on Accessibility for Students at UVic Research Study · 2020-01-24 · o assistive technology on more workstations. (f) Voice recognition software is the most used type of accessibility

Report on 2015 Accessibility for Students at UVic Research Study

RESULTS ANALYSIS

May, 2016 University of Victoria

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TABLE OF CONTENTS

Executive Summary .................................................................................................................................................................................... 4

Introduction ............................................................................................................................................................................................... 7

Objectives .............................................................................................................................................................................................. 7

Survey Instrument ................................................................................................................................................................................. 7

Survey Methodology and Administration ............................................................................................................................................. 7

Demographics ............................................................................................................................................................................................ 8

Accessibility in Residence .......................................................................................................................................................................... 9

Residence Accessibility Comments ...................................................................................................................................................... 10

Assistive Technologies ............................................................................................................................................................................. 11

Preferred Technologies ....................................................................................................................................................................... 11

Accessibility of UVic Technology Services ........................................................................................................................................... 12

Technology Service Accessibility Comments ....................................................................................................................................... 12

Libraries ................................................................................................................................................................................................... 13

McPherson Library ............................................................................................................................................................................... 13

Law Library .......................................................................................................................................................................................... 14

Curriculum Library ............................................................................................................................................................................... 15

Campus Physical Accessibility .................................................................................................................................................................. 16

Reporting Physical Barriers .................................................................................................................................................................. 17

Campus Physical Accessibility Comments ........................................................................................................................................... 17

Services for Students with a Disability ..................................................................................................................................................... 18

Knowledge of Services ......................................................................................................................................................................... 19

Services for Students with a Disability Comment Analysis .................................................................................................................. 20

Students Registered with RCSD/Students Not Registered with RCSD ..................................................................................................... 21

Rate of Registration with the RCSD ..................................................................................................................................................... 22

Academic Accommodation ...................................................................................................................................................................... 22

Academic Accommodation Barriers .................................................................................................................................................... 23

Academic Accommodation Comments ............................................................................................................................................... 24

Course Outline ..................................................................................................................................................................................... 25

Accessibility in the classroom .................................................................................................................................................................. 25

Helpful Instructor Practices ................................................................................................................................................................. 25

Teaching Methods That Negatively Affect Learning ............................................................................................................................ 26

University Barriers ................................................................................................................................................................................... 27

Stigma/Discrimination/Harassment .................................................................................................................................................... 27

Accessing Academic Support Services ..................................................................................................................................................... 29

Mental Health Issues ............................................................................................................................................................................... 29

Mental Health – Technology ............................................................................................................................................................... 29

Mental Health – Services for Students with a Disability ...................................................................................................................... 30

Mental Health – Inclusion in the Academic Accommodation Process ................................................................................................ 30

Mental Health – University Barriers .................................................................................................................................................... 30

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Conclusion ................................................................................................................................................................................................ 31

Future Survey Changes ........................................................................................................................................................................ 31

Appendix A: Comment examples ............................................................................................................................................................. 33

Residence Accessibility Comments ...................................................................................................................................................... 33

Technology Service Accessibility Comments ....................................................................................................................................... 33

Campus Physical Accessibility Comments ........................................................................................................................................... 33

Services for Students with a Disability Comment Analysis .................................................................................................................. 34

Academic Accommodation Comments ............................................................................................................................................... 34

Helpful Instructor Practices ................................................................................................................................................................. 35

Teaching Methods That Negatively Affect Learning ............................................................................................................................ 35

Appendix B: Academic Accommodation Instructor Cooperation ............................................................................................................ 37

Appendix C: Survey instrument ............................................................................................................................................................... 38

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EXECUTIVE SUMMARY

This report provides a summary and analysis of survey data collected from students self‐identifying with a disability about their experiences with accessibility on campus at the University of Victoria. The survey was conducted between February 2015 and March 2015. This research project was undertaken upon recommendation from the University Human Rights Committee (Educational Equity Advisory Group). The project was endorsed and guided by the Committee on Academic Accommodation and Access for Students with a Disability and was intended to provide a baseline of information about how students with a disability experience UVic programs, services and facilities. This research project was also in response to one of the key strategies articulated in the University’s Student Mental Health Strategy (2014‐17) “to increase data collection and assessment of key indicators of student mental health for UVic’s student population”. Research ethics approval was obtained for this project from the UVic Human Research Ethics Board (HREB) on February 12, 2015. The project consisted of an 81 question survey sent to 5,960 students (random sample of undergraduate and graduate students as well as all students registered with the Resource Centre for Students with a Disability). The survey received feedback from 438 respondents who self‐identified as having a disability. The survey focused on assessing the accessibility of UVic in seven different areas:

Residence facilities

Technology services and assistive technology use

Libraries

Campus physical environment

Services for students with a disability

Academic accommodations

Academic and learning support services Key Findings The analysis of the data provided the following key findings from the different topic areas of the report: (a) Respondents found academic accommodation to be the most useful of the services provided specifically

for students with a disability. (b) Respondents identifying with a mental health condition are the largest demographic of students with a

disability. (c) Respondents with a mental health condition report higher rates of facing a barrier during their studies at

UVic in comparison to respondents who identify with any other disability. (d) Respondents that currently live or have lived in residence find the accessibility of residence facilities meets

their needs. (e) Respondents indicated they are looking for enhanced technology access on‐campus such as:

o additional hardware; o more workstations; o longer lab hours; o assistive technology on more workstations.

(f) Voice recognition software is the most used type of accessibility software/technology. (g) Parking for students with a disability is the most cited physical barrier on campus. (h) Respondents are unaware of how to report physical barriers encountered on campus.

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(i) Financial barriers and negative attitudes of others are the most cited barriers faced by respondents during their studies at UVic.

Recommendations Based on these key findings, it is recommended that:

1. The university should provide additional training, workshops, and an information campaign for instructors on the topics of universally accessible instruction, confidentiality, legal duty to accommodate, stigma and other disability issues.

2. The university should continue to offer student mental health training for faculty and staff and consider developing modules related to how mental health and academic accommodation issues connect.

3. Accessible parking considerations should be included in campus planning activities.

4. Facilities Management should undertake an educational campaign to inform university community

members about how to report physical barrier issues that they encounter on campus.

5. University Systems should work with assistive technology stakeholders on campus to explore expanding the availability of assistive technology in campus computer labs.

6. Accessible design should be included as part of project planning for residence expansion and renewal

and to consult with students with disabilities during the process.

7. The university should conduct a study on resources dedicated to providing accommodated exams to students with a disability including staffing and space.

8. The university should continue to collect data and assess accessibility on a regular basis. This includes:

(a) re‐surveying students who self‐identify as having a disability (with the instrument used in this study) approximately every 2‐3 years;

(b) conducting separate research studies on the barriers most identified in this study including financial barriers, stigma and social support;

(c) conducting dedicated studies specifically around student mental health services including regular participation in the National College Health Assessment (NCHA) survey;

(d) gathering information on faculty knowledge of accommodation, accessibility and universally accessible instruction;

(e) regularly collecting information on access to other prominent mental health programs and services on campus (e.g., Counselling, RCSD, Health Services, etc).

9. The university should partner with the University of Victoria Students’ Society and the Graduate

Students’ Society on a communication campaign to better inform students with disabilities about government grants, scholarships, bursaries and coverages for assessments covered under student health plans.

A sampling of comments from each of the areas of focus of the survey can be seen in Appendix A, and a copy of the survey instrument itself can be found in Appendix C.

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For additional information about this report and data collected from the survey, please contact Laurie Keenan, the principal investigator of this research study, at [email protected]. The full report and a copy of the survey instrument is available online at www.uvic.ca/studentaffairs/.

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INTRODUCTION

This report provides a summary and analysis of survey data collected from students self‐identifying with a disability about their experiences with accessibility on campus at the University of Victoria. The survey was conducted between February 2015 and March 2015.

