Deb Viney, E.A. Draffan , Abi James & Sue Wilkinson

1. Can we find the missing piece? A survey of disabled students’ views on their academic support “Non Medical Helper” Support & Assistive Technology Deb Viney, E.A. Draffan , Abi James & Sue Wilkinson

2. In the UK disabled students get additional government funding to pay for their educational needs The existing quality assurance mechanisms concentrate entirely on the application & assessment process. This survey addressed the gap: asking about students’ experiences with their Assistive Technology (AT) and the human support (e.g. study skills tutors, mentors, notetakers, communication support workers) provided through the Disabled Students’ Allowances funding.

3. The on-line survey was conducted between November 2011 & April 2012. NADP members, assessment centre staff and equipment suppliers all encouraged students to participate and a total of 841 people with a range of impairments responded. The survey drew on the only existing previous survey (Draffan, Evans & Blenkhorn, 2007) which was conducted by telephone (n = 455 students with dyslexia).

4. 2012 Online Questionnaire Dec 2011 to March 2012 on-line survey, 841 respondents with a wide range of impairments who have claimed the DSAs since 2007. • The forms of support (equipment, hardware, software, helpers and travel etc.) recommended • Frequency of use • Levels of satisfaction • Students provided comments: Favourite AT? What would they have liked? Support? How helpful? Finally “The DSAs funding enabled me to …”

5. Participants • Twice as many women as men (66% and 32% respectively) Note: 60% of HE students are female • Level of study 76.1% Under-graduates 10.8 % Post-graduates 13.1% did not respond to this question

6. Respondents’ impairments

7. Impairment first identified …

8. Non Medical Helper Support • 60.6% were recommended 1:1 support and did access it • 16.2% were recommended 1:1 support but did not access it Why did some students not take up the support? • 7.4% felt recommendation was not necessary and did not need support • 4.3% did not feel it was the right recommendation for them • 4.6% stated the support was not available at times they needed it

15. Which AT hardware was provided and how useful was it? (NB: the “useful” category here includes the “very useful”, “quite useful” and “useful” responses)

16. Which AT software was provided and how useful was it? (NB: the “useful” category here includes the “very useful”, “quite useful” and “useful” responses)

17. How often did students use their AT?

20. Which was your favourite piece of AT hardware? • Laptop 53.2% • Digital Voice Recorder 17.6% • Printer/Scanner/Copier 8.9% • Desktop PC 3.7% • Chair 1.5% • Handheld Dictionary 1.2%

22. How helpful was AT training? Qualitative comments on benefits of the AT training… 18.8% positive 7.4% neutral 7.2% negative 66.6% no comment

24. When asked whether they would like their AT training and their 1:1 sessions integrated… 55.2% said yes 41.1% said no 3.7% did not respond

25. Impact of DSAs assessment & recommendations on academic studies

26. When asked to complete the sentence “The DSAs enabled me to….” Respondents’ comments were classified as: 3.3%neutral 87.6% positive 2.7% negative

27. Recommendations 1 • Continue to encourage needs assessments as early as possible. • Needs assessors may need to listen to students’ views more carefully – especially regarding support workers and specialist software. • Focus on the marketing of the AT training and encourage more students to engage with training. • Consider a more targeted approach to AT training?

28. Recommendations 2 • Work on ways to repair / replace broken equipment more rapidly. • SFE should consider ways to speed up the DSAs process for students on one year courses. • Many students struggle to pay for consumables (e.g. ink cartridges, paper, photocopying, extra books) before being able to claim the funding back. Can SFE find another mechanism to help with this issue?

29. 1. “The DSAs enabled me to …” “… Study my way; By doing so it has allowed me to shape my life the way I wanted it by helping me follow a dream which seemed unrealistic: completing a degree in my chosen field. People around me thought I would not be able to do it due to my condition but the DSAs funding gave me the necessary support to overcome the barriers in my environment. Thanks to the DSAs funding I will be holding my dream job as soon as I will finish hopefully; which means the world to me as I will no longer rely on benefits earn a decent salary and become financially independent.” [ female, FT UG, Year 3, chronic medical]

30. 2. “The DSAs enabled me to …” “ … Really make the most of my course and all the opportunities it offers. Without it I would not be in a place where I have developed on a personal and academic level as much as I have done and I would be in real danger of not being to complete my studies. [female, FT UG, mental health issues]

