Three-Year Accessibility Plan for Students with Disabilities

Transcription

1 Three-Year Accessibility Plan for Students with Disabilities Prepared by:, Student Affairs Mount Saint Vincent University November

2 TABLE OF CONTENTS SECTION PAGE 1. EXECUTIVE SUMMARY.3 2. BACKGROUND 2.1 Description of University Historical and Recent Barrier Removal Initiatives.7 3. THREE YEAR ACCESSIBILITY PLAN 3.1 Commitment to Accessibility Planning The Accessibility Working Group Barrier Identification Process Barrier Removal and Accommodation Strategies Review and Monitoring Process COMMUNICATION OF THE PLAN SOURCE AND ALLOCATION OF FUNDS..16 2

3 Section 1 Executive Summary President s Message I have a tremendous sense of pride in the many accomplishments of the members of the Mount Saint Vincent University community. Only this past summer, community members hosted delegates from around the world for the International Association of Special Education conference. This conference represented a monumental opportunity where research, information and best practices regarding persons with disabilities were shared. It was the first time in Canadian history that this conference was held on Canadian soil. The high standards that are held for students at Mount Saint Vincent University are mirrored only in the pride of those many students who achieve them. Recognizing that not all persons learn the same, or at the same rate we continue to provide a high level of services for those who require academic support. For many reasons, be it physical, medical or for mental health (Learning Disabilities, Anxiety Disorders, etc.) disabilities, students requiring consideration will be supported as they too work to achieve the standards set forth. Executive Summary In the past few years, significant modifications to both the physical and academic environment at Mount Saint Vincent University (MSVU) have resulted in a high standard of service to students with disabilities for which the university is becoming known. It is expected that this population will continue to grow therefore MSVU must also continue to identify and address barriers to attract, retain and graduate these top quality students. Thus far, some of the main accommodations offered to overcome barriers include classroom accommodations, midterm and exam accommodations, assistive technology and service accommodations. As well, physical barriers both outside (i.e. paving and curb renovations) and inside (i.e. two special needs residence suites) have been removed, increasing accessibility on campus. Although some goals have been achieved, the following barriers and strategies to overcome them, have been identified: increase accessibility to computers (including the website) with appropriate software and technology; increase awareness and use of services to students with disabilities and faculty, through the website, and individual consults; increase knowledge of strengths/weaknesses as well as accessibility to funding by conducting psycho-educational assessments; increase accessibility to campus and classrooms, by installing more automatic doors and offering alternative seating in classrooms respectively; and, wiring classrooms for text/audio recording of lectures. Some strategies will be initiated this 2005/06 academic year, however, others will take longer to address. The most immediate to be addressed include: revision of website; consultation with individual students and faculty; increase student awareness of eligibility 3

4 for funding; expansion of access to assistive technology; increase number of psychoeducational assessments conducted, and offer alternative forms of classroom seating for students with disabilities (SWD). All short- and long-term strategies are detailed in section 3.4 of this document. Section 2 Background 2.1 Description of University Mount Saint Vincent University is one of 11 universities within the province of Nova Scotia offering undergraduate and graduate degree programs. MSVU is a leader in personalized education in Canada. Excellence, innovation, discovery and individual attention are what MSVU is all about. MSVU is known for small classes, distinctive programs, access to high-quality faculty members and opportunities to be involved in research and community service. In fact, MSVU has among the smallest class sizes and lowest student-to-professor ratios in Canada. MSVU places a strong emphasis on teaching excellence, which, when combined with small class sizes, provides a dynamic learning environment for students. More than 5000 students from more than 60 countries attend MSVU each year. MSVU also has the highest percentage of female students and faculty among Canadian universities, reflecting the University s long-standing tradition of educating women. This heritage is reflected in its ongoing commitment to offer a curriculum in which the contributions and perspectives of women and men are included, a classroom climate that promotes participation by all students, an environment that provides students with women and men as role models in a variety of positions, and services that enable our students to combine their studies with work and family responsibilities. Building the best minds of tomorrow by building an even better campus today is a top priority for MSVU. The University has begun an exciting $44 million campus expansion that will bring leading edge research space and increase the number of classrooms by 50 percent. Our new apartment-style residence, Westwood, and food court in the Seton Academic Centre opened in Over the next several years, the campus expansion will result in more labs, classrooms, research facilities, residence buildings and recreational facilities. As the MSVU community grows, the University continues to strengthen its academic excellence. In 2002, the University received its first Canada Research Chair in Aging and Care giving Policy. In 2005, a second chair was added in Technology Enhanced Learning. The Canada Research Chairs strategic research plan includes a focus on three areas: gender, human development and technology enhanced learning. Over the last few years, MSVU has more than doubled the amount of money that goes to students through scholarships and bursaries and introduced an entrance bursary program. MSVU is forging new partnerships locally, nationally and internationally, and continues to develop relationships with the international community through new educational partnerships with institutions from around the globe. 4

