Download - Can we find the missing piece? A survey of disabled students’ views on their academic support “ Non Medical Helper” Support & Assistive Technology Deb.

Can we find the missing piece?

A survey of disabled students’ views on their academic support

“Non Medical Helper” Support & Assistive Technology

Deb Viney, E.A. Draffan , Abi James & Sue Wilkinson1

In the UK disabled students get additional government funding to pay for their educational needs

The existing quality assurance mechanisms concentrate entirely on the application & assessment process.

This survey addressed the gap: asking about students’ experiences with their Assistive Technology (AT) and the

human support (e.g. study skills tutors, mentors, notetakers, communication support workers) provided through the Disabled Students’ Allowances funding.

The on-line survey was conducted between November

2011 & April 2012.

NADP members, assessment centre staff and equipment suppliers all encouraged students to participate and a total of 841 people with a range of impairments responded.

The survey drew on the only existing previous survey (Draffan, Evans & Blenkhorn, 2007) which was conducted by telephone (n = 455 students with dyslexia).

Dec 2011 to March 2012 on-line survey, 841 respondents with a wide range of impairments who have claimed the DSAs since 2007.

• The forms of support (equipment, hardware, software, helpers and travel etc.) recommended

• Frequency of use • Levels of satisfaction

• Students provided comments:

Favourite AT? What would they have liked? Support? How helpful? Finally “The DSAs funding enabled me to …”

2012 Online Questionnaire

• Twice as many women as men (66% and 32% respectively)

Note: 60% of HE students are female

• Level of study

76.1% Under-graduates

10.8 % Post-graduates

13.1% did not respond to this question

Participants

6

Respondents’ impairments

62.7%

16.3%

12.7%

10.1%

3.8%3.6% 3.5% 8.8%

specific learning dif-ferences

medical condition

mental health

mobility

VI

Aspergers

HI

Other

7

Impairment first identified …

29.1%

20.6%17.6%

11.9%

4.2%3%

13.6% During HE

During FE

After 11 yrs & before FE

After 5 yrs and before 10 yrs

Under 4 yrs

from birth

question not answered by respondent

• 60.6% were recommended 1:1 support and did access it

• 16.2% were recommended 1:1 support but did not access it

Why did some students not take up the support?

• 7.4% felt recommendation was not necessary and did not need support

• 4.3% did not feel it was the right recommendation for them

• 4.6% stated the support was not available at times they needed it

Non Medical Helper Support

Asperg

ers

Chronic

Medica

l

Hearing Im

pairment

Menta

l Health

Issu

es

Mobilit

y

Multip

le Im

pairments

Oth

er

SPLDs

Visual Im

pairment

0.00

20.00

40.00

60.00

80.00

Non-medical helper [NMH] Support Recommended

Recommended & AccessedNot RecommendedRecommended but not accessed

Impairment

Per

cen

tag

e

Asperg

ers

Chronic

Medica

l

Hearing Im

pairment

Menta

l Health

Issu

es

Mobilit

y

Multip

le Im

pairments

Oth

er

SPLDs

Visual Im

pairment

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

Type of NMH Support recommended 1

Specialist Study Skills SupportMentorNotetaker

Impairment

Per

cen

tag

e

Asperg

ers

Chronic

Medica

l

Hearing Im

pairment

Menta

l Health

Issu

es

Mobilit

y

Multip

le Im

pairments

Oth

er

SPLDs

Visual Im

pairment

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

Type of NMH Support recommended 2

Library HelperOtherPersonal Assistant

Impairment

Per

cen

tag

e

Chronic Medical15%

Mental

Health Is-

sues

8%

Multiple15%

SpLDs62%

Library Helper

Aspergers5%

Chronic Medical

16%

Mental Health Issues21%

Multiple5%

SpLDs47%

Visual Impairment5%

Personal Assistant

Aspergers6%

Chronic

Med-ical9%

Hear-ing Im-

pair-ment3%

Men-tal

Health Is-sues5%

Mobil-ity9%

Multiple12%

Other2%

SpLDs48%

Visual Impairment5%

Notetaker

Aspergers3%

Chronic Medical

12%

Hearing Impairment

2%Mental Health Issues

7%Mobility

5%Multiple19%

Other1%

SpLDs48%

Visual Impairment4%

Mentor

Aspergers2%

Chronic Medical7%

Hearing Impairment1%

Mental Health Issues7%

Mobility5%

Multiple14%

Other1%

SpLDs61%

Visual Impairment2%

Specialist Study Skills Support

Which AT hardware was provided and how useful was it?

