Disability Service KPI s and Statistics

Transcription

1 Disability Service KPI s and Statistics

2 Contents Abbreviations... 1 Disability Service Key Performance Indicators... 2 Section 1: Student data... 2 Student journey data... 5 Registration by Disability category... 7 Registrations by disability type and faculty Rate of increase or decrease of student registrations by disability type New first year undergraduate registrations Disclosures and LENS reports Examination accommodations Number of withdrawn students by disability type Section 2: Disability Service Delivery Disability Services and Supports Use of the Respite Room Educational Support Worker Service ESW Exam support Funding Statistics Assistive Technology Support Occupational Therapy Supports Section 3: DS Website Statistics Page View Disability Website

3 Abbreviations DS Disability Service RP Required Points Disability sub-groups ADD - Attention Deficit Disorder (including ADHD Attention Deficit Hyperactivity Disorder) ASD - Autistic Spectrum Disorder DCD - Developmental Coordination Disorder (Dyspraxia) Mental Health Includes depression, anxiety, eating disorders, bi polar disorders and OCD Neuro Neurological, includes epilepsy, acquired brain injury, sleep disorders and stroke Phys Physical, includes arthritis, cerebral palsy, spinal injuries and long term injuries Sensory includes blind and visually impaired, Deaf and hard of hearing SOI Significant ongoing illness, includes diabetes, Crohn s disease, cancer, chronic fatigue Spld Specific learning difficulties includes dyslexia, dysgraphia and dyscalculia 1

4 Disability Service Key Performance Indicators The Key Performance Indicators developed by the DS capture the breath of work carried out by the service. Admissions KPIs capture entry numbers and routes; under service delivery we record the number and types of services offered. Individual activities and targets are measured and reflected through the annual staff reviews allow the DS to measure set activities and targets. Section 1: Student data KPI Indicator Years 08/9 09/10 10/11 11/12 12/13 13/14 14/15 15/16 Target Number of new UG entrants with disabilities entering with the required points (RP) / DARE 3 RP 73 DARE 36 RP 91 DARE 32 RP 151 DARE 44 RP 94 DARE 77 RP 191 DARE 94 RP 82 DARE 92 RP 110 DARE 111 RP 48 DARE 125 Increase Number of students with disabilities registering with DS Increase Number of students with disabilities in College 3&4 585 (3.6%) 685 (4.2%) 818 (4.9%) 911 (5.4%) 1058 (6.4%) 1186 (7.1%) 1313 (7.7%) 1299 Increase Number of needs assessments carried out (disab/spld) (Disab 158) (SpLD 120) 292 (Disab 148) SpLD 144) 336 (Disab 166) (SpLD 170) 377 (Disab 241) (SpLD 136) 331 (Disab 231) (SpLD 100) 357 (Disab 257) (SpLD 100) 354 (Disab 244) SpLD 110 Maintain Number of students supported by ESF student with disability fund Increase 2

5 Number of student receiving exam accommodations Maintain Number of student appointments with Disability Officers Maintain Number of Dyslexia Consultations 5 52/34 45/29 48/29 41/28 17/13 27/ Maintain Number of oneto-one ATIC student training appointments 1 Number of OT appointments 1 Percentage of OT staff time allocated to direct student interaction during term time (30 weeks) 6 Number of ALO and departmental meetings Maintain ,430 2,073 1, Maintain n/a n/a n/a 98% 94% 80%* 80% 80% Maintain Maintain Public walk-ins, students/staff / / / / / / / / 1093 Decrease enquiries Increase 3

