ACCESS TO THIRD LEVEL EDUCATION

WHAT YOU NEED TO KNOW

Introduction

This information is aimed primarily at students with disabilities and is also relevant to guidance counsellors, parents and teachers. There are a number of basic queries and issues that frequently arise for students with disabilities. These fact sheets aim to address these queries from a general perspective.
This fact sheet provides information on:

• Access and Admissions.
• Disability Support Services.
• Assistive Technology.
• Learning Support.
• Examinations Facilities.
• Funding and Financial Assistance.
• Inclusive Education.
• Legislation.
• Teaching Strategies.

Access

The reasons why you should inform third level institutions about your disability:

• The college can prepare in advance the necessary changes that they may need to make to ensure that you can participate fully in all areas of college life.
• In order to carry out your studies and to take part in college activities you may require alternative ways to assist your education.
• As you have now informed the college about your disability, the college is now ready to provide the assistance you require.

Are there any other routes into college apart from the CAO?

• The standard entry into college is through the CAO (Central Applications Office), which is based on the Leaving Certificate Examination. Attainment of the points qualifies the student for entry into the course of their choice.
• This is the most commonly known way of getting into college but there is an alternative way and this is specifically for students with a disability.
Direct entry or Non-standard entry
If you do not meet the standard requirements on the CAO form, i.e. do not obtain the required number of points for the particular course that you wish to attend; there is an alternative entry into college.
This is known as Direct Entry or Non-standard entry:

• On the CAO form, students are asked to indicate that they have a disability or medical condition by ticking the box entitled Med/Phy Condition/specific learning difficulty on the first page.
• Students, who indicate a disability in this way, will receive a supplementary form in March, which should be filled and sent to the CAO offices and is then circulated to the colleges that you have applied to.
• Direct Entry takes account of possible difficulties that you may have encountered because of your disability during your education
• Factors include illnesses, hospitalisation, physical access and limited availability of material in accessible formats.
• These restrictions may have caused gaps in your education and may have deterred you from going to college. However, many colleges operate a Direct Entry or alternative admissions route, which takes account of any disadvantages caused by the impact of your disability during primary or secondary education.

Disability Support Services

The aim of the Disability Support Service is to provide support for the student during their time at college and to facilitate faculties in implementing the institutions disability policy. The Disability Support office is concerned with the following areas:
o Assisting with Admissions.
o Identifying the supports and accommodations for each student.
o Applying for the Ministers Fund for students with Disabilities (see section 3).
o Organising Assistive technology.
o Co-ordinating Learning support services.
o Liaising with the examination office.

For further information about each third level institutions specific services contact the Disability or Access Office in the institution in question.

Admissions:

*See section 1 for more details.

Assistive Technology:

Assistive technology is an umbrella term for any device, piece of equipment, system, or software that allows an individual to perform a task they would otherwise be unable to do, or increases the ease and safety with which the task can be performed. Some assistive technology is specifically designed to support people with disabilities or impairments in their everyday tasks. In college it is usually used to support independent learning and TO increase the accessibility of materials. Some examples of assistive technology include voice recognition systems, voice synthesis, large print display, Braille embossing, and alternative computer input devices (track-balls, switches, etc), radio aids, and tape recorders.

o Duxbury Braille Translation Software is a package that converts text to Braille.

o Wynn Reader is a package designed for people with Specific Learning Difficulties. It has the ability to scan a printed page and convert it into electronic text. Speech synthesis enables this scanned text to be read aloud. It is designed to aid individuals to read and write more effectively.

o Dragon Naturally Speaking (voice recognition software) allows a user to enter text and control most computer functions using speech. It is beneficial to people with Specific Learning Difficulties and allows for individuals with mobility impairments, who might have difficulty with a traditional keyboard or mouse, to effectively use a computer. Modern voice recognition software operates in a continuous speech mode, which allows users to speak in a normal conversational tone and speed.

o Zoomtext is a magnification and screen-reading programme designed for people with a visual impairment.

o JAWS (Job Access With Speech): A screen reading product for blind users, which gives complete access to the internet and word processing packages using a choice of, synthesised voices. It is designed to assist people who are blind or visually impaired. Jaws automatically opens itself when the PC is booted up and guides the user through almost any programme on the computer and reads out the user's exact location on the computer. With its internal software speech synthesizer and the computers sound card, information and instructions from the screen are read aloud.