(NB: the “useful” category here includes the “very useful”, “quite useful” and “useful” responses)

Laptop

Desktop P

C

Scanner/prin

ter

Handheld s

pell checker

Talkin

g dic

tionary

Digita

l Record

er

Personal D

igita

l Assis

t...

Smartp

hone

Tablet P

C/iPad

Audio/e

Reader

Magnifi

er

HI equip

ment

0

20

40

60

80

100

recommendeduseful

Per

cen

tag

e

Which AT software was provided and how useful was it?

(NB: the “useful” category here includes the “very useful”, “quite useful” and “useful” responses)

MS O

ffice

Ref M

anag

er (e

.g. E

ndnote)

Optimal

Char

acte

r Rec

ognition

Text t

o Spee

ch

Speech

to T

ext

Min

d Map

ping

Scree

n Rea

ding

Scree

n Mag

nifica

tion

01020304050607080

recommendeduseful

Per

cen

tag

e

How often did students use their AT?

daily

often

som

etim

es

occas

ional

ly

not at a

ll0

20

40

60

80

hardwaresoftware

Frequency of use

Pe

rce

nta

ge

work faster

help with learning

easier access to info

help keep up

assisted with organisation

0 10 20 30 40 50 60 70 80

How does the AT hardware help students to manage their studies?

Percentage

Su

gg

este

d

resp

on

ses

improved organisation

concentration

easier access to materials

convenience

0 10 20 30 40 50 60 70 80

How does the AT software help students to manage their studies?

Percentage

Su

gg

este

d

resp

on

ses

Which was your favourite piece of AT hardware?

• Laptop 53.2%

• Digital Voice Recorder 17.6%

• Printer/Scanner/Copier 8.9%

• Desktop PC 3.7%

• Chair 1.5%

• Handheld Dictionary 1.2%

convenience

storage

portable

able to work at home

reduced stress & able to keep up

access to course materials

comfort

0 5 10 15 20 25

Reasons for favourite piece of hardware

Percentage

Th

em

es

fro

m c

om

me

nta

ry

How helpful was AT training?

Very Helpful Quite Helpful Not Helpful Not at all Helpful0

10

20

30

40

50

6054.4

25.7

5.5 3.2

AT training

Pe

rce

nta

ge

Qualitative comments on benefits of the AT training… 18.8% positive 7.4% neutral 7.2% negative 66.6% no comment

27.2%

17.2%

10.9%

35.9%

How could the AT training be better?

reminder sessions each academic yearshorter sessions more regularlyone off training sessiondrop in facility

All the time Frequently Occasionally Not at all0

10

20

30

40

50

60

70

80

90

11.6% 12.6%

23.2%

44.4%

Was AT used in 1:1 support sessions?

Per

cent

age

When asked whether they would like their AT training and their 1:1 sessions integrated… 55.2% said yes 41.1% said no 3.7% did not respond

Impact of DSAs assessment & recommendations on academic studies

None Minimal Considerable Substantial 0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

50.00%

Series1

When asked to complete the sentence

“The DSAs enabled me to….”

Respondents’ comments were classified as:

87.6% positive2.7%

negative3.3% neutral

Recommendations 1

• Continue to encourage needs assessments as early as possible.

• Needs assessors may need to listen to students’ views more carefully – especially regarding support workers and specialist software.

• Focus on the marketing of the AT training and encourage more students to engage with training.

• Consider a more targeted approach to AT training?

Recommendations 2• Work on ways to repair / replace broken equipment more rapidly.

• SFE should consider ways to speed up the DSAs process for students on one year courses.

• Many students struggle to pay for consumables (e.g. ink cartridges, paper, photocopying, extra books) before being able to claim the funding back. Can SFE find another mechanism to help with this issue?

1. “The DSAs enabled me to …”

“… Study my way; By doing so it has allowed me to shape my life the way I wanted it by helping me follow a dream which seemed

unrealistic: completing a degree in my chosen field. People around me thought I would not be able to do it due to my condition but the

DSAs funding gave me the necessary support to overcome the barriers in my environment. Thanks to the DSAs funding I will be

holding my dream job as soon as I will finish hopefully; which means the world to me as I will no longer rely on benefits earn a decent

salary and become financially independent.”

[ female, FT UG, Year 3, chronic medical]


“ … Really make the most of my course and all the opportunities it offers. Without it I would not be in a place

where I have developed on a personal and academic level as much as I have done and I would be in real danger of

not being to complete my studies.