6 Phone enquiries internal/external / / / / / / / / 848 Decrease Facebook total reach from 2011 onwards N/A N/A N/A 7,758 15,974 13,666 14,912 29,567 Increase Unique website page views 2 130, , ,918 91,720 90,813 95,565 89,849 64,022 Maintain YouTube visits 2 N/A N/A 1,386 2,919 2,547 2, Maintain Table 1 Disability Service Key Performance Indicators 1 DS Record Management System Staff Outlook Statistics Website and Facebook Unique Visitors figure counts the number of hosts (computer/laptops) that have made at least one hit on one page of the website during that year, equating to a single user requesting to view one page only. Facebook total reach: The number of unique people who have seen any content associated with the page. 3 DS Database and Senior Lecturer Annual Report 4 Percentage of total student population in College. 5 Dyslexia Consultation Until end of AY 2014 a dyslexia screening services was offered. 6 OT Support aims to ensure that all hours during term are maximised to meet students needs; the ambition is to devote 80-90% of time available during term to student appointments. In the Disability Service term time refers to the period from mid-august (admissions of new entrants), until the end of the examination/appeal period (June). *There was a decline in the percentage of time dedicated to meeting the needs of students, from 94% in , to 80% in This resulted from a decrease in staffing levels in the first term of , as well as an increase in time spent on training and the supervision of new staff. Figures do show that the KPI was met; however, as 80% of available time in term time was spent on supporting the needs of students. 4

7 Student journey data A key feature of the Disability Service strategy is the use of objective measures as part of the evidence base from which the service to students can be evaluated and improved. Keeping track of student registrations, disability types, and changes in the rates of progression, withdrawal, and completion allow the service to adapt to particular issues that may otherwise go unnoticed. The data in this section is presented to illustrate the main features of the student journey. The number of students registering with the Disability Service has risen significantly since The graph in figure 1 below illustrates steady increases in the years after the Service was established, with almost a doubling of registrations over 7 years from 222 in , to 434 in In contrast, the rate of increase accelerated from , with the numbers more than doubling in just 4 years to 911 in and has continued to increase up to Figure 1: Student registrations to

8 While student numbers in general have increased in Trinity since 2001, the rate of registrations for students with disabilities has also increased proportionately. Table 2 below demonstrates proportionate increases approximately in line with the numbers above. In , the proportion of TCD students registered with DS was 1.5%, this had doubled to 3.2% by By , the proportion of students registered with DS, as a percentage of the TCD student population, had more than doubled to 7.7% with a slight fall in , but the overall trend is showing a continuous increase. The number of postgraduates with disabilities began to be recorded in The trend shows a steady rise in postgraduate students registered up to with a slight fall in However, the registrations remain less than the undergraduate level. Table 3 reflects the number of DS students registered with Multiple Disabilities in Year 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10 10/11 11/12 12/13 Total Students Undergrad Students % of Total Undergrad 6.2% 6.7% 7.7% Postgrad Students % of Total Postgrad 1.8% 2.0% 2.7% % of All Students 1.50% 1.9% 2.3% 2.4% 2.8% 3.2% 2.8% 3.6% 4.2% 4.9% 5.4% 6.4% Table 2 Number and proportion of students registered to Students with Multiple Disabilities % Total Students Registered Table 3 Number of DS students registered with Multiple Disabilities in

9 Registration by Disability category The graph in figure 2 below illustrates, by disability type, 336 first-time students registering in the year Students with specific learning difficulties (Spld) such as dyslexia, and students with Mental Health difficulties continue to register in high numbers compared with other disability types. Students with physical and sensory disabilities, although they continue to rise in numbers, register in lower numbers and are under-represented nationally. Figure 2 First time registrations by disability type from 2005/ /2016 7

10 Category of Disability Newly reg Newly reg Newly reg Newly reg Newly reg Newly reg Newly reg % ADHD or ADD Autistic Spectrum Blind/Visual Impairment Deaf/ Hard of Hearing DCD / Dyspraxia Intellectual Disability Mental Health Neurological Physical Disability Significant Ongoing Illness Speech Language & Communication Disorders Specific Learning Difficulty Total Table 4 Breakdown of Disability Type from to