OBJECTIVES

The main objectives of the study were to better understand the following for students who self‐identify as having a disability:

1. The accessibility and usefulness of select university programs, services and facilities; 2. The effectiveness of the academic accommodation process; 3. Any barriers experienced in accessing university programs, services and facilities.

SURVEY INSTRUMENT

The instrument was implemented as an online web survey using the Campus Labs survey software. It consisted of 81 questions focused in the following areas:

Demographics

Accessibility in residence

Accessible technology

Library accessibility

Physical environment at UVic

Disability services

Academic accommodation

Academic and learning supports Questions consisted of a mix of multiple choice (single or multiple answer) and open ended text responses. All questions on the survey were voluntary and could be skipped. A copy of the survey instrument is attached as Appendix ‘C’ to this report.

SURVEY METHODOLOGY AND ADMINISTRATION

The survey instrument was created in collaboration with participants from the Resource Centre for Students with a Disability (RCSD), the Office of the Associate Vice President of Student Affairs and the Faulty of Education. The instrument also included consultation from:

UVic Library

University Systems – Help Desk

Facilities Management

Ombudsperson

Learning and Teaching Centre

Residence Services

Health Services

Equity and Human Rights

Society for Students with a Disability

Committee on Academic Accommodation and Access for Students with a Disability An ethics application for this project was submitted to and approved by the UVic Human Research Ethics Board on February 12, 2015. This survey is part of an on‐going process of collecting data on, and assessing the accessibility needs of students with a disability, and will inform the next iteration of assessment.

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The survey was sent using the Campus Labs emailing system to 5,960 students, made up of the following groups:

959 students who were currently registered with the Resource Centre for Students with a Disability (RCSD) (830 undergraduates, 95 graduates, 34 law students).

5,001 students who were randomly selected (4280 undergraduates, 439 graduates, 82 law students). This group was included so that students who self‐identify as having a disability, but were not registered with the RCSD, had a chance to respond to the survey.

The survey included 2 mailings, with the initial invitation being sent on February 25, 2015, and a reminder invitation going to students who had yet to respond on March 3, 2015. 787 students responded to the survey, with 438 students indicating that they identified as having a disability (including 38 respondents indicating that they were advocating for a student who has a disability). Students who indicated that they did not identify with a disability were skipped to the end of the survey, and no additional data was collected from them. Throughout the analysis of the survey results, only the data from the 438 respondents that indicated they identified with at least 1 disability were used (note that for this report responses from students advocating for someone with a disability were treated as a member of this group). All questions on the survey were voluntary and any question could be skipped, resulting in questions having varying numbers of responses and not being answered by all 438 respondents. The survey was an extensive instrument, containing 81 questions, and fatigue or disinterest may have resulted in some respondents quitting the survey before reaching the end. Questions asked at the beginning of the survey typically received more responses than questions asked at the end. Of the 438 respondents who identified with a disability, 380 completed the entire survey. When analyzing the data, filters and exclusions were used to focus on pertinent responses. More specifically, when a question provided an opt‐out option (e.g. ‘N/A’, ‘did not know’ or ‘do not use’), those responses were excluded from the question analysis.

DEMOGRAPHICS

438 participants identified as having a disability (including 38 that were advocating for a student who has a disability). Mental health conditions (47%), ADHD/ADD (24%), learning disabilities (20%) and chronic medical or health conditions (18%) were the most highly reported disabilities.

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Figure 1: Disabilities identified.

Of the 6% of students who reported ‘other’ as their disability descriptions included:

Specific long‐term recurring physical disabilities (arthritis, chronic migraines, mobility issues) (5)

Specific mental health conditions (obsessive compulsive disorder, post‐traumatic stress disorder)(5)

Specific learning disabilities (dyslexia, non‐verbal disability) (4)

Sleep disorders (2)

Speech impediments (2)

ACCESSIBILITY IN RESIDENCE

188 of the respondents indicated that they have lived on campus in residence. Of those respondents, 96% indicated agreement that the residence facilities met their accessibility needs. When looking at the comparison of disability types 100% of those who identified with Aspergers/Autism agreed that the residence facilities met their accessibility needs while 80% of those with an acquired brain injury or post‐concussion syndrome agreed that the residence facilities met their needs. Figure 2 shows a breakdown of disability categories and the percentage of each group that found the residence facilities met their accessibility needs.

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Figure 2: Accessibility needs met in residence categorized by disability issue.

In figure 2, the nine respondents that indicated ‘Other’ as their disability identified the following:

Speech impediments (2)

Arthritis (2)

Non‐verbal disabilities (2)

Anorexia

Dyslexia

Epilepsy

RESIDENCE ACCESSIBILITY COMMENTS

Students who responded that the residence facilities did not meet their accessibility needs provided the following comments (22 total coded comments): Issues with physical accessibility (13) Physical accessibility issues were the most commented reason that residence facilities did not meet their accessibility needs. This includes issues such as some buildings/areas not being wheelchair accessible; problems with wheelchair accessible bathrooms being locked; issues with sound‐proofing and the anxiety the noise level causes; problems for those with sleep issues; not having automatic doors throughout the building (such as common rooms); and elevators often being broken or out of order.

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Noise (4) For respondents who require quiet spaces to concentrate to study, have issues sleeping, or have medical conditions that require a good sleep, the noise levels in residence were a detriment. Food (3) Some students found the availability (types of food and hours served) and/or quality of food to affect their well‐being in residence.

ASSISTIVE TECHNOLOGIES

PREFERRED TECHNOLOGIES

105 students indicated that they use a form of assistive technology on campus. Voice recognition software was the technology most used by students (Dragon Naturally Speaking), followed by display settings, text‐to‐speech software (Kurzweil and E‐Text Reader), recording devices (SmartPen), ergonomic hardware (alternative keyboard or mouse), visualization software (Inspiration), and screen magnification software (Zoom Text, MAGic). Figure 3 lists all of the accessibility technologies provided on the survey, and the percentage of accessible technology users that use each. Respondents could select multiple technologies.

Figure 3: Assistive technology use.

Respondents who indicated ‘Other’ as their response identified the following additional technologies that they use:

Recording devices and programs (4)

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Word processing software (3)

Tablet/laptop (3)

Speech‐to‐text (Mac OSC dictations) (3)

Text‐to‐speech (Ghost Reader, iOS Voiceover) (2)

Enlarged/multiple monitors (2)

Screen reader software (NVDA, Supernova) (2)

Browser zoom feature (1)

Optical Character Recognition software (ABBYY FineReader) (1)

ACCESSIBILITY OF UVIC TECHNOLOGY SERVICES

Respondents were asked to indicate their level of satisfaction with the accessibility of certain UVic technology services. The Computer Help Desk received the highest level of satisfaction with accessibility (93% of students either very satisfied, somewhat satisfied, or neither satisfied nor dissatisfied), while CourseSpaces/Moodle was rated with the lowest level of satisfaction with accessibility (81% of students either very satisfied, somewhat satisfied, or neither satisfied nor dissatisfied). Figure 4 shows how satisfied respondents were with the accessibility of each technology service offered by UVic. Respondents who did not know about the service or did not use the service are excluded from the data.

Figure 4: Accessibility satisfaction of UVic technology offerings.

TECHNOLOGY SERVICE ACCESSIBILITY COMMENTS

The following themes were most prevalent by respondents providing comments on the accessibility of technology offerings by UVic (63 total coded comments): The need for increased access to technology on campus (20) Responses focused on requests for accessibility software to be installed on more computer stations; longer hours for computer labs; more Mac computers in labs; more dual monitor stations and more computers available in general on campus. Issues using CourseSpaces (8) Students commented on the general difficulty of using CourseSpaces; its complicated navigation; the inconsistency of its use by instructors and departments; and its slow response time. Issues using the UVic website (8) Respondents indicated issues with the main UVic website and problems with its navigability; constant use of drop down menus; the layout; and the course registration page and application.

