Supporting Students with Disabilities; the Disability Service Strategic Plan; Phase 3 In

Supporting students with disabilities; The Disability Service Strategic Plan; Phase 3 in progress

The Disability Service (DS) in Trinity College Dublin aims to move from a transactional service delivery model, to a transformational resource that can support a dialogue with the disabled individual in the acquisition of transferable skills that can be developed across all three phases of the student journey.

It also aims to encourage the student to work as independently as possible from the beginning of their college career, whilst providing guidance in the achievement of such independence. This model places the student at the centre of the decision making process, with constant feedback mechanisms central to the development of the individual. The focus is not on rehabilitating the disabled individual (medical model) but in making the college environment accessible to disabled students as consumers (social model).

Disability data

Over the last decade student numbers with disabilities entering third level institutions have risen from 450 in 2000, to over 7,947 in 2012 representing 4% of the student population (AHEAD, 2012). Trinity represents 13% (n= 1,058) of the disabled student population nationally. These students on completion of their college course will be making the transition into the world of work, a difficult transition for every student but even more so for students with disabilities. Of the TCD cohort 25% of students are studying on professional courses as opposed to 7% nationally. Given the increase in numbers of students with disabilities entering universities there is a need for clear effective strategies that enable students on professional courses to be reasonably accommodated so that they can reach the standard of proficiency as required by these courses. In addition, it is vitally important that we also support students in non-professionals courses to seek employment experiences throughout their college career in order to increase their chances and opportunities for employment on graduation.

Phase 3 of the DS Strategy: Progression from college to employment

The focus of this phase; phase 3; progression and transition to employment is the examination of personal, occupational and environmental issues that disabled students deal with as they prepare for participation in work. Ultimately, the aim is to articulate the employability factor into the disabled student’s journey through college. It allows students to acquire employment-focused skills in college that can be transferred to the workplace. Finally, it will identify issues from the perspective of employers and employees that arise in the employment of disabled students.

As stated above, the number of disabled students participating in third level education has grown significantly, and consequently the number of disabled graduates entering the labour market is at unprecedented levels. Historically, Disability Services have primarily supported students through college to the point of graduation. With the development of the three-phased approach within DS, and development of synergies with other stakeholders internally and externally, a re-focus of resources has allowed mainstream services such as Careers and specialist supports such as Unlink, to integrate employment transitioning issues into the student journey.

There are few studies relating to the status of graduates with disabilities in the Irish labour market, and there is no national data through the HEA First Destination Survey (HEA, 2010) that provides an indication of the employment levels of disabled graduates. This lack of information continues to be a concern, as it is impossible to plan effectively without awareness of emerging issues. In response to supporting students as they enter into the world of work, the Disability Service has engaged in projects in the past and continues to develop innovative ways to support students in their transition to employment for example through the Leonardo Project and the recently Genio Trust funded Transition to Employment Project which is detailed comprehensively below:

Leonardo Project – Univers’ Emploi

Trinity became a partner in the EU Leonardo project ‘Univers’ Emploi’ in 2010/2011, the purpose of which was to develop an employment tool to assist Universities to embed employment into their needs assessment process. A review of the current Needs Assessment Process and Reasonable Accommodations was also undertaken. Moving from a transactional service to a transformational resource ensures that supports are not a ‘fix’, but are a more feasible accommodation in the workplace. Improved information on issues that emerged through this project, such as disclosure, managing disability in the workplace and how to assert needs, was further enhanced with the development of an information booklet called ‘Supporting Trinity College students with disabilities into employment’. This publication prompts students to start thinking about the above issues, and employment and volunteering opportunities.

Transition to employment for graduates experiencing mental health difficulties

Research conducted within Trinity College Dublin which explored the needs of students with disabilities when preparing and making the transitioning from college to work in 2012/13, found that students wanted to develop personal strategies in managing their disability within the workplace, wished to gain advice from other students with disabilities in the workplace, wanted to explore disclosure and also develop professional skills and confidence to support them in their transition. This information guided a submission to the Genio Trust Fund to develop a model of support for students with mental health difficulties in their transition to employment. The aim of this Transition to Employment Project

is to develop an individualized, recovery-orientated and employment-focused approach to supporting college students and recent graduates experiencing mental health difficulties in their transition to employment.