11 Figure 3 below illustrates the number of all registrations by disability type in the year The number of categories of disability has increased from 5 to 12 over the past 8 to 10 years. Previously, the ADD, ASD, and DCD categories were considered part of the SLD or Mental Health groups. The intellectual disability category was added when students from the Centre for Inclusion and Intellectual Disabilities enrolled on the Certificate in Contemporary Living course. The Neurological and Speech, Language and Communication disorder categories were added following their inclusion in DARE in Figure 3 Breakdown of first time registrations by disability type

12 Figure 4 Breakdown of this year s 336 newly registered students by faculty 10

13 Supplemental Mature Merit Unassigned Total UG Total PG Table 5 Breakdown of newly registered students by UG entry routes and PG Registrations by disability type and faculty The table below illustrates the rate of registrations by disability type and faculty. Students with disabilities tend to choose Arts, Humanities and Social Science courses above the other two faculties. However, in recent years there has been a relative rise in the numbers of students with disabilities in Health Sciences. Disability Type Total Arts, Hum. & S.Science Eng, Maths & Science Health Sciences Multi Faculty Multi School includes TSM ADHD or ADD Autistic Spectrum Blind / Visual Disability Deaf / Hard of Hearing DCD / Dyspraxia Intellectual Disability Mental Health Neurological Physical Disability Significant Ongoing Illness Speech Language & Communication Disorders Specific Learning Difficulty Total Table 6 Registrations by disability type and faculty 11

14 Rate of increase or decrease of student registrations by disability type The graphs below (figures 5A to 5H) illustrate the individual growth patterns of student registrations by disability type over an 8-year period: The number of students with physical and sensory disabilities continues to remain low and under-represented compared with other disability types. Deaf/Hard of Hearing students enter Trinity in very low numbers. As a group they face considerable difficulties in post-primary education, are less competitive at admissions, and are at higher risk of withdrawal from higher education than any other group by disability type. Figure 5A Deaf/Hard of Hearing students Students who are blind or visually impaired also enter in low numbers. In contrast to those who are deaf or hard of hearing, however, they are at low risk of withdrawal. Figure 5B Blind/Visually Impaired students

15 Students with physical disabilities are under-represented in Trinity and Higher Education nationally compared with other disability types. However, in recent years the numbers have increased somewhat compared to those with sensory disabilities. Figure 5C Students with physical disabilities The number of students with specific learning difficulties, predominantly dyslexia, has decreased marginally over the past 5 years. The proportionate decrease is greater. These decreases are mainly for two reasons: firstly, the increase in the diagnosis rates of ADHD, Asperger s Syndrome, and DCD has lessened the numbers seeking a diagnosis specifically for dyslexia (there is a high co-morbidity among these conditions). Secondly, the criteria for DARE ensure that only those with two or more literacy difficulties (at or below the 10 th percentile) are eligible for a points reduction at admissions. Figure 5D Students with specific learning difficulties

16 Students with significant ongoing illness (SOIs) represent the most varied disability type as they are categorised by the broadest criteria. There is no definitive list of all the medical conditions that could be considered SOIs, but the most common conditions are cancer, chronic fatigue syndrome, Crohn s disease, diabetes, and multiple sclerosis. There is also overlap between some SOIs and other categories of disability. For example, arthritic conditions vary and can be considered a physical disability due to the impact on mobility; epilepsy has more recently been considered a neurological condition, and mental health conditions can overlap with fatigue conditions. These discrepancies in categorisation make it difficult to think of the SOI group in clearly defined terms. Figure 5E Students with significant ongoing illnesses Trinity has the highest number and the highest proportion of students with mental health difficulties of any HEI in Ireland (Ahead surveys). There are a number of factors suggested to explain this. Firstly, mental health conditions are regarded as the most prevalent of all disability types and therefore it is likely that they are simply under diagnosed and under disclosed in other HEIs. In Trinity, there are considerable resources available to diagnose and support students with mental health difficulties. The Health Centre provides a Psychiatric Service and the Disability Service provides Occupational Therapy support. There is also a College Counselling Service and tutorial service. It is suggested that collectively, these supports also attract a higher number of students with mental health difficulties among CAO applicants. Figure 5F Students with mental health difficulties

