MANCHESTER METROPOLITAN UNIVERSITY
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1 MANCHESTER METROPOLITAN UNIVERSITY ORGANISATION DEVELOPMENT & TRAINING Equality and Diversity Student Consultation Project 2008/09 Evaluation Report: Accessibility of Library & Information Communication Technology Services for Disabled Students APRIL 2009
2 CONTENTS PAGE 1. Introduction Page 3 2. Research Methods & Topics Covered Page 4 3. Respondent & Participant Breakdown Page 5 4. Results and Analysis 4.1. Library Page ICTS Page Focus Group Accessibility Page Communication and Awareness Page Customer Service Page Safety Concerns Page Summary Page Next Phase of the Equality and Diversity Student Consultation Project Page 33 Appendix 1 Disabled Student Equality Questionnaire Results Page 35 Page 2 of 54
3 1. INTRODUCTION 1.1 PROJECT BACKGROUND Throughout the 2008/9 academic year the Equality & Diversity (E&D) and the Equality Impact Assessment (EIA) Teams are jointly running a Student Consultation Project. The aim of this project is to consult and engage with MMU students on equality areas relevant to each team and to provide a positive forum for students to highlight areas of concern and good practice regarding equality. Equality areas that the project seeks feedback on include gender, disability, race and ethnicity, sexual orientation, and religion and belief. 1.2 Rationale for Carrying out Research with Disabled Students on Library & ICT Services Through EIA activity in the areas of Library Services and Information Communication Technology Services (ICTS) the policies and services contained in both of these departments were screened with the EIA Team and policy owners to assess the potential impact they have on each of the equality groups (listed above). As a result of this EIA activity it became apparent that the equality group of disability was most likely to be adversely impacted or to have additional needs when accessing Library and ICT services. Therefore it was deemed appropriate for a targeted questionnaire and focus group to be carried out with disabled students. The purpose of this research and consultation would be to elicit relevant information about what barriers currently exist, positive practices already in place, and further positive changes that could be made (by the Library and ICTS) to improve services and accessibility for this group. This report therefore provides a summary analysis of the research and consultation activities that were carried out with disabled students on these services. It is anticipated that it will be used to support EIA activity within the two areas covered. Appendix 1 contains the Bristol Online Survey (BOS) questionnaire results. This will hopefully prove useful to colleagues wishing to carry out any further and broader analysis of the results, beyond the analysis provided here. Page 3 of 54
4 2. RESEARCH METHODS 2.1 Approach By working in collaboration with colleagues in Learning Support the Equality and Diversity Team were able contact via all MMU students registered as disabled with the University (by utilising an list maintained and controlled by Learning Support). This enabled the questionnaire to be specifically targeted to disabled students, the identified recipients for this research. The questions were designed by the Equality and Diversity Team and colleagues in the Library and ICT departments, ensuring that these would elicit information required to fulfil objectives of the EIA screenings. Learning Support checked the clarity and accessibility of questions used, in an attempt to ensure they were understandable for students with specific learning needs (such as dyslexia). 2.2 Questionnaire In March 2009 the online questionnaire was sent out to all MMU students registered as disabled. Incentives for completing the questionnaire were grand prize draws for Amazon gift certificates. The questionnaire was sent to 2,446 students and a total of 149 completed the questionnaire a response rate of 6.1%. 2.3 Focus Group The questionnaire was supplemented with a focus group, run in April 2009 with five students, where particular issues arising from the questionnaire results were picked up and discussed with the group. The focus group consisted of some students who had completed the questionnaire and others who wanted to become involved in the project after seeing promotional material. The session was facilitated by members of the Equality and Diversity Team, the Library and ICTS. Participants received an Amazon gift certificate for taking part. 2.4 Topics Covered The questionnaire was divided into three sections and asked questions on the following topics: 1. Equality Monitoring Information 2. Library Services 3. ICT Services Page 4 of 54
5 Following initial analysis of the questionnaire results three general themes emerged within both the Library and ICT. These were: 1. Access 2. Communication and Awareness 3. Customer Service and Staff These became the primary topics of discussion during the focus group which allowed issues both specific to the Library or ICT and issues generic to both areas to be discussed. Participants raised further areas of discussion, which are also documented in this section. 3. EQUALITY BREAKDOWN 3.1 Equality Breakdown for the Questionnaire: Although the questionnaire was specifically about disability, and was therefore targeted at disabled students, the full equality breakdown is provided here. By comparing the figures for each equality group, where this is possible, with equality monitoring data held on the general MMU student population this indicates how representative the questionnaire sample is. Comparisons can be made for the equality groups of disability, gender, ethnicity, and age. Comparisons cannot be made for the equality groups of sexual orientation or religion and belief, as data is not currently collected at institution level on these equality groups Disability By virtue of targeting the questionnaire all respondents were disabled. Respondents were able to select more than one category of disability, and as such the total number of disabilities identified (165) is larger than the number of respondents (149). It should also be noted however that three respondents did not provide any detail about the type of disability or disabilities that they have. The total MMU student population is currently 36,943 (with reference to Uniview figures taken on ). 32,433 students declared having no known disability, 2573 students have declared a disability. The remaining 1937 students have not provided any data on disability. NB- The number of disabled students known to MMU s Learning Support Department is 2446, this is only slightly less than those students who have declared a disability via the enrolment and admissions process (data which Uniview draws on ) and goes someway to validate the data held on Uniview. Uniview also holds data on disability by disability group and therefore provides indications of how representative the questionnaire sample is of the disabled student population at MMU by disability type. Some different descriptions and Page 5 of 54
