The Scottish Government

Intent

Objectives

Focus

Evidence requirements

Implementation guidelines

Recommendations regarding the need for assistive technology and other types of support are determined by the unique educational needs of each individual student and not based on diagnosis alone.

The student must be recognised as a key source of information about how his/her situation impacts on study and learning experiences

To identify what aids and support are most likely to enable the student to achieve his/her potential and to ensure that this is reflected in the assessment recommendations.

To take into account the student's level of confidence and/or 'readiness' to use proposed study aids and supports

ASSESSMENT PROCESS

STUDENT INVOLVEMENT

Information relevant to the assessment (student background, history and prior experience, etc.) is sought and taken into account.

Consultation and direct engagement with student is an integral part of the assessment.

Knowledge and understanding of potential barriers to learning demonstrated by assessor.

Permission granted by student for access to relevant reports/results.

Direct engagement with the student is central to the needs assessment process. Typically, this will occur through face-to-face contact. However, circumstances that would make this difficult do occasionally arise, e.g. a student is in hospital at the time of application or unable to make the journey to the assessment venue. Rarely, an assessor may travel to the student - or conduct some aspects of the assessment by other means (video-conferencing, telephone, third party assistance).

A sample pro-forma for the gathering and reporting of information is included in section 3.

Intent

Objectives

Focus

Evidence requirements

Implementation Guidelines

A reliable process is in place to confirm that all assessors are impartial and have the skills to identify the study aids and strategies needed to remove barriers to student performance.

When a student presents with issues that are beyond the knowledge and scope of the assessor, additional advice from other sources can be sought.

Every person involved in undertaking needs assessments (or contributing to one or more aspect of the same) is appropriately qualified and experienced .

Assessors have regular opportunities to update their knowledge and skills.

Communication between assessors is encouraged and access to specialist expertise is facilitated by appropriate networking.

QUALIFICATIONS OF ASSESSORS

RELATIONSHIPS WITH OTHER SERVICES

LINKS BETWEEN ASSESSORS

CONTINUING PROFESSIONAL DEVELOPMENT

Assessors have relevant qualifications and experience.

All assessors are authorised/ registered to provide assessment services and do so under the auspices of a recognised institution or agency.

Assessors, and their employers (or contractors) demonstrate an active commitment to continuing personal and professional development.

It is crucial to the credibility of the needs assessment process that assessors' judgements are well informed - and not perceived to be influenced by material gain for their institution or themselves. Registration of centres as approved providers of needs assessments should increase confidence in the process. The registration process will include the following elements:

1. Application by institution or centre to become an assessment provider.

2. Approval of application by audit panel.

3. Entry on list of approved providers of assessment - held by SAAS

4. Ongoing quality assurance and monitoring.

Intent

Objectives

Focus

Evidence requirements

Implementation Guidelines

Decisions about the most appropriate study aids and strategies for the individual student are always made in context and with reference to the host institution.

The host institution fulfils its legal responsibilities and moral obligations to the student.

Students are supported on an ongoing basis in their use of recommended study aids and support strategies.

Support needs are reviewed and updated as required to accommodate changing needs.

Compatibility is achieved between assistive aids and other forms of support - and provision made by (or arranged through) the institution is included.

CONTEXT

RELEVANCE OF LEARNING ENVIRONMENT

KNOWLEDGE OF COURSE DEMANDS

CLARITY OF ROLES

Student's permission to consult appropriately and to share information is always sought.

Information about the student's course [mode(s) of delivery; demands; content] is gathered and used to inform assessment recommendations.

Feasibility of implementing assessment recommendations is confirmed and documented.

Roles and responsibilities, including those of the student and the host institution, are explicitly stated in the assessment report.

When making an assessment of need, it is important to establish the nature and extent of support already being received on course, if any.

Assessors should be mindful that recommendations should not be solely or primarily resource driven. Study aids and support strategies should be recommended because they best meet the identified needs. This will not always equate with what is 'easiest to provide'.

NB. The student reserves the right to withhold information about his/her disability from the host institution but should be made aware of the possible implications of non-disclosure.

Intent

Objectives

Focus

Evidence requirements

Implementation Guidelines

The assessor considers a range of tools and strategies - including no tech, low tech and high tech - to meet the needs of the student.

There is not an automatic assumption that assistive technology will always have a role in the support plan - or that having a disability necessarily equates with having additional support needs.

Opportunities exist for updating of study aids and strategies as needs change.

