Physical disabilities; and Multiple disabilities. While interviewees suggested that the FSD has effectively supported students it was also suggested that there are students that could benefit from support who are not currently eligible, for example part time students. It was suggested that the Fund should be extended to include part time students who may apply to part time courses in the first instance before progressing to full time courses. Mainstreaming of support to make this available to any student with a disability / all students was evident in one institution (University College Cork) however this was not widespread practice Table 5:2: Mainstreaming Case Study Mainstreaming Case Study University College Cork has invested in mainstreaming supports for students with disabilities which means that those who do not benefit from the Fund can use them and in doing so aims to provide a holistic approach to promoting independent learning, wellbeing, academic success and employability. The supports provided include: Pre Entry/Outreach Programme Educational Supports Technological Supports Personal Supports Sports & Leisure Occupational Therapy Programme Careers Advice & Employability Skills Mentoring Support Programme A key element of the support provided is the Assistive Technology Outreach Programme which enables prospective students to become both IT and AT literate before progressing to 3rd level. It aims to enhance access and transition to third level education for students with disabilities/learning difficulties by: Increasing awareness of the role of AT in enabling students to maximised their potential; and Providing the hands-on training and support to students, parents and educators making use of AT in school/homework. As a consequence entrants with disabilities then embrace the new learning environment with skills to manage their studies. On arrival at third level assistive technology is further promoted through the use of Panopto, a lecture capturing option which is mainstreamed in most lecture venues. Assistive Technology is also built into the mirror image on all PCs so that students can access specialised software in all computer labs. Each institution uses information on students that is available from their secondary school where provided. However amongst the staff consulted as part of these 4 site visits there was a strong view that a separate needs assessment is required on entry to third level education as their needs may have changed or developed and that the needs assessment should be in the context of the degree they are pursuing as needs may vary depending on the nature of the course.
Physical disabilities; and Multiple disabilities. While interviewees suggested that the FSD has effectively supported students it was also suggested that there are students that could benefit from support who are not currently eligible, for example part time students. It was suggested that the Fund should be extended to include part time students who may apply to part time courses in the first instance before progressing to full time courses. Mainstreaming of support to make this available to any student with a disability / all students was evident in one institution (University College Cork) however this was not widespread practice Table 5:2: Mainstreaming Case Study Mainstreaming Case Study University College Cork has invested in mainstreaming supports for students with disabilities which means that those who do not benefit from the Fund can use them and in doing so aims to provide a holistic approach to promoting independent learning, wellbeing, academic success and employability. The supports provided include: Pre Entry/Outreach Programme Educational Supports Technological Supports Personal Supports Sports & Leisure Occupational Therapy Programme Careers Advice & Employability Skills Mentoring Support Programme A key element of the support provided is the Assistive Technology Outreach Programme which enables prospective students to become both IT and AT literate before progressing to 3rd level. It aims to enhance access and transition to third level education for students with disabilities/learning difficulties by: Increasing awareness of the role of AT in enabling students to maximised their potential; and Providing the hands-on training and support to students, parents and educators making use of AT in school/homework. As a consequence entrants with disabilities then embrace the new learning environment with skills to manage their studies. On arrival at third level assistive technology is further promoted through the use of Panopto, a lecture capturing option which is mainstreamed in most lecture venues. Assistive Technology is also built into the mirror image on all PCs so that students can access specialised software in all computer labs. Each institution uses information on students that is available from their secondary school where provided. However amongst the staff consulted as part of these 4 site visits there was a strong view that a separate needs assessment is required on entry to third level education as their needs may have changed or developed and that the needs assessment should be in the context of the degree they are pursuing as needs may vary depending on the nature of the course.