6 classifications are used however which makes judgements about how representative this sample is somewhat inaccurate. The largest disability group at MMU is specific learning difficulties, at 62%. This is comparable with the questionnaire sample, for which the largest disability group was also specific learning disability, at 53%. The second largest group within the questionnaire was 18% of respondents who identified as having a mental health condition. Comparatively 5.5% of MMU students with a disability have mental health difficulties. The third largest group within the questionnaire was 15% of respondents who identified as having a long-standing illness or health condition. This disability type is worded differently within Uniview, an unseen disability e.g. diabetes, epilepsy, asthma with 10.7% of disabled students having this condition. 10% of questionnaire respondents had a physical impairment, compared to 3% of MMU students with a disability who are wheelchair users or have mobility difficulties. Finally 4% of questionnaire respondents had a sensory impairment, compared to 4.9% of MMU students with a disability, who are blind/partially sighted or deaf/hearing impaired. Category of disability % of respondents Number of respondents University total % University total Number Physical impairment, (such as using a wheelchair to get around and/or difficulty using your arms): Sensory impairment, (such as being blind/having a serious visual impairment or being deaf/having a serious hearing impairment): Mental health condition, (such as depression or schizophrenia): A specific learning disability, (such as dyslexia or dyspraxia) or cognitive impairment (such as autism or head-injury): Long-standing illness or health condition (such as cancer, HIV, diabetes, chronic heart disease, or epilepsy): 10% 17 3% 78 4% 6 4.9% % % % 88 62% % % Gender Of the 149 total respondents 114 (77%) were female, 33 (22.3%) were male, and one (0.7%) was transgender. In comparison the actual student population (using enrolment figures for 2008/09 from Uniview) is 59.1% female and 40.9% male (transgender information is not requested). Therefore the higher response rate of females in this survey is somewhat comparable to the overall higher percentage of female students. Page 6 of 54
7 Category of Gender % of respondents Number of respondents University total % University total Number Male: 22.3% % 1052 Female: 77.0% % 1521 Transgender/transperson: 0.7% Ethnicity 125 (84.5%) of respondents were White, 7 (4.7%) respondents were BME, and 16 (10.8%) were of another ethnic group. In comparison the total MMU student population (using enrolment figures for 2008/09 from Uniview) indicate that 79.2% of MMU students are White, 13.6% are BME and 3% are Other. As Uniview uses some classifications that differ to those used in this questionnaire, it is more difficult to accurately compare the response rates by ethnicity. Category of Ethnicity % of respondents Number of respondents University total % University total Number White: 84.5% % 2038 Black or Minority Ethnic (BME): 4.7% % 351 Other Ethnic Group: 10.8% 16 3% Age Of the 149 total responses, 94 (63.5%) were aged 17 to 24 and 27 (18.2%) were aged 25 to 34. The remaining respondents, 27 (18.2%), were aged between 35 and 65+. We are unable to compare the data with the Uniview data as the age categories are too different. Category of Age % of respondents Number of respondents 17-24: 63.5% : 18.2% : 10.1% : 7.4% : 0.0% 0 65+: 0.7% 1 Page 7 of 54
8 3.1.5 Religion or Belief The majority of respondents identified themselves as having no religion (65 or 44.8%). The majority of those who stipulated their religion or belief identified themselves to be of Christian faith (55 or 37.9%). 10 (6.9%) were Muslim, 5 (3.4%) were Buddhist, 2 (1.4%) were Jewish. Of the remaining 8 (5.5%) who were of another religion or belief the majority of responses indicated paganism as their belief system. Comparisons with the general MMU student population are not possible as equality monitoring does not cover this equality strand. Category of Religion or Belief % of respondents Number of respondents Buddhist: 3.4% 5 Christian: 37.9% 55 Hindu: 0.0% 0 Jewish: 1.4% 2 Muslim: 6.9% 10 Sikh: 0.0% 0 No Religion: 44.8% 65 Other (please specify): 5.5% Sexual Orientation Of the 149 students responding to the survey, 128 (86.5%) defined themselves as Heterosexual or straight and 20 (13.5%) defined themselves as Lesbian, Gay, Bisexual (LGB) or Other. Comparisons with the general MMU student population are not possible as equality monitoring does not cover this equality strand. Category of Sexual Orientation % of respondents Number of respondents Heterosexual/straight: 86.5% 128 Lesbian/Gay woman: 2.7% 4 Gay man: 4.7% 7 Page 8 of 54
9 Bisexual: 4.7% 7 Other (please specify): 1.4% Equality Breakdown for the Focus Group: Five students participated in the focus group session Gender Four participants were female and one was male Disability All participants were disabled and a number of participants identified multiple disabilities, identifying ten disabilities in total. Of the disabilities identified three were physical impairments or mobility issues, two were mental health conditions, two were cognitive impairments, and the remaining conditions were specific learning disabilities, blind or visual impairments and long-standing illness or health condition Ethnicity Age Four members of the group identified as White and one identified as another ethnic group. Two participants fell within the age group, one within the group, one within the group and one within the group Religion or Belief Three group members did not identify as having any religion or belief, one was Christian and one had another belief Sexual Orientation Four members of the group identified as being heterosexual and one as being LGB. Page 9 of 54