17 The increase in students with Asperger s Syndrome attending Trinity is significant, albeit from a very low base, since Similar to the rationale suggested above for students with mental health difficulties, there was (and maybe still is), a legacy of under diagnosis and under disclosure to catch up on. Also, through the work of a number of staff and students in various departments over the past decade, Trinity has gained a reputation of being a supportive environment for students with Asperger s Syndrome. Figure 5G Students with Asperger s Students with ADD or ADHD are an emerging group since around Similar to students with Asperger s syndrome and DCD prior to , as a group they were more likely to be hidden among the general student population, or among those with Specific Learning Difficulties. Figure 5H Students with ADD or ADHD

18 New first year undergraduate registrations The majority of students registering in any one year are first year students. Since , the number of students registering as first years has averaged 193. Figure 6 below illustrates a levellingoff of the number of first year students registering over a 5-year period ( ) followed by a 25% increase in and a marginal decrease for Figure 7 shows new first year undergraduate registrations by entry route. Figure 6 First year (Junior Freshmen) registrations to Figure 7 New first year undergraduate registrations by entry route

19 When do students register with the Disability Service? Knowing when students register with the Disability Service is useful because certain groups tend to register early and others later. It is also useful to consider how supports and resources are front loaded at the start of the year. More than half the 336 students who registered with the Disability Service in registered in the months of September and October (227). The remaining 109 students registered in comparatively low numbers in the other months of the year. In both years and patterns of student registrations with the Disability Service are similar. Figure 8 All registrations by month in

20 Disclosures and LENS reports The following three tables (7a, 7b, 7c) show the number of disclosures and the issuing of LENS reports in the year These are students registered with the Disability Service who agree to disclose their disability to their school or department (primarily for exam accommodations) and, where appropriate, their Learning Education Needs Summary (LENS) report. LENS reports tend to be produced where a student requires an academic support from the academic area above and beyond the mainstream disability supports such as exam accommodations. Faculty of Arts, Humanities and Social Sciences Disclosed LENS Business PG 10 4 Bess Drama, Film & Music Education 10 9 English History & Humanities Languages Law Psychology Religion & Theology Communications, Linguistics Social Science (PPES etc.) Social Work School Total Table 7a Disclosures in the Faculty of Arts, Humanities and Social Sciences Faculty of Engineering, Maths and Science Disclosure LENS Physics 14 8 Natural Science TR Maths Genetics & Micro 6 6 Engineering Computer Science Chemistry Biochemistry & Immunology 2 1 School Total Table 7b Disclosures in the Faculty of Engineering Maths and Science schools 18

21 Faculty of Health Sciences Disclosure LENS Pharmacy Nursing Medicine Dental Science Radiation Therapy 6 6 Physiotherapy 10 5 Occupational Therapy School Total TAP Total Table 7c Disclosures in the Faculty of Health Science Schools The graph below illustrates the rate of increase in disclosures per faculty across 4 years from to In , the significant increase in disclosures among Health Science faculty students was noteworthy. The increase continued marginally in Figure 9 Increase in disclosures to Schools to

22 Examination accommodations Increase in exam accommodations from to The graph below illustrates the changes in the provision of exam accommodations over a four -year period from 2013/14 to 2015/16. The changes reflect increases in students registering with the Disability Service over the same period. The decreases reflected in is a result of more improved accuracy in gathering data through SITS, rather than any decrease in the need for exam accommodations. Figure 10 DS Student Exam Accommodations from to DS Reg All students registered with the Disability Service All Exam Ac All students with exam accommodations Ex Time All students with extra time GV All students who attend a Group Venue (alternative to the main venues) PC All students who use a computer in exams Scribe/Reader All students who have a scribe or reader in their exams 20

