Standards of Practice for Disability Service Professionals. Boris Vukovic Somei Tam Bruce Hamm

Transcription

1 Standards of Practice for Disability Service Professionals Boris Vukovic Somei Tam Bruce Hamm

2 Overview Why? What we did? How to apply these standards? Where do we go from here?

3 Why?

4 Increasing Numbers at DSOs % of swds registering with DSOs in publicly funded post-secondary institutions in Ontario 10 to 15% college; 5 to 8 % university MAESD (formerly MTCU) s numbers : 36,718 students (~7% of total enrolment) 19,022 college (~12% of total college enrolment) 17,696 university (~5% of total university enrolment) : 66,808 students college (52%) 31,933 university (48%)

5 Carleton s Numbers NUMBER OF REGISTERED PMC STUDENTS / / / / / /2017*

6 Ryerson s Numbers Source:

7 3000 Ontario Universities Sector s Numbers No. of Registered SWDS in 18 institutions: Source: IDIA Caseload Survey (Parsons, Nolan & Wilchesky, 2014)

8 First Year Students Gender: Female - Male 66% - 34% 66% - 34% Age: 18 and under 37% 64% Visible minority 14% 40% Aboriginal 3% 3% International 5% 7% Parents: High school or less Disability 5% 22% 29% 11%

9 Increase in Mental Health Numbers Canadian University Survey Consortium Half of the 22% of first year students identified as having a disability in 2016 are those with mental health problems. National College Health Assessment (NCHA) survey of 43, 000 students from 41 institutions, /5 of Canadian post-secondary students are reporting feeling depressed, anxious or struggling with other mental health issues

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11 SWDs at DSOs by Disability Other ASD PSY/MH Mob/Funct. Blind/LV LD D,d,Dd,HH CI/SM ADHD ABI Source: IDIA Caseload Survey (Parsons, Nolan & Wilchesky, 2014)

12 SWDs at Carleton LEARNING DISABILITIES ADHD PSYCHIATRIC/MENTAL HEALTH CHRONIC ILLNESSS/MEDICAL / / / / /2016

13 Impact on Institutional Resources Test/exam accommodations and note taking support are the two frequently requested accommodations Increasing caseload of disability/accessibility advisors average 300 per advisor Administration of the CSG/BSWD labour intensive; overly prescriptive guidelines; funding spreading thin Space, staff, and information system to manage accommodation processes

14 High Frequency Accommodations 35.0% 30.0% Extra time for exams: 31.9% 25.0% 20.0% 15.0% Quiet/alone room: 20.5% Notetaking: 17.8% 10.0% 5.0% 0.0%

15 Accommodated Exams at Carleton 6000 NUMBER OF ACCOMMODATED EXAMS PER EXAM PERIOD (DECEMBER) (est.)

16 Other Factors Changing legal landscape in Ontario Documentation standards from health care professionals Accommodation decision-making across advisors Accommodations provided across institutions Accommodations rationale for faculty

17 Carleton faculty attitudes and practices Attitudes Practices ACC 3.48 ACC 2.82 ACM 3.37 ACM 3.15 CM 1.86 CM 1.15 ILS 3.64 ILS 3.22 IC 3.36 IC 2.72 IA 2.67 IA DISAGREE SOMEWHAT AGREE N/A NEVER ALWAYS

18 What We Did

19 The Concept Three standards: Accommodation Documentation Service Each consist of: Principles Guidelines Decision-making process

20 The Process Top down, bottom up Top: OHRC policies and guidelines, institutional policies and procedures Bottom: Collective experience, best practices, real-world examples, constraints Three-person working group Drafting of the Standards Focus group with our staff Sharing with our community of practice

21 For our own practices The Goals Alignment of accommodation practices Standardizing of documentation requirements Clarifying the parameters of support services Training of new staff Confidence resulting from standardized practices For a community of practice Inspire conversations about development of standards for a profession

22 How to apply these standards?

23 The Discussion Review of the three Standards (10 min) Three groups, one Standard per group Consider the following when reviewing individually: Benefits for your services Challenges to implementation Discussion within each group (10 min) How well the principles, guidelines, and decision maps reflect your work? How can you implement these in your work? What additional benefit can these Standards bring to your work? Each group reporting (10 min per Standard) Summarize discussion within your group

24 Where do we go from here?

25 Future outlook The Future Expanding mandate and scope of practice Less defined client population Growing variety of experts and sub-specialties Future Standards Guide professional training, certification, evaluation Require a regulatory body/professional association Support development of professional identity Accessibility and Inclusion (CoP) s Post-Conference Workshop at CACUSS, June 15, Ottawa

26 Contact Us Paul Menton Centre Carleton University