2 Fiona’s Tips for Trinity

Fiona is a graduate of Law and German in Trinity College Dublin. She one of many who received an autism diagnosis adulthood while studying in Trinity. She now works in the field of language and also works as a stand-up comedian. I interviewed her about her journey from education to employment.


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5 What are lectures really like?

Lectures at university can be quite different from lessons at school and college, particularly when you are taught in a big group. Generally speaking they take the format of:

  • Larger group
  • Larger venue
  • Lecturer will dictate information
  • Questions can be asked after the lecture material has been presented.
  • Lecturers use PowerPoint
  • Best not to interrupt
  • More formal
  • Students take notes
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6 What is group work really like?

Working in a group with other students is part and parcel of university study. Quite a few people worry about it, and some have real problems with it. This activity looks at the main issues people have with group work and gives you some practical tips for your own study.

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7 What are seminars really like?

Seminars provide an opportunity to explore topics by discussion, and to identify and resolve any questions that may arise after lectures.  This section will look at how to prepare for a seminar, and what to expect from one.

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8 What are computer lab sessions really like?

On technical courses such as Computing, Forensics, Games Development or Creative Technology you will spend a lot of tutorial time in a computer lab. Whilst you’ll often focus on what you’re coding or designing, you may also take part in discussions and group tasks, like in a traditional seminar. Read this article to learn more about the nature of lab sessions.

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9 How to manage exams

This section looks at how to manage exams. This includes information about what to expect, how to prepare for an exam and practical tips to help you perform well.

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10 What happens if I have practice placements on my course?

The number of students with disabilities studying professional courses has increased significantly over the last number of years and to ensure students with disabilities are adequately supported the Disability Service has developed the Professional Placement Planning support programme.

This is aimed at all stakeholders including students, courses and placements to ensure disability supports can be put in place. It allows the professional course, the placement (employer) and the student to work together to ensure that students with disabilities have been reasonably accommodated on placement. Failure by course providers or employers to make reasonable accommodations for a student with a disability on a professional placement can be unlawful discrimination. The central element of placement planning is a process of communication and information sharing. This process plays a key role in ensuring that students and staff in the placement are confident and enabled to:

  • Clearly define learning outcomes and core competencies expected of students on professional placements
  • Participate and understand effective disclosure/confidentiality process
  • Identify students’ practice placement needs and their learning needs
  • Provide and explain practice placement reasonable accommodations
  • Maintain academic and professional standards
  • Ensure the safety of students, staff and members of the public
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