1. UDL & Reasonable Accommodations: The Systemic Changes Required in Higher Education
Julie Tonge, University College Dublin
Declan Treanor, Trinity College Dublin

2. Overview Introduction Traditional model of student support
Changing landscape
Rationale for national approach
Action plan
Research Findings & Recommendations
Principles for provision of Reasonable Accommodations
Laying the foundation for the embedding of Universal Design in Higher Education – a 4-tiered approach

3. Introduction
Two year project to develop a national approach for providing Reasonable Accommodations to students with disabilities while simultaneously encouraging third level colleges to adopt UDL.

4. Traditional Model of Disability Support
Relatively small student numbers.
Well resourced student support services.
Generous funding model.
Focus on one-to-one and specialist support services.

5. Changing Landscape Increasing student numbers.
Focus on independent learning and employability.
Move away from one-to-one support and focus on technology.
Development of mainstream supports - lecture recording, notes provision, inclusive teaching methods.
Reduced funding for provision of specialist support.

6. Rationale for National Approach
Success of standardised exam accommodations.
Perceived discrepancies across the sector.
Variation in the level of mainstream provision.
Continuing low employment rates for some graduates.

7. Project Stages AHEAD & DAWN working group established. Research stage.
Drafting the UDL & Reasonable Accommodation (RA) Guidelines.
UDL & RA Guidelines Pilot Stage.
Implementation of UDL & RA Guidelines.
Training and dissemination of UDL & RA Guidelines.

8. Stage 1 - Research Research commissioned to:
a) determine current and future needs in the light of increased participation rates,
(b) identify models of good practice that can be shared on a national level, and
(c) inform the development of national guidelines in inclusive practice and to ensure consistent disability service provision.

9. Research Findings Confirmed level of inconsistency.
Confirmed reliance on specialist support and limited progress of mainstreaming of supports.
Staff confirmed a lack of confidence in recommending suitable Reasonable Accommodations and conducting Needs Assessments.
Disability Support staff confirmed need for further training.

10. Research Recommendations
HEIs must fulfil the recommendations from the Higher Education Authority on mainstreaming supports and embedding UDL.
Greater flexibility is required from funding bodies in order to support students who do not currently meet funding criteria but whose needs are no less important.
Policymakers should address the difficulties in HEIs in meeting participation rate targets without matched funding.

11. Stage 2: Drafting the Guidelines
To promote the embedding of UDL in Irish 3rd level institutions.
Individualised Reasonable Accommodation to be provided only when a student’s needs cannot be met by a service or practice that is mainstreamed and inclusive. Also benefiting students with diverse needs who fall outside the remit of the Disability Service.
To promote a whole college approach to supporting students with a disability as recommended in a recent research study conducted by AHEAD on Mental Health.
Legal advice sought to ensure that the guidelines met legal obligations on providing Reasonable Accommodations while encouraging mainstreaming and inclusive practices.

12. Example: Note-taking Provision
Previously many students provided with a note-taker as a Reasonable Accommodation.
Concerted efforts have been made to assist students with disabilities to become more independent and proficient in the use of technology with less reliance on human supports.
UDL all students should be provided with the lecture slides in advance and a recording of the lecture should be made available to all students.

13. Stage 3: Pilot of Reasonable Accommodation Guidelines
Colleges were invited to a briefing session and initial training on how to use the guideline.
7 colleges participated in a pilot to identify any difficulties with implementation or greater clarification needed.
Comprehensive feedback was sought and incorporated in the final guidelines.

14. Stage 4: Implementation
Guidelines were revised and presented to DAWN & AHEAD in February 2017 for agreement and implementation.
Next step will include additional training for Disability Support staff and how to support colleges to adopt UDL for Teaching & Learning.
Stage 5 – to be designed March – June 2017

15. The Disability Officer Roundabout

16. Role of Disability Officer...

17. Increasingly Diverse Population
Typical entrants – traditional.
Mature entrants.
Students with disabilities.
Socio-economic disadvantage.
International students.

