The University of Waikato Report on the Support of Students with Disabilities 2010 Background Since it’s inception in 1998 The Special Supplementary Grant for Tertiary Students with Disabilities funding has enabled increased participation, retention, success and progression for students with disabilities through a range of initiatives including the: • Provision of specialist staffing support including Disability Support Staff, note taker support, NZ Sign Language interpreters and staff to support students in their classroom with test and research activities. • Increased awareness of disability issues and needs among the student population, University staff and within the community. • Availability of specialist equipment and resources to support students with disabilities in their studies. In January 2008 the SSGTSD funding was replaced by Equity Funding for Students with Disabilities. The stated purpose of this funding is to provide additional support for TEIs to improve participation, retention, completion, progression and achievement rates for students with disabilities. Funding for Students with Disabilities was calculated on the SSGTSD formula of $28.60 (GST Exclusive) per EFT as agreed in the Investment Plan. As such the University received an allocation of $233,976.60 based on the Investment Plan EFTS of 8181 (Domestic EFTS) to supplement its support of students with disabilities: Primary Objective: To meet the learning needs of Students with Disabilities through the provision of various initiatives and support services which will maximise the participation, retention, completion, progression and achievement rates of students with disabilities. Initiative 1: Participation Systems in place to: •
measure participation by students with disabilities at the University of Waikato and •
maximise the participation of students with disabilities through the provision of support services and an accessible campus environment Key performance targets and indicators for the initiative 1.1
Enrolments by students with disabilities will be maintained and continue to be monitored and analysed with a view to improving or maintaining their current level of representation within the student body. 2010 Indicator: The Disability Coordinator will provide year‐to‐year comparative data on the participation rate of tertiary students with disabilities at the University of Waikato in the Disability Support Service Annual report prepared by 30 April 2010. Achievement Participation Rate of All Enrolled Students with Disabilities and Total Domestic Enrolments Year Participation Rate Students with Disability Total Domestic Enrolments 2010 2009 2008
2007
2006
2005
2004 2003 2002
2001
6.60% 5.88% 5.57%
5.46% 3.95%
4.71%
4.09% 4.24% 3.79%
2.44%
692 643 574
537
386
465
432 462 410
321
10,485 10,929 10,299
9,831
9,776
9,878
10,544 10,900 10,826
13,260
7.0%
6.0%
5.0%
Participation Rate of
Students with Disability
as a percentage of total
domestic enrolments
4.0%
3.0%
2.0%
1.0%
0.0%
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
1.2
Support services and learning opportunities at University for students with disabilities actively promoted through a variety of mechanisms including: •
providing relevant information (in accessible formats) about course options, programme planning and support services to assist students to make informed choices. •
providing information specifically targeted at students with disabilities about support services through: the recruitment and enrolment process; distribution of the “Handbook for Students with Disabilities”; posters and promotional information for recruitment and open‐day activities •
prompt enquiry follow‐up •
enhancing accessibility of key information through the University Website and Disability Support pages. •
communication with relevant external agencies 2010 Indicator: Current information on support, news and client feedback mechanisms available for download (in accessible formats) from the DSS Web pages. Student satisfaction with information and communication will be evaluated through feedback from DSS clients informally throughout the year and through a survey undertaken at the end of each academic year. Achievement A survey was distributed to all enrolled students at the end of 2010 in both electronic format (online) with paper based copies also available as an alternative. Survey results are included in Objective 2.3 The DSS website was updated during the year and alternative format resources were available for download from the website. In addition the “Student Newsletter” was distributed electronically to students in April and September 2010. Information specifically targeted at students with disability was developed and distributed in the following ways: o Orientation, Open Days and the enrolment process. o Print and electronic versions of the “Handbook for Students with Disability” and “Brochure for Students with Disability”. Various posters and promotional information provides students with information on disability support and services, these include: o Application to enrol handbook. o Disability posters. o Bi‐annual AccessAbility Newsletter mailed to all students with disability. o University Calendar. o University of Waikato & Tauranga Campus Prospectus. o Student Survival Guide. 1.3