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Issues with the UVic website and app on mobile devices (5) Comments included viewing issues with the mobile version of the site and app; and the lack of options and functionality available on the mobile site compared to the browser version of the site.

LIBRARIES

The survey assessed the satisfaction of the accessibility of the 3 libraries on campus (McPherson, Law, Curriculum), as well as physical barriers encountered in each of them. Respondents were asked to identify which library they primarily use, and their experience with its accessibility.

MCPHERSON LIBRARY

In the McPherson Library, the satisfaction with the accessibility of loan desks (97% very satisfied, somewhat satisfied, or neither satisfied nor dissatisfied) and library help desks (96% very satisfied, somewhat satisfied, or neither satisfied nor dissatisfied) were rated the highest. The computer work stations/chairs (78% very satisfied, somewhat satisfied, or neither satisfied nor dissatisfied) were rated as the least accessible services/facilities in the McPherson Library.

Figure 5: Accessibility satisfaction in the McPherson Library.

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Figure 6 shows the distribution of the 132 physical barriers that 94 respondents indicated they faced when using the McPherson Library. Lighting, washrooms and book stacks were most commonly identified as barriers.

Figure 6: Physical barriers in the McPherson Library.

Of the respondents who answered ‘Other’ the following barriers and issues were identified:

The need for more access to technology (computers and accessibility software in the library) (4)

The need for access to more power sources (3)

Issues with doors being too heavy or opening too slow (2)

Uncomfortable or painful desks and chairs (2)

Being prevented from taking out resources while on medical leave

A lack of gender inclusive washrooms

Limited hours of operation

LAW LIBRARY

In the Law Library, the satisfaction with the accessibility of signs (100% very satisfied, somewhat satisfied, or neither satisfied nor dissatisfied) the loan desks (100% very satisfied, somewhat satisfied, or neither satisfied nor dissatisfied) and the help desks (100% very satisfied, somewhat satisfied, or neither satisfied nor dissatisfied) were rated as the most accessible services/facilities.

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The computer work stations/chairs (76% very satisfied, somewhat satisfied, or neither satisfied nor dissatisfied) and individual study carrels (84% very satisfied, somewhat satisfied, or neither satisfied nor dissatisfied) were rated as the least accessible facilities from the Law Library.

Figure 7: Accessibility satisfaction in the Law Library.

6 respondents identified experiencing a physical barrier when using the Law Library. These were:

Doors in the library

Air quality

Limited amount of rooms to dictate

Gender inclusive washrooms

The need for more power outlets

Access to safe and quiet spaces

CURRICULUM LIBRARY

Figure 8 presents student satisfaction with accessibility of the Curriculum Library.Reserve services , proxy access, book retrieval, and the respite room was rated the highest (100% very satisfied, somewhat satisfied, or neither satisfied nor dissatisfied). The computer work stations/chairs (78% very satisfied, somewhat satisfied, or neither satisfied nor dissatisfied) and individual study carrels (83% very satisfied, somewhat satisfied, or neither satisfied nor dissatisfied) were rated as less accessible.

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Figure 8: Accessibility satisfaction in the Curriculum Library.

A total of 7 respondents indicated they faced a physical barrier in the Curriculum Library. These included:

Washrooms and the lack of sufficient stalls (2)

Noise levels in the library

The book stacks

The entrance/exit

The lighting

The stairs

CAMPUS PHYSICAL ACCESSIBILITY

Respondents were asked to rate their satisfaction with the accessibility of physical features on campus. The accessibility of parking (61% very satisfied, somewhat satisfied, or neither satisfied nor dissatisfied) and restrooms (80% very satisfied, somewhat satisfied, or neither satisfied nor dissatisfied) on campus rated with the lowest levels of satisfaction, with parking rating significantly lower than all of the other physical features on campus. The physical features that students are most satisfied with are grounds maintenance (91% very satisfied, somewhat satisfied, or neither satisfied nor dissatisfied ) and hallways (84% very satisfied, somewhat satisfied, or neither satisfied nor dissatisfied). Figure 9 lists the satisfaction rating for the accessibility of all of the campus features that were listed on the survey, with students indicating ‘No opinion’ excluded from the data.

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Figure 9: Campus physical accessibility.

REPORTING PHYSICAL BARRIERS

Only 17% (64) of responding students knew that they could contact Facilities Management to report any physical barriers they found on campus.

CAMPUS PHYSICAL ACCESSIBILITY COMMENTS

When asked to comment on the physical accessibility of campus facilities, the following themes were most prevalent (71 total coded comments): Parking (20) Respondents indicated the cost and availability of parking on campus as a barrier. They also indicated disapproval of the removal of disability parking spaces in front of the Student Union Building (SUB) and Halpern Centre for Graduate Students. Students found that parking ended up being very far away from the building they are going to, and stalls being far away from the ticket dispensers. Disability parking spaces outside of the SUB and University Centre were identified as problematic because they require a UVic parking permit, or coins as payment. Respondents also reported that many buildings either didn’t have accessible parking or not enough.

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Doors (13) Respondents refer to doors being too heavy, and automatic doors often being out of order. Respondents also indicated that many accessible washrooms don’t have automatic doors, or have door openers on the outside only. One respondent reported that there are no automatic doors to enter the Mystic Market coming from the quad side of the building. Lighting (12) Students indicated light sensitivity issues caused by the lighting in many buildings, issues with fluorescent lighting causing migraines, and low lighting or lack of lighting outdoors at night causing problems for those with vision issues. Sidewalks (8) Comments about the sidewalks on campus included the dangers of tripping on raised edges or bumps; difficulties traversing campus sidewalks in a motorized wheelchair; tree roots emerging from the sidewalks causing a tripping hazard; and accessible sidewalks often being closed due to construction. Signage (7) Comments about signage on campus included problems with inadequate signage about smoking policies which affects the quality of the air, the need to provide graphical signs in addition to print signs, installing better signage for washrooms to help those who might need assistance in locating them quickly; and problems with unclear signage both outside and inside buildings. Elevators (6) Comments indicated a need for additional elevators in buildings; elevators being slow, run‐down, and not stopping level with floors. Washrooms (6) Comments on washrooms included accessible washrooms sometimes being locked at night; motion sensors to activate lighting not always working; lack of gender inclusive washrooms across campus; and issues with doors for washrooms being heavy or not having automatic doors. Air quality (2) Respondents specified problems with people smoking in building entrances and triggering asthma, and problems with poorly ventilated classrooms causing headaches/migraines/illness.

SERVICES FOR STUDENTS WITH A DISABILITY

When rating the usefulness of services for students with a disability, accommodated exams (96% rated extremely useful, very useful or moderately useful) and meeting with an RCSD advisor (90% rated extremely useful, very useful or moderately useful) were rated as the most useful, while learning assistance programs (80% rated extremely useful, very useful or moderately useful) and assistive technology training (77% rated extremely useful, very useful or moderately useful) were rated as the least useful.

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Figure 10 displays how useful the respondents rated each of the services for students with a disability. When looking at the comparison of the services in Figure 10, the variability in the number of responses should be noted. Respondents who indicated they didn’t use or didn’t know about the service were excluded.

Figure 10: Usefulness of RCSD Services.

KNOWLEDGE OF SERVICES

Some students responded that they were unaware of the different services offered for students with a disability. Accommodated exams were most well‐known (7% of respondents didn’t know about the service), while assistive technology training and alternate format text were the least well‐known (18% of respondents didn’t know about these services).

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Figure 11 shows the percentage of respondents who were unaware of each of the services offered for students with a disability.

Figure 11: Percent of respondents who did not know about RCSD services.