31. 3. “The DSAs enabled me to …” “… study for a degree. Without DSA funding I would be unable to study or to work full time. Instead of being enabled I would most likely be stuck at home and relying on the welfare system to support me. My degree will open new doors and career options and DSA has made it possible for me to reach my potential and be a part of wider society.” [Female, FT, suspended on health grounds, chronic medical condition]

32. 4. The DSAs enabled me to … “ … Stick to my studies despite my poor health condition. I am so happy and I don't feel disadvantages compared to other students”. [Female, FT UG Year 2, chronic medical condition]

33. 5. The DSAs enabled me to … “… have tremendous support during what turned out to be a difficult time for me. Without the specialsit equipment and support I know I would not have completed my undergraduate degree and gone on to complete my pgce (pcet)”. [Female, FT, completed studies, SpLDs, mobility impairment & mental health issues]

34. 6. The DSAs enabled me to … “… 1) better my degree despite the year long delay i experienced with no support or help the funding and equipment helped me to finish my degree and took a huge weight off my shoulders which icouldnt possibly describe. 2) address my thoughts and to access complex degree concepts 3) in a nut shell without it i would not be in uni and probably selling myself to make ends meet and in a nightmarish situation of selling crack and doing degrading manual labor for the rest of my unqualified dyslexic life”. [bold added, male, FT UG, Year 2, SpLDs]

35. 7. The DSAs enabled me to … “… Get equipment that has transformed my learning that would have been out of my remit if I had to buy them myself.” [male, UG FT, Year 2, SpLDs] [bold added] But not all responses were positive: “… to waste my time with endless surveys and not told me what i need to do to get the ball roling on this i am still waitting while all my class mate are sailling on by and i am just sitting the lost”. [male, FT UG, Year 2, SpLDs] “… Have to worry about my studies as well as worrying about chasing them up a couple of times a week for something that should have been done months ago.” [female, FT UG, Year 1, SpLDs]

36. 8. The DSAs enabled me to … “Complete my a years certificate course with very good results that I am proud of and continue onto the second year of the undergraduate course in politics. I put considerably more time into my studies than most people on my course the AT helps to redress that imbalance. Most people would not know that I am dyslexic unless they looked at my first draft of something or other. I get a fair amount of ribbing because of my carry case... trolly dolly etc.. but no one would know that I am dyslexic and this helps as I have seen first hand the discrimination that occurs when someone reveals they are dyslexic at work regardless of their level of competency. Put simply DSA software and assistance is a bit like having a fairy god mother who gives you the most useful thing to achieve your goals.” [female, PT UG, Year 2, SpLDs & Mobility Impairment] [bold added]

37. 9. The DSAs enabled me to … Another less positive comment: “… Aim not happy with the DSA service at all its too complicated and too many people too see and speak to for just a support. I was calling around for days for a reassessment since my medical condition had been changed. Mostly I did not get the service I was offered and I really had it so I really don't bother since a its a nightmare to get the right person to complaint. Overall my DSA has a been a 99% fail and the student finance England its a worst service ever since I have to Waite for months for a response from them. NOT HAPPY WITH THE SERVICE AT ALL.” [male, FT UG, Year 5, mental health issue]

38. 10. The DSAs enabled me to … “… Achieve a good grade for my BA and a grade which was reflective of my ability which had not been the case prior to that. I am currently doing an MA and using the assistive software for both this and my present employment.” [female, PT UG, Year 4, SpLDs] “… achieve a lot in the time I have been at university. My tutor has been there for me when things were going badly and encouraged me to do better. It has allowed me to be independant with my studying to get the most out of my course. Don't think that I would have done so well it the DSA was not available to me.” [female, FT UG, Year 3, SpLDs, mental health & chronic medical condition]

39. 11. The DSAs enabled me to … “… complete my studies with as little disruption as possible. There is no way i would of coped without my mentor”. [female, FT UG, Year 2, mental health issue] “… have SOME helpful equipment. It is still a minefield when obtaining other subsistence (internet paper and ink) which was also recommended but there are ridiculous policies in place that make it stressful and hard to access - a lot of unnecessary administration added to the stresses of being a disabled student”. [female, FT PG, Year 1, SpLDs]

40. 12. The DSAs enabled me to … The DSAs enabled me to … “… Remain at University and hopefully meet my full learning potential for the first time in my life. It is only with this assistance that I can remain in University learn to think for myself have an opinion gain knowledge and broaden my hoizens and future. I cannot thank DSA enough for this help and support and the boost it has given me in hopefulness and courage. Please keep this going to others in my position it is the best value for money I have seen in the public sector for many a year.” [bold added, female, PT UG, Year 1, SpLDs]