5 MSVU offers 38 undergraduate degrees in liberal arts, science, education and professional studies including applied human nutrition, business administration, child and youth study, family studies and gerontology, information technology, public relations, and tourism and hospitality management. MSVU was the first university in the Maritimes to offer co-operative education and offers co-op in five professional studies programs. MSVU offers 13 graduate programs that build on and enhance undergraduate program strengths, including Applied Human Nutrition, Child and Youth Study, Education, Family Studies and Gerontology and Women s Studies. Thirteen diploma and certificate programs can be taken alone or concurrently with a degree program. In addition, MSVU is the only university in Atlantic Canada to offer Child and Youth Study, Cultural Studies, Peace and Conflict Studies, Public Policy Studies, and a degree in Public Relations. MSVU is committed to providing accessible education through its innovative Distance Learning and Continuing Education programs. As a regional leader, MSVU offers more than 190 credit courses and 15 programs via various creative technologies, including television broadcasts and the Internet. The University has 290 full- and part-time faculty members, many who are active in research in the areas of science, health, social sciences and the humanities. MSVU also has numerous specialized resources on campus, including the Atlantic Canada Communication Issues Research Lab, the Centre for Women in Business, the Catherine Wallace Centre for Women in Science, the Child Study Centre, the Institute for the Study of Women (publishes the peer-reviewed women s studies journal Atlantis), the Learning Centre for Graduate Education Students, the Maritime Data Centre for Aging Research and Policy Analysis, the MSVU Art Gallery (nationally recognized), the Nova Scotia Centre on Aging, the Social, Emotional and Cognitive Development Observation and Interview Centre, and the Technology Learning Resource Centre. MSVU was also the first university in Canada to offer on-site daycare. MSVU employs more than 640 staff and faculty and has more than 21,000 alumni around the world. The University spends more than 57 percent of its total budget to support teaching, which is above the national average, and injects more than $75 million into the Nova Scotia economy annually. Mission Mount Saint Vincent University is dedicated to the education of women. The University is committed to the promotion of academic excellence through the provision of a strong liberal arts and science core and selected professional disciplines; a high degree of personalized education; the advancement and dissemination of knowledge through teaching, research and scholarly activity; the preservation of knowledge through its role as a repository and trustee of our cultural heritage; and the continuing intellectual, moral, spiritual and physical development of those sharing in its life in an environment characterized by the values of its founders, the Sisters of Charity - social responsibility, ethical concern, and service to the community. 5

6 Blueprint 2000 is the University s strategic plan and encompasses six strategic directions: 1. Become an outstanding institution dedicated to the advancement and transmission of knowledge. 2. Attract excellent students from diverse cultural and geographic backgrounds. 3. Ensure student success in a supportive and accessible learning environment with a high commitment to personalized education. 4. Advance the presence and reputation of MSVU internationally. 5. Be in the vanguard of distributed learning course offerings and delivery modes. 6. Excel in the development of progressive partnerships for innovative educational approaches. During the 2004/05 academic year, MSVU enrolled 4784 students as follows: Full-time Part-time Total SWD Undergraduate Masters students with disabilities, out of 1147 total graduates, graduated from the following programs: Bachelor of Arts 4 Bachelor of Education 1 Bachelor of Applied Arts (Child and Youth Studies) 1 Bachelor of Science 1 Bachelor of Arts and Certificate in Gerontology - 1 Certificate in Gerontology 1 Certificate in Tourism and Hospitality Management - 1 MSVU is committed to supporting the academic achievement and matriculation of students by creating an accessible learning environment for students with physical and/or sensory disabilities. The following accommodations and services are offered by the University: 6

