NEW INFORMATION ON TRINITY COLLEGE DUBLIN DARE ENTRY 2014
Trinity College Dublin (TCD) is announcing a change in policy that will prioritise admissions
for students with sensory and physical disabilities applying for a Trinity College place
through the national Disability Access Route to Education (DARE). Effectively, this change
will mean that applicants with sensory or physical disabilities, who are DARE eligible and
meet minimum entry and course subject requirements, may be offered a place on a reduced
points basis through the DARE scheme, ahead of all other DARE eligible students. This policy
has been developed in response to the continuing low numbers of students with sensory
and physical disabilities participating in Trinity College and third level education.
The numbers of students with sensory and physical disabilities progressing from second
level education to University is significantly below the numbers expected. For example, in
2010, the number of applications of students with sensory and physical disabilities to Higher
Education was seven times less than non-disabled school leavers. In 2013, only 11
applicants with physical or sensory disabilities registered with the Disability Service in
Trinity, representing 7% of the 151 new entrants to Trinity.
The Trinity College Access Plan 2009-2013 has set a specific target of a 10% increase in
students with a disability (excluding specific learning difficulties), and College is also working
towards the Higher Education Authority National Access Plan of doubling by 2013 the
number of students in higher education with sensory, physical and multiple disabilities.
Furthermore, Trinity College will strive to achieve objective 5.2 of the HEA compact
Institutional Objectives (2014-16), which aims for a 25% increase in the number of students
admitted with sensory and physical disabilities.
Declan Treanor, the Director of The TCD Disability Service, is enthusiastic about the effect
this new policy will have on student admissions: ‘By introducing this change to the
admission scheme we operate for students with disabilities in Trinity we are stating there is
a need for pro-active actions across the education sectors to increase participation of these
significantly under-represented groups. For too long, students with sensory and physical
disabilities have remained under-represented at third level. We’ve decided to address this
directly by prioritising these students for admission – the next challenge is to encourage as
many eligible students as possible to apply to the scheme.’
Students of TCD with sensory or physical disabilities have highlighted for many years the
difficulties they encountered in reaching third level. Sara Maye, an English graduate from
TCD with cerebral palsy, states it clearly: ‘Unless young people with disabilities have
supportive families and a good primary and secondary educational background, their
prospects of attaining a third level qualification are low.’ Emma Clarke, a current Dentistry
student, who has a hearing impairment, also outlines the challenge involved in making the
transition from secondary to tertiary education: ‘I didn’t realise how unprepared I would be
for the challenging transition from second to third level…. The Disability Office staff were
phenomenal and with their support I managed to find the balance between course work
and getting involved in college activities.’
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The perception may still remain amongst the public that Trinity College is a difficult
university for students with disabilities to gain a place in due to strong demand. However,
TCD now makes the highest proportion of offers to students with disabilities availing of the
Disability Access Route to Education. As a student with a hearing impairment puts it; ‘Apply
for DARE even if you don't think you will get it. If you need some help, just ask! There are a
lot of students with disabilities - you would be surprised.’ The Disability Service has a highlyspecialised staff team who are well-equipped to support students with sensory or physical
disabilities who may have high support needs. ‘The range of supports available make TCD a
very suitable destination for students with disabilities,’ says Declan Treanor. ‘They should
consider it strongly when selecting their college course preferences.’
Prioritisation of students with sensory and physical disabilities
Example: Sam, who has Attention Deficit Hyperactivity Disorder, and Ciara, who has a visual
impairment, are both students who meet the requirements for entry to TCD through DARE and
are applying to the same course, social science. They both meet the minimum entry
requirements and the subject requirements for social science. Sam attains 430 points in his
leaving certificate and Ciara attains 425 points. Ciara will be offered a place at TCD through the
DARE scheme ahead of Sam, as she has a visual impairment.
Entry rates for students with sensory and physical disabilities as target groups
The mid-term review of the HEA Access Plan (2008-13) data for students with sensory and
physical disabilities examined outcomes for 2012 matched with original target figures for
2010 and 2013. Superficially, the numbers of students accessing HE appears to have at least
met original targets, with some small improvement in the numbers of students with a visual
impairment or multiple disabilities (Table 1). However as the number of disabled students in
HE has more than doubled since the inception of HEA plans, the target for doubling this cohort
of students, has been met through a natural increase in numbers.