18. Proposed Model of Inclusive Practice in Higher Education in Ireland

19. Benefits of this Model
This model allows for a whole HEI response to inclusive practice as outlined in the HEA National Access Plan.
Working at four distinct levels, its purpose is to ensure that all stakeholders are identified.
Taking a proactive and strategic approach into the HEI planning cycle should lead to a more inclusive culture.
Potential for long term cost and efficiency savings.
Removing barriers to students with disabilities can remove barriers for all.
Effective planning and leadership are essential alongside ensuring that students and staff are all aware of and understand the basic tenets of an inclusive learning approach

20. Implementation at National/HEA Level
National Access Plan
System Performance Framework – Compact KPIs’.
National Strategy.
UDL Principles incorporated and
promoted in Teaching & Learning
strategies.

21. Implementation at Institutional/HEI Level
HEI Strategic Plan.
HEI Policies.
HEI Disability policies.
HEI Access Plan.
HEI Funding Plan.
Commitment to UDL to be formally approved as a Policy
Policy required for students with disabilities outlining RA within the HEI
DAWN Code of Practice to be used by all HEIs’
HEI Access Plans and strategies to be aligned with the goals of the HEA National Plan
Access Funding review to take account of any changes in ESF/FSD and data used to determine HEI allocations.
Taskforce responsible for new model for allocating ESF/FSD to take account of the findings of this report relating to allocation of funds and mainstreaming of some disability activities in all HEIs’

22. Implementation at Course Level
Inclusive Teaching, Learning and Assessment.
Clarity and Flexibility in all course/
programmes and assessment.
Inequitable and unsustainable to support students through provision of specialist supports. National Access Plan ‘equity of access policies should be mainstreamed… to enhance the quality of the learning experience and progression outcomes for all students’
Design of curricula, teaching practices, assessment methods, services and physical environments to accommodate diverse student body
Diversified student body – diversified student teaching learning and assessment needs
First line of accessibility – Inclusive Practices

23. Implementation at Course Level
Teaching – Allows all students to fully take part, minimises the need for additional adjustment – online and in advance access to course materials, integrate the principles of universal design.
Learning – takes into account that everyone learns in different ways and that learning outcomes can be achieved in many ways.
Assessment and Examinations – Student- centred, flexible, transparent and fair.

24. Implementation at Disability Service Level
All Reasonable Accommodations reviewed and fit for purpose.
Provision of RAs based upon a Needs Assessment.
All, some and few RA approach.
The role of Disability Service staff in HE clearly sits in the provision of RAs to students with disabilities.
Provision RAs is based upon an assessment.

25. Implementation at Disability Service Support Level
Registering in HEI for disability supports.
Evidence of Disability Form.
Defining levels of support - General and Additional Support.
Needs Assessment Process & Checklist.
Inclusive Approach to supporting all students.
Reasonable Accommodation clearly defined and coordinated by Disability Service.

26. Crossroads of UDL & RA Provision

27. Key Recommendations for Embedding UDL in Higher Education
Higher Education Authority should adopt and develop systematic approach to widening participation, equality and diversity through a series of inclusive change programmes and associated research, publications and events.
UDL and mainstream practices to underpin System Performance Framework with evidence.
Adoption of UDL principles in HEI Teaching Strategy.
HEI Access and funding (ESF FSD)– mainstream inclusive approach to encourage HEI wide approach to supporting students.
Review of Access allocation to take account of funding changes and data used to determine HEI allocations.
ESF FSD review taskforce should include elements from this report.

28. Widespread Adoption of UDL will deliver:
HEIs will be well-placed to deliver on the targets set out in the National Plan for Equity of Access to Higher Education
HEIs will be meeting their obligations with regards to Equality & Disability legislation.
ESF FSD - Funding for supporting students with disabilities will be used for students with the highest support needs as many will be supported adequately in the mainstream.

29. Stakeholders Engagement
Higher Education Authority.
National Teaching & Learning Forum.
HEI’s Teaching &Learning staff.
AHEAD.

30. Review Stage 1 - Research stage.
Stage 2 - Constructing the UDL & Reasonable Accommodation (RA) Guidelines.
Stage 3 - UDL & RA Guidelines Pilot Stage.
Stage 4 - Implementation of UDL & RA Guidelines.
Stage 5 - Training and dissemination of UDL & RA Guidelines.

31. Stage 5 – Training and Dissemination of UDL & RA Guidelines
UDL and RA guidelines and resources - June
Summary UDL and RA guidelines report – June
AHEAD & DAWN to develop training programme for Disability staff.
Request meeting with National Teaching & Learning Forum and HEA to further key recommendations.

32. Questions?

33. Thank you and Contact Details
Julie Tonge – UCD,
Declan Treanor – TCD,