7 Classroom Accommodations Note takers Tape recorders Laptops Test/Exam Accommodations Extended time Separate location Modified format Oral, scribed and dictated tests Use of a laptop, spell check, calculator and dictionary Assistive Technology Kurzweil 3000 Dragon Naturally Speaking TextHELP Read and Write Quicktionary Pen Digital Voice Recorder CCTV Service Accommodations Study skills, counselling and liaising with faculty is offered to students with disabilities through Counselling and Psychological Academic advising regarding course selection is available through the Office of the Academic Deans in consultation with the Coordinator of Accessible parking Information on scholarships, bursaries and awards Food allergies or dietary requirements accommodation Physical accessibility to buildings, classes, residences, labs, elevators Limited transportation on and off campus Convocation accessible seating and mobility assistance 2.2 Historical and Recent Barrier Removal Initiatives MSVU endeavours to ensure the environment is accessible to all campus and community members through barrier identification and removal initiatives. Initiatives and outcomes achieved to date include: 7

8 Year Barrier Removal Initiative Outcome 2001 Two laptops are purchased solely for use by SWD For those whose disability warrants it, students are given the opportunity to type their tests on a laptop counsellor s time is increased Considering the increase in enrolment, particularly of those with disabilities, more time is available to meet with students and make accommodations for them The number of proctors is increased More efficient scheduling of midterms with an increase in proctors 2002 Three software packages purchased and installed on new desktop (with scanner) in library, and laptops For students who do not have their own Kurzweil, it is now accessible to them in the library; Dragon Naturally Speaking and texthelp Read & Write are available on laptops in Student Affairs 4 track tape player purchased Students can use books-on-tape Quicktionary pen purchased Helps students with reading difficulties College Road Parking Lotpaving and curb Easier to navigate in wheelchair, cuts in curb allows better accessed for motorized Seton concrete removal & reinstatement of concrete walkways Installed mobile stair climbing device (wheelchair lift) at chapel Westwood student residence building two special needs suites 2003 Purchased two digital recorders Purchased two laptops Resource Facilitator (DRF) now on campus with her services UID research being conducted chairs/crutches Increased wheelchair accessibility Increased accessibility to chapel Increased opportunity to live in residence For students who experience difficulty with lecture note-taking, More efficient scheduling resulting from increased ability to have more students use laptops for tests Increased services by now offering an on campus resource person to help with CSG applications, training of assistive technology software and supplier of tutors A proposal was developed for a new Distance Education homepage within the Mount site, which will implement UID principals, such as providing technical aspects for persons with disabilities who may be using the site and who may be 8

9 Upgraded washroom in Evaristus Hall 2004 Psycho-educational testing materials purchased Another counsellor s time increased Presented to new and returning faculty on Presented to Education students re services Seton washroom upgraded Seton 3 rd floor installed aluminium safety rail, adjacent loading bay 2005 Concrete steps from The Birches to Evaristus Hall, including aluminium railings Seton sidewalk extension Installed paraplegic doors in Rosaria Centre Installed safety rails in Seton auditorium seating aisles New MOU between Rehabilitation Programs and and the University enrolled in distance courses Wheelchair accessible Ability to conduct assessments Increased and more efficient provision of services Increased faculty awareness of disability services and issues Increased student awareness of disability services and issues Wheelchair accessible Increased safety for all persons Increased safety, and accessibility, by replacing dangerous wooden steps and adding a rail, wider steps and a rest area with benches Increased accessibility from Seton up to Evaristus Increased accessibility Increased safety for all persons Maintenance of existing services and accommodations and development of new services as appropriate Thus far, previous barrier removal initiatives have resulted in positive outcomes. Although many goals have been achieved, challenges still remain to be identified and overcome. These remaining challenges are addressed in the following section. Section 3 Three Year Accessibility Plan 3.1 University Commitment to Accessibility Planning Building upon a commitment to promote post-secondary opportunities for all groups, the Three Year Accessibility Plan has been created to enhance, formalize and make public many of our current and proposed practices. The initial Three Year plan and subsequent yearly updates to the plan will set objectives to support and encourage members of the University community to think strategically 9

