Trinity Inclusive Integrated Model (TIIM)

Components of the Trinity Inclusive Integrated Model (TIIM):

Biological Aspect with Occupational Therapy Integration:

• Individual Assessments and Functional Independence: Conduct comprehensive assessments (Trinity Student Occupational Performance Profile – TSOPP) that not only consider the medical aspects of disabilities but also the everyday environmental interactions that affect students. This includes integrating occupational therapy to enhance functional independence in academic and daily activities.
• Tailored Support and Skills Development: Provide personalized support and develop skills that help students navigate not just the physical campus environment but also virtual spaces and other environments they engage in regularly.

Psychological Aspect with Mental Health Support:

• Mental Health Services and Empowerment: Offer accessible mental health services that are sensitive to the environmental contexts in which students operate. This includes counselling, therapeutic interventions, and resilience-building workshops that empower students to manage their psychological well-being in a variety of settings.
• Awareness and De-stigmatisation Campaigns: Launch campaigns to raise awareness about the interplay between mental health and environmental factors, such as physical space designs, noise levels, and campus green spaces.
• User-led groups: Such as the Trinity Ability co-op, Neurodiversity Society, and Creative Gym, alongside drop-in groups for neurodivergent students, significantly enrich our mental health support structure. These groups offer advocacy, peer support, and creative outlets, empowering students to actively participate in shaping an inclusive university environment and enhancing their well-being.

Social Aspect with Community Engagement:

• Inclusive Campus Culture and Accessibility: Focus on creating an accessible and welcoming environment for all students by enhancing physical campus accessibility and promoting virtual inclusivity. Ensure that all facilities, resources, and learning materials are adaptable to diverse needs.
• Community Engagement and Support: Strengthen community ties through enhanced participation in disability movements such as the Trinity Ability co-op, Neurodiversity Society, and Creative Gym, alongside drop-in groups for neurodivergent students, and through facilitated social groups that encourage interaction in both physical and digital communal spaces.

Environmental Integration with universal design:

• Optimising Physical Spaces: Adapt and design campus spaces that promote health and well-being, incorporating green spaces, sensory-friendly areas, and universally accessible design that exceeds standard Building Regulations (Part M) accessibility codes.
• Sustainable Practices and Policies: Implement sustainable practices that reduce environmental barriers and support a healthy campus ecosystem. This includes using sustainable materials in construction, ensuring good indoor air quality, and maintaining tranquil outdoor spaces for relaxation and social interaction.

Implementation and Empowerment Strategies for TIIM:

Interdisciplinary Collaboration:

• Collaborative Support Network: Foster a multidisciplinary approach involving counselling, disAbility and health services, academic departments, facility management, and student service teams to ensure a cohesive implementation of the BPSE model.

Sustainable and Inclusive Accommodations:

• Long-term Accommodations: Develop sustainable, reasonable accommodations and integrate state-of-the-art assistive technologies to support diverse learning and living environments. A mind shift from retrofitting teaching, learning and assessment to truly implementing universal design for all.

Continuous Evaluation and Adaptive Strategies:

• Feedback and Improvement Mechanisms: Establish regular feedback loops with students to adapt services and environments based on their evolving needs.
• Training and Capacity Building: Provide ongoing training for staff and faculty to fully integrate the BPSE model into their daily interactions and teaching practices.

Community and Policy Involvement:

• Inclusive Policy Making: Involve disabled students in the policy-making process to ensure their needs and environmental considerations are thoroughly represented.
• Whole Community Approach: Engage the entire campus community in fostering an inclusive atmosphere, thus enhancing empathy and mutual support across all areas of university life.

By adopting this expanded TIIM approach, Trinity College Dublin can significantly enhance the holistic support provided to students with disabilities, ensuring they thrive academically, socially, and personally in an environment that recognises the intricate interplay of biological, psychological, social, and environmental factors. This model promises a more empathetic, effective, and inclusive support system that celebrates and nurtures the diversity and potential within our student body.