University staff able to respond appropriately to the needs of students with disabilities through a variety of mechanisms, including: •
the Disability Contact Persons Network in Schools and Departments. •
encouraging students with disabilities to identify themselves to academic staff at the beginning of each course to enable negotiation of individual accommodations •
individual advice from DSS to academic staff with pertinent information about the support of students with disabilities in their course (for example, alternative arrangements required) •
the promotion of inclusive teaching practices through the staff training manual and self‐directed training programme (available to all staff on the Web). 2010 Indicator: •
Ensure these mechanisms are in place and monitor the effectiveness of these mechanisms through an annually administered survey. Results of this survey will be included in the Disability Support Service Annual report prepared by 30 April 2010. Achievement •
The Disability Contact Persons Network was maintained in Schools and Departments and promoted in the handbook and website. Formal monitoring of this network was undertaken in the annual survey. •
Where relevant/appropriate students were encouraged and supported to disclose information about their impairment to academic and support staff. •
Disability Support staff emailed academic staff just prior to the commencement of each course to advise of students that required support staff in class, and or alternative arrangements for teaching and tests. Notetaker support was provided in 203 different courses throughout 2010. Ongoing contact with each of the academic staff responsible for teaching these courses is an important part of ensuring students receive appropriate support. •
The online staff training manual continued to be heavily used by the campus community and external organisations being accessed 89 times in 2010. Additional training sessions were also conducted with the Notetaker Support Staff. Initiative 2: Retention Systems in place to enhance student retention through support service provision, measure retention outcomes and to monitor satisfaction with these support services Key performance targets and indicators for the initiative 2.1 Retention rate of tertiary students with disabilities at the University of Waikato monitored and analysed with reference to the retention rate of the general student population. Aim to achieve retention rate of students with disabilities consistent with that of the general student population. 2010 Indicator: End of year reports produced about the retention of all students with disabilities in 2010, with historical comparisons. Achievement 2002 Retention rate of students Retention rate of all students with disability No comparative data was collected prior to 2002 61% 50% 2003 63% 60 % 2004 69% 61% 2005 58% 60% 2006 54% 58% 2007 60% 58% 2008 64% 62% 2009 64% 57% 2010 60% ‐ 2001 80%
70%
60%
50%
Students with Disability
40%
30%
20%
10%
0%
All Students
2002
2003
2004
2005
2006
2007
2008
2009
2010 retention information is correct as at 4 April, 2011. The calculations applied consider the return of students to the University in the year after they seek disability assistance. This does not include non return as a result of graduation and is in keeping with the calculations of the previous years. This does not factor in completions, which are reported separately. 2.2 The impact disability has upon the retention of students with disabilities will be minimised through proactive support systems which ensure that. •
students with disabilities who require support are identified and contacted by DSS •
students are well informed about their options •
barriers to access or learning are identified and resolved •
appropriate individual support programmes are implemented •
student withdrawals are monitored and the contributing circumstances analysed to inform future activities wherever relevant. 2010 Indicator: •
All students with disability who identify themselves at enrolment are contacted by DSS to ascertain their individual support needs. •
