Microsoft Word - DSP Evaluation Report Final v2

DSP Evaluation Report Final v21

Department of Education and Training

Evaluation of Disability Support Program

FINAL REPORT

June 2015

Introduction1The Disability Support Program (DSP)1Evaluation scope3Out-of-scope4Evaluation approach and data collection5Report structure6Appropriateness: higher education providers legalobligations and the DSP7Key findings:7Higher education providers are legally required to provide support for students with disability to facilitate accessand participation8The majority of DSP funding is provided under the ASSD component of the program10The DSP is helping higher education providers meet some of their legal obligations, primarily through the ASSDcomponent of the program12University staff felt that the DSP made a valuable contribution to higher education providers ability to supportstudents with disability14The disability profile of students is changing but fundingis focused on physical and sensory disabilities16The DSP could be reframed to reflect changingeducational practices and technology17The introduction of the NDIS will support students tophysically access and attend higher education providers19Effectiveness: impacting students and higher education providers20Key findings:20The DSP is supporting higher education providers to meet student needs in areas that are of particular concern tostudents21Higher education providers are using the ASSD to provide a range of equipment and educational supports toremove barriers and facilitate access and participation22Students are generally positive about their experience at university and the support they receive25Some challenges remain that need to be addressed27DSP funding is not as effective at promoting strategiesto improve attraction and retention of students29ADCET is supporting staff build their awareness and knowledge31Administration and operational efficiency of the program33Key findings:33The DSPs objectives and guidelines are well understood by university staff who are involved in administering theprogram33The programs administrative requirements for higher education providers could be streamlined34Key findings and opportunities for improvement41Key findings41Opportunities for improvement44Appendix A : Program Logic49Appendix B : International policy context50Appendix C : Consultation material60Appendix D : Student Survey Data tables75Appendix E : Staff Survey Data tables92Appendix F : Modelled impact of changed funding ratiobetween ASSD and performance based funding105

1. Introduction

Governments around Australia have recognised that attitudes, practices and structures are disabling and can prevent people from enjoying economic participation, social inclusion and equality. This is not the inevitable result of an individuals impairment1. The idea that people with disability can be more disadvantaged by societys response to their disability than the disability itself is driving policy in areas such as health, education and housing.

Access to tertiary education is a major condition for social and professional inclusion, helping reduce the burden of prejudice with respect to disability and increasing the chances of employment. However, access to tertiary education is more difficult for young adults with disability than for their peers in the general population. As educational standards in the general population increase, the lack of a tertiary qualification increases the vulnerability of young people with disability.

There has been a shift in educational policy over the past two decades internationally and across Australia, away from the notion of segregated settings for all students with disability and special needs to a more integrated model of education. This has been supported by a number of legal instruments that make it an offence to discriminate against students with disability. This includes both direct and indirect discrimination.

Discrimination in the university setting can occur in a range of areas:

Enrolment;

Participation;

Curriculum development, accreditation and delivery;

Student support services; and

Elimination of harassment and victimisation.

Educators must offer a person with disability the same educational opportunities as others within the community. Their decisions must be based on a person's ability to meet the essential requirements of the course. They should not make assumptions about what a person can or cannot do because of disability.

In Australia, the Disability Standards for Education (2005) provide a framework to ensure that students with disability are able to access and participate in education on the same basis as other students. The Disability Standards do this by providing clarity and specificity for education and training providers and for students with disability. They set out a process to be followed, to ensure that students with disability are provided with opportunities to realise their potential through participating in education and training on the same basis as other students2.

1.1 The Disability Support Program (DSP)

The DSP was established in 2004 with the objective of increasing access to higher education for students with disability. There are approximately 38 Table A3 higher education providers currently eligible to access DSP funding totalling approximately $7 million per annum.

Eligible higher education providers are able to access funding annually through an application process which requires providers to complete a claim form available from the Department of Education and Training (the Department).

Funding must not be spent on:

a) Infrastructure, which includes all buildings, fixtures, roads, pathways and modifications thereof and generic facilities and services that are integral to the provision of education for all students; and

1 Commonwealth of Australia, 2011, National Disability Strategy 2010-2020.

2 Commonwealth of Australia, 2005, Disability Standards for Education 2005 (plus Guidance Notes).

3 Table A providers are self-accrediting bodies, eligible for all funding under Section 16.15 of the Higher Education Support Act 2003.

48

b) The provision of personal care for students with a disability, which includes assistance provided by a paid or unpaid carer to ensure that basic activities of daily living and self-care, such as eating, dressing, toileting and mobilising, are accomplished. The provision of personal care also includes providing assistance with medications and treatments.4

The DSP aims to meet its objectives by providing funding across three components:

Additional Support for Students with Disabilities (ASSD);

Australian Disability Clearinghouse on Education and Training (ADCET); and

Performance Based Disability Support Funding.

Additional Support for Students with Disabilities (ASSD)

The objectives of the ASSD component of the Higher Education Disability Support Program are to:

a) Provide funding support to eligible higher education providers to assist with high costs incurred in providing educational support and/or equipment to domestic students with disability with high cost needs; and

b) Encourage efficient and effective use of equipment and resources to support students with disability5.

Under the ASSD, the DSP funds two broad categories of disability support provision. These are detailed in the table below.

Table 1: ASSD Supports

Educational supportEquipment

The type of educational support provided to students is determined by the higher education provider. Educational support must directly assist students with disability in relation to their studies. Examples of educational support may include:

Sign-language interpreters;

Production of Braille formats of course materials and lecture notes;

Production of non-Braille alternative formats of course materials and lecture notes, including transcription and adaptation of material for use with screen-reading technology, scanning, enlarged print and audio taping;

Tutorial support (additional tutoring);

Note taker and scribe support; and/or

Examination and assessment assistance, including the costs involved in assessment at a separate location with extra invigilators.

The type of equipment provided for students is determined by the higher education provider. Equipment must directly assist students with disability in relation to their studies. Examples of eligible equipment include:

Adaptive software and/or multiple-user license costs for adaptive software;

Adaptive computer equipment peripherals (e.g. large monitors, adaptive keyboards);

Mobility aids for shared use (e.g. scooters);

Adjustments or modifications to furniture or work stations (not including the purchase of standard ergonomic furniture); and/or

Specialist tape-recording equipment and digital voice-recording devices.

Source: Department of Education and Training

4 Commonwealth of Australia, Higher Education Support Act 2003 - Other Grants Guidelines (Education) 2012 (DIISRTE).

5 Ibid.

The Australian Disability Clearinghouse of Education & Training (ADCET)

The ADCET is a website that provides information and other resources designed to promote inclusive teaching and learning practices for people with disability.

The objective of the ADCET is to facilitate equitable access to education and training for people with a disability. The funds are provided to the higher education provider hosting the clearinghouse, as determined by the relevant Minister. At the time of writing this evaluation, the University of Tasmania was admi