Can we find the missing piece? A survey of students who have received the Disabled Students' Allowances [DSAs]: Non-Medical Helper Support

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Author
Wilkinson, Sue
Draffan, E. A.
James, A.
Viney, D.
Date
2014Type
Article
Publisher
National Association of Disabilty Practitioners
ISSN
1759-2224
Metadata
Show full item recordAbstract
This paper is a report of some of the results from an on-line survey of disabled students
conducted between September 2011 and February 2012. The respondents claimed the
Disabled Students’ Allowances (DSAs) between 2006 – February 2012. Respondents were
asked 28 questions about what support they received and their opinions on the usefulness
and effectiveness of the assistive technology and human support they received. This report
focuses in particular on the data concerning the human support students received and their
views about that support.
The results indicated some issues around students’ expectations about the support they
receive for their degree courses. The timing and the types of support available mean that a
proportion of the students do not take up the support offered and there is still a debate as
to whether the use of assistive technology should be included within study skills support.
The report concludes with some recommendations concerning potential improvements to
services for disabled students.
Some preliminary results from this survey were reported at the NADP Annual Conference
2012. The NADP Annual 2013 Conference presentations provided two further more detailed
analyses and the delegates had an opportunity to conduct some thematic analyses of some
of the qualitative data.
Journal/conference proceeding
Journal of Inclusive Practice in Further and Higher Education
Citation
Wilkinson, S., Draffan, E.A., James, A. and Viney, D. (2014) 'Can we find the missing piece? A survey of students who have received the Disabled Students’ Allowances (DSAs): non-medical helper support',Journal of Inclusive Practice in Further and Higher Education (JIPFHE), Volume 5, pp.56-66.
Description
This article was published in Journal of Inclusive Practice in Further and Higher Education in 2014 online, available at
http://www.nadp-uk.org/journal/
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