SERVICES FOR STUDENTS WITH A DISABILITY COMMENT ANALYSIS

The following themes were identified in student comments on services offered to students with a disability (50 total coded comments):

Cost (13) Students indicated that all services for students with a disability should be free and, in particular, noted the high cost of the note taking program and how the cost is prohibitive if students do not qualify for a grant. Respondents also reported that the free services are often not as good as paid services; issues with having to commit to a service (and its cost) before knowing of approval to cover costs; and that the health plan should cover counselling outside of the university if UVic Counselling Services does not have the capacity to meet all counselling needs internally. Lack of communication and information about disability services (8) Respondents indicated that there were communication issues around services for students with a disability. These include students not knowing if they are approved for a service until after they have committed to using and paying for a service; not being informed of the different options that are available for students; not being informed of the documentation requirements; not being provided with enough information about the intake stage or about on‐going service; struggling with the level of information provided in comparison to high school; and not being informed of the availability of services for students specifically with a diagnosed mental health issue. Note taking (7) Most comments about the note taking program were about the cost of the program. Some additional comments included the low quality of the notes taken or notes not properly reflecting the material of the course. More services for mental health issues (7)

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Students provided comments about the need for increased and additional services for those with mental health conditions. This includes additional access to counselling and/or psychiatry and priority services for those with mental health issues. Academic accommodation suggestions (6) Respondents indicated a need for additional accommodations (more time than the extra time given); more space and staff needed to properly accommodate students; the registration process for accommodated exams being difficult to complete and having to complete it every time an accommodation is needed; and issues with mistakes being made during accommodated exams (writing booklets forgotten; typos on the exam).

STUDENTS REGISTERED WITH RCSD/STUDENTS NOT REGISTERED WITH RCSD

42% (184) of respondents who indicated they identified with a disability were not registered with the RCSD. Of those students, 51% indicated that they didn’t think they needed the services offered by the RCSD, while 45% indicated that they weren’t sure if they were eligible to register. Figure 12 shows a breakdown of the reasons why students who identify with a disability did not register with the RCSD. Respondents could respond with multiple reasons.

Figure 12: Why respondents didn't register with the RCSD.

For respondents who indicated ‘Other’ as the reason they did not register with the RCSD, the following comments were provided:

Respondents didn’t think they needed the service, or the services didn’t apply to them (5)

Issues with documentation and timelines (2)

Respondents didn’t know about the resource or weren’t sure how to register or if they were qualified (2)

Issues with stigma and feeling shame to talk about their disability

Cost issues

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RATE OF REGISTRATION WITH THE RCSD

Figure 13 displays the percentage of students registered with the RCSD, by disability. Students with Aspergers/autism and students with a long‐term recurring physical disability responded with the highest rate of registration with the RCSD.

Figure 13: Percentage of each population registered with the RCSD.

ACADEMIC ACCOMMODATION

69% of respondents indicated that they have requested an academic accommodation. Figure 14 indicates a need for clarification in the survey question. The question intended to identify students who request academic accommodation external to the RCSD, but the results appear to show that respondents selected ‘directly from your instructor’ even when the RCSD was involved.

Figure 14: Percentage of respondents who have requested an academic accommodation.

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Figure 15 shows students satisfaction with the different aspects of the academic accommodation process.

Figure 15: Satisfaction with the academic accommodation process.

In the above graph (Figure 15), 2 groups of data were combined. The same questions about the academic accommodation process were asked to those who indicated they requested academic accommodation through the RCSD and to those who indicated they requested academic accommodation directly through their instructor. Since the survey results indicated confusion between the 2 groups, results were combined to provide an overall view of the satisfaction of the academic accommodation process.

ACADEMIC ACCOMMODATION BARRIERS

Figure 16 shows that 67% of 227 students responding experienced no barriers in academic accommodation. The remaining 75 respondents indicated at least one barrier. The types of accommodation provided, documentation problems, and miscommunication/confusion in implementation were reported as the most common barriers.

Figure 16: Barriers in the academic accommodation process

When respondents were asked about barriers they faced during the implementation of their academic accommodation memo, 34% indicated experiencing a barrier (see figure 17). The most frequently reported barrier was that instructors were unwilling to accommodate even after receiving the academic accommodation memo (17% of respondents).

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Figure 17: Barriers in the implementation of the academic accommodation memo.

ACADEMIC ACCOMMODATION COMMENTS

When asked if students had any comments on academic accommodations at UVic, the following themes were most commonly reported (135 total coded comments): Instructor issues (52) Instructor issues were the most common theme when commenting on academic accommodations. These issues include instructors being inflexible with accommodations, refusing to accommodate students, and breaching confidentiality and privacy issues around disabilities. Often, responses single out a particular instructor, and mention that for some/most instructors, academic accommodation is not an issue. Stigma (23) Respondents referred to stigma and discrimination felt during the academic accommodation process. This includes both from instructors and fellow classmates. Respondents also indicated feeling judged having an academic accommodation based on invisible disabilities, being singled out as a student with a disability, and feeling uncomfortable approaching instructors to notify them about an accommodation. Problems with documentation requirements (19) Respondents felt that the documentation they were required to provide was too extensive, and sometimes challenging to acquire or required an additional financial burden to procure. Confidentiality and privacy (10) Respondents indicated that some instructors broke confidentiality during the academic accommodation process. Respondents also indicated that processes could be improved to help maintain confidentiality (for example, being able to email academic accommodation letters). Issues with academic accommodation processes (6) Respondents indicated that the process of getting an academic accommodation added unnecessary stress to the issues they were already facing. They also mentioned a lack of clarity in requesting academic accommodations (some being made directly through the instructor and others made through the RCSD).

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COURSE OUTLINE

While 50% of students indicated that the course outline always or almost always states a willingness to provide accommodation, 21% of respondents indicated that the course outline either never or almost never states a willingness to provide accommodation.

Figure 18: Academic accommodation statement in course outline.

ACCESSIBILITY IN THE CLASSROOM

HELPFUL INSTRUCTOR PRACTICES

As part of the survey, students were asked what has been the most helpful approach/idea an instructor has used to help achieve success for a UVic student. The following themes were most prevalent (108 total coded comments): Personal support (21) Respondents indicated that instructors providing some form of personal support was most helpful in contributing to success at UVic. This includes instructors being proactive (asking students if they are struggling and what can be provided to help them succeed), being encouraging, learning about student disabilities, being compassionate, understanding circumstances, tailoring assignments based on needs and being available to talk about issues and problems. Accommodation and flexibility (20) Students indicated that instructors showing an openness and willingness to provide accommodation and flexibility for options within the classroom (providing multiple methods to complete assignments/exams) created more opportunity for students to succeed. This includes when an instructor is flexible around deadlines, open to discussing additional options for assignments, willing to provide make‐up options for missed assignments due to illness or disability and providing exam options that help alleviate stress. Technology use (16) Students indicated that use of technology by instructors contributed to their success. This includes having any course materials (slides, notes, articles, videos) provided to students online, preferably before they are used in lecture. Respondents also indicated the use of video (recording lectures), or audio recording as very helpful. Use of varied teaching methods (11) Students responded that instructors that teach using multiple delivery methods (lecturing, group work, discussion, videos) help students who struggle with learning in some contexts. Academic and time management strategies (10) Students responded that it was helpful for their success at UVic when instructors suggested academic strategies that would help them get through the school year. This includes time management skills, evaluating course loads, planning time to work outside of classes and learning how to study properly. Providing resource awareness (7) Respondents indicated that they found it very helpful when instructors directed them to resources on campus that can help them with both academic and health issues. Three comments specifically mention being referred to the RCSD by a professor. Instructor availability (3) Students reported that they found it helpful when instructors made themselves available to students, either through extended office hours, appointments, or email.