End of year reports produced about the number of students with disabilities supported by DSS each year, the nature of the support provided and the rate of withdrawal of these students. Achievement •
•
•
Disability Support Service systems are in place to ensure all students who register at enrolment are contacted in order to ascertain support needs. Student enquiries by phone, email, and during drop in or appointment times are responded to promptly. Student records (manual and computerised) are maintained to ensure accurate record keeping and reporting. Satisfaction with the service provided is measured annually and reported below in Section 2.3. 199 students with disability sought and received support from DSS in 2010. 62 Students used Notetaker support staffing in lectures within 203 different papers, 75 students with disability received support for sitting tests, with a total 375 test arrangements being made in 2010. This was a 5.4% increase on test arrangements provided in 2009. 113 students received support for sitting formal examinations with a total 330 examination arrangements being made in 2010. In 2010 69 papers were withdrawn from (after the deadline – Enrolment code = WD) out of 1,086 enrolments. This is slightly higher than previous withdrawal rates. 2001 = 4% , 2002 = 5%, 2003 = 5%, 2004 = 4.2%, 2005 = 4%, 2006 = 5%, 2007 = 4% 2008 = 4% 2009 = 3.2% 2010 = 6.4% 8
6
Withdrawal Rate (%) of Students with
Disability
4
2
0
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
DSS staff had contact with a number of TSD’s who, for a variety of reasons, associated with, or in addition to their disabilities, withdrew from individual papers and continued on a limited full‐time basis or part‐
time basis. TSD’s withdrawing from their entire programme of study who had contact with DSS mostly did so due to deteriorating physical or mental health and most stated their intention to return to study in the future. 2.3 The University will regularly seek feedback from students with disability on the support and services they receive in order to provide optimal educational opportunities. Evaluation of the relative importance placed on various aspects of support service provision will be used to inform future activities 2010 Indicator: Students with disabilities will be surveyed at the end of the 2010 academic year to obtain feedback on the Disability Support Service with an expected DSS satisfaction rate of 90% by respondents. Achievement Students were provided with an opportunity to give feedback through distribution of an online survey by email to all enrolled students with disability in September 2010. 95% of respondents were satisfied or very satisfied with the Disability Support Service. Full survey results are available online from the disability support web pages: www.waikato.ac.nz/sasd/health/disability/Resources/surveyresults.pdf Initiative 3 ‐ Success Targeted support services provided to maximise the achievement and completion rates of tertiary students with disabilities. Key performance targets and indicators for the initiative 3.1 The success and completion rates of tertiary students with disabilities should be increased to a level consistent with that achieved by the general student population at the University of Waikato. 2010 Indicator: End of year reports produced to provide comparative (year‐to‐year) data on the pass and completion rates of all students with disabilities, those students supported by DSS, compared with the remaining student population. Data to be included in the Disability Support Service Annual report prepared by 30 April 2010. Achievement Comparative figures on the pass and completion rates are included below of all enrolled students with disability. Pass Rate Level 2010 2009 2008 2007
2006
2005 2004 2003 2002 0 56% 61% 52% 73%
73%
85%
63% 66% 73%
1 77% 69% 69% 63%
75%
66%
73% 66% 71%
2 87% 81% 80% 77%
84%
78%
79% 77% 80%
3 87% 85% 85% 86%
85%
85%
82% 80% 86%
4 92% 88% 93% 92%
86%
94%
80% 97% 93%
5 74% 75% 82% 71%
82%
78%
68% 77% 79%
7 85% 92% 97% 76%
85%
89%
80% 92% 97%
9 5% 0% 15% 7%
0%
0%
0% 0% 0%
Total 81% 77% 78% 73%
81%
79%
77% 76% 79%
2005 2004 Completion Rate Level 2010 2009 2008 2007
2006
2003 2002 0 74% 76% 75% 88%
73%
93%
81% 78% 80%
1 88% 82% 80% 78%
87%
75%
84% 75% 80%
2 94% 89% 88% 86%
91%
89%
88% 84% 85%
3 92% 92% 91% 90%
92%
91%
91% 87% 91%
4 95% 91% 95% 95%
92%
96%
81% 98% 95%
5 76% 75% 85% 73%
82%
79%
71% 81% 81%
7 88% 97% 97% 80%
86%
92%
80% 92% 97%
9 5% 0% 15% 7%
0%
0%
0% 0% 0%
Total 88% 85% 85% 82%
89%
86%
85% 82% 85%
Total Paper Enrolments Level 2010 2009 2008 2007
2006
2005
2004 2003 2002
0 79 170 69 92
37
40
27 41 66
1 1227 1012 976 794
400
534
619 783 781
2 873 880 657 581
504
510
646 705 633
3 670 600 494 509
401
523
549 486 452
4 156 139 135 110
139
165
75 108 109