10 4. RESULTS ANALYSIS: The following sections highlight and discuss any specific positive or negative issues arising from the questionnaire. Section 4.1 looks at responses to the Library Service questions and section 4.2 looks at responses to ICTS questions. Section 4.3 provides analysis of the focus group which is relevant to both Library and ICTS. As described above, three main themes arose from analysis of the questionnaire (these being Access, Communication & Awareness, and Customer Service & Staff) and these became the primary topics of discussion during the focus group which allowed issues both specific to the Library or ICT and issues generic to both areas to be discussed. 4.1 LIBRARY Thirteen of the survey questions were about the Library provision and service at MMU. Two of these (17 and 24) asked a number of sub-questions The first question (number 13) asked respondents how often they visited MMU libraries. The majority of respondents used the facilities with some regularity with the majority (54.4%) visiting once a week or more on average and comparative numbers indicating that they visit either daily (20.4%) or once every two or three weeks (20.4%). Low percentages, at 4.7%, visited only once a term or hardly ever. These figures indicate that respondents to the questionnaire were giving feedback on services that they use with frequency Question 14 asked students to identify which MMU library they use most often. The All Saints library received the highest number of users from the sample with 53.8% of respondents using this facility. The second highest usage was at Didsbury, with 12.4%. The remaining libraries, at Alsager, Aytoun, Crewe, Elizabeth Gaskell and Hollings, received between five and fourteen percent usage (refer to Appendix A for further breakdown) Question 15 asked respondents how they access the internet. Respondents were able to select more than one option and so 329 responses were received in total indicating that all respondents selected more than one way of accessing the internet. A small majority, at 53.5% accessed the internet from MMU (either networked or wireless laptop), followed by 41.9% who accessed it from home, 3.9% who accessed it from work and just 0.6% who accessed it by other means (e.g. at the homes of friends and family) Question 16 asked respondents how they accessed the Library Website. Responses were comparable with responses to question 15, with 314 responses in total (again indicating that respondents access the Library Website from a Page 10 of 54
11 number of sources). 52.2% accessed the Website from MMU (either networked or wireless laptop), followed by 43.6% accessing it from home and 3.8% accessing it from work. No respondents indicated that they never accessed the Library Website and only one used another access source which was their local library Within question 17 respondents were asked ten sub questions (a to j) about whether they were aware of and use services that the library offers to assist disabled students Of these ten sub questions asked awareness and usage levels were high for questions 17b ( Are you aware that one week loan items are issued for two weeks to students with a Personal Learning Plan (PLP)? ), 17d ( Are you aware that many library resources are available online both on and off campus?), 17e ( Are you aware that library items can be renewed online and by telephone) and 17i ( Are you aware that one-to-one training sessions with a member of Library staff can be arranged? ). This issue of awareness and how this could be addressed by the Library was specifically discussed in the focus group (the results of which are provided in section 4.3) For 17b ( Are you aware that one week loan items are issued for two weeks to students with a PLP? ) a total of 64.5% of respondents either used this service (51.7%) or were aware of it (12.8%) and a remainder of 35.6% were unaware of this. Within the different categories of disability awareness and usage was particularly high amongst respondents with specific learning disabilities/cognitive impairments (70.4%). Comparatively awareness was low amongst respondents with long-standing illnesses or health conditions, with 56% being unaware of the provision For 17 d ( Are you aware that many library resources are available online both on and off campus?) a total of 92.5% of respondents either used this services (68.7%) or were aware of it (23.8%) and a remainder of 7.5% were unaware of this. Within the different categories of disability awareness and usage was high across all categories with no significant differentiation between any groups For 17e ( Are you aware that library items can be renewed online and by telephone? ) a total of 91.9% of respondents either used this service (75.8%) or were aware of it (16.1%) and a remainder of 8.1% were unaware of this. Within the different categories of disability awareness and usage was high across all categories with no significant differentiation between any groups For 17i (Are you aware that one-to-one training sessions with a member of Library staff can be arranged?) a total of 53.7% of respondents either used this service (14.1%) or were aware of it (39.6%) and a remainder of 46.3% were unaware of this. Page 11 of 54