10 regarding accessibility planning, and will contribute to increased student success, retention of excellent students and academic excellence. The Committee on Learning Disabilities, Special Needs and Policy (COLDSNAP) was formed in 1996 to ensure equity of treatment among students with disabilities. In order to maintain and enhance opportunities to address the students particular difficulties, COLDSNAP has worked, and continues to work, to develop fair academic processes and procedures as well as physical accessibility to the campus. In the past few years, since the creation of COLDSNAP, the University has seen a significant increase in enrolment of students with disabilities, along with an increase in accommodations and services required. In meeting the needs of these students, accommodations and services have increased and evolved, including major changes/additions. Some of the most notable changes/additions include: Coordinator of Initially, when the students with disabilities population began to increase, there was an increase in the special needs counsellor s hours, thus allowing more time for delivery of services. With an increase of over 100% in the year 2003/2004, came an increase in appointments with the counsellor. Eventually, in order to continue contributing to academic excellence through quality support services and provision of accommodations, the position of Coordinator of was created. Assistive Technology (AT) allowed us to offer hardware and software to accommodate students with disabilities who were previously experiencing difficulties with reading and writing. The AT offers more opportunity to learn by alternative means. Resource Facilitator (DRF) The addition of the DRF offers students the support they need in understanding and manoeuvring through the process of applying for funding through the Canada Studies Grant and other grants. As well, students unfamiliar with assistive technology software now have the option of oncampus training. Finally, some students are supported in their search for tutors. Registered Psychologist This most recent staff addition offers the opportunity for students and professors (and other interested parties such as tutors) to meet and discuss learning strategies to best support the student. As well, she conducts psycho educational assessments, not only necessary to understand the student s strengths and weaknesses, but also for funding purposes. The modifications and expansion of have given the students with disabilities a central location they can go to seek support and accommodations. 3.2 The Accessibility Working Group The Accessibility Working Group was initially formed to address issues and concerns of people with disabilities. To this end, the first step was to identify remaining barriers and 10

11 state goals to overcome them. For additional, and ongoing, functions of the group, please see the terms of reference listed below. Accessibility Working Group Members: Dean of Student Affairs Coordinator of Disabilities Counsellor Resource Facilitator Advisor, Sexual Harassment & Fair Treatment Policy Office Student Representative Faculty Member University Librarian Housing Manager Director, Physical Plant Associate Registrar Director of IT&S Working group terms of reference: Develop, in consultation with university departments, a Three Year Accessibility Plan for Students with Disabilities. Make recommendations to the University for the improvement of access to university services, programs and facilities on a regular basis. Present the Three-Year Accessibility Plan for Students with Disabilities to the President. Present the annual yearly update of the plan to the President. Recommend to the University the establishment, maintenance and monitoring of programs, measures and procedures respecting access for persons with disabilities to services, facilities and/or programs. Obtain information from the University or be consulted about any new facilities, renovations, services or programs. Review any major policy changes being considered which might impact the access component of facilities, services and/or programs (e.g. changes to transportation policies, changes to academic policies, major renovations projects under the Department of Physical Resources, etc.). Maintain and keep minutes of its proceedings. Meet regularly to review progress. 11

12 3.3 Barrier Identification Process The methods used to solicit feedback from the campus community regarding barrier identification included: In October 2005, barrier identification was solicited from the Accessibility Working Group which included representatives from faculty, administrative staff, students with disabilities and partnered organizations In October 2005, mass to all identified students with disabilities requesting feedback and input Presentations to faculty (Faculty Day, September 2004) and students (BEd. Students, November 2004) included formal presentation of services offered to students with disabilities as well as informal dialogue of challenges remaining. Individual consultations with both faculty and students with disabilities (ongoing) the coordinator addresses concerns of both parties and troubleshoots strategies to overcoming barriers. Group consults with individual students and their professors, tutors and classmates (2004 to present) registered psychologist meets with involved parties to brainstorm and offer learning strategies to best support the student. COLDSNAP inviting various members of the university community (ongoing) faculty invited to discuss concerns of students, physical plant to address physical modifications to campus, distance learning to consult on web services. 3.4 Barrier Removal and Accommodation Strategies Short-term goals/objectives Develop website by including a section on self-advocacy and one on scholarships/grants for students with disabilities Increase consultations with faculty and students Increase awareness of funding offered through the Canada Studies Grant Work with Students Union to develop comprehensive list of tutors and be available to meet with individual tutors and their student to discuss learning strategies targeted to the student Complete 4 psycho-educational assessments Install a desktop and scanner equipped with Kurzweil 3000 in the Crow s Nest Install automatic doors in library Based on need, offer alternative seating, such as tables and chairs vs. desks, in classrooms Assess website to ensure it is text readable 12