23 Changes in exam accommodations to The table below lists the changes in exam accommodations from to The majority of students registered are accommodated with extra time of 10 minutes per hour and group venue. Additional supports beyond this baseline are allocated in relatively small numbers. Exam accommodations April April Students registered with DS Total with exam accommodations Total with no exam accommodations mins per hour mins per hour mins per hour 6 3 Low distraction venue Individual test centre - general Group Test Centre Reader 13 7 Scribe Use of computer Table 8 Changes in exam accommodations to

24 Number of withdrawn students by disability type The graph below illustrates the number of students by disability type who have withdrawn from College since As a comparison, the current number of students by disability type is also shown. Proportionate to the numbers registered, students with mental health difficulties and deaf/hard of hearing students are at highest risk of leaving early. All other disability types have high retention rates in comparison with the College average withdrawal rate of 14%. Figure 11 Number of withdrawn students by disability type 2007 to

25 Percentage of withdrawal of students with disabilities by disability type The graph in figure 12 below illustrates the percentage rates of students who have withdrawn, listed by disability type between the years Students who are deaf/hard of hearing make up 9% of all students with disabilities who withdraw, but comprise of only 2.7% of all students with disabilities who are registered (see figure 4 above). As a group, compared to their non-disabled peers, students with disabilities tend to take longer to progress through their degrees and are more likely to withdraw later. This means accurate tracking of progression and retention rates can only be done about 6 years post entry. As a result, the data presented here represents students between 2007 and Figure 12 Percentage of withdrawal of students with disabilities by disability type

26 The graph in figure 13 illustrates the number of students who graduate in four years or more, organised by year of intake. Students with disabilities are far more likely to take longer to complete their degrees when compared with their non-disabled peers. This is due to periods of illness, medical repeats, and time off-books. Figure 13 Undergraduate year of intake by year of graduation Summary Points: More than half the students who register with the DS do so in the 6-week period between late August and early October Students with specific learning difficulties such as dyslexia, and students with mental health difficulties continue to register in high numbers compared with other disability types. Students with physical and sensory disabilities continue to register in low numbers and remain under-represented nationally Mental health and deaf/hard of hearing students are at highest risk of leaving early; all other disability types have high retention rates Mature students tend to register late: typically after November from the year of intake 24

27 Section 2: Disability Service Delivery Disability Services and Supports Use of the Respite Room When not in-use by students registered with Disability Service, the Respite Room is used for exam scribe practice and Occupational Therapy appointments. Figure 14 Use of respite room Educational Support Worker Service Casual employees are recruited from the postgraduate student body to work as Educational Support Workers (ESW). There is a variety of roles available, and although the work is paid, there is a significant sense of contribution and commitment by these workers. When a high needs student meets with their Disability Officer (DO), the DO will assess what supports are needed and make a referral to the Disability Service Office Manager (DSOM) for these to be put in place. ESW aptitude, interest, and time availability is matched to disabled student requirements. The following supports were given in 2015/16. Referrals for Educational Support (14-15 numbers in brackets) 14 (15) students received note-taking support. All students are from the hearing impaired, physical, or SOI cohort. 12 (11) students for library/academic assistance 1 (3) for lab assistance 4 (3) for PAs 264 students for Special Borrowing Privileges (SBPs) 803 (773) students received print credit 12 (40) students referred (average of 6 hours each used) for Subject Specific Tuition 25

28 Figure 15 Academic support referrals to ESWs to Educational Support Worker numbers The numbers breakdown for was: 375 (234) on the ESW database 134 (229) available (127) newly registered (59) worked for DS in Figure 16 Number of registered ESWs to

