Disability Support Services Office Unit Business Process

Transcription

1 PURPOSE The purpose of the process is to describe the main procedures associated with the delivery of key services and activities of the Disability Support Services unit. RESPONSIBILITY The Disability Officer is responsible for this process and all staff including Assistive technology officer Student support officer, alternative format officer, NEAT co-ordinator and senior administrator are responsible for implementing the procedures associated to this process. PROCEDURE Disability Services provides a range of services and information to pre entry applicants with disability, post entry students with disability including traditional aged students, mature students, post graduate students (part-time and fulltime). Disability Services also provides information and guidance to academic and administrative staff in the University in relation to the requirements of Students with Disabilities. The primary processes are: Pre entry A. Pre entry advice and information including DARE (Disability Access route to education) B. Pre entry Assistive technology training Post entry C D Assistive technology outreach (training of MIC. Tralee IT and LIT students and staff) Needs Assessment of students E. Funding application (ESF) Pre Entry A. pre entry information including DARE (disability Access route to education) SSO responsibility 1. attend DARE operation meetings approx. 6 to 8 meetings per year SSO 2. Participate in delivery of DARE system (2012/13) SSO is the UL representative on the DARE operations group and responsible for the national query process. The recheck process for physical, neurological and sensory disabilities was the responsibility of the DO. 3. Organise clinics and information sessions for pre entry applicants a. schools b. Arrange venues c. Ensure staff availability 4. Participate in DARE national information day in January each year (DO, SSO, SA) a. schools Name of Division Page 1 Rev. 1

2 b. Arrange venue c. Ensure staff availability 5. Pre entry Information sessions in April or July a. UL applicants to the CAO who have ticked the Disability box b. Organise venue c. Ensure staff availability B. Pre entry Assistive Technology training and awareness for second level schools and pupils NEAT coordinator and DO 1. Contact schools 2. arrange AT assessments 3. Create training schedule 4. Carry out training C. Post entry Assistive technology outreach (training of MIC. Tralee IT and LIT students and staff) 1. Consult with Disability/Access officer in relevant college to identify training requirements 2. Carry out assessment 3. Report AT recommendations 4. Carry out training 5. Facilitate student support remotely 6. Do annual report D. Needs assessment The needs assessment is to be carried out on each students with disability as soon as possible after registration with Disability Services. 1. Documentation: documentation can be provided by the CAO (DARE application) or the student can provide specialist documentation. Evidence of disability form is available on DSS website. 2. Students with Autism and mental health conditions are invited to complete a pre assessment questionnaire. 3. Student must register online (information on DSS website) also information in UL welcome letter from Admissions Office where the student is advised that if they have a disability they should contact Disability Services. 4. When student registers online i. DSS download documentation or student s or calls to office with their documentation. ii. Documentation is checked (if the documentation is not suitable the documentation is returned to the student) by DO or SSO. iii. If documentation is sufficient an appointment is arranged Name of Division Page 2 Rev. 1

3 iv. Assessment team is put in place usually but not always DO, ATO, SSO, sign language interpreter as necessary, Occupational Therapist as necessary, Alt. format officer for VI students as necessary and personal care assistant provider as necessary. v. Student notified of time and venue for Needs Assessment vi. Documentation uploaded to sharepoint for team to read prior to assessment vii. Team pre assessment briefing where necessary viii. Assessment occurs with student (history, previous accommodations, current programme of study, and any other relevant areas discussed and recorded in needs assessment document). ix. Code of practice and accommodations form (and any other relevant forms such as permission to record form or permission to pass address form to note taker) issued to student. x. Student must return code of practice to complete registration xi. On return of Code of Practice and Accommodations form a Learning Educational needs summary is issued to relevant parties including the student. (senior administrator responsible for this process) xii. Relevant supports and appointments are organised with student as follows. 5. Issuing of LENS i. Current students provide information regarding module codes, lecturers and assessment type. Current students are notified by prior to week 1 of semester. Deadline end of week 2. ii. New students provide information post needs assessment, to be completed within a week of assessment. iii. Information transferred to spread sheet iv. Mail merge once a week until all information is sent to relevant staff and students 6. Note takers i. Note taker requirements identified at Needs Assessment ii. sent to module class iii. Responses received iv. Temporary Student set up form completed by note taker v. Form signed by DO and Director vi. Form goes to finance vii. Note taker set up on core portal viii. Note taker to pass notes to relevant recipient/s ix. Note taker to complete hours on core portal x. Recipient to verify notes received xi. Administrator to approve hours Name of Division Page 3 Rev. 1

