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Improving Communication with Students: Strathclyde University

Improving Communication with Students: Strathclyde University. Context Our current communications Most importantly, what are the key messages you should communicate? http://www.strath.ac.uk/disabilityservice. Context.

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Improving Communication with Students: Strathclyde University

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  1. Improving Communication with Students: Strathclyde University • Context • Our current communications • Most importantly, what are the key messages you should communicate? http://www.strath.ac.uk/disabilityservice

  2. Context Services are validated - or not - to conduct needs assessments for DSA purposes. BUT Universities must meet the needs of all disabled students, regardless of whether they are eligible to apply for DSA. University provides more, individual students should require less. Not always a welcome message!

  3. Current communication.Disclosure triggers... • Welcome letter – What do you need to do next? • “Tell us about your needs” • “What is evidence?” • Effective Learning Programme invitation • Refer to Disability Service Web-site: Needs Assessments; Assistive Technology on campus; Training…

  4. Students who don’t disclose at UCAS? • Departmental Handbooks • Prospectus • Departmental Disability Advisers • Referrals from academic departments • Student Services Handbook BUT, 14,000+ students – always possible for students not to know about the service.

  5. Thereafter, the process: • Disability Advisers prioritise students awaiting Needs Assessment and a date and time offered; • Telephone or email reminder; • ‘Joint’ needs assessment; • Student signs agreement with the content of report; • SAAS process, then award letter; • Purchasing appointment;

  6. Thereafter, the process: • Training • Non Medical Personal Help – matching, details of work agreement, supervision • Questionnaire • DSA annual review But, “Support is available at anytime throughout your study at Strathclyde.”

  7. Questionnaire If your needs were assessed by staff in the Disability Service, were you satisfied with the conduct of the assessment? Were you happy with the outcome of the assessment? If there are any issues associated with your assessment or with the support from the Disability Service thereafter, please give details.

  8. Questionnaire Have your recommended adjustments related to teaching been provided? Have these adjustments met your needs? Have your recommended assessment/examination arrangements been provided? Have these adjustments met your needs?

  9. Questionnaire If there are unresolved difficulties associated with your adjustments to teaching or exam arrangements please give details. Are there any adjustments to teaching or assessment/examinations that you feel you no longer need? Please give details. Note: If your questionnaire responses are anonymous, then you should contact the Disability Service and ask for changes to the recommendations which are on Pegasus.

  10. Questionnaire If you would like to provide any additional information which you feel is relevant, please feel free to do so.

  11. Satisfaction… High level of satisfaction with Needs Assessments 94% Less high satisfaction with teaching adjustments 44% Much better satisfaction with Exams and Assessments adjustments 83%

  12. Key points to communicate? The availability of Disability Service interim support measures, e.g. Effective Learning Programme, trials of techniques, loans of equipment, on campus software… What is widely available, and how to use it; Purpose of DSA in relation to University provision of various kinds; Purpose and limits of NMPH; The point of some ‘delays’.

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