workstation Assessors course • Irlen Training (for diagnostic indicators of Meares Irlen) • British Dyslexia Association Conference, Oxford, Feb 2009 • Psychological Theories of Autism (Scottish Society for Autism)

  12. Linking up with external agencies The need to link up with external agencies? The range of students? (Quality Indicators 2 & 7) External stakeholders: • RNIB, RNID, NDCS, Dyslexia Action, MS Scotland, National Autistic Society Scotland, SKILL • Posturite, Iansyst, Microlink, Humanware • Regular update/ review/ liaison meetings with preferred supplier(s)

  13. Assessment Process Efficient, student-centred, well-informed Assessment Process? (Quality Indicators 3 & 7) • Accommodation & appointment time arrangements • Liaison with academic departments/staff for further course information • Transitional evidence from school/college • Physical environment • Home visit for ergonomic assessment • Evaluation/demonstration of IT equipment and assistive software.

  14. Range of Support Strategies Assistive Technology (Quality Indicators 3 & 4) Delivery of Assistive Technology Training and Evaluations: Quality Assurance Procedures Role of ITTS - University’s Disability Scheme http://www.gla.ac.uk/services/equalitydiversity/disability/ • Recruitment • Disclosure Scotland checks • CPD Training • Iansyst/Dolphin • JISC Regional Support Centre

  15. Range of Support Strategies (continued) Disability Assistive Technology Supplier June 2008: Competitive Tendering Process for 3 year contract (Quality Indicators 3 &4) • 6 companies shortlisted • 3 companies interviewed - one hour presentation to panel of 10 interviewers • Improved service to students –approved disability supplier quality hardware, guaranteed after sales service • Centralised ordering & payment system • More accountability for taxpayer

  16. Range of Support Strategies (continued) Non Medical Personal Help (Quality Indicators 3 & 4) • Pool of scribes, note-takers, study support helpers • Pool of language service professionals • All recruited, short-listed and interviewed • Disclosure checked where appropriate • Guidelines and job descriptions issued

  17. Support Strategies within an Institutional Context Example of Writing Skills Workshops Monday 2 February: Planning Your Essay Where do you get ideas from and how do you organise them? This session will aim to answer these and other FAQs about getting started on writing your essay. 11.00 am – 12 noon (Room 319, McMillan Reading Room) or 2.00 pm – 3.00 pm (Room 319, McMillan Reading Room) Example of Study Skills Workshop Wednesday 4 March: Making Mind Maps The principles of Tony Buzan's MindMapping technique and ideas for using MindMaps to plan, make notes and revise. 11.00 am – 12 noon (Room 319, McMillan Reading Room) or 2.00 – 3.00 pm (Room 319, McMillan Reading Room)

  18. Support strategies within an institutional context • Assistive software institutional site licences • Teaching & Learning Service - enhancement initiatives • Loan pool of assistive software (asset value £60K) • Estates & Buildings ongoing investment & improvements • Free parking permit • Library services (e.g. fetching & carrying service) • Campus Services (lockers, private study rooms) • Restricted access computing cluster for VI & ASD students • Mobility Scooters • Exam Arrangements • Over 100 Departmental Disability Co-ordinators in academic departments.

  19. University of GlasgowDepartmental Disability Co-ordinator (DDC)Job Description Job Title: Departmental Disability Co-ordinator Reports to: Head of Department Purpose of the Job: To promote and support disabled students and staff as well as to promote disability equality within their department. Remuneration: The role of DDC is undertaken on a voluntary basis but it is recognised as a valuable and key element in ensuring that disability equality is promoted at an institutional as well as at a departmental level. It is therefore expected that Heads of Departments will allow DDCs reasonable time off from normal duties in order to fulfil the role effectively.

  20. Progress of DSA Assessment Progress of assessment, including timescale? (Quality Indicators 5 & 6) • Copy of quote and report sent electronically to student • Information Leaflet • FAQ link on website • Phone number and named contact for IT orders

  21. Progress of DSA Assessment

  22. Quality assurance mechanisms Mechanisms for Quality Assuring the Needs Assessment Process? (Quality Indicator 7) • Annual online evaluation survey • Annual review meetings with student • Twice yearly meetings with preferred IT supplier • Complaints Policy http://senate.gla.ac.uk/calendar/current/02feesandgeneral.pdf • #page=42&view=fitH,450 • Investment in CPD for Disability Advisers • Students’ Union – disabled students email forum • NMPH – stringent & robust boundaries • Student learning Service – FT academic staff

  23. Annual Online Evaluation Survey Dear Student We are inviting you to complete our Evaluation Survey 2007 http://www.gla.ac.uk/services/studentdisability/disability2007.html This is a questionnaire for students who have used the Student Disability Service this year 2006-2007.  It should take only a few minutes to complete. You do not have to provide your name and student number, but you may wish to provide this information if you would like action to be taken with regards to any specific concerns. We value feedback from students and use feedback from evaluation questionnaires to improve and develop our service to students. You can also see here  http://www.gla.ac.uk/services/studentdisability/Surveyfeedback.doc what action we have taken as a result of student feedback in the past. Many thanks in advance for completing our questionnaire. Shona Robertson Senior Disability Advisermailto:studentdisability@gla.ac.uk

  24. Conclusion • Answer questions first, factually with as much relevant information as possible, use specific examples. • Include supporting evidence/ documentation/ web links etc. • Before final submission check answers against 7 Indicators in Toolkit. • Use the resources and expertise of others in your own institution to help you fulfil Quality Indicator requirements (e.g. designing an online evaluation survey). • Make senior management aware of benefits of validation. • Use income generated for investment in staff CPD & IT Resources.

  25. Disability Equality Action Plan 2006-09 Disability Equality Scheme University of Glasgow http://www.gla.ac.uk/des/

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