[female, FT UG, mental health issues] 30


“… study for a degree. Without DSA funding I would be unable to study or to work full time. Instead of being

enabled I would most likely be stuck at home and relying on the welfare system to support me. My degree will

open new doors and career options and DSA has made it possible for me to reach my potential and be a part of

wider society.” [Female, FT, suspended on health grounds, chronic medical condition]

4. The DSAs enabled me to …

“ … Stick to my studies despite my poor health condition. I am so happy and I don't feel

disadvantages compared to other students”.

[Female, FT UG Year 2, chronic medical condition]


“… have tremendous support during what turned out to be a difficult time for me. Without the

specialsit equipment and support I know I would not have completed my undergraduate degree

and gone on to complete my pgce (pcet)”.

[Female, FT, completed studies, SpLDs, mobility impairment & mental health issues]


“… 1) better my degree despite the year long delay i experienced with no support or help the funding and equipment helped me to finish my degree and took a huge weight off my shoulders which i couldnt possibly describe.

2) address my thoughts and to access complex degree concepts

3) in a nut shell without it i would not be in uni and probably selling myself to make ends meet and in a nightmarish situation of selling crack and doing degrading manual labor for the rest of my unqualified dyslexic life”.

[bold added, male, FT UG, Year 2, SpLDs]

7. The DSAs enabled me to …“… Get equipment that has transformed my learning that would have

been out of my remit if I had to buy them myself.” [male, UG FT, Year 2, SpLDs] [bold added]

But not all responses were positive:

“… to waste my time with endless surveys and not told me what i need to do to get the ball roling on this i am still waitting while all my class mate are sailling on by and i am just sitting the lost”. [male, FT UG, Year 2, SpLDs]

“… Have to worry about my studies as well as worrying about chasing them up a couple of times a week for something that should have

been done months ago.” [female, FT UG, Year 1, SpLDs]


“Complete my a years certificate course with very good results that I am proud of and continue onto the second year of the undergraduate course in politics. I put considerably more time into my studies than most people on my course the AT helps to redress that imbalance. Most people would not know that I am dyslexic unless they looked at my first draft of something or other. I get a fair amount of ribbing because of my carry case... trolly dolly etc.. but no one would know that I am dyslexic and this helps as I have seen first hand the discrimination that occurs when someone reveals they are dyslexic at work regardless of their level of competency. Put simply DSA software and assistance is a bit like having a fairy god mother who gives you the most useful thing to achieve your goals.” [female, PT UG, Year 2, SpLDs & Mobility Impairment] [bold added]


Another less positive comment:

“… Aim not happy with the DSA service at all its too complicated and too many people too see and speak to for just a support. I was calling around for days for a reassessment since my medical condition had been changed. Mostly I did not get the service I was offered and I really had it so I really don't bother since a its a nightmare to get the right person to complaint. Overall my DSA has a been a 99% fail and the student finance England its a worst service ever since I have to Waite for months for a response from them. NOT HAPPY WITH THE SERVICE AT ALL.”

[male, FT UG, Year 5, mental health issue]

10. The DSAs enabled me to … “… Achieve a good grade for my BA and a grade which was

reflective of my ability which had not been the case prior to that. I am currently doing an MA and using the assistive software for both this and my present employment.”

[female, PT UG, Year 4, SpLDs]

“… achieve a lot in the time I have been at university. My tutor has been there for me when things were going badly and encouraged me to do better. It has allowed me to be independant with my studying to get the most out of my course. Don't think that I would have done so well it the DSA was not available to me.”

[female, FT UG, Year 3, SpLDs, mental health & chronic medical condition]


“… complete my studies with as little disruption as possible. There is no way i would of coped without my mentor”. [female, FT UG, Year 2, mental health issue]

“… have SOME helpful equipment. It is still a minefield when obtaining other subsistence (internet paper and ink) which was also recommended but there are ridiculous policies in place that make it stressful and hard to access - a lot of unnecessary administration added to the stresses of being a disabled student”.

[female, FT PG, Year 1, SpLDs]

12. The DSAs enabled me to …The DSAs enabled me to …

“… Remain at University and hopefully meet my full learning potential for the first time in my life. It is only with this assistance that I can remain in University learn to think for myself have an opinion gain knowledge and broaden my hoizens and future. I cannot thank DSA enough for this help and support and the boost it has given me in hopefulness and courage. Please keep this going to others in my position it is the best value for money I have seen in the public sector for many a year.” [bold added, female, PT UG, Year 1, SpLDs]