5 274 288 202 252
131
179
157 128 145
7 94 116 130 105
59
112
61 101 37
9 54 21 13 28
6
7
9 8 5
Total 3427 3226 2676 2471
1677
2070
2143 2360 2228
Tables include all enrolled students with a disability. Pass Rate = Pass Grade / All Paper Enrolments. Completion Rate = (Pass or Fail Grade) / All Paper Enrolments The pass and completion rates of all enrolled students with disabilities is slightly higher than last year but within historically normal range. The most significant reduction in average pass rates in 2010 was for students studying at Level 0. Notably the number of students studying at Level 1 continued to increase in 2010 which predominantly accounts for the increase in Total Paper Enrolments in 2010. The pass rate for students with disability receiving disability support services was significantly higher at 87% which was an increase from 79% in 2009. Comparative results show some variance in these results since data gathering began. Comparitive Pass Rates
90%
85%
80%
Students with Disability
Accessing Support Services
75%
All Students with Disability
70%
65%
2002 2003 2004 2005 2006 2007 2008 2009 2010
3.2 The success rate of tertiary students with disabilities maximised by employing and resourcing specialist staff to: •
assess individual support needs •
identify students at risk of being unsuccessful •
enhance the academic success level of students already succeeding •
provide appropriate advice on course/workload issues •
provide facilities/equipment for use by students with disability •
maintain ongoing contact with students requiring support throughout the year •
inform and advise students on a wide range of welfare and study related matters and to enable referral to other services as appropriate. •
inform and consult with students and staff on disability issues. 2010 Indicator: •
Disability Support Staff will make contact with all enrolled students with disabilities to keep them informed of important disability related information through distribution of the AccessAbility Newsletter. •
The Disability Coordinator will provide year‐to‐year comparative data on the numbers of enrolled students with disabilities and those seeking support for their disability in the Disability Support Service Annual report prepared by 30 April 2010. •
The Learning Disability Assessor will offer an academic support programme to all first year students with disabilities enrolled at the beginning of 2010 and report upon the number of students with specific learning disabilities accessing assessment and support from this service for inclusion in the DSS Annual Report. Achievement •
The AccessAbility Newsletter was emailed to all enrolled students with disability in April and September 2010. •
There were 692 students with disability enrolled at the University in 2010. The Disability Support Service supported 199 of the students (29%) of the total number of students with disability enrolled. •
Student Learning offered a wide range of workshops as part of its academic support programme which were promoted to students with disability. These workshops include sessions on study strategies, essay writing and exam preparation techniques. A Learning Assessor was contracted by the Disability Support Service on a part‐time basis to assess and work with students with specific learning disabilities. All newly enrolled students with disability were contacted and invited to seek learning support in February 2010. 10 learning consultations were made with students requiring one‐one support for their learning in 2010. 3.3 Individualised support services and staff meet the needs of tertiary students with disabilities. To achieve this. •
Support staff will be employed with prescribed position descriptions, trained in their respective roles and evaluated in their ongoing performance. These roles are likely to include NZSL interpreters (to sign for Deaf students), note‐takers (to take notes in lectures for students unable to adequately scribe for themselves), reader‐writers (to assist students who require alternative arrangements to sit tests) and general/research assistants (for students requiring assistance getting books out of the library, one‐one tutoring, transcribing etc). •