12 Despite the overall high awareness of this service, usage of this service was particularly low. Section 4.3 provides reasoning, from focus group discussions, for this. Furthermore, from analysis of the different categories of disability, awareness was particularly low for respondents with specific learning disabilities, at 46.5% Of the remaining seven sub questions used within question 17 awareness and usage levels were particularly low in response to questions 17a (Are you aware that an extra loan allocation is made available to students with a PLP?), 17 f ( Are you aware that all student PC s have assistive software e.g. Read/Write, which can be used with the Library website?), 17g (Are you aware that help sheets (for using databases and other services) are available on request in a range of different sized fonts and on different coloured paper?), 17h (Are you aware that photocopies are available on a range of different coloured papers on request?), and 17j (Are you aware that the Library website has alternative styles available (large text, different coloured background)?). As discussed, from analysis of the questionnaire results awareness of the services and support offered (by both the Library and ICTS) rose as a general theme. In response to this, the low awareness that respondents had of a number of services offered and how the Library (and ICTS) communicate with students, was discussed as a topic during the focus group (refer to the results and analysis of this in section 4.3). For 17a (Are you aware that an extra loan allocation is made available to students with a PLP?) a total of 56.4% of respondents either used this service (37.6%) or were aware of it (18.8%) and a remainder of 43.6% were unaware of this. Within the different categories of disability a high portion of students with sensory impairments (50%), mental health conditions (42.2%) and with a longstanding illness (56%) were not aware of this service. Comparatively higher number of those with physical impairments (76.4%) and specific learning disabilities/cognitive impairments (60.2%) either used or was aware of this service For 17 f (Are you aware that all student PC s have assistive software e.g. Read/Write, which can be used with the Library website?) a total of 37.6% of respondents either used this service (18.8%) or were aware of it (18.8%) and a remaining majority of 62.4% were unaware of this. Within the different categories of disability awareness and usage was generally low across all categories with no significant differentiation between any groups For 17g (Are you aware that help sheets (for using databases and other services) are available on request in a range of different sized fonts and on different coloured paper?) a total of 42.2% of respondents either used this service (10.9%) or were aware of it (31.3%) and a remaining majority of 57.8% were unaware of this. Page 12 of 54
13 Within the different categories of disability awareness and usage was generally low across all categories with no significant differentiation between any groups For 17h (Are you aware that photocopies are available on a range of different coloured papers on request?) a total of 31% of respondents either used this service (7.4%) or were aware of it (23.6%) and a remaining majority of 68.9% were unaware of this. At only 7.4% usage of this service was particularly low across all disability groups. In particular no respondents with sensory impairments and longstanding illnesses or health conditions used the service For 17j (Are you aware that the Library website has alternative styles available (large text, different coloured background)?) a total of 38.3% of respondents either used this service (7.4%) or were aware of it (30.9%) and a remaining majority of 61.7% were unaware of this. Within the different categories of disability awareness and usage was particularly low for those with sensory impairments at 66% (which is 4 out of 6 respondents for this category) and specific learning disabilities at 69.3%. Potentially these are also two disability groups with particular needs in terms of accessible website formats with reference to visual impairments and dyslexia requirements For the remaining sub question 17c (Are you aware that help is available from Library staff in finding Library material and getting items off the shelves if needed?) response rates were comparable with 34.7% respondents using this service, 34% being aware of this (but not using the service), and 31.3% being unaware. Within the different categories of disability awareness, usage and unawareness was comparable across all categories with no significant differentiation between any groups Questions 18 to 23 asked respondents about induction services at the Library. In response to question 18 (Did you attend an induction about the services the Library offers when you started?) the majority, at 73.2%, had attended one of these inductions. However just over a quarter, at 26.8%, had not. Within the different categories of disability 100% (6 in total) of respondents with a sensory impairment had attended a session. Of the remaining groups between 20% and 34% did not attend an induction session. The group with the highest percentage of non attendance were those with a specific learning disability, at 34% Question 19 asked those who had attended an induction session if they found it clear and easy to understand. Page 13 of 54
14 The majority, at 73.2%, had found it clear and easy to understand whilst a further 10.9% did not. 15.5% selected other and completed the free text space to provide further information. In this space three respondents explained that they were not aware about the provision of inductions at the Library (refer to section 4.3 where this issue of awareness is discussed). The majority of other respondents indicated that they felt some of the induction was clear but that they also felt it was a lot of information to take on board in a small amount of time. A number felt that it was when they started using the library that they realised where and how they needed extra information and support. This was also a view raised in the focus group by participants Question 20 asked if respondents had had an opportunity to access a Library Infoskills Session (either a presentation or one-to-one WebCT) and question 21 asked if students had attended such a session. 