Disability Service KPI’s and Statistics

2015-2016

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 ................................................................................... 11

Rate of increase or decrease of student registrations by disability type ...................................... 12

New first year undergraduate registrations .................................................................................. 16

Disclosures and LENS reports ........................................................................................................ 18

Examination accommodations ...................................................................................................... 20

Number of withdrawn students by disability type ........................................................................ 22

Section 2: Disability Service Delivery ..................................................................................................... 25

Disability Services and Supports ............................................................................................... 25

Use of the Respite Room ............................................................................................................... 25

Educational Support Worker Service ............................................................................................. 25

ESW Exam support ........................................................................................................................ 27

Funding Statistics ........................................................................................................................... 28

Assistive Technology Support ........................................................................................................ 31

Occupational Therapy Supports .................................................................................................... 36

Section 3: DS Website Statistics .............................................................................................. 38

Page View – Disability Website 15-16 ........................................................................................... 38

1

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

2

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) / DARE3

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

DS3

244 296 311 348 377 331 366

336

Increase

Number of

students with

disabilities in

College3&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)3

251

278

(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 fund3

383 418 521 592 709 743

902

874 Increase

3

Number of

student receiving

exam

accommodations3

406 503 615 688 819 1011 945

928 Maintain

Number of

student

appointments

with Disability

Officers1

2182 1567 1285 1306 1199 1856

1094

714 Maintain

Number of

Dyslexia

Consultations5

52/34 45/29 48/29 41/28 17/13 27/19

11

12 Maintain

Number of one-

to-one ATIC

student training

appointments1

121 115 108 125 144 183 205 188 Maintain

Number of OT

appointments1 1000 1064 1477 2263 2,430 2,073

1,908

1599 Maintain

Percentage of OT

staff time

allocated to

direct student

interaction during

term time (30

weeks)6

n/a n/a n/a 98% 94% 80%*

80%

80% Maintain

Number of ALO

and

departmental

meetings1

18 16 27 18 16 24 21 16 Maintain

Public walk-ins,

students/staff1

1690/

1572

1726/

1506

1529/

1343

1803/

1526

1405/

1257

1463/

1224

1299/

1001

1304/

1093 Decrease

Email enquiries1 8765 9205 9259 10697 12101 13018 13255 13277 Increase

4

Phone enquiries

internal/external1

1648/

1513

1472/

1591

1414/

1706

1375/

1830

982/

1333

1096/

1541

825/

1202

584/

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 2 130,085

198,35

8 206,918 91,720 90,813 95,565 89,849

64,022

Maintain

YouTube visits2 N/A N/A 1,386 2,919 2,547 2,335 1513

1466

Maintain

Table 1 Disability Service Key Performance Indicators

1 DS Record Management System Staff Outlook Statistics 2015-2016

2 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 2012-13, to 80% in 2013-14. This resulted from a decrease in staffing levels in the first term of

2013-14, 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.

5

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 2001. 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 2001-02, to 434 in 2007-08. In

contrast, the rate of increase accelerated from 2007-08, with the numbers more than doubling in just 4 years to 911 in 2011-12 and has continued to increase

up to 2015-16.

Figure 1: Student registrations 2001-2002 to 2015-2016

6

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 2001-02, the proportion of TCD students registered

with DS was 1.5%, this had doubled to 3.2% by 2006-07. By 2014-15, 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 2015-16, but the overall trend is showing a continuous increase. The number of postgraduates

with disabilities began to be recorded in 2010-11. The trend shows a steady rise in postgraduate students registered up to 2014-15 with a slight fall in 2015-16.

However, the registrations remain less than the undergraduate level. Table 3 reflects the number of DS students registered with Multiple Disabilities in 2015-

16.

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 222 285 345 365 421 420 434 585 685 818 911 1058

Undergrad Students 731 809 940

% of Total Undergrad 6.2% 6.7% 7.7%

Postgrad Students 87 102 118

% 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 2001-2002 to 2015-2016

Students with Multiple Disabilities

153 12%

Total Students Registered 1299 -

Table 3 Number of DS students registered with Multiple Disabilities in 2015-2016

7

Registration by Disability category

The graph in figure 2 below illustrates, by disability type, 336 first-time students registering in the year 2015-16. 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 2005/2006 – 2015/2016

8

Category of Disability Newly reg.