13 Long-term goals/objectives Re-program website to text readable Offer alternative seating in all classrooms Install text reader on website Install lockers in the library Furnish all computer labs with software functional for students with hearing and visual disabilities Wire classrooms with tablets for text/audio recording of lectures Increase accessibility to the link Replace some computers on campus with appropriate software giving increased access to SWD Three Year Accessibility Plan for Students with Disabilities Initiative Strategy to Remove/Prevent barrier Involved parties Outcome Add section on website re selfadvocacy Add section on website re scholarships/grants specifically for SWD Increase consultations with faculty and students Provide list, information and links to outside opportunities for funding Information sharing and collaboration in finding solutions/strategies to classroom and learning needs IT and IT and Faculty, student, psychologist Increased ability to meet their own needs Increased awareness and financial opportunities specific to SWD Provide initial online information to students unaware of how to selfadvocate Demystification/advocacy and awareness of disability and support strategies Timelines Increase awareness of funding SWD re the Canada Studies Grant; post and distribute information around campus DRF and Increased awareness of funding available and ultimately access to goods/services resulting in life long learning 13

14 Develop a tutor network Train tutors strategies specific to SWD Offer psychological assessments to a limited number of students Offer an alternate location/expand accessibility of Kurzweil 3000 Offer alternative classroom seating Assess website for accessibility to text readable Re-program website to be text readable Offer alternative seating in all classrooms Minimize body strain for those students with and include info in mail outs Increase availability and choice of tutors by recruiting interested parties Meet with tutors and students to discuss individual student needs and develop a plan for remediation Conduct psycheducational assessments Install desktop (with Kurzweil software) and scanner in Crow s Nest Based on need, provide alternate seating with tables/chairs to adhere to universal design and principles Use bobby to assess website to determine changes needed Install appropriate software Provide alternative seating with tables/chairs to adhere to universal design and principles Install lockers in library Student Union, DRF and Tutor, student, and Student and IT, Student Union and Physical Plant and IT IT Physical Plant Physical Plant and library SWD satisfaction with tutoring services Increased effectiveness of tutors Opportunity for more students to access funding goods/services and identify learning strategies Increased choice of location for accessing Kurzweil More comfortable environment for students who, for various reasons, are unable to use a standard desk First step to more accessible website More accessible website More comfortable environment for students who, for various reasons, are unable to use a standard desk Access to more than one locker to leave books in various

15 certain physical disabilities Increase audio and visual capacity in the classroom for those students with hearing, visual and/or learning difficulties Install software on computers in computer labs Investigate technological options available to increase quality of sound and visibility i.e. tablets for text/audio recording of lectures Research appropriate software Students, faculty, IT and Subcommittee which includes DRF, IT, Registrar s Office, library and SWD locations Better, and potentially more accurate, access to information shared in lectures Increased accessibility of all computers for all students Review & Monitoring Process On November 1 st of each year, the University will submit to the Department of Education, and post on the University website, the outcomes/achievements of the preceding year. These objectives will be monitored and reviewed by the Accessibility Working Group. The procedure for this will include twice yearly meetings of the group as well as input from students (a questionnaire is to be developed for distribution to students). The future methods/tools used to gather input on accessibility issues will include those as set out in the terms of reference for the group, namely: Develop, in consultation with University departments, a Three Year Accessibility Plan for Students with Disabilities. Make recommendations to the University for the improvement of access to university services, programs and facilities on a regular basis. Recommend to the University the establishment, maintenance and monitoring of programs, measures and procedures respecting access for persons with disabilities to services, facilities and/or programs. Obtain information from the University or be consulted about any new facilities, renovations, services or programs. 15

16 Review any major policy changes being considered which might impact the access component of facilities, services and/or programs (e.g. changes to transportation policies, changes to academic policies, major renovations projects under the Department of Physical Resources, etc.). It is understood that a specific goal/objective can be stated for the short term but upon further investigation, it may require multiple years to complete. In such instances a simple note detailing difficulties experienced, along with a new completion date, can be indicated. Section 4 Communication of the Plan The methods used to communicate the Three Year Accessibility Plan for Students with Disabilities to all members of the University community will include: Posting the plan on the University website Providing a copy to all faculty and appropriate staff via faculty handbook Providing a copy to students with a disability through distribution list as well as hardcopy Update progress to students via distribution list Update progress to faculty and appropriate staff via website and the Insight newsletter Section 5 Source and Allocation of Funds The source of funding for comes from two main areas: 1) the Memorandum of Understanding (MOU) between Rehabilitation Programs and, Department of Education and Mount Saint Vincent University and 2) the University. In terms of additional funding, for students from other provinces/territories and international students with disabilities, the University does not receive or solicit such moneys from outside the University. Only 20% of MSVU students come from outside the province, and only a small proportion of these students have disabilities. Through its operating budget, the University covers this small portion of non-ns students who have disabilities. 16