Students with sensory, physical and
multiple disabilities (combined)
Of Which
Students who are deaf/hard of
hearing
Students who are blind/have a
visual impairment
2006
(Base)
466
2010
Target
699
2010
Outcome
668
2013
Target
932
2012
Outcome
979
126
(27%)
65
(14%)
189
173
252
190 (19%)
98
116
130
138 (14%)
Table 1. Outcome data from the National Strategic Plan, 2012, HEA
A comparison of CSO population data with HEA transition data for the three target groups
indicates the small numbers of students with sensory and physical disabilities represented in
HE (Table 2):
2
Age group
15 - 19
years
20 - 24
years
Blindness
or serious
visual
impairment
Number
in HE
Deafness or
serious
hearing
impairment
Number
in HE
1,415
138
1,170
190
1,650
A difficulty Number
with basic
in HE
physical
activity
1,347
2,287
317
2,975
Total
3,065
4.5%
2,517
7.5%
5,262
6%
Table 2: Profile 8: Census 2011 – Our Bill of Health, Government of Ireland (2012)
and HEA review data, (2012)
DARE entry for HEA target groups
DARE data indicates that there has been no significant increase in the target groups over the
last four years (Table 3).
Disability 2008 % 2009
%
2010
%
2011
%
AS / ASD
36
2.2
76
3.4
68
3.70
94
4.3
ADHD
40
2.5 107
4.8
70
3.80 114
5.2
Blind / VI
24
1.5
54
2.4
36 1.90 36
1.6
Deaf/HoH 67
4.2 110
4.9
70 3.80 77
3.5
Dyspraxia
32
2.0
74
3.3
88
4.7
143
6.6
MHC
49
3.0 115
5.1
89
4.8
129
5.9
Neuro
0
0
43
1.9
39
2.10
36
1.6
Physical
17
1.0
94
4.2
62 3.30 94
4.3
SOI
178 11.1 72
3.2
189 10.2 226 10.4
SLC
0
0
0
0
17
0.90
14
0.6
SpLD
1152 72 1560 69.9 1108 60.3 1197 55.4
Total
1595
2229
1836
2160
Table 3: DARE eligibility by disability 2008 – 2012
2012
129
156
1
70
153
226
36
92
269
26
1199
2397
%
5.3
6.5
0.0
2.9
6.3
9.4
1.5
3.83
11.2
1.08
50.0
In recognition of the imbalance of offers between disability groups and the need to increase
the target groups, the Disability Service has committed to increasing the number of students
in these groups by a minimum of 25% each year. In order to meet this target, DARE offers
will first be made to eligible applicants with sensory and physical disabilities, and
subsequently to all other students with disabilities on a competitive basis.
Working example: 2013 entry
On the basis of this new offers model, an additional (to the above) one student with a visual
impairment, three students with a hearing impairment, and four students with a physical
disabilities would have been prioritized for a DARE place.
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Eligible applicants to
TCD
Blind / VI
Deaf / HI
Physical
Total
Total number /
% of DARE
population
12 (0.5%)
20 (0.9%)
28 (1.2%)
60
TCD 1st
preference
4
7
9
20
Meet matriculation and
reduced points allowance,
priority offer
1
3
4
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Impact of the HEA compact Institutional Objectives 2014-16
5.2. 25% increase on number of students admitted with sensory and physical disability.
As a result of the introduction of the HEA compact Institutional Objectives 2014-16
(5.2.) we expect that we will increase on number of students admitted with sensory and
physical disability by nine over this three year period.
2013 TCD
DARE offers
(baseline)
Blind / VI
Deaf / HI
Physical
Total
2
4
4
10
Minimum 25%
Minimum 25%
increase 2014
increase 2015
(actual % increase) (actual %
increase)
+1 (50%)
+2 (66%)
+1 (25%)
+2 (40%)
+1 (25%)
+2 (40%)
+3
+6
Minimum 25%
increase 2016
(actual % increase)
+3 (60%)
+3 (42%)
+3 (42%)
+9
Guidance Counsellors are invited to attend an open presentation by the Disability Service at the
Trinity College Open Day, Saturday 7th December 2013. For details please consult the TCD Open Day
Event Guide.
Admissions Policy and Procedure for Applicants with a Disability, entry September 2014
www.tcd.ie/Admissions/undergraduate/apply/eu/disability/
Students with a sensory or communication disability can apply for an exemption from the
modern language and/or mathematics requirements for TCD
Students applying for admission to Trinity College Dublin are required to present six Leaving
Certificate subjects, including Mathematics and one other modern language.
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However, students may apply for a waiver of the modern language
requirement if they have a sensory, or speech, language and
communication disability, and are also failing to attain adequate levels in
language skills in English.
Students may also apply for a waiver of the Mathematics requirement if
they have a sensory disability (visual or hearing), and are also failing to
achieve adequate levels of attainment in Mathematics.
Evidence
Evidence of a sensory or
communication disability
must be provided by an
appropriate specialist
Information and resources for prospective students, parents and practitioners
http://www.tcd.ie/disability/prospective/
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