2010-11 Newly reg.

2011-12 Newly reg.

2012-13 Newly reg.

2013-14 Newly reg.

2014-15 Newly reg.

2015-16

Newly reg. 2015-16

%

ADHD or ADD 15 25 23 30 12 28 8

Autistic Spectrum 7 14 18 16 23 21 6

Blind/Visual Impairment 8 8 7 6 8 2 0.5

Deaf/ Hard of Hearing 6 14 5 8 13 14 4

DCD / Dyspraxia 17 9 18 19 26 29 9

Intellectual Disability 24 14 18 0 13 0 0

Mental Health 55 60 91 83 85 73 22

Neurological 3 17 13 16 12 16 5

Physical Disability 15 35 41 22 22 17 5

Significant Ongoing Illness 46 34 47 30 49 48 14

Speech Language & Communication Disorders 1 1 0 2 0.5

Specific Learning Difficulty 114 118 95 100 103 86 25

Total 310 348 377 331 366 336 336

Table 4 Breakdown of Disability Type from 2010-2011 to 2015-2016

9

Figure 3 below illustrates the number of all registrations by disability type in the year 2015-16. 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 2009.

Figure 3 Breakdown of first time registrations by disability type 2015-2016

10

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

11

Table 5 Breakdown of 2015-2016 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 82 14 15 15 38

Autistic Spectrum 78 19 18 3 38

Blind / Visual Disability 21 7 1 4 9

Deaf / Hard of Hearing 43 21 2 13 7

DCD / Dyspraxia 99 23 17 13 48

Intellectual Disability 12 12 0 0 0

Mental Health 277 80 26 42 129

Neurological 56 15 8 13 20

Physical Disability 93 42 12 19 20

Significant Ongoing Illness 170 41 18 50 61

Speech Language & Communication Disorders 4 3 1 0 0

Specific Learning Difficulty 364 88 54 97 123

Total 1299 365 172 269 493

Table 6 Registrations by disability type and faculty

Supplemental

Mature

Merit

Unassigned

Total UG

Total PG

129 33 204 0 313 53

12

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: 2008-16. 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 2008-2016

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 2008-2016

13

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 2008-2016

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 10th percentile) are eligible for a points reduction at admissions.

Figure 5D Students with specific learning difficulties 2008-2016

14

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 2008-2016

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 2008-2016

15

The increase in students with Asperger’s Syndrome attending Trinity is significant, albeit from a very

low base, since 2007-08. 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 2008-2016

Students with ADD or ADHD are an emerging group since around 2007-08. Similar to students with

Asperger’s syndrome and DCD prior to 2007-08, 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 2008-2016

16

New first year undergraduate registrations

The majority of students registering in any one year are first year students. Since 2009-10, the

number of students registering as first years has averaged 193. Figure 6 below illustrates a “levelling-

off” of the number of first year students registering over a 5-year period (2009-13) followed by a 25%

increase in 2014-15 and a marginal decrease for 2015-16. Figure 7 shows new first year

undergraduate registrations by entry route.

Figure 6 First year (Junior Freshmen) registrations 2004-2005 to 2015-2016

Figure 7 New first year undergraduate registrations by entry route 2015-2016

17

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 2015-16 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 –

2014-15 and 2015-16 – patterns of student registrations with the Disability Service are similar.