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TEACHING METHODS THAT NEGATIVELY AFFECT LEARNING

As part of the survey, respondents provided information about what teaching methods instructors use that negatively affect learning and success for students with a disability at UVic. The following themes were most common in the comments (131 total coded comments): Not making learning materials accessible (34) The most reported negative issue related to teaching methods is when instructors do not provide learning materials online for students to download. Most commonly this referred to PowerPoint slides used in class but also course and assignment outlines, articles and any other materials used in class. By posting these materials, preferably before the class/lecture, students are able to focus on the material instead of trying to listen as well as take notes, which many students indicated was an issue. Providing materials online also allowed students a chance to stay caught up with the rest of the class if they have to miss a class. Instructors talking or moving too fast through material (17) Many students indicated that instructors move through class material too fast, or that instructors talk too fast during lecture. Feeling discriminated against or harassed in class (14) Respondents reported that they experienced discriminatory remarks or discriminatory policies in the classroom. This includes the use of ableist language; the inability to recognize disabilities; refusal to provide accommodations; elitist and insensitive attitudes; ageism; hostile environments; the use of negative comments about accessible technology use; singling out students who are late (even though they are late due to their disability); putting down students with disabilities; using sexist and triggering language; and not believing disability issues are real. Participation and/or attendance marks (9) Students provided feedback that marks for participation or attendance negatively affected their learning. Many students with a disability have issues making it to every class, and feel it is unfair to lose marks for this reason. Students who have anxiety issues responded that marks for participation negatively affected their learning, as they struggle talking in front of groups of people. Exams worth too much of grade (8) Students reported that they prefer multiple small assessments to one test or exam that is worth a majority of their mark. This is due to exams causing stress, as well as students who struggle in exam environments and with exam formats. Assignments given too close to deadlines (6) Respondents indicated issues with assignments being given out too close to the assignment deadline. Due to their disability, assignments can take some students longer to complete, and if they are given more notice about when assignments are due, or a schedule of assignments for the course, they can plan to start assignments ahead of schedule and give themselves the appropriate amount of time. Overuse of and reliance on lecture slides (6) Some respondents found it difficult to learn when instructors relied too heavily on using lecture slides, or read directly from the slides instead of engaging with the content and students. Instructor availability (5) Respondents indicated that when instructors were slow to respond to emails or did not respond at all to emails, it negatively affected their learning.

27

UNIVERSITY BARRIERS

Figure 19 shows that the greatest barriers faced during students’ studies at UVic were financial barriers (52% of respondents experienced this barrier), negative attitudes of others (46% of respondents experienced this barrier), lack of personal or social support (41% of respondents experience this barrier) and inaccessible teaching methods/materials (32% of respondents experienced this barrier).

Figure 19: Barriers experienced at UVic.

For respondents who indicated ‘Other’ as the barrier they faced, the following were the most commonly identified:

Classroom issues (8) ‐ difficulty balancing course content with abilities; early classes; not being able to access labs after hours; not keeping up with the workload; professor prejudice.

Stigma (6) ‐ afraid of revealing disability; being socially isolated; having confidentiality broken.

STIGMA/DISCRIMINATION/HARASSMENT

46% of respondents indicated that they experienced ‘negative attitudes of others (e.g., stigma or misunderstanding about certain health conditions or disabilities)’ as a barrier during their studies at UVic. Figure 20 displays the percentage of each category that indicated experiencing this barrier, with the highest rates being attributed to students with an acquired brain injury or post‐concussion (58%), students with a chronic medical or health condition (57%) and students with a mental health condition (56%).

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Figure 20: Percent of each student category where stigma has been a barrier during their studies at UVic.

When looking at the open‐ended comments from the entire survey, 57 different comments brought up the issue of feeling stigmatized, discriminated against, or harassed due to a disability. Of the 57 comments, 13 also addressed the issue of having their confidentiality or privacy breached at some point.

29

ACCESSING ACADEMIC SUPPORT SERVICES

Of the listed academic support services in the survey, students with a disability indicated the highest usage of the Academic Advising centre, with 60% having used the services at least once. Students used the Residence Resource Hub the least, with only 5% indicating they used the Hub at least once.

Figure 21: Use of academic support services.

Figure 21 shows that many students with a disability are not aware of some of the resources that are available to them, particularly the Residence Resource Hub (22% of respondents didn’t know about the service), the RCSD Learning Strategist Program and/or Learning Consultant (14% of respondents didn’t know about the service) and the Centre for Academic Communications (11% of respondents didn’t know about the service).

MENTAL HEALTH ISSUES

When looking at the differences of accessibility experiences at UVic between respondents who identify with a mental health condition, and those who identify with any other disability, the following areas showed significant differences between the two groups.

MENTAL HEALTH – TECHNOLOGY

For technology accessibility at UVic, the one area that showed a major difference between those who identify with a mental health condition, and those who identify with any other disability, was the satisfaction with the UVic Computer Help Desk. A much lower percentage of students with a mental health condition were somewhat or very satisfied (61%) with the accessibility of the Computer Help Desk than those with any other disability (82% somewhat or very satisfied).

30

Figure 22: Technology accessibility ‐ mental health compared to other disabilities.

MENTAL HEALTH – SERVICES FOR STUDENTS WITH A DISABILITY

When providing responses on the usefulness of services for students with a disability, some services were rated significantly less useful by students who identify with a mental health condition in comparison to those who identify with any other disability. There is a significant difference in how useful students with a mental health condition found the assistive technology training (56% found extremely, very, or moderately useful compared to 85% for those identifying with other disabilities) and to a lesser extent, when meeting with an advisor at the RCSD (86% found extremely, very, or moderately useful compared to 94% for those identifying with other disabilities) It should be noted that in Figure 23, students who indicated that they didn’t know about the service, or didn’t use the service, have been excluded, leaving only those respondents who have used the service.

Figure 23: Disability services ‐ mental health compared to other disabilities.

MENTAL HEALTH – INCLUSION IN THE ACADEMIC ACCOMMODATION PROCESS

When comparing how students with a mental health condition and students identifying with any other disability experience the academic accommodation process, students with a mental health condition feel less included in the process. Figure 24 shows that when making academic accommodations, 75% of students with a mental health condition somewhat or strongly agreed that they felt included in the academic accommodation process, compared to 88% of students with any other disability.

Figure 24: Inclusion in the academic accommodation process ‐ mental health compared to other disabilities.

MENTAL HEALTH – UNIVERSITY BARRIERS

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When looking at barriers faced by students during their studies at UVic, student with a mental health condition reported experiencing barriers more often than students with any other disability. 89% of students with a mental health condition reported facing a barrier during their studies, compared to 71% of students who identified with any other disability. Other areas where those with a mental health condition reported greater barriers were in the negative attitudes of others, and a lack of personal or social support.

Figure 25: Barriers for students with a mental health condition.

CONCLUSION

FUTURE SURVEY CHANGES

In any future iterations of the survey instrument, the following changes are recommended: Collect additional information about the types of mental health conditions With the variety of mental health conditions that students identify with, and the differences in needs that accompany them, it may be helpful in future surveys to determine the type of mental health conditions that students identify with. Clarify and collect additional information about sensory disabilities When looking at data from students with sensory disabilities, better conclusions could be made knowing the type of sensory disability that a student identifies with, as the needs of those with visual disabilities is different than those with auditory disabilities. Additional clarity in the description of what it means to have a sensory disability is also required, as is indicated by the underreporting of students identifying with a sensory disability and also being registering with the RCSD. Fix inconsistencies in likert scale For the two questions about the cooperativeness of instructors during the academic accommodation process done through the RCSD and directly through the instructor (found in Appendix B), inconsistent likert scales caused the data between the two questions to be incomparable. In the next iteration of the survey, the same scale should be used. The table below shows how the two questions differed in the current version of the survey.

Q62. How cooperative have you found instructors throughout the academic accommodation process?