Background to the Project

Research shows that the transition from education to employment is most daunting for students with mental health difficulties and unemployment rates among people with mental health difficulties have consistently been shown to be the highest among all disability groups (Mechanic, Bilder and McAlpine 2002). As a result of this, the project aims to support these individuals in their transition into the workplace. The project is a collaboration between the TCD Disability Service (Senior Unilink Occupational Therapist- Genio funded for 2 years) and the TCD Careers Service. This project will support the deliver of the Disability Service Strategy along with the College Access & Strategic Plan.

The Project also aims to develop and implement the approach across five different Higher Education Institutes (HEIs) in the Dublin region (Trinity College Dublin, Dublin Institute of Technology, University College Dublin, Dublin City University and Marino Institute of Education), as all HEIs identified above avail of the Unilink Occupational Therapy services provided by Trinity Disability Service.

The expected start date for this project is January 2014.

Aims and Activities associated with this project:

The aim of this project is to support approximately 150 students with mental health difficulties in their transition into the workplace. This project will develop an individualised approach to supporting students in their transition to employment.

The key activities to be undertaken will be to:

employ a Senior Occupational Therapist (OT) for 2 years;
employ a part-time Careers Advisor for years
develop of needs assessment process ;
develop an online 'Work Self-Management Tool' for students to complete independently or with support from the Careers Advisor and OT as required;
provide individualised approach in developing the students’ self-management of their health and well-being while in employment and their reflection upon these work experiences to develop their self-awareness and self-advocacy;
collaborate with the Careers Advisor in the provision of a suite of career focused resources for students, supporting their transition into the workplace including but not limited to CV formulation, interview skills, disclosure, negotiating reasonable accommodation, and information provision in relation to employment and equality legislation;

carry out vocational exploration from early in the student's college career;
facilitate engagement in work experiences based upon needs assessments;
connect and make on-ward referrals to Careers Advisors and faculty members within the student’s desired area of work as required;
develop a peer support network with other students and recent graduates now in the workplace;
support students and graduates in the process of job searching, recruitment, and, if obtained, in employment during their first year after graduation;
review the process with students when they are within their specific work setting in the initial year post-graduation.

Project Outline

In line with the aims and objectives of this project, a three strand approach will be adopted to support students in their transition to employment. The three strands are as follows:

Strand 1: The development of an undergraduate student strand where students would have access to a specialist work orientated Occupational Therapist and a specialist careers advisor during their college journey. This aims to enable the student to focus on managing their disability as they seek, apply and transition to work. Managing the disclosure of a mental health difficulty and negotiating reasonable accommodations in the acquisition of relevant work experiences during their college course, as well as exploring job expectations and preparation for the world of work.

Strand 2: The development of a strand for recent graduates to be supported in their first year of work through a long arm method of support through the use of on-line resources and if required access to individualised support from an Occupational Therapist and a specialist careers advisor.

Strand 3: The development of a student/graduate led peer support involving current students and recent graduates.

The proposed project will initiate the planning process for the transition into the workplace when the student enters college and to ensure that the student's experiences throughout college are where possible linked to his/ her career pathway. The process aims to enable and empower students to begin the process of thinking about work and building experiences and work opportunities that are relevant to them. The project also aims to support them in their first year post graduation in their applying what they have learned throughout the process within the workplace. Each process will be unique to each individual and flexible in meeting his / her individual needs.

Proposed Student Process within the Project:

Access to a work-orientated OT and Career’s Advisor throughout college course to facilitate engagement in work experiences based upon the student’s need assessment.
Vocational Exploration from early in the student's college career.
Discussion of self-management of the health and well-being while in employment and reflecting upon these work experiences to develop self-awareness of work and self-management skills while in employment.
Completion of the online 'Work Self-Management Tool' independently or with support from the specialist Careers Advisor and OT as required. Discussion of the outcomes of this process with OT and specialist Careers Advisor.
Provision of a review document based upon the needs assessment component of the 'Work Self-Management Tool'.
Based upon these areas identified in the 'Work Self-Management Tool', access to practical sessions with the Careers Advisor (e.g. CV formulation, interview skills, disclosure, negotiating reasonable accommodation, employment and equality legislation etc.) and with the OT (e.g. developing personal strategies to maintain their health and well-being while in employment, self-monitoring, self-advocacy, identifying reasonable accommodation, etc.)
Connection to Careers Advisor and faculty members in the students desired area of work as required.
Access to peer support with other students and recent graduates now in the workplace.
Support through the process of job searching, recruitment and if obtained, in employment during the first year after graduation.
Re-evaluation of the process and needs assessment when the student is within his / her specific work setting in the initial year post-graduation.

