understanding of needs (20%) and ease of locating supports (20%) and sourcing information (23%), were identified as being particularly poor. The final question in the support section asked students to indicate their engagement with a range of technological and academic supports available through DS (Table 1). Frequently Often Sometimes Rarely Never Assistive Technology (Texthelp / 2 4 1 4 20 Dictaphone etc.) Disability Service (ATIC) room in 5 6 2 4 14 libraries Learning support 1 4 7 4 16 Skills4Study Campus 0 1 6 4 20 Photocopy cards 7 3 5 3 13 Unilink 4 2 5 4 15 Extended library 4 2 3 4 18 borrowing 1 Engagement with academic supports For the purposes of this analysis, results for and not use’ options were ‘Never’ ‘Do combined. Although 60% of students indicated that they never used Assistive
understanding of needs (20%) and ease of locating supports (20%) and sourcing information (23%), were identified as being particularly poor. The final question in the support section asked students to indicate their engagement with a range of technological and academic supports available through DS (Table 1). Frequently Often Sometimes Rarely Never Assistive Technology (Texthelp / Dictaphone etc.) 2 4 1 4 20 Disability Service (ATIC) room in libraries 5 6 2 4 14 Learning support 1 4 7 4 16 Skills4Study Campus 0 1 6 4 20 Photocopy cards 7 3 5 3 13 Unilink 4 2 5 4 15 Extended library borrowing 4 2 3 4 18 1 Engagement with academic supports For the purposes of this analysis, results for ‘Never’ and ‘Do not use’ options were combined. Although 60% of students indicated that they never used Assistive
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