Supporting students with special needs efficiently Renate van

Supporting students with special needs efficiently Renate van Luyk Thea de Kluijver

Renate van Luyk r. e. vanluyk@utwente. nl

Goal Session Inspiration by giving examples and sharing ideas to help students with special needs to realize their full potential within the constraints of an academic setting that has an ever increasing focus on productivity, efficiency and quality.

Need: changes & dichotomy • increasing amount of students with a disability • national laws and regulations regarding inclusive education • financing and quality assurance • more emphasis on 21 st century skills • implementation of a new educational system • developments in the chain of academic counselling • organization

Changes in student population - Society - Diagnostic tests - Support 1 st & 2 nd schools Developments educational policies - Laws - Society & Developments Education - Accreditation & Governmental finances Policy papers European Foundation for Quality Management LEAN Maturity organization Facilitate & empower special needs students efficiently

Location University of Twente

UT Context • Lisbon & Bologna agreements: Ba. Ma structure, European Credits ( 1 EC = +/28 hours) • Bachelor program: 3 years. Year 1 and 2 mostly fixed. Year 3: minor, electives & BSc thesis • Master program: 2 years. Year 1: courses, year 2: internship & thesis • Hight tuition fee • Language • High Tech, Human Touch • Entrepreneurship Figures • BSc > 5. 300 • Pre MSc > 320 • MSc > 4. 000 • Researchers: 3. 300

Organizational structure UT general Chain of counseling

What did we do? UT • Twents Education Model • 7 aspects of Accreditation in combination with INK Quality Assessment tool/ model of European Foundation for Quality Management ØMaturity model & self evaluation ( van Luyk, 2013) • Policy papers (van Luyk & Bruynel, 2014; Hofman & Vlas, 2014; van Dijk, 2014; Lange, 2015) • Overviews ( Bruynel, 2015) • Website • LEAN • Study Choice Check: online questionnaire

Maturity model ( van Luyk, 2013) • Aspect 1 • Aspect 2 • Aspect 3 • Aspect 4 • Aspect 5 • Aspect 6 • Aspect 7 Information & Communication Accessibility Counselling Expertise Learning routes Testing & Examination Quality & continuation guarantee

Phases in maturity model • For each aspect a self assessment was made: • Phase 0 - Absent. • Phase 1 - Activity oriented, separate activities within the organization, the activities are mostly determined by the professionals themselves. • Phase 2 – Process oriented, powers, duties and responsibilities are clearly defined. Improvements are only made after evaluation has taken place. • Phase 3 – System oriented, the organization is looked at as a whole, cooperation is important. Trends and developments are responded to, the organization is actively improving. • Phase 4 – Chain oriented, good control over the entire organizational process including the relationship with other partners in the chain. Periodical self-reflection and use of best practices. • Phase 5 – Total quality, the organization can be characterized as a high-quality organization, leader in its field, continuous improvement is the backbone.

Maturity model ( van Luyk, 2013)

Self Assessment & Maturity

Beleidsnota studieloopbaanbegeleiding aan de UT: van visie naar aanpak , Hofman & Vlas

Studieloopbaanbegeleiding aan de UT, van Dijk • Chain of interconnected activities and facilities • Quality enhancement and – assurance • PDCA

Developments in the chain of academic counseling • Platform Student Counseling ( big & small, vision > plan for MSc, …) • Regular meetings academic counselors, dean of student and psychologist • Open Consultation Hour Psychologist in faculty • Workgroups ( website, students ASD, making notes in an uniformed way UT)

Studiekeuzecheck / matching UT • Online questionnaire • Meeting with academic counsellor

Overviews • Circumstance ( disability, illness etc. ) < > challenges for student • Challenge < > possibilities • ‘sociale kaart’

Circumstances < > challenges for student

Challenge < > possibilities

Challenge < > possibilities

‘Sociale kaart’

Website UT • https: //www. utwente. nl/ces/sacc/en/personalcircumstances/dyslexia/

LEAN Projects • Central registration • Establish flexible learning pathways and examination facilities • Promote internal case law/ legal equality awards; unlocking knowledge match between disability and provision • Internal knowledge & expertise • Information flow for transition • Specific counseling

STAPPEN IN PROBLEMSOLVING/KAIZEN ? 2 1 What is the cause of the problem? Problem / hypothesis What is bothering us? With wich root cause do we get started? 5*WHY So what / why is this bad for the organization Who is customer What is the need 6 Check and Deposit The problem is less significant? Is the customer happy? Problem definition: We have to solve this, how do we do that? 4 5 3 Make your implementation plan Which countermeasure for the problem can we use easy? Brainstorm possible solutions for that one bottleneck 2 weken vooruit Activiteit jan feb mrt apr Initiatief 1 Initiatief 2 a Initiatief 2 b Initiatief 3 4 -3 -2021 25

6 steps to a lasting dissolved (less) problem What's the problem? Check & “secure“ Hold accomplished changes 6 ? What are sub-problems? Structure the problem 5*WHY 2 5 80% subproblemen Activiteit Initiatief 1 Wat 100 80 60 40 20 0 cum% volume Implemente 1 Why is it a problem? Analyze the facts 2 weken vooruit jan feb mrt apr Wanneer Wie Initiatief 2 a Initiatief 2 b Initiatief 3 4 Create implementation plan 3 Generate possible solutions

LVSA workshop

Melbourne, 2015

Root Causes Faculty EEMCS • Equipment • Process • People • Materials • Environment • Management

What did we do? Faculty EEMCS • Vision SA EWI on studying with a ‘circumstance’ • Annual plan • Calendar Activities • Study Choice Check: matching activities on campus and by Skype • Making notes in an uniformed way • Website: https: //www. utwente. nl/create/student-support/studyadviser/ • More structural contacts with teachers • Kind of overview

What did we do? Faculty EEMCS • • • Network Active approach One and the same accompanist Expertise Discuss casuistry Intervision Working on: • ‘Guidance/counseling’ Agreement • Standardizing • ‘Library’ Digital Documents

Vision/Mission UT, EEMCS, on guiding students with special needs • By offering personalized, professional student career-guidance for all students, we aim to get them to a rapid allocation, optimal academic progress, minimum downtime and finding appropriate challenges during the entire study program, with the goal to optimally prepare students for continued study or career start. • Assuming the own responsibility of the student, taking into account the life themes of a young adult and the abilities of the restriction or particular circumstance, we aim to support the development of a student towards an independent functioning (T-shaped) professional.

Overview start digital filing cabinet

What can you do?

Thank you t. h. dekluijver@utwente. nl