29 ESW Exam support During the exams period, the Disability Office recruits, trains, and supplies scribes to work with students who require this support. The scribe and student meet for a minimum of 2 sessions prior to exams to practice pacing, etc., and to be made aware of the protocols for this work. The scribe also becomes the invigilator for any exams held in individual venues. 12(11) students used scribes for exam session 61 (42) individual exams covered by 14 scribes 3 x Irish Sign Language (ISL) translator sessions booked for examinations (used for occasions where a student needs to ask questions of a non-isl examiner) and 2 sessions for transcription. The payment of the scribes is an issue that has arisen over the past number of years. There is no transparency in the payments process with the Exams Office. The scribes do not submit their own timesheets, as is normal procedure with ESW work. The other issue is that the Scribe Invigilators recruitment and training is not stream-lined with the Exams Office. Figure 17 Referrals to ESW for exam support to

30 Funding Statistics Students who are domicile in Ireland are entitled to have their supports funded by the European Social Fund for Students with Disabilities (ESFFSD). Applications are made to this fund by the Disability Service. The money is paid to the Service and not to the student. The below graph in figure 18 shows the growth in applications that reflects the growth in numbers registering. Figure 18 Growth in applications reflecting funding trend from to Registered Funded Year Table 9 ESF FSD funding for supports to

31 The money available to the ESFFSD has not grown over the years to reflect the growing numbers of applicants. The following tables show the diminishing amount of funding received and balance retained. Retained balances are set against the following year of funding. Year ESF funding Spend Surplus , , , , , , , , , , ,500 84, , , , , ,713 32,427 Table 10 ESF FSD income and expenditure to Figure 19 ESF FSD expenditure by support type to

32 Figure 20 ESF FSD expenditure to Figure 21 ESF FSD expenditure percentages to

33 Assistive Technology Support The Assistive Technology service aims to introduce a wide range of technology and ergonomic aids that match individual student ability. This will enhance the student experience, improve how students interact with information, and enable students to complete course commitments independently. The below chart shows the number of new student referrals made to the service over a seven-year period. The graph shows a slight decrease in first-time referrals to the service, as well as in the number of 1:1 appointments/training sessions to ensure such technology meets the need of the student. Figure 22 Referrals to the Assistive Technology Officer to The following chart looks at first-time referrals over a three-year period, from 2012 to The results are grouped by primary disability of students. The chart shows that the SLD/Dyslexia cohort is the highest disability type referred to the service, which corresponds with the service s statistics of overall student population. 31

34 Figure 23 Disability type referrals 1:1 appointments to Upon meeting the student for the first time, the Assistive Technology Service carries out a needs assessment process to ensure a correct match with the student s needs, training, and ability. The service offers a number of short-term loans of assistive technology hardware and software to students; the below chart shows the number of loan agreements signed by students referred to the service over a five-year period ( ): Figure 24 Loan Agreements of technology to students to

35 This chart highlights the different type of student loans agreed with students over a four-year period. Each piece of equipment is tracked and returned (as needed), to the service at the end of the student s academic journey. Figure 25 Loan agreements of Assistive Technology to As well as meeting students via a 1:1 training, the Disability Service makes available two universally accessible Assistive Technology computer areas. These are located in the two main libraries areas of the college, the Ussher library and the Hamilton library. The graph below charts the average amount of students using each AT area. This is based on the average number of logins made, measured against all the PCs and Macs available in each AT area. Inline with the above graphs, the Ussher library due to its size and student population is used more frequently by students who referred for Assistive Technology supports. 33

36 Figure 26 Average user logon of AT public areas to

37 Figure 27 Total Number of Student Walk-In Registrations Figure 28 Number of Student Online Registrations by Month 35

38 Occupational Therapy Supports Occupational therapy is a confidential support for students with mental health and/or physical/sensory disabilities. The support aims to enable students to develop practical selfmanagement strategies, to support them in managing the tasks of being a student at university. For more information on the Occupational Therapy Supports, please see: DS Website Occupational Therapy Figure 29 Total Number of Occupational Therapy Referrals Figure 30 Total Number of Student Appointments per year 36

39 Figure 31 Average number of appointments by disability in

40 Section 3: DS Website Statistics Page View Disability Website Figure 40 Visitor behaviour DS website

41 Figure 41 You Tube Activities Figure 42 DS Facebook engagement