Very cooperative

Somewhat cooperative

Neither cooperative nor uncooperative

Somewhat uncooperative

Very uncooperative

Q70. How cooperative have you found instructors throughout the academic accommodation process?

Extremely cooperative

Very cooperative

Moderately cooperative

Slightly cooperative

Not at all cooperative

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Update wording on questions about academic accommodation The survey results indicated that there was wording issues on the survey around how students requested academic accommodations. Results showed that there was confusion on whether students requested academic accommodation through their instructor or through the RCSD. Wording on these questions needs to be clarified to clearly explain the difference between the two ways to request accommodation. Explore the relationship between instructors and students with a disability in more depth Throughout the comments, a common theme is the relationship between students with a disability and their instructors. While some questions on this survey are related to this topic, more in‐depth questions on this topic may provide more insight to students’ experiences in the classroom.

33

APPENDIX A: COMMENT EXAMPLES

RESIDENCE ACCESSIBILITY COMMENTS

Theme Comment

Issues with physical accessibility

Although I understand the difficulties in fixing this, it was frustrating that all the buildings were not accessible. As I also worked with ResLife, it limited the locations I could work in. Also, the cafeteria is quite large, and as I lived on the side opposite from the elevator, it would usually take me an extra 5 minutes of walking just to access the elevator.

Noise

Because of my anxiety and ADHD, I require a quiet space to de‐stress and study. The sound proofing in residence was not adequate to meet my needs.

Food

Many buildings have questionable upkeep, e.g. incidences of mold. During reading breaks or exam periods, food options also become extremely limited.

TECHNOLOGY SERVICE ACCESSIBILITY COMMENTS

Theme Comment

The need for increased access to technology on campus

Because of my ADHD, I often find that I do not work well during the day time. It would be helpful if computer labs with specialty programs required for UVic courses (e.g., MiniTab, SPSS, MATLAB, etc) were open later so that I could get work done using these programs that I do not otherwise have access to during a time that works for me.

Issues using CourseSpaces

CourseSpaces is very slow to respond (when scrolling or entering text/data), making it hard and frustrating to use. It is hard to know whether I need to re‐enter things, or if the system is just taking a long time to recognize my input.

Issues using the UVic website

the website is very confusing and I often struggle to find the resources and information I am looking for beyond the general library access. It feels like a website you have to learn how to use, not one that is user‐friendly.

Issues with the UVic website and app on mobile devices

The mobile site is not set up well for certain devices.

General comments

Anytime I have had technology accessibility issues the computer help desk people and UVIC librarians have been extremely helpful in resolving them.

CAMPUS PHYSICAL ACCESSIBILITY COMMENTS

Theme Comment

Parking

I cannot believe the university decided to remove the disabled parking spaces outside the SUB and Grad Building. This has made both these buildings on some occasions (when carrying books) inaccessible to me, and most of the time completely decreased accessibility. I have regular meetings with a study group i the Grad Building and have been unable to attend due to having to walk the distance from the nearest parking lot. A great example of disabling policy. Also the meters for disabled parking outside the SUB and the Student Services Building (unbelievably) only take loonies and quarters, so if you forget this, or don't know it, or only have a toonie, you have to park elsewhere.

Doors

A lot of the automatic doors either don't work or are locked when you go to use them leading to a lot of struggling with the doors or frustration at having to rely on others to help you

Lighting

The lights in most buildings hurt my eyes, they do not use diffused lighting so I try to avoid certain rooms and buildings (ECS third floor especially). In the ECS almost all the lights are

34

extremely bright, unshielded lights with an unnatural spectrum which is hard on most eyes, and mine especially

Sidewalks

Walkways do not drain well when it rains. Often deep puddles between First Peoples House and MacLaurin

Signage Picture Signs In addition to print signs would be helpful in Navigating the Campus Elevators

There are not enough elevators in the McLaurin building. In fact, there is not even one elevator in one of the wings.

Washrooms

I have discovered a few restrooms that have a button to push on the outside that opens the doors (inward), but no such button inside. If someone were in a wheelchair and didn't realize this immediately after entry, they could be trapped inside.

Air quality

I have experienced frequent headaches/migraines/nausea/illness in classrooms which do not have any/enough windows and/or are poorly ventilated ‐ I feel this affects my schoolwork significantly

SERVICES FOR STUDENTS WITH A DISABILITY COMMENT ANALYSIS

Theme Comment

Ministry funding

Costs in the LAP's make it less accessible now. ‐The unknown factor of whether a student is approved for services, happens AFTER they commit to them and are required to cover costs that aren't approved. (Even used car salesmen's tell you if you're pre approved)

Referrals to disability services

They are really great resources but I wasn't aware of their availability to students with diagnosed mental health issues. I was diagnosed in 2013 but only registered with the RCSD in 2015, because of my new ADHD diagnosis. I wish I had known that the resource center was a resource available to me solely on the basis of my anxiety.

Learning Assistance Programs

The note taker that I was provided was not useful as their notes did not reflect the material of the course whatsoever.

More services for mental health issues

There needs to be a priority for students with mental health issues.

General comments on services

It is my opinion that the RCSD needs more space and more staff in order to properly accommodate students. There is little if any flexibility around exam scheduling due to not enough space to seat people at the RCSD during exams. The staff also seem stressed out by this too.

ACADEMIC ACCOMMODATION COMMENTS

Theme Comment

Instructor issues Accommodation continues to rely heavily on individual teachers. I had one teacher who was not at all accommodating, but I also didn't have the energy to report him, getting through school with my condition is challenging enough. The lack of accommodation also affected my grade in his course. In fact, it is the lowest grade I've had a at UVic. Perhaps more training or consequences for professors who are not accommodating would change their cavalier attitude.

Stigma Privacy as to what the cause of my need for academic accommodation was not offered. I suffer from mental illness and some instructors may falsely believe I am being lazy or should just snap out of a mood swing (or others sorts of stigma), and I fear that they secretly judge me negatively.

Problems with documentation requirements

It needs to be more flexible and overarching...should not have to seek doctors notes again and again

35

Broken confidentiality and privacy

Teachers want to know the need, but tend to do it when the rest of the class is there.

Issues with academic accommodation processes

In my experience, there are no established procedures for accommodation. Some professors deal with me one‐on‐one, others insist I go through administration. I do not understand the system, or what is expected, and I never have. Usually I do what I think is expected, and it usually it works out. But confusion is a constant.

HELPFUL INSTRUCTOR PRACTICES

Theme Comment

Personal support Some instructors have been amazing and have learned about my disability, created new ideas about how I can finish work in accordance with accommodations, and have celebrated my disability culture with me. There are standout instructors at UVic that are truly exemplar human beings and deserving of the highest praise.

Accommodation and flexibility

Providing alternative options to the curriculum as opposed to making everyone do the same assignments, allowing people to have a more custom approach to their learning and exercise their individual strengths.

Technology use Posting absolutely everything online to allow for later review.

Use of varied teaching methods

Providing multiple sources of information about the course content. Comparing information from different sources allows me to see what is especially important about a theory. Having complete written information (terms/definitions, context, applications, procedures, etc.) allows me to see the structure of the topic and what is the connection to everything. The more organized and straightforward the better

Academic and time management strategies

When they are willing to talk/suggest strategies to meet both my needs and the requirements of the class. Some went out of their way to suggest alternative approaches when what was being done by the class would not work for me.

Providing resource awareness

My professor suggested I register with the RCSD/ talk to a psychologist after I had a panic attack in a midterm.

Instructor availability

Given me extra visiting hours to help me through the work.

TEACHING METHODS THAT NEGATIVELY AFFECT LEARNING

Theme Comment

Not making learning materials available

Make all electronic materials available. I understand they want to encourage lecture attendance but I generally miss a third of lectures from being sick, and that is frustrating enough without having to chase down notes. I don't want a note‐taker ‐ no one can do that better than I can. I simply want access to the material.