Figure 8 All registrations by month in 2015-2016

18

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 2015-16. 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 93 33

Drama, Film & Music 35 24

Education 10 9

English 61 47

History & Humanities 97 54

Languages 52 49

Law 52 36

Psychology 29 12

Religion & Theology 27 13

Communications, Linguistics 22 22

Social Science (PPES etc.) 94 58

Social Work 25 21

School Total 607 382

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 33 24

TR071 54 42

Maths 27 12

Genetics & Micro 6 6

Engineering 60 23

Computer Science 46 20

Chemistry 21 11

Biochemistry & Immunology 2 1

School Total 263 147

Table 7b Disclosures in the Faculty of Engineering Maths and Science schools

19

Faculty of Health Sciences Disclosure LENS

Pharmacy 21 19

Nursing 71 54

Medicine 65 35

Dental Science+ 20 11

Radiation Therapy 6 6

Physiotherapy 10 5

Occupational Therapy 19 19

School Total 212 149

TAP 10 10

Total 434 308

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 2012-13

to 2015-16. In 2013-14, the significant increase in disclosures among Health Science faculty students

was noteworthy. The increase continued marginally in 2015-16.

Figure 9 Increase in disclosures to Schools 2012-2013 to 2015-2016

20

Examination accommodations

Increase in exam accommodations from 2012-13 to 2015-16

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 2014-15 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 2012-2013 to 2015-2016

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

21

Changes in exam accommodations 2014-15 to 2015-16

The table below lists the changes in exam accommodations from 2014-15 to 2015-16. 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 14-15 April 15-16

Students registered with DS 1255 1299

Total with exam accommodations 945 1088

Total with no exam accommodations 382 211

10 mins per hour 887 855

15 mins per hour 30 25

20 mins per hour 6 3

Low distraction venue 70 71

Individual test centre - general 54 50

Group Test Centre 821 764

Reader 13 7

Scribe 11 11

Use of computer 268 255

Table 8 Changes in exam accommodations 2014-2015 to 2015-2016

22

Number of withdrawn students by disability type

The graph below illustrates the number of students by disability type who have withdrawn from

College since 2007. 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 2013

23

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 2007-13. 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

2013.

Figure 12 Percentage of withdrawal of students with disabilities by disability type 2007-2013

24

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 2003-2008

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

25

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 2015-2016

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

26

Figure 15 Academic support referrals to ESWs 2014-2015 to 2015-2016

Educational Support Worker numbers

The numbers breakdown for 2015-16 was:

375 (234) on the ESW database

134 (229) available 15.16

291 (127) newly registered 15.16

45(59) worked for DS in 15.16

Figure 16 Number of registered ESWs 2014-2015 to 2015-2016

27

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 15-16 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 2014-15 to 2015-2016

28

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 2010-2011 to 2015-2016

Registered Funded Year

818 538 10-11

911 592 11-12

1058 709 12-13

1186 842 13-14

1313 902 14-15

1299 894 15-16

Table 9 ESF FSD funding for supports 2010-2011 to 2015-2016

29

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

10-11 €750,278 €528,818 €221,460

11-12 €754,342 €571,409 €182,933

12-13 €642,513 €465,500 €177,013

13-14 €550,000 €465,500 €84,500

14-15 €644,057 €508,360 €135,698

15-16 €529,140 €496,713 €32,427

Table 10 ESF FSD income and expenditure 2010-2011 to 2015-2016

Figure 19 ESF FSD expenditure by support type 2012-2013 to 2015-2016

30

Figure 20 ESF FSD expenditure 2010-2011 to 2015-2016

Figure 21 ESF FSD expenditure percentages 2010-2011 to 2015-2016

31

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 2010-2011 to 2015-2016

The following chart looks at first-time referrals over a three-year period, from 2012 to 2016. 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.

32

Figure 23 Disability type referrals – 1:1 appointments 2012-2013 to 2015-2016

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 (2011-16):

Figure 24 Loan Agreements of technology to students 2011-2012 to 2015- 2016

33

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 2013-2014 to 2015-2016

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. In-

line 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.

34

Figure 26 Average user logon of AT public areas 2009-2010 to 2015-2016

35

Figure 27 Total Number of Student Walk-In Registrations

Figure 28 Number of Student Online Registrations by Month

36

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 self-

management 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

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Figure 31 Average number of appointments by disability in 2015-16

38

Section 3: DS Website Statistics

Page View – Disability Website 15-16

Figure 40 Visitor behaviour DS website 2015-2016

39

Figure 41 You Tube Activities 2015-2016

Figure 42 DS Facebook engagement 2015-2016