43.8% had had this opportunity and 34.8% took the opportunity up and attended or accessed a session. Of the nine free text comments received all stated that they were unaware of the provision of this service, illustrating that the way that the Library communicates and advertises its services to students needs to be improved. As previously discussed, section 4.3 provides analysis from the focus group on the issue of communication and awareness raising with students Question 22 asked if attendance of a Library Infoskills session had increased confidence in finding information for assignments. Unfortunately a number of respondents incorrectly completed this question (with a higher number responding than had indicated in question 21 that they had attended a session) meaning that the reliability of percentages is questionable. However, 66.7% had felt more confident as a result of the session. Of the free text comments made one respondent explained that the session was offered too late in the academic year to be very useful to them Question 23 asked why respondents had not taken up the opportunity to attend an Info Skills session. Of the 84 people that responded to the question 32.1% selected the option that the timing of the session was inconvenient, 16.7% selected that they were already familiar with relevant library resources, and 10.7% did not think it was relevant. The majority, at 40.5%, selected the other option and 32 of the 34 free text comments again stipulated that they were not aware about these sessions Within question 24 respondents were asked 14 sub-questions (a to n) about how strongly they agreed or disagreed with 14 statements, basing their answers on the Site Library that they use most often. Particularly high levels of agreement were given for the following eleven statements (a, b, c, e, f, h, i, j, k, l and n): Page 14 of 54
15 24a I can move easily around the Library 91.9% of respondents either strongly (69.6%) or partially (22.3%) agreed with the statement. With reference to different categories of disability high levels of agreement were received from disability groups where physical accessibility is likely to be a more pertinent issue such as physical impairments, where 58.8% strongly and 29.4% partially agreed, and sensory impairments where 50% strongly and 33.3% partially agreed (out of a small total of 6 respondents in this category). However, this positive response was somewhat counter balanced by feedback and discussions within the focus group where participants discussed accessibility issues that they had. This was said in terms of both physically accessing and moving around Library buildings and in terms of accessing services and facilities therein. Information and analysis of this can be found in section b. I can always find an appropriate place to study 69.8% of respondents either strongly (37.6%) or partially (32.2%) agreed with the statement, 10.7% neither agreed nor disagreed, and 19.5% either partially (14.8%) or strongly (4.7%) disagreed. With reference to different categories of disability respondents with sensory impairments had the highest levels of agreement or satisfaction with only one respondent (or 16.6%) that neither agreed nor disagreed. The category with the highest level of disagreement or dissatisfaction was respondents with mental health conditions where 31% of respondents disagreed. Comparative percentages of respondents with specific learning disabilities or cognitive impairments (at 22.7%) and long-standing illnesses or health conditions (20%) also disagreed with the statement. 24c Most of the items I need for my studies are available from the Library in a format I can use 79.6% of respondents either strongly (40.8%) or partially (38.8%) agreed with the statement. Of the 1.4% who strongly disagreed one had a physical impairment and one had a specific learning disability. It can be anticipated that disability groups with the highest level of needs in terms of accessible formats are those with visual impairments or specific learning disabilities, such as dyslexia. All respondents with sensory impairments and 78% of respondents with specific learning disabilities (including dyslexia) either strongly or partially agreed that items are in suitable formats. The remaining 22% of respondents with specific learning disabilities neither agreed nor disagreed (10.2%), partially disagreed (9.1%) or strongly disagreed (1.13%). 24e I don t have any difficulty finding my way around the Library 73.2% of respondents either strongly (40.3%) or partially (32.9%) agreed with the statement. All of the 3.4% (5 respondents) who strongly disagreed had a Page 15 of 54
16 specific learning disability or cognitive impairment. During the focus group participants with dyslexia as a specific learning disability made comments that they encountered difficulty in finding their way around the library (discussed further in Section 4.3). Of the 6 questionnaire respondents with a sensory impairment, and who might be anticipated to be more likely to have difficulty in this area, none disagreed with the statement (strongly or partially) and only one neither agreed nor disagreed. 24f The Library catalogue is easy to use 70.3% of respondents either strongly (38.5%) or partially (31.8%) agreed with the statement and 15.5% neither agreed nor disagreed. 17.5% either partially (10.1%) or strongly (4.1%) disagreed. With reference to different categories of disability comparable percentages within each group partially or strongly disagreed with the statement ranging from 11.7% for respondents with physical impairments to 18.1% of respondents with specific learning disabilities or cognitive impairments. During the focus group participants with dyslexia as a specific learning disability expressed that they found the Library catalogue particularly difficult to use. This is discussed further in Section 4.3 along with their suggestions for how this could be improved. 24 h The Library staff are helpful and approachable 81.2% of respondents either strongly (43.6%) or partially (37.6%) agreed with the statement. With reference to different categories of disability a higher percentage of respondents with mental health conditions (5 respondents at 17.2%) compared to the other disability categories disagreed. In comparison all respondents with physical disabilities (6 respondents) strongly or partially agreed with the statement. These results were substantiated in the focus group, where participants discussed how it is difficult to explain unseen disabilities to staff and for staff to understand the implications of these disabilities when accessing services. 24i. Noise levels within the Library are acceptable. 66.4% of respondents either strongly (32.2%) or partially (34.2%) agreed with this statement, 7.4% neither agreed nor disagreed and 26.2% either partially (16.1%) or strongly (10.1%) disagreed. With reference to different categories of disability high percentages of respondents with mental health conditions (31%), with specific learning disabilities or cognitive impairments (30.6%) and physical impairments (29%) disagreed (partially or strongly) with the statement. Conversely respondents with sensory impairments all agreed with the statement (83.3%) or neither agreed nor disagreed (16.7%). Page 16 of 54