Instructors talking or moving too fast through material

Talking too fast, or using a combination of talking fast while also providing lengthy notes that need to be copied.

Feeling discriminated against or harassed in class

I have one instructor who refuses to accommodate different studying/learning methods. When this was brought to their attention they ignored the issue.

Participation and or attendance marks

Assigning participation marks when I am frequently unable to attend class.

Exams worth too much of grade

Having stressful in‐class exams which are worth a large percentage of our grade ‐ I don't necessarily believe that this form of testing is the best method of seeing a person's comprehension of the course, because other factors (such as stress/anxiety) can interfere

36

Assignments given too close to deadlines

Professors sometimes do not release the readings until a day or two beforehand, since reading can take me longer than most people, this can be particularly difficult.

Overuse of and reliance on lecture slides

When teachers only put up slides and read off of them, and they don't engage in what they are teaching.

Instructor availability

He doesn't answer any e‐mails 7 days before an exam.

37

APPENDIX B: ACADEMIC ACCOMMODATION INSTRUCTOR COOPERATION

As part of the survey, respondents were asked to rate how cooperative their instructors were throughout the academic accommodation process. The question was asked to those who indicated they made accommodation through the RCSD and to those who indicated they made accommodation directly through their instructor. Due to an error in the survey setup, different scales were used to measure instructor cooperation for academic accommodations made through the RCSD and academic accommodations made directly through the instructor, so results between the two questions are not comparable. Due to this survey setup error and in addition to the respondent confusion around what it means to make an academic accommodation directly through their instructor, the following figures showing instructor cooperation throughout the academic accommodation process were removed from the report. Although these figures were removed from the report, they still provide insight into the cooperativeness of instructors. 93% of respondents indicated that their instructor was very or somewhat cooperative throughout the academic accommodation process done through the RCSD, with 0 students responding that their instructors were very uncooperative.

Figure 26: Instructor cooperation through academic accommodation process done through RCSD.

When students indicated that they requested academic accommodation directly through their instructor, 95% of students responded that their instructor was extremely, very or moderately cooperative throughout the academic accommodation process.

Figure 27: Instructor cooperation through academic accommodation process done directly through instructor.

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APPENDIX C: SURVEY INSTRUMENT

Page - Accessibility for Students at UVic

If you wish to withdraw from the survey, but still enter the prize draw, all questions are optional and you may skip to the end of the survey.

Required answers: 0 Allowed answers: 0

Q1 Which of the following apply to you: (Check all that apply)

Learning disability

ADHD/ADD

Mental health condition (e.g., clinical anxiety, depression or bi-polar)

Long-term recurring physical disability

Long-term recurring sensory (e.g, visual impairment, Deaf, blind or hard of hearing)

Chronic medical or health condition

Acquired brain injury or post concussion

Aspergers/Autism

Other (please specify) [Textbox]

Prefer not to say

None of these apply to me but I am advocating for a student

None of these apply to me (Go To End)


Q2 Are you currently registered with the Resource Centre for Students with a Disability (RCSD)?

Yes

No


Next Page: Conditional

Page - 2



Display if Q2='No'

Q3 Why are you not currently registered with the Resource Centre for Students with a Disability (RCSD)?

Didn't know about RCSD programs and services

Not sure I am eligible to register with the RCSD

I don't think I need services offered by the RCSD

My documentation was insufficient to allow me to register



Display if Q2='No'

Next Page: Sequential

Page - 3



Residence


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Q4 Have you ever lived in residence (on-campus)?

I currently live in residence.

I have lived in residence.

I would have liked to live in residence but was not offered a space.

I would have liked to live in residence but the facilities were not available to meet my accessibility needs. (please explain) [Textbox]

No, I have never lived in residence



Page - 4

Display if Q4='I currently live in residence. ' OR Q4='I have lived in residence. '



Q5 Did the residence facilities (e.g., room, bathroom, building, related facilities, common spaces) meet your accessibility needs?

Yes

No


Q6 Please provide any comments on why the residence facilities didn't meet your accessibility needs:

[Textbox]



Page - 5



Technology


Q7 Which of the following assistive technologies do you use? (Check all that apply)

Dragon Naturally Speaking (Voice Recognition)

Kurzweil 3000 (Reading/Writing/Speech)

E-Text Reader (Reading/Speech)

Zoom Text (Screen Magnification)

MAGic (Screen Magnification)

Large trackball

Alternative mouse (trackball, head mouse, etc.)

Alternative Keyboard (split, ergonomic, mini, etc.)

Open Book (Scanning Reading)

JAWS (Screen Reader)

Window Eyes (Screen Reader)

Inspiration software

Operating system access features (sticky keys, filter, etc.)

Display settings (contrast, color, etc.)

SmartPen


None of the above

40


Please indicate your level of satisfaction with the accessibility of the following technology offerings from UVic:

Q8 Main uvic.ca website

Very satisfied

Somewhat satisfied

Neither satisfied nor dissatisfied

Somewhat dissatisfied

Very dissatisfied

Do not use this technology

I was not aware of this technology


Q9 UVic log-in page (uvic.ca/mypage)

Very satisfied

Somewhat satisfied



Very dissatisfied




Q10 CourseSpaces/Moodle (coursespaces.uvic.ca)

Very satisfied

Somewhat satisfied



Very dissatisfied




Q11 The Computer labs (available in CLE, BEC, and HSD)

Very satisfied

Somewhat satisfied



Very dissatisfied




Please indicate your level of satisfaction with the accessibility of the following technology offerings from UVic:

Q12 The Computer Help Desk (technical support)

Very satisfied

Somewhat satisfied



Very dissatisfied

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Do not use this resource

I was not aware of this resource


Q13 Are there any recommendations related to accessibility and technology that you would like to comment on?

[Textbox]


Library Accessibility


Q14 Which library to you primarily use?

Mearns Centre - McPherson Library

Law Library

Curriculum Library

I don't use any of the libraries


Q15 Please identify any physical barriers in UVic libraries that make it difficult for you to access its resources: (Check all that apply)

Entrance/exit

Elevators

Stairs

Doors

Lighting

Book stacks

Washrooms



Please indicate your satisfaction with the accessibility of the following library facilities and resources:

Q16 Signs in the library

Very satisfied

Somewhat satisfied



Very dissatisfied




Q17 Individual study carrels

Very satisfied

Somewhat satisfied



Very dissatisfied




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Q18 Priority workspaces

Very satisfied

Somewhat satisfied



Very dissatisfied




Q19 Respite room

Very satisfied

Somewhat satisfied



Very dissatisfied




Q20 Adaptive technology and equipment

Very satisfied

Somewhat satisfied



Very dissatisfied




Q21 Computer work stations and chairs

Very satisfied

Somewhat satisfied



Very dissatisfied




Q22 Alternative Text

Very satisfied

Somewhat satisfied



Very dissatisfied




Q23 Book retrieval

43

Very satisfied

Somewhat satisfied



Very dissatisfied




Q24 Proxy Access

Very satisfied

Somewhat satisfied



Very dissatisfied




Q25 Reserve services

Very satisfied

Somewhat satisfied



Very dissatisfied




Q26 Library Help Desks

Very satisfied

Somewhat satisfied



Very dissatisfied




Q27 Loan Desks

Very satisfied

Somewhat satisfied



Very dissatisfied




Q28 For accessible workstations with adaptive technology within the libraries, please indicate your preference:

A separate area for persons with disabilities

44

To have such resources available throughout the libraries



Q29 Do you have any comments on the accessibility of library facilities, resources and services?