Equipment, academic/technology support, tutoring and mentoring will be provided as required. Students who are assessed as requiring specialist equipment/software and/or furniture will be provided with access to this equipment on campus either through specialist computer lab facilities, in their own classrooms, or as mobile equipment they loan from the service. This equipment/software and furniture includes items such as dictaphones, Alpha Smarts, ergonomic chairs and desks, portable FM hearing system, computers, scanners, screen/text readers, voice activated software etc. These require regular updating, repair, replacement and/or additional purchases due to usage and demand. 2010 Indicator: All students assessed as eligible for support services will be provided with services targeted to their individual needs. End of year reports will be produced about the number of students accessing these services, and the staffing and other costs associated with the provision of individualised support for inclusion in the Disability Support Service Annual report prepared by 30 April 2010. Achievement All eligible students were assessed and support was provided to 199 students in 2010. The total costs associated with providing this support are outlined in the Expenditure section at the end of this report. Casual staffing was utilised for supporting students in lecturers with notetaker support, research assistance and test support. 50 staff were employed in these roles in 2010 providing a total of 5813 hours of support to students with disability in 2010 at a cost of $90,061.00. Two FTE staff were employed in 2009 to provide specialist support, assessment and advice and ensure the effective administration of the range of services offered. One FTE Administrator was employed to coordinate Notetaker support and general administrative functions for the service. A Learning Assessor was contracted for 13.5 hours. Interpreter Support was contracted for 59 hours. 3.4 Enhance knowledge of career pathways and opportunities for students with disability through: •
referral of students to University and external agencies for career planning, preparation and/or courses. •
the provision of information specifically targeted at students with disabilities nearing completion of their programmes of study. 2010 Indicator: Career & Job Finding services and workshops will be promoted to all students with disabilities and the Career and Job Finding Booklet for Students with Disabilities will be revised for re‐printing. Electronic copies will be distributed to all students completing studies in 2010. Achievement Career and job finding services and workshops were promoted in the AccessAbility Newsletters emailed to all students with disabilities in April and September 2010. The Career and Job Finding Booklet for Students with Disabilities was revised in 2010 and a link to the online version was sent to all enrolled students with disabilities. Tertiary Students with Disabilities
Equity Funding
Standard Reporting Template 2010
Name of Institution: The University of Waikato
Instructions
Use this spreadsheet to report on students with disabilities accessing support services
during 2010.
Each tab of the spreadsheet (named Section 1 - 3) asks for different information about
these students.
Note that the data required is similar to previous Special Supplementary Grant (SSG)
reporting templates. Where fields have been removed, this reporting will continue via the
Single Data Return.
Please note that accurate SDR information about (i) students declaring disabilities and (ii)
students with disabilities accessing support services are essential.
1.1 Impairment/Identity *
Deaf
Hearing
Blind
Vision
Specific Learning
Medical
Head Injury
Mental Health
Physical/Mobility
Speech
Temporary
Unspecified
Other (includes 15 with OOS)
Multiple impairments
No.
TOTAL TSDs accessing services*
199
5
11
2
10
51
47
10
36
31
0
19
0
17
32
* Excludes students who fully withdrew. As such data may vary from the that provided in the SDR. In
2010 117 students studied full-time and 82 studied on a part-tme basis.
1.2 High Cost Needs Support for TSDs
No. TSDs
% of SSG
44
84.59%
155
15.41%
Very High Cost Support
Over $15,001 per annum
High Cost Support
$5001 - $15,000 per annum
Moderate Cost Support
$501 - $5000 per annum
Low Cost Support
Up to $500 per annum
TOTAL
199
$90,061.00
Comment: No students met the criteria of High Cost Support in 2010. The highest cost associated with
an individual student was $4,585.90. The student has a physical disability studied full-time and used
notetaker and reader-writer support for tests. Of the students in the Moderate Cost Support category, 16
students cost $501 - $1000, 13 students cost $1001 - $2000, and 15 students cost in excess of $2000.
The use of the TSDA staff scheduling database and modified test database has enabled the Disability
Support Service to work more efficiently and cost effectively. The Low Cost Support figure includes
students who have had support meetings with the permanent staff of the Disability Service. Support
meetings include students accessing the equipment loan service, advocacy, computer support, learning
support, and alternative test/examinations arrangements. 18 students cost $1 - $500.