17 24 j. The signs in the Library are clear and helpful 80.3% of respondents either strongly (38.8%) or partially (41.5%) agreed with this statement, 8.2% neither agreed nor disagreed and 11.5% either partially (9.5%) or strongly (2%) disagreed. With reference to different categories of disability comparable numbers of respondents with mental health conditions (13.7%), specific learning disabilities or cognitive impairments (13.6%) and those with a long-standing illness or health condition (12%) disagreed with the statement. Comparatively no respondents with sensory impairments disagreed with the statement. During the focus group participants with dyslexia as a specific learning disability made comments that they encountered difficulty in reading signs in the Library, finding the colours and contrasts used difficult to read. Comments were also made that enough signage was not provided, particularly outside of the reception/lobby areas of libraries (discussed further in Section 4.3). 24k. I find the equipment provided in the Library (e.g. photocopiers, printers) is accessible 70.4% of respondents either strongly (40.9%) or partially (29.5%) agreed with this statement, 16.8% neither agreed nor disagreed and 12.7% either partially (9.5%) or strongly (2%) disagreed. With reference to different categories of disability a higher percentage of respondents with sensory impairments, at 33.3%, and with physical impairments, 23.5%, disagreed with this statement. 24l. I feel safe studying in the Library 88.4% of respondents either strongly (67.3%) or partially (21.1%) agreed with this statement, 8.8% neither agreed nor disagreed and 2.7% either partially (2%) or strongly (0.7%) disagreed. With reference to different categories of disability the one respondent who strongly disagreed with the statement had a physical impairment. Other respondents who partially disagreed had mental health conditions (one respondent) or specific learning disabilities or cognitive impairments (two respondents). During the focus group participants discussed the issue of evacuation procedures from University buildings and concerns they had regarding the adequacy of Personal Emergency Evacuation Plans (PEEPs), and how University staff would know which part or floor of a building they were located in, in the event of a fire or other emergency. Refer to section 4.3 for further information. 24n. Overall, the Library provides a good service to me. 82.5% of respondents either strongly (50.7%) or partially (31.8%) agreed with this statement, 10.1% neither agreed nor disagreed, and 7.4% either partially (5.4%) or strangely (2%) disagreed. Page 17 of 54
18 With reference to different categories of disability comparable numbers of respondents with mental health conditions (6.8%), specific learning disabilities or cognitive impairments (9%) and those with a long-standing illness or health condition (8%) disagreed with the statement. In comparison no respondents with physical impairments or sensory impairments disagreed with the statement. Lower levels of agreement were given for the following three statements (d, g and m): 24d. The Library staff have a clear understanding of my needs. 44.9% of respondents either strongly (21.8%) or partially (23.1%) agreed with this statement, 37.4% neither agreed nor disagreed, and 17.6% either partially (12.2%) or strongly (5.4%) disagreed. This question received a high percentage of respondents who were ambivalent about whether they agreed or disagreed. Respondents with long-standing illnesses or health conditions had the highest percentage of ambivalence at 44%. Respondents with physical impairments had the lowest levels of ambivalence at 11.7%. The remaining categories of sensory impairments, mental health conditions or specific learning disabilities or cognitive impairments had comparable percentages between 31% and 38.6%. In contrast to these results during the focus group all participants strongly felt that Library staff did have a clear understanding of their needs (refer to section 4.3). 24g. Assistive technology is available in the Library to help me with my studies. 46.2% of respondents either strongly (23.8%) or partially (22.4%) agreed with this statement, 44.2% neither agreed nor disagreed, and 9.5% either partially (6.1%) or strongly (3.4%) disagreed. This question received a high percentage of respondents who were ambivalent about whether they agreed or disagreed. With reference to different categories of disability comparable percentages within each group that neither agreed nor disagreed ranged from 33.3% (for respondents with sensory impairments) to 48.2% (for respondents with mental health conditions). 24m. I can always find a place to meet my learning support/access Summit tutor 45.9% of respondents either strongly (29.2%) or partially (16.7%) agreed with this statement, 47.2% neither agreed nor disagreed, and 7% either partially (2.8%) or strongly (4.2%) disagreed. This question received the highest percentage of respondents who were ambivalent about whether they agreed or disagreed. With reference to different categories of disability percentages within each disability group that neither agreed nor disagreed with the statement ranged from 37.9% (for those with a mental health condition) to 66% (those with sensory impairments). Page 18 of 54