Proposed Project Timeline

It is proposed to start the project in January 2014. A pre-project stage has been identified from September-December 2013, during which preparatory tasks have been identified and are outlined below. The project tasks to be completed in year 1 (January-December 2014) and year 2 (January-December 2015) are also outlined below:

Pre-project stage September 2013 – December 2013

Clearly define objectives and set tasks that allow for delivery of Genio specified and agreed aims and objectives;
Recruitment of Senior Occupational Therapist and part-time Careers Advisor;
Organise a meeting of all relevant Careers and Disability Staff within HEIs participating in the project to gain buy-in and support for the development of this project;
Set up an oversight group with representatives from all relevant stakeholders, including students and external experts and all HEIs;
Develop communication mechanisms including the development of a webpage for informing all interested stakeholders on the development of this project.

Year 1 (January 2014- December 2014) Project Tasks:

Development of referral pathways within TCD.
Pilot provision of individualized work-orientated approach with current TCD students (Target of 35 students - Strand 1)
Pilot of model of support for recent graduates (Target of 10 students - Strand 2)
Development of online resources including ' Work Self-Management Tool' for students and recent graduates (Strand 1& 3)
Development of a student/graduate led peer support service incorporating input from current students and recent graduates. (Strand 3)
Recruitment and training of graduate mentors.
Identifying prospective employers through the respective careers and disability organisations. (Strand 1 & 2)
Planning phase for the provision of the approach with the relevant disability and careers staff with DCU / DIT / UCD and Marino Institute of Education.

Year 2 (January 2015- December 2015) Project Tasks:

Increased provision of individualized work-orientated approach with current students from TCD / DCU / DIT / UCD and Marino Institute of Education (Target of 150 students)
Provision of support for recent graduates in their first year of work (Target of 30 students)
Pilot of student/graduate led peer support on-line service involving current students and recent graduates
Education and Training of existing Staff and embedding of project with the structures and systems of the five HEIs
Share findings with other HEIs nationally and interested agencies
Evaluation of the Project and dissemination of outcomes of the pilot the project - June Symposium 2015.

Future Outcomes

As a result of this grant, the Disability Service hopes to achieve a sustainable, individualised support approach for students experiencing mental health difficulties in their transition to employment. The main change for individuals will be that they will be continuously supported in their transition from education into employment and will have developed strategies in managing their disability within the work environment. For the services and HEIs, it allows the development of phase three of the project (transition to employment for students with mental health difficulties, ADHD or ASD), utilising expertise within the Unilink Service, the Disability Service and the Careers Advisory Service, which strengthens the relationships between all stakeholders in delivering a cohesive and comprehensive model. It allows a model of support to be developed and replicated across other Higher Education Institutes within the Dublin region with which we have developed service level agreements (HEI's include; Dublin City University, Dublin Institute of Technology, Marino Institute of Education, and University College Dublin).

In line with best practice, this project will involve an evidence based research element to track students on their journey as they transition with the aim of including the student's narrative.

This project aims to move the ownership of the transition to employment process to the individual student within a supported framework, by developing a clearly delineated approach which combines work-orientated and self-management elements. The student will have access to support as required through the OT and Careers Advisor. The development of an online tool which is envisioned to be completed by each individual student throughout the process seeks to develop self-awareness and self-management skills and is intended to give the student a clear outcome of the process that they can take with them into the workplace. The clarity provided by going through this process and having this outcome is the basis for increasing self-confidence in discussing mental health difficulties with employers and in negotiating reasonable accommodation as required.

Individuals and organisations involved in the partnership or consortium

Mr Declan Treanor, Disability Service Director, Trinity College Dublin
Dr Clodagh Nolan, Unilink Service Director.
Mr Sean Gannon, Director, Careers Advisory Service, Trinity College Dublin
Dr Claire Bohan, Director, Student Support and Development, and Ms Anne O’Connor, Head of Disability Service, Dublin City University,
Yvonne McLoughlin, Head of Careers Service, Dublin City University
Mr Brian Gormley, Manager of Campus Life and Mr Bob O’ Murchu, Acting Head of Disability Service, Dublin Institute of Technology
Dave Kilmartin, Head of Career Development Centre, Dublin Institute of Technology
Ms Fiona Sweeney, Access Centre Manager / Ms Julie Tonge, Access Centre Disability Adviser, University College Dublin, University College Dublin.
Dr. David Foster, Director, Career Development Centre, Library Building, University College Dublin
Dr Sean Delaney, Registrar, Marino Institute of Education
Mr Niall Turner, Project Manager DETECT Early Intervention for Psychosis Service

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