o Braille and Speak.

o Kurzweil 1000 is a scanning, reading and writing software programme for use by people who are blind or visually impaired. Text is scanned into a pc using a scanner and is read aloud by synthetic voice.

o Kurzweil 3000 can read any scanned document or electronic file using synthetic speech. Words are highlighted in a contrasting colour to the document background, for ease of use when reading. Kurzweil 3000 is a scanning, reading and writing programme designed to assist people with Specific Learning Difficulties. The main focus of this programme is to increase reading speed and comprehension.

o Speed text software for Deaf students is an electronic note taking service in which a Speedtext operator will attend an event (conferences, seminars, meetings, etc) and type notes, which are viewed by the deaf or hard of hearing person on a computer screen. This service is particularly useful to deaf people whose preferred language is English.

o Radio aids.

o Portable loop system.

o Text help Read and Write is a word processing package designed for users with dyslexia and other learning disabilities. It will highlight, read and speak text and offer word correction and completion.

o Franklin Spell check and dictionary is a computerised dictionary developed for dyslexic students.

o Read and scroll pen.

o Adapted keyboards changed to respond to students needs.

o Computers with large screens.

o Scanners.

o Supernova is a screen Magnification package.

o Vclick is software that allows one to accomplish clicking without having to press the buttons of the standard mouse.

o Inspiration software is an organisational and study skills tool to help construct assignments and assist with planning. It is also an aid to revision. It is particularly useful for dyslexic students but can also be a useful planning and decision-making tool for all computers.

Learning Support:

Learning support is about improving and underpinning skills by providing students with several learning strategies to assist them in their studies. It does this through a variety of courses, workshops and other programs to help students to develop the skills to gain maximum benefit from their studies. Learning support facilitates giving individual support to students with a variety of problems in relation to written language, including dyslexia and dyspraxia. The sessions are not about academic support, the understanding that at third level the students are in control of their own learning. The role of the support tutor is to facilitate their independent learning and progress through their course work.

A learning support tutor helps to assess students learning needs, such as lecture notes, sign language interpretation and note taking. They initiate individual programmes of learning support, communicate the programmes of learning support to all staff working with students, monitor students’ progress and liaise with staff on behalf of the students as they progress through their course. Learning support can take many forms. It can be individual sessions, group sessions, once off sessions, regular meetings and so on. Some of the skills taught are outlined below:
o Study skills - these include reviewing notes, revising and involves use of many other skills.
o Time management this is intended to enable the student to set goals, plan and maximize their time and to use their study skills well.
o Reading techniques these are aimed at enhancing understanding and developing a reading style that enables easy identification of relevant areas and incorporation of these into existing knowledge.
o Note-taking strategies there are several different types of note taking (Cornell, spider web etc). The note taking strategy is important because it impacts on classroom learning, organisation and on revision. Identifying preferred note taking style and how to maximise the usefulness of these notes and the strategies in the classroom.
o Memory techniques will reinforce the ability to learn, remember, revise and recollect.
o Essay writing involves applying a number of skills e.g., time management, research, planning, and note taking, to specific assignments.
o Examination strategies understanding questions and terminology, planning and formatting answers, time management for exams.
o Tutor support.
o Research skills where to research, how to access different sources, how to identify relevant sections, sources.

Examination facilities:

Students with a disability can access the following facilities during examinations if they need them.
o Extra time.
o Transcription of examinations.
o Enlarged examination papers.
o Brailled examination papers.
o Tape recording of examinations.
o Use of assistive technology *see above.
o Provision of individual rooms.
o Sitting examinations in an alternative centre, such as a hospital.
o Sign language interpreters.

