2019 Student Survey Results

As is done every year, students were asked to evaluate EDS service at the end of 2019 and the responses received are largely positive. We have noted useful suggestions and will continue to work to improve the quality of our service and the overall experience of our students.

Survey highlights

87% replied yes, when asked whether the EDS supports enabled them to have the same opportunity to learn and achieve as their classmates.

88% said that their interactions with the Equity and Disability Service helped equip them with the strategies required to advocate for themselves in an academic environment.

Evaluation of notetaking and special arrangements for exams

In 2019 the notetaking service was utilised by approximately 57% of EDS registered students, covering 9,513 sets of lecture notes over 506 different courses throughout the year. This is a significant increase in demand of 6.3% from the previous year. 90% of respondents who received lecture notes as part of their support plan were satisfied or more than satisfied with the notetaking service provided.

Special Arrangements for tests and exams were used by approximately 89% of our students. Students generally felt that their exam special arrangements gave them the same opportunities as their peers to demonstrate their knowledge in the exam setting. Reformatted exam papers, speech recognition technology and computer access continue to be provided. 94% of respondents were satisfied or more than satisfied with the special test and exam arrangements provided for them.

Students’ comments

“I found special arrangements for tests and exams very easy to use and organise. When I required the use of assistive technology for the first time I found support, information and assistance surrounding this very good, and am overall very happy with my interactions with and service provided by disability services.”

“I do not feel alone anymore. I used to feel so alone and isolated because sometimes I cannot concentrate and feel so low and unworthy but, the Equity & Disability Service's support and notes have helped me get through university stress. Thank you so much.”

“The services provided made me a lot more confident coming into university following my chemotherapy, and helped massively in allowing me time in exams to remember information.”

“They helped enable me to continue my studies in a situation where it was doubtful if I could

“I feel much more experienced and less afraid at asking for help when I need it. I am able to search out better resources and tools to assist my studies.

 “The notes are a huge help! However, sometimes the handwriting can be too hard to read or the scanned versions can be partly cut off. If there is an option for all the notes to be typed that would be amazing.”

“I don't feel I had a good understanding of the disability services available in my first year here, it would be good if there was a better understanding of this across all students to make sure some students who need help aren't being left out, especially as some may not realise their difficulty could be described as a disability.”

“I think all lectures should be recorded and for people who need access due to health reasons beyond their control should be able to access them with a medical certificate.” 

“Perhaps ask first-year lectures to let people know that the service is there and available in there and who could benefit from it in introductory lectures.”

“I think a lot of people don’t realise you can use the disability resource centre for temporary medical conditions and mental illness.”

“More height-adjustable tables. Most normal desks are very painful for me to work at and there's very few height adjustable on campus.”

“Maybe have some student involvement, like a club or community around it?”

 “I feel that EDS does not fully understand autism and the impact it can have on studying. I had hoped that EDS would have identified beforehand specific areas within a general degree program where we are likely to struggle, eg. representing ourselves to lecturers, group work, etc, and have procedures in place to help with these if needed. This would have made meetings with EDS much easier as it can be really difficult when you’re overwhelmed to identify the root problems.”

General demographics of EDS students in 2019

Students with Specific Learning Difficulties are the biggest group supported by EDS followed by Mental illness, Medical Condition and so on with students from across the university representing the Colleges of Arts, Law, Business & Economics, Engineering and Science.