UCD Access & Lifelong Learning The Right Tool for the Job Showcasing the Toolkit for Inclusive Higher Education Institutions From Vision to Practice Dr Lisa Padden UCD Access & Lifelong Learning 31 May 2019

Overview University for All Toolkit Development and Methodology Who should use this toolkit? How to use the toolkit. Using Results to Effect Change Institutional Foundation and Scaffolding Exercise

Access, inclusion, mainstreaming University for All Whole-institution approach Weaves inclusion into fabric of institution at all levels Moves from margins to mainstream - access not an ‘add-on’ Access, inclusion, mainstreaming Entry and access to an inclusive learning environment Access and inclusion is not an ‘add-on’ Everyone’s business - embedded and integrated Target groups National Access Plan: students with disabilities: low-income disadvantage; mature; travellers; part-time Additional groups: lone parents; refugees/asylum seekers; ethnic minorities

National Access Policy “integrate the principle of equity of access more fully into the everyday life of the HEIs so that it permeates all faculties and departments, and is not marginalised as the responsibility of the designated access office” (HEA, 2015c, p. 25).

Widening Participation Diversity Students with Disabilities Part Time Students Low Income Students Refugees, Asylum Seekers Mature Students ?

Target Equity Groups

Our Achievements – Widening Participation Students on Undergraduate Programmes (Certificates, Diplomas and Degrees) (1) students from socio-economic groups D, F & G and J – see below (2) students who report a disability either through registration for supports with Access and Lifelong Learning; admission through DARE; OR indicating a disability on the Equal Access Survey (3) students aged 23 years and over on year of entry to UCD, with no previous undergraduate degree (4) Part Time, including Open Learning  * The HEA adjusted their methodology for 2015/16 so SEG now includes group J and counts 18-20 year olds only. This data trend adjusts in 2016 to reflect this counting D, F, G and J but only presenting on 18 - 20 year olds.

Toolkit Development and Methodology

University for All Principles Mainstreaming Inclusion is the job of the entire University community and is the responsibility of all Everyone has the right to equal participation and engagement We must reflect the diversity of Ireland’s population All students should be able to access, progress and succeed We must engage all stakeholders Excellence is achieved through diversity

Toolkit Purpose ASSIST in creating an action plan RECOGNISE the work already achieved IDENTIFY areas of priority OFFER practical steps to implement and embed inclusive practice FACILITATE dialogue between faculty, professional staff, technical staff etc. on the importance of inclusive higher education practice.

Structure

Who should use this toolkit?

Collaboration and Understanding All professional staff, support staff and faculty in a HEI Ideally an institution-wide group Commitment of senior colleagues is a central component a mechanism to assess progress, and to identify opportunities for action for established or new committees acknowledges and respects domain expertise and demonstrates inclusion in practice. In highly complex educational organisations, considering the perspective and standpoint of all stakeholders, including students, is highly recommended and often results in more creative problem solving and effective solutions

How to use the toolkit

Self Assessment Exercise

How to use the Toolkit

Actions to Consider

Possible Challenges and Suggested Solutions

Examples of Good Practice

Resources

Using Results to Effect Change

Using your results… Identifies progress achieved and areas that require attention. Areas resulting in a score of 2 or below, should be considered first. A score of 4 or 5 = progress should be highlighted. EXAMPLE: where a HEI collects and tracks student data that records the relevant characteristics and/or ‘flags’, and provides accurate and timely information to support planning and service delivery, the methodology used would be of value to others in the sector. By publishing such innovation, confidence is built, areas where the institution is doing well are highlighted, and colleagues are encouraged to continue the work in embedding inclusive practice.

Exercise

Group Discussion Choose an area of the toolkit to discuss in your group of 3. Choose a statement and discuss the score your own HEI might receive in this area. Describe examples of good practice in your own institutions Choose someone to feed back to the wider group.

Sample Scoring: Student Supports and Services All students can avail of the same level of support. For example, students with disabilities are not referred through the disability service for mainstream supports available for other students. In a HEI, where students with a disability are provided with a range of supports, including writing, mathematics, IT, etc. by the disability service only, rather than providing access to these mainstream supports, which are typically available to other students, a score of 0 may be given. The issue has not been considered and, as a result, under-represented students receive segregated services.

Next Steps Take this toolkit back to your own HEI and share it with your colleagues. Set up a team to complete the self-assessment exercise. Identify and disseminate examples of good practice. Create and implement an action plan for your HEI.

Questions? Lisa.padden@ucd.ie Anna.kelly@ucd.ie www.ucd.ie/all