The assessment process provides opportunities to explore a range of support strategies.

A good match is achieved between the need/desire for assistive technology and support and the provisions made as a result of the assessment.

Where possible, study aids and strategies should facilitate the same range of options and curricular choices for the user as is available to his/her peers on course.

RANGE OF AIDS & STRATEGIES

ASSESSMENT FACILITIES

Facilities for assessment comply with, or exceed, minimum standards.

Assessment report shows evidence that the pros and cons of a variety of aids and strategies have been explained, demonstrated and, if appropriate, tried out.

With complex or unfamiliar aids and strategies, students are given the opportunity to trial the equipment before assessment recommendations are finalised. This may involve the loan of equipment from a third party.

General information about the range of resources one might expect to find in a typical assessment facility will be made available.

It is acknowledged that some students will:

a. benefit from more time to try out equipment than the assessment itself allows, or

b. be assessed as needing access to bespoke or highly specialised aids.

Assessors may defer final recommendations until after this has occurred.

Facilities for borrowing equipment from a centralised loan bank are available to FE colleges through the BRITE Initiative. Consideration is being given to the establishment of a similar facility for HE.

Intent

Objectives

Focus

Evidence requirements

Implementation Guidelines

The purpose, process and relevance of the needs assessment are understood by all concerned.

Decisions and recommendations are agreed with the student, documented in accordance with relevant legislation and clearly communicated.

Stakeholders have confidence in all aspects of the service.

To provide an assessment service which is efficient and effective from the perspective of all stakeholders.

To avoid undue delays at any stage in the process.

STUDENT OWNERSHIP OF OUTCOMES

DOCUMENTATION

EFFICIENCY OF ADMINISTRATIVE PROCEDURES

Literature about purpose and process of needs assessment is readily available and clear/easy to understand.

Applications for support are processed and acknowledged promptly. Assessment referrals are made without delay.

Service providers aim to offer an assessment appointment within an agreed period (on receipt of completed documentation from student) - or to give a legitimate explanation for delay.

Information about waiting times for assessment appointments is made available by service providers on request.

Confidentiality is respected at all times and data storage and management complies with relevant legislation.

It is important to provide ongoing and realistic information about waiting times for service users and stakeholders.

The length of time from application to assessment can vary according to the time of year and the number of other students waiting to be assessed (and sometimes the nature of the student's needs - if more complex or requiring specialised assessment).

Intent

Objectives

Focus

Evidence requirements

Implementation Guidelines

Service providers acknowledge the importance of consistency and quality in the needs assessment process and this is reflected in the resources allocated to its operation.

Students who believe that their experience of the assessment process has been less than satisfactory have a means by which to seek appropriate recourse.

Assessment activities, and assessors, are adequately supported by the institution with which they are associated.

The issue of professional liability is addressed, with appropriate protection being given to all parties.

Students can expect that legitimate complaints about any aspect of the process will be handled promptly, courteously and effectively.

STAKEHOLDER AND INSTITUTIONAL COMMITMENT

COMPLAINTS HANDLING

LIABILITY

The time and resources allocated for the conduct of assessments (plus associated preparation and follow-up) are both adequate * - and reflect the level of responsibility and complexity of the task.

Students receive information about their rights and responsibilities in connection with the application for support.

*Judgements about 'adequacy' of provision are entrusted to institutions. Institutions must be satisfied that the provision for assessment is adequately resourced before making an application to become an approved provider.

General guidelines on person and service specifications (for needs assessors and assessment centres) will be made available as part of the good practice guide.

Intent

Objectives

Focus

Evidence requirements

Implementation Guidelines

Assessment services, study aids and support strategies are effective and fit for purpose and value for money is assured.

Recommended study aids and strategies lead to the levelling of the educational playing field for recipients, without creating (or being perceived to create) unfair or material advantage.

Only suppliers of aids and services who adhere to agreed standards of provision are identified in the assessment report.

Feedback from stakeholders (sponsors, students, assessors and institutions) is gathered and used to inform service development and encourage continuous improvement.

EVALUATION

CLIENT SATISFACTION

SHARING OF GOOD PRACTICE

Results from student surveys and from surveys conducted by other stakeholders - to gauge satisfaction and degree of success with recommended study aids and strategies.

Assessors/centres liaise regularly with suppliers of equipment and services and required standards are explicit.

This Framework is intended for use by service providers and by those involved in assuring the quality of the needs assessment process at all stages.