4 7. Academic assistance i. Academic assistance identified at Needs Assessment or if a student has a disability related issue with academic work. ii. sent to academic or departmental administrator or the Post graduate president iii. Responses received iv. Candidate identified v. Academic assistant and student meeting vi. Set up form completed vii. Form signed by director and DO viii. Form goes to finance ix. Academic assistant set up on core portal x. Work commences xi. Recipient to verify hours worked xii. Administrator to approve hours 8. Assistive technology support i. AT requirements identified at Needs Assessment ii. High needs students identified iii. Initial meeting organised to view and assess any existing equipment iv. Assess use of existing equipment v. Assess level of expertise of student vi. Decide on equipment requirements vii. Decide on training need viii. Put training plan in place ix. Purchase hardware and software x. Commence training asap ( may have to wait for software or hardware) xi. Students with SPLD 1. Informed of available soft wares 9. Exams i. Exam accommodations are decided during needs assessment, but may require modification depending on mode of assessment. ii. Student to return confirmation of exams and module details by week 2 for current students. New entry first semester student s accommodations will to be confirmed by end of week 9 or as close as possible. iii. Information compiled iv. Spot check carried out v. Assistive technology organised by AT Officer 1. AT officer receives spread sheet of technology related accommodations. 2. Assess requirements 3. Build laptop to student specific requirements 4. Laptop tagged with relevant student information Name of Division Page 4 Rev. 1

5 5. USB keys labelled vi. Spread sheet sent to SA week 8 vii. New entry students to follow by week 10 viii. SA organise venues for students ix. SA return spread sheet by week 10 x. Students and relevant staff informed of confirmed exam accommodations and location week 11 xi. AT officer to be available throughout exam period to trouble shoot xii. Review of exam process in week of following semester or end of academic year for second semester xiii. Review of exam results week 1 of following semester or end of academic year for second semester 10. Alternative Format Service i. The need for alternative format is decided at Needs assessment ii. Students meets with Alt format officer iii. Alternative format requirements discussed with student iv. Core and other texts identified v. Alternative format user agreement signed by student vi. Alternative format request form to be completed by student vii. Request form to be submitted to Alternative format officer viii. On receipt of request for core texts AFO to check availability and accessibility in UL library catalogue ix. Check online distributors x. If an accessible e-text does not exist 1. student to purchase book 2. Student supplies text to alt format officer 3. Text produced in suitable format for specific student 4. Alternative format and original hardcopy returned to student if e-text does exist electronically in an accessible format in UL catalogue 1. Alt format officer informs students of availability of text 2. Alt format officer to show student how to access text If e-text is available from an online distributer e.g. Amazon 1. Alternative format officer to show student how to access text If an e-journal or article is required in alternative format 1. Do search for e-journal 2. Check for accessibility Name of Division Page 5 Rev. 1

6 3. If accessible the alt format officer to download journal and supply to student in requested format. 4. Alternatively the student will be instruction on the process of accessing e- journals independently. 11. Assistive technology support i. AT requirements identified at Needs Assessment ii. High needs students identified iii. Priority list is created iv. Initial meeting organised to view and assess any existing equipment v. Assess use of existing equipment vi. Assess level of technical expertise of student vii. Decide on equipment requirements viii. Decide on training needs ix. ATO puts training plan in place 1. Types of training a. Hardware and/or Software 2. Number of training session 3. Equipment required x. Purchase hardware and software 1. Three quotes are sought for software and/or hardware unless it is from a designated Contracted Suppliers 2. Quotes are analysed and the most favourable quote is selected 3. A Purchase Requisition Order (PRO) is completed for the quote using the supplier Id listed on the UL supplier list website 4. New Suppliers must be sent a supplier set up form from the purchasing website 5. PRO is signed off by line manager (Disability Officer) and Director of Students Affairs. If they are unavailable the Access Manager may sign off on PRO s in their absence. 6. PRO s are sent to Accounts (Purchasing Office) 7. Copies are sent to suppliers and copied to the DSS Senior Administrator or the Assistive Technology Officer 8. Goods are received and checked 9. Delivery note is returned to Goods Inwards where possible 10. All items are tagged (Serial Code and UL tag) on a DSS serial Data base xi. Training 1. Training is scheduled when equipment is received 2. Training is booked using ATO calendar and confirmed with the student via A reminder is sent on the Monday of the week training is to begin. 4. Training begins with the allocation or installation of the technology Name of Division Page 6 Rev. 1