Funding

Main Sources of Financial Assistance at Third Level
Fund for students with disabilities

o Administered by the National Office for Equity of Access to Higher Education and the EU.
o This fund enables colleges to provide specialised equipment and support services to students with a disability.
o These services and specialised equipment can include the following:
o Tape recorders, radio aids, computer software known as JAWS and Drag and Dictate and other items of assistive technology.
o Personal Assistants, Sign Language Interpreter, Speedtext Operators, mobility allowance, photocopying, additional tuition and learning support.
The equipment provided will be the property of the third level institution.
o The application to the fund is made by the disability or access office and the form must be signed by both the student and the Access/Disability service in the third level institution. The funding is not a direct grant to the student but is administered through the disability service. The information provided by the student with a disability will be treated as strictly confidential and will be made subject to the terms of the Data Protection Act 1998.

Higher Education Grants for Third Level:

 These grants are administered by local authorities and are financed by the Department of Education and Science under the management of the Higher Education Authority.
 The grants are given for full-time education at third level and can cover post-graduate studies as well as primary degrees.
 These grants are not specifically for students with a disability but can be availed of by them.
 These grants are means-tested. The amount given depends on where the student lives in relation to the third level institution, i.e. the amount differs if you live within or outside a 15-mile radius of the college.
 As well as full fees being paid a maintenance allowance is also given and there is an extra once-off payment made to those students who receive under €13,760 in income supports annually.
Back to Education Allowance Scheme:
 This funding scheme is authorised by the Department of Social and Family Affairs. If a student with a disability wishes to avail of this then they must be in receipt of a disability -related payment, i.e. disability allowance for 15 months and disability benefit for three years.
 The funding will cover full time courses recognised by the Department of Education and Science. It will also cover a Higher Diploma in any subject and a post graduate diploma in primary teaching.
 Students can also avail of a once-off payment for books for the amount of €254.
Student Assistance Fund:
 Students with a disability can also apply to the Student Assistance Fund while attending third level; this fund is administered by the Department of Education and Science under the auspices of the Higher Education Authority.

Inclusive Education

Current Education legislation and how it affects your rights at college:
The Education Act (1998) is concerned with promoting equality in our educational system. According to this act, educational institutions must provide students with disability adequate resources, accommodations and supports to meet their educational needs.
They must establish and maintain an admissions policy that provides for maximum accessibility to the third level institution.
Recent developments in equality legislation as well as the establishment of the Equality Authority and the office of Director of Equality Investigations have strong implications for educational institutions, particularly in relation to their codes of practice pertaining to disabled students.

The Equal Status Act (2000) outlines specific provisions for education.

Reasonable Accommodation

 Reasonable accommodation ensures that students when applying to college are not hindered by their disability.
 That students with a disability enjoy equal access to courses, facilities or benefits provided by the third level institution.

A third level institution must provide reasonable accommodation which may be defined as providing additional facilities, specialised equipment or adjustments to enable a person with a disability to access all college services.

Reasonable accommodations at third level:

All colleges are obliged under equality legislation to accommodate the educational needs of students with a disability. These accommodations are there to address the educational disadvantage caused by their disability and will enable them to compete on an equal basis with other students.
Example: A student with dyslexia has difficulty with written material which could be minimised or accommodated by either of the following facilities: permission to tape-record the lecture, or the provision of notes from the lecturer. Both these accommodations are unlikely to incur costs which exceed a nominal level and could therefore be facilitated by the college.

For further information please click on http://www.ahead.ie/info/factsheets/equal_status.htm∞

Teaching strategies:

Examples of adjustments to teaching strategies can include the following.

For Deaf or hard of hearing students

 Face the group when speaking to them.
 Directly address the student not the interpreter or aide.
 Make reading lists available in advance so that students can have sufficient time to translate material into an accessible format
 Copies of lecturers notes and/or overheads should be made available
 Time extensions to complete assignments may be appropriate.
For students with visual impairments:
 Background noise should be kept to a minimum. Be aware of the different means of recording notes such as cassette recorders, speed text, laptops with adaptive technology, Braille and speak, and/or note-takers

Students with mobility impairments:

 The physical environment must be made accessible, so that ramps and doors are wide enough for easy access.
 Classrooms/lecture halls and theatre spaces should be physically accessible to all students with a disability.
 Laboratory and other workspace equipment should be adapted to fit the requirements of students with a disability.
 Wheelchair accessible toilets.

Additional Facilities

 Accessible library services e.g. taped or Brailed books.
 Reader services.
 Assistive technology (See section 2)
 Study skills courses.
 Personal assistants.
 Counselling and medical services.