19 Question 25 asked respondents if there is any service/help not currently available in the Library that respondents would find helpful. Responses generally correlated with three of the themes that were discussed in the focus group these being accessibility, awareness and customer service/staff support. As such responses to this question will be covered in Section 4.3. (In particular a number of respondents commented that although their Personal Learning Plans (PLPs) outlined their specific needs, and that this had been communicated to the Library, in practice staff and Library practices did not always recognise or respond to these needs. An example being respondents provided with a two week book loan arrangement as part of their PLPs but in practice still have initial return dates of one week.) 4.2 ICTS Twenty two questions were asked about ICTS at MMU. A number of these contained sub questions The first question (28) asked respondents if they had ever contacted ICTS (such as a help desk or for assistance with an IT issue). 55.1% of respondents had contacted ICTS and 44.9% had not. With reference to different categories of disability percentages within each grouping that had contacted ICTS were comparable with slightly higher percentages contacting ICTS in each case. 121 responses were given for the sub question, which asked why they had contacted ICTS. Respondents were also able to select more than one answer and of the four possible responses the majority (44.6%) had contacted ICTS for help with their network account. The lowest response was for help regarding an accessibility related issue at 14.8%. NB it s not possible to provide percentages within the disability categories for this question due to the way this was recorded i.e. respondents able to select more than one answer Question 29 contained three sub-questions regarding ICTS customer service. Respondents indicated how strongly they agreed or disagreed with these three statements. For each three statements response rates were comparable as detailed below: Page 19 of 54
20 29a. ICTS staff are helpful and approachable 61.5% of respondents either strongly (34.1%) or partially (27.4%) agreed with this statement, 31.1% neither agreed nor disagreed, and 7.4% either partially (5.2%) or strongly (2.2%) disagreed. Whilst the majority of students did agree with the statement this was not an overwhelming majority. However, low levels of disagreement (at only 7.4%) were also recorded, leaving a significant portion of respondents that were ambivalent about the helpfulness and approachability of staff. This was reflected by comments made in the focus group where opinions about the approachability of ICTS staff (in comparison to Library staff) ranged from very positive to negative. Refer to section 4.3 for further discussion of this. 29b. ICTS staff are able to resolve or assist with my queries 61.5% of respondents either strongly (34.8%) or partially (26.7%) agreed with this statement, 32.6% neither agreed nor disagreed, and 5.9% either partially (3.7%) or strongly (2.2%) disagreed. As in question 29a, whilst the majority of students did agree with the statement this was not an overwhelming majority and levels of disagreement were also particularly low. This again leaves a significant portion of respondents who indicated that they were neither in agreement or disagreement with the statement regarding how ICTS staff resolve or assist with queries. 29c. I am satisfied with the service provided 62% of respondents either strongly (35.1%) or partially (26.9%) agreed with this statement, 29.9% neither agreed nor disagreed, and 8.2% either partially (6.7%) or strongly (1.5%) disagreed. As in questions 29a and 29b, whilst the majority of students did agree with the statement this was not an overwhelming majority and levels of disagreement were also quite low. This again leaves a significant portion of respondents who indicated that they were neither in agreement or disagreement with the statement regarding levels of satisfaction with the service provided by ICTS Question 30 asked respondents how often they used MMU computer drop-ins. The table below clearly shows the majority of respondents, at 38.8%, use the drop-ins one to two times a week. The second highest category is those respondents who never use the drop-ins, at 27.2%. With reference to different categories of disability a higher percentage of respondents with physical impairments (41.1%) and with long-standing illnesses or health conditions (40%) never use the drop-ins. In comparison 16.6% (one respondent) within the group of sensory impairments, 22.7% of those with specific learning disabilities or cognitive impairments and 27.5% of those with mental health conditions never use the drop-ins. Page 20 of 54
21 30. How often do you visit MMU computer drop-ins? Every day: 8.2% 12 5 to 6 times a week: 7.5% 11 3 to 4 times a week: 18.4% 27 1 to 2 times a week: 38.8% 57 never: 27.2% Question 31 asked respondents two sub-questions about how physically accessible the ICT areas are. Respondents indicated how strongly they agreed or disagreed with these statements. Question 31a asked if respondents have any difficulty physically accessing or gaining entry to IT suites and 31b asked if respondents have any difficulty finding their way around these. Overall responses to both questions were very similar: For 31 a. 85.3% of respondents either strongly (63.6%) or partially (21.7%) agreed with this statement, 11.2% neither agreed nor disagreed, and 3.5% either partially (2.8%) or strongly (0.7%) disagreed. For 31 b. 84.1% of respondents either strongly (63.4%) or partially (21.1%) agreed with this statement, 13.4% neither agreed nor disagreed, and 2.1% partially disagreed. No respondents strongly disagreed. Overall therefore this is a very positive response to how accessible disabled students find physical access to and navigation around the IT suites. With reference to different categories of disability where physical accessibility is likely to be a more pertinent issue (i.e. physical impairments and sensory impairments) there were differences in satisfaction and agreement levels. A low percentage of respondents with physical impairments agreed with the statements (52.9% for 31 a, and 47% for 31 b). In comparison 66.6% of respondents with sensory impairments agreed with 31 a (that they had difficulty physically accessing IT suites) but a very high percentage, at 83.3%, agreed with 31b (that they did not have difficulty find their way around IT suites) Question 32 asked if respondents had attended an induction about the services that ICTS provide in the first weeks of the autumn term. 52.8% of respondents had attended such a session and 47.2% had not. Comparative percentages within each of the disability categories had attended. Page 21 of 54