[Textbox]



Page - 6



Physical Environment


Outside of residence and libraries facilities, please indicate your satisfaction with the accessibility of the following:

Q30 Classrooms

Very satisfied

Somewhat satisfied



Very dissatisfied

No opinion


Q31 Hallways

Very satisfied

Somewhat satisfied



Very dissatisfied

No opinion


Q32 Stairs

Very satisfied

Somewhat satisfied



Very dissatisfied

No opinion


Q33 Restrooms

Very satisfied

Somewhat satisfied



Very dissatisfied

45

No opinion


Q34 Elevators/lifts

Very satisfied

Somewhat satisfied



Very dissatisfied

No opinion


Q35 Automatic doors

Very satisfied

Somewhat satisfied



Very dissatisfied

No opinion


Q36 Doorhandles

Very satisfied

Somewhat satisfied



Very dissatisfied

No opinion


Q37 Interior/exterior signage

Very satisfied

Somewhat satisfied



Very dissatisfied

No opinion


Q38 Interior/exterior lighting

Very satisfied

Somewhat satisfied



Very dissatisfied

No opinion


Q39 Sidewalks/ramps

Very satisfied

Somewhat satisfied

46



Very dissatisfied

No opinion


Q40 Parking

Very satisfied

Somewhat satisfied



Very dissatisfied

No opinion


Q41 Grounds maintenance

Very satisfied

Somewhat satisfied



Very dissatisfied

No opinion


Q42 Road surface

Very satisfied

Somewhat satisfied



Very dissatisfied

No opinion


Q43 Do you have any comments on the physical accessibility of campus facilities?

[Textbox]


Q44 Did you know that you can report physical barriers at UVic by contacting Facilities Management?

Yes

No



Page - 7



Experience with the RCSD


47

As a student identifying with a disability, how useful have you found the following UVic services:

Q45 Meeting with an Advisor at the RCSD

Extremely useful

Very useful

Moderately useful

Slightly useful

Not at all useful

Do not use this service

I was not aware of this service


Q46 Alternate format text

Extremely useful

Very useful

Moderately useful

Slightly useful

Not at all useful




Q47 Assistive technology training

Extremely useful

Very useful

Moderately useful

Slightly useful

Not at all useful




Q48 Accommodated Exams

Extremely useful

Very useful

Moderately useful

Slightly useful

Not at all useful




Q49 Sign language interpreting/Typewell transcribing

Extremely useful

Very useful

Moderately useful

Slightly useful

Not at all useful




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Q50 Learning Assistance Programs (learning strategists, tutor matching, note taking)

Extremely useful

Very useful

Moderately useful

Slightly useful

Not at all useful




Q51 Do you have any comments about the services offered to students with a disability?

[Textbox]



Page - 8



Q52 Have you experienced any of the following barriers during your studies at the University of Victoria? (Check all that apply)

Financial barriers (e.g., not enough money to pay for necessary supports, medications or academic assistance)

Inaccessible teaching methods/materials

Negative attitudes of others (e.g., stigma or misunderstanding about certain health conditions or disabilities)

Lack of personal or social support

Administrative barriers (please specify) [Textbox]


No, I haven't experience any barriers


Q53 Have you ever requested an academic accommodation? (Check all that apply)

Yes, directly from your instructor

Yes, through the RCSD

No, I have never requested an academic accommodation


Q54 Do you have any comments on your answer above?

[Textbox]



Page - 9

Display if Q53='Yes, through the RCSD'



Please indicate your agreement with the following statements in regards to your academic accommodation through the RCSD:

Q55 My plan for academic accommodation was fully implemented with no issues

49

Strongly agree

Somewhat agree

Neither agree nor disagree

Somewhat disagree

Strongly disagree


Q56 I felt included in the academic accommodation process

Strongly agree

Somewhat agree


Somewhat disagree

Strongly disagree


Q57 The academic accommodation process was clear

Strongly agree

Somewhat agree


Somewhat disagree

Strongly disagree


Q58 The academic accommodation process met my needs

Strongly agree

Somewhat agree


Somewhat disagree

Strongly disagree


Q59 Please select any of the following that you encountered during the academic accommodation process: (Check all that apply)

Medical or psychological documentation was insufficient or not current

I was ineligible for academic accommodations and was refused

I wanted different academic accommodations than I was provided

I experienced none of the above

Other (please explain) [Textbox]


Q60 Please select any of the following barriers you experienced during the implementation of your academic accommodation memo: (Check all that apply)

My instructor was unwilling to accommodate me after receiving the academic accommodation memo

Confidentiality about my need for academic accommodation was not maintained

My academic accommodation plan as set out in the memo of academic accommodation was not implemented early enough to support my coursework

I experienced no barriers



Q61 Do you have any comments on your above answers?

[Textbox]

50


Q62 How cooperative have you found instructors throughout the academic accommodation process?

Very cooperative

Somewhat cooperative

Neither cooperative nor uncooperative

Somewhat uncooperative

Very uncooperative

I have not gone through the academic accommodation process



Page - 10

Display if Q53='Yes, directly from your instructor'



Please indicate your agreement with the following statements in regards to your academic accommodation directly from your instructor:

Q63 My plan for academic accommodation was fully implemented with no issues.

Strongly agree

Somewhat agree


Somewhat disagree

Strongly disagree


Q64 I felt included in the academic accommodation process.

Strongly agree

Somewhat agree


Somewhat disagree

Strongly disagree


Q65 The academic accommodation process was clear.

Strongly agree

Somewhat agree


Somewhat disagree

Strongly disagree


Q66 The academic accommodation process met my needs.

Strongly agree

Somewhat agree


Somewhat disagree

Strongly disagree


51

Q67 Please select any of the following that you encountered during the academic accommodation process: (Check all that apply)

Medical or psychological documentation was insufficient or not current

I was ineligible for academic accommodations and was refused

I wanted different academic accommodations than I was provided

Miscommunication/confusion in implementation

Other (please explain) [Textbox]

I experienced none of the above


Q68 Please select any of the following barriers you experienced during the implementation of your academic accommodation memo: (Check all that apply)

My instructor was unwilling to accommodate me after receiving the academic accommodation memo

Confidentiality about my need for academic accommodation was not maintained

My academic accommodation plan as set out in the memo of academic accommodation was not implemented early enough to support my coursework


I experienced no barriers


Q69 Do you have any comments on your above answers?

[Textbox]


Q70 How cooperative have you found instructors throughout the academic accommodation process?

Extremely cooperative

Very cooperative

Moderately cooperative

Slightly cooperative

Not at all cooperative

I have not gone through the academic accommodation process



Page - 11



Academic and Learning Support Services


How often have you accessed the following student academic support services that are available in the Learning Commons:

Q71 Centre for Academic Communications (Formerly the Writing Centre)

1 - 5 times per term


11+ times per term

I did not know about this services

I have never used this service


Q72 International Learning Commons

52



11+ times per term




Q73 Academic Advising



11+ times per term




Q74 Math and Statistics Help



11+ times per term




Q75 RCSD Learning Strategist Program and/or Learning Consultant



11+ times per term




Q76 Residence Resource Hub



11+ times per term




Teaching Support Services


Q77 What has been the most helpful approach/idea that an instructor has used to help you be successful as a UVic student?

[Textbox]


Q78 Have frequently have you found that your course outlines state a willingness to accommodate?

Every time

Almost every time

Occasionally/Sometimes

Almost never

53

Never


Q79 Are there teaching methods your instructors use that negatively affect your learning?

Yes (please explain) [Textbox]

No



Page - Demographics



Q80 What faculty are you currently studying in?

Business

Education

Engineering

Fine Arts

Human and Social Development

Humanities

Law

Science

Social Sciences

Graduate studies



Q81 How many courses are you registered in this term?

0

1

2

3

4

5

6+



Documents

on Accessibility for Students at UVic Research Study · 2020-01-24 · o assistive technology on more workstations. (f) Voice recognition software is the most used type of accessibility