Various print based material was also made available to individual students in alternative formats as
required. In 2010 this included electronic copies of 22 text books and 5 course readings. Students were
also able to scan their own print material into electronic format for enlarging or use with screen reader
software. In 2010, 5 students required and were provided with print information in alternative formats. As
this material was produced in house by permanent staff the costs have not been attached to the
individual in the figures above.
2.1 New Equipment / Resources
Height Adjustable Desks
Digital Dictaphones
EndNote and Omnipage software
Couch for Coffee Room
Headphones & Vac for Student
Dragon Naturally Speaking
Quantity
Cost $
(no.
purchased)
(Expense in
reporting year)
3
5
1
2
1
6
TOTAL
$
$
$
$
$
$
2,624.00
781.29
544.33
1,277.40
1,415.41
1,822.33
$
8,464.76
Comment
Comment:
2.2 TSD Staff: TSD Student Ratio
Number of
Staff
Manager/Coordinator*
Administrative staff
Disability Adviser
Learning Assessor & Interpreter
Support Services Staff (refer 3.1)
TOTAL
1
1
1
0.3
2.98
6.28
Total TSDs
accessing
support
services
Ratio
199
1:32
Comment: The Disability Coordinator position is funded by the University separately from the Equity
funding. FTE Calculations are based upon a 37.5 hour week and 52 week year.(1950 hours)
3.1 Support Services
SSG funded
Academic Support 1
Research Assistance
Note-takers 2
Test Support
NZSL Interpreters
No. Staff (FTE)
Paid
Unpaid
0.03
2.63
0.29
0.03
No. TSDs
accessing
Total hours
Total cost of
support
1
62
75
1
73.5
5122
574
59
N/A
$1,111.32
$77,450.80
$8,678.88
$2,820.00
5828.9
$90,061.00
Total support services (FTE)
FTE of all staff employed by
Institution
University Funded
2.98
No. Staff (FTE)
Paid
Unpaid
FTE Calculations are based upon a 37.5 hour
week and 52 week year (1950 hours).
No. TSDs
accessing
Total hours
Total cost of
support
0.59
1155
N/A
Exam Support 3
4
N/A
Computer Support
5
199
N/A
Client Support Interview
TOTAL
1. Learning support is provided separately by the University’s Student Learning Support Unit. Additional
learning assistance was offered to students with specific learning disability by a contracted Learning
Disability Assessor – 13.5 hours of support was provided in one-one sessions.
2. Notetaker support was provided to 62 students within 203 different papers. As some papers had more
than one student requiring notetaker support significant cost savings were enabled through effective
scheduling of staff through the TSDA database and administrative support to provide copies. In 2009
providing copies of notes in duplicated classes enabled staff savings of 701 hours equating to $10,599.00.
pp is provided
p
pp Service and SSG.
3. Examination support
byy the Universityy outside of the Disabilityy Support
The number of hours is estimated based on number of arrangements multiplied by 3.5 (3 hour exam with
10 mins additional time per hour).The cost has not been calculated as it is not funded out of the SSG but
includes casually employed supervisors and reader-writers. In addition, the University employs a
permanent staff member in the position of Assessment Administrator, one third of this role is
administration related to supporting the examination arrangements of students with disability. This position
is not funded from Equity funding. In 2010 113 students were provided with alternative arrangements in
330 examinations. Additionally there were 375 test arrangements made with 78 students, those that used
reader-writers are noted above in the Test Support category which were funded from Equity funding.
4. Computer Support (technicians, training, and user helpdesk) is provided by the University outside of the
Equity funding. Since 2002, general computer support has been provided through the central Helpdesk;
specialist software and hardware training and technical support is provided by the Student and Academic
Services Division’s Computer Support and Disability Support Service staff. There are now 13 computers
available for use by students in the specialist labs with 24 hour access now available for specialist
5. ft
Client Support Interview represents the individual client interviews conducted by Disability Support
Service permanent staff (Disability Co-ordinator, Administrative staff and Student Advisors). The FTE staff
are reported in section 2.2.