7 5. After each training session a training form is completed and signed (when possible) by the student and trainer. 6. If further sessions are required steps 2 and 3 of training are repeated. This will be repeated until the ATO believes the student is trained sufficiently. xii. Training (Mind Mapping and Literacy Software) 1. AT requirements identified at Needs Assessment 2. If software is required the student is added to software list (typically mind mapping and literacy software.) 3. Instructions are ed to students on how to download these software s and how to install them including links to training videos. 4. A password is then sent to the student on a separate to access these software files which are stored on the web by ITD. xiii. Group Training 1. Group training is carried out periodically (usually twice a month for each software). Training eight people is the maximum per session. 2. Training is carried out for the following: a. Mind Genius b. Inspiration c. ClaroRead d. Texthelp e. Windows 8, shortcut keys & Ease of Access Center f. MS Office (Reference, Footnotes, Table of Contents, Styles) g. MAC Intro h. Audio Notetaker i. Dragon Naturally Speaking j. , Sulis, Short Cut Keys and Basic Word 3. s are sent out with different times 4. If students cannot make any if the relevant times, other times are suggested. 5. Attendance is recorded and feedback forms are issued at the end of the training. xiv. On-going Support 1. All students with technical issues can report these issues to the ATO in person or via . All issues are logged via the technical log sheet. 2. All urgent queries are dealt with immediately otherwise a time is arranged to deal with the issue that has occurred. All hardware issues that are under warranty are the responsibility of the manufacturer and calls are logged by the ATO. If hardware is out of warranty each case is considered individually. 3. All software issues that are the responsibility of the ATO. If the ATO cannot resolve the issue it can be escalated to the manufacturer. 4. All outcomes are logged in the technical log including any possible follow ups. Name of Division Page 7 Rev. 1

8 12. Specialised Student support i. Requirement for specialised student support identified prior to needs assessment or at needs assessment Students with ADD/ADHD, Autism and mental health conditions are as far as possible identified prior to commencement of programme of study through DARE or CAO application or self-identification. a. Students sent questionnaire prior to start of programme of study b. On receipt of questionnaire the student is invited to a group pre entry information session c. On registration with disability services this group of students are as much as possible peritonised for Needs Assessment d. Needs assessment is carried out e. Students partaking in our ULEAD programme are assigned a one to one meeting with an Occupational Therapist. f. The student is assigned a mentor g. SSO and OT decide on frequency of meetings h. On-going interaction with SSO OT and assigned mentor Name of Division Page 8 Rev. 1

9 E. ESF funding: The purpose of the Fund for Students with Disabilities is to provide resources to colleges of further and higher education for the delivery of key services, reasonable accommodations and supports for learners with disabilities on full-time courses. The Fund aims to support the personal, educational and professional development of the participating learner and contribute to the achievement of their full potential. 1. Funding Application i. A full needs assessment must be carried out with the each applicant ii. Spread sheet made available from the National Access office in Sep/Oct each academic year. iii. Application is finalised for existing students at a specific date (decided by the NAO) iv. Application for new students completed by end of Autumn Semester v. Three types of reports of expenditure are required: 1. Quarterly returns (Academic year) a. Download an expenditure spread sheet from Agresso for relevant period b. Compile expenditure as per NAO requirements c. Ensure necessary invoices. PO, set-up forms are correct for expenditure d. Verification from accounts and agree final return figure e. Quarterly returns form completed signed and returned to NAO. 2. Yearly returns (Academic year) a. Gather four quarterly returns for relevant academic year, collate information for each item of expenditure. b. Form completed and verified by finance, signed by DO and returned to National Access office. 3. Third level access measures report (calendar year) a. Expenditure compiled as per NAO requirements for example sign language interpreters, transport and Personal assistants. b. Information regarding students, educational support worker or relevant organisation or company. c. Spread sheet completed d. Signed by DO and returned to NAO Outline what is to be done, by whom and how (i.e. list sequentially the precise actions involved). DOCUMENTATION Pre entry A. Pre entry advice and information including DARE (Disability Access route to education) publicity material on and other documents updated annually and made available each year by DARE operations group. UL host information on Name of Division Page 9 Rev. 1

10 B. Pre entry Assistive technology training, all documentation on Post entry C Assistive technology outreach (training of MIC. Tralee IT and LIT students and staff) D Needs Assessment of students E. Funding application (ESF) RECORDS Records are keep in accordance with the University s Data Protection Policy and Compliance Code, PROCESS VERIFICATION Identify how process effectiveness is evaluated (e.g. Self/QMS audits). List any metrics / key performance indicators (KPIs) related to the procedure. Metrics are held on all services and processes: Under graduate student intake Post graduate intake Funding application Needs assessments Assistive technology training and support Alternative format production Attendance at information sessions ULEAD programme participation REVISION HISTORY Revision No. Date Approved by: Details of Change Process Owner 1 Initial Release Outline the key changes and reasons for the change in subsequent revisions. Name of Division Page 10 Rev. 1

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