Supporting students with special needs efficiently

Presentatie over: "Supporting students with special needs efficiently"— Transcript van de presentatie:

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

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

3 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.

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

5 Changes in student population Developments educational policies
Society Diagnostic tests Support 1st & 2nd 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

6 Location University of Twente

7 UT BSc > 5.300 Pre MSc > 320 MSc > 4.000 Researchers: 3.300
Context Figures Lisbon & Bologna agreements: BaMa 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 BSc > 5.300 Pre MSc > 320 MSc > 4.000 Researchers: 3.300

8 Organizational structure
UT general Chain of counseling

9 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 Maturity 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

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

11 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.

12 Maturity model ( van Luyk, 2013)

13 Self Assessment & Maturity

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

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

16 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)

17 Studiekeuzecheck / matching UT
Online questionnaire Meeting with academic counsellor

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

19 Circumstances < > challenges for student

20 Challenge < > possibilities

21 Challenge < > possibilities

22 ‘Sociale kaart’

23 Website UT circumstances/dyslexia/

24 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

25 ? Stappen in problemsolving/Kaizen 2 1 5*WHY 6 4 5 3 17-9-2018
Problem / hypothesis What is bothering us? With wich root cause do we get started? What is the cause of the problem? 5*WHY So what / why is this bad for the organization Who is customer What is the need 6 Problem definition: We have to solve this, how do we do that? Check and Deposit The problem is less significant? Is the customer happy? 5 4 3 Which countermeasure for the problem can we use easy? Brainstorm possible solutions for that one bottleneck Make your implementation plan apr 2 weken vooruit jan feb mrt Initiatief 1 Initiatief 2a Initiatief 2b Initiatief 3 Activiteit

26 6 steps to a lasting dissolved (less) problem
What's the problem? Why is it a problem? What are sub-problems? Structure the problem 1 6 Check & “secure“ Hold accomplished changes ? 5*WHY 2 5 Analyze the facts Implemente 80% cum % 100 80 60 40 20 subproblemen volume apr 2 weken vooruit jan feb mrt Initiatief 1 Initiatief 2a Initiatief 2b Initiatief 3 Activiteit Wat Wanneer Wie Waarom standaard problemsolving: Je wilt dat problemen bij de bron worden weggenomen, geen pleisters plakken Je wilt dat oplossingen geborgd worden, zodat problemen niet meer terugkomen Een standaard aanpak geeft gewenning aan het proces  helpt om gezamenlijk tot oplossingen te komen Gewenning zorgt ervoor dat het steeds sneller zal gaan  snelle tegenmaatregelen die geimplementeerd worden Randvoorwaarden: 2 manieren waaruit de kaizen kan worden gestart: Mensen hebben ergens “last” van en kunnen dit specifiek benoemen  start kaizen met daarbinnen evt. waardestroom analyse De keten is in beeld gebracht, en daar zitten knelpunten in die je aan wilt pakken  start kaizen Uitvoering: Doorloop stap voor stap de stappen. Zorg ervoor dat iedere stap goed afgerond is, voor je de volgende fase in stapt Per stap: zie instructie per stap Troubleshooting: Men wil te snel naar een volgende fase  zorg dat je als begeleider het waarom van iedere stap uitlegt. Benoem de exitcriteria per stap. Laat de groep zelf checken of aan de criteria voor deze stap is voldaan. Men wil niet dat er wat aan het probleem wordt gedaan. Signaal: Men volgt de het proces, doet leuk mee, maar op het moment dat een belangrijke oorzaak moet worden benoemd, komt er geen keuze.  check of men echt wil dat het probleem wordt opgelost.Luister heel goed naar de antwoorden, vraag door. Als men echt niet wil. Stop de sessie. 4 3 Generate possible solutions Create implementation plan

27 LVSA workshop

28 Melbourne, 2015

29 Root Causes Faculty EEMCS
Equipment Process People Materials Environment Management Gevolgen beleidstukken ( niet gedeeld), T in organisatie begeleiding, onderlinge verschillen visie, Fte, afstemmingen, standaardisering, beschikbaarheid materialen

30 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: adviser/ More structural contacts with teachers Kind of overview

31 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 Behoefte aan meer structuur en uniformiteit staf. Vaststellen sort van ‘behandelovereenkost > duidleijkheid studemt & staf. Beter kunnen handle van grote aantallen

32 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.

33 Overview start digital filing cabinet
Contacten SA EWI, Alina

34 What can you do? NACADA stuk iets van Assessment Seminar
LEAN, assessment seminar, CASS

35 Thank you