22 Question 33 asked how respondents access the ICTS website. The table below shows the responses given. Respondents were able to select a more than one method and 249 responses were given. The highest response, at 32.5%, was from home, closely followed by from MMU (networked) at 29%. Perhaps surprisingly 19.3% did not access the ICTS website at all. How do you access the ICTS Website? From home: 32.5% 81 From work: 3.6% 9 From MMU (networked): 29% 72 From MMU (wireless laptop): 13.2% 33 Not at all: 19.3% 48 Other (please specify): 2.4% Question 34 contained four statements (a to d) about ICTS signage, publicity materials and notices. Respondents indicated how strongly they agreed or disagreed with how accessible, clear and helpful this information is. The overall results for a, b and c were quite comparable with the percentages of respondents who agreed ranging from 58.3% to 62.4% and overall low percentages of disagreement (ranging from 4.3% to 7.1%). These questions asked about the accessibility and helpfulness of information from ICTS: For 34 a ( I find information provided by ICTS accessible ) a total of 62.4% respondents either strongly (32.6%) or partially (29.8%) agreed, 32.6% neither agreed nor disagreed, and 5% either partially (4.3%) or strongly (0.7%) disagreed. With reference to different disability categories a higher percentage of respondents with longstanding illnesses or health conditions thought that information provided by ICTS was accessible, at 72%, compared to respondents with sensory impairments, at only 40% (this percentage representing two people out of a total of six respondents with sensory impairments). It is understandable that students with visual sensory impairments would be likely to experience difficulty in this area if information is not available in a range of adjustable formats For 34 b ( The signs in ICTS drop-ins are clear and helpful ) a total of 58.9% respondents either strongly (29.1%) or partially (29.8%) agreed, Page 22 of 54
23 34% neither agreed nor disagreed, and 7.1% either partially (5.7%) or strongly (1.4%) disagreed. With reference to different categories of disability in agreement with the statement responses were comparable across all groups. Percentages agreeing ranged from 60% from respondents with longstanding illnesses or health conditions to 48.8% from respondents with mental health conditions For 34 c ( I do not have any difficulties reading the material provided by ICTS teams ) a total of 58.3% respondents either strongly (33.8%) or partially (24.5%) agreed, 37.4% neither agreed nor disagreed, and the remaining 4.3% partially disagreed. With reference to different categories of disability responses were quite comparable for all groups with the exception For 34 d ( I have found the publicity material ICTS provide useful ) a lower total of 49.6% respondents either strongly (25.9%) or partially (23.7%) agreed, 44.6% neither agreed nor disagreed, and 5.7% either partially (4.3%) or strongly (1.4%) disagreed ICTS Feedback Questions 35 to 38 asked respondents about methods of giving feedback to ICTS. Only six respondents had ever completed an ICTS feedback form (question 35) and of those two had been in relation to an accessibility issue (question 36). Of the two respondents whose complaint had been regarding an accessibility issue one had a specific learning disability and the other did not disclose their disability type (as noted in Section 3, three questionnaire respondents did not give information about their disability type). Although only six respondents had ever completed a feedback form 84.2% thought that this was an appropriate way to provide ICTS with feedback on issues relating to disability (question 37). Question 38 asked what other methods would be good for providing feedback to ICTS. The majority of responses (out of a total of 15) indicated electronic and web based methods would be preferable. Other responses included giving feed back face to face Audio Visual loan service Questions 39 to 42 asked respondents about the audio visual loan service at MMU. Page 23 of 54
24 25 respondents had used this service. With reference to the disability groups usage was highest amongst respondents with sensory impairments at 50% (this being three respondents). 41.1% of respondents were aware of the Audio Visual team and the ability to loan equipment. Question 41 asked respondents to rate how good the Audio Visual Loan service is. Although only 25 (16.7%) respondents had used this service 85 rated the service with 47.1% of these stating it was good or very good, 43.5% stating it was satisfactory and 9.4% stating it was poor or very poor. Two focus group participants discussed occasions when they had loaned laptops from the Audio Visual service and these had not worked (refer to section 4.4) Question 42 asked if there were any other items that respondents would like to see provided through the loan service. Twelve responses were given and these included voice recorders, Dictaphones, laptops that students can take home, portable video players, software CDs for art/fashion students (e.g. Adobe Photoshop and Adobe Illustrator) Assistive Technologies Questions 43 to 48 asked respondents about Assistive Technologies (ATs) at MMU. These are products and services that increase independence for disabled people when using IT and can be hardware or software related. Question 43 asked if respondents had used any of the accessible features provided on MMU student PCs. Only 13.4%, or 20 respondents, had done so. Note: 138 out of 149 questionnaire respondents completed question 43 therefore percentages have been altered to reflect the total sample and are different to those provided in the appendix for this question. Question 44 asked how useful respondents found ATs and a high level of satisfaction was received from the 45 people that responded. 60% found ATs either very useful (28.9%) or useful (31.1%), 35.6% found them unsatisfactory and 4.4% found them un-useful. With reference to disability categories out of the 44 responses to this question 31 had a specific learning disability (a group that is potentially very likely to require ATs). Question 45 asked about how frequently respondents use ATs. The table below illustrates the response rate with the highest percentage by far, at 63.4%, using ATs less than once a week. Page 24 of 54
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