Supporting non-traditional students:
The Student Journey, a new model of engagement –
The move from a transactional service delivery model,
to a transformational resource
Alison Doyle, Declan Reilly, Declan Treanor
DS Philosophy
• Move from a transactional to a transformational
resource;
• A three phase approach in supporting students as
they transition into, through and out of college;
• Encourages the student to work as independently as
possible…
• Focus is not on rehabilitating the disabled student.
TCD Transition
Model
The Disability Service Strategic Plan 2011-14 ‘The Student
Journey’;
Pathway to
College
Phase 1:
Pre-entry,
admission and
the first year
experience.
Pathway
through
College
Phase 2:
Building and
maintaining
a college
career.
http://www.tcd.ie/disability/strategic-plan/
Pathway to
employment
Phase 3:
Transition to
further study
or
employment
Policy context
TCD Strategic Plan - 2009-2014;
TCD Access Plan 2009-13;
National Policy – HEA Access Plan 2008-2013;
The OECD (2011) final review of international policy and practice for
students with disabilities engaging in higher education and / or
employment activities post-secondary school.
•
•
•
•
Promoting equity as a responsibility of educational institutions
Empowering second level students and schools to ensure inclusion
Promoting an education system that focuses on every student’s success
Making a move towards integrated transition systems
Evidence based
service research
• Why conduct research in a service area?
• To enhance, develop and provide a quality service to
the disabled student which aims to enhance the
disabled students’ experience and journey through
college.
Determine
principle
aims
Review and
revise
activities
Report on
outcomes
Identify
emerging
objectives
Deliver
associated
tasks
Assets
• Our greatest resource is our staff;
• Five PhDs, one Masters, all staff participating in
strategic objectives and PMDS;
• Term peer review, final review and annual report on
objectives against plan;
• Articles written, reports, submissions encouraged;
• KPIs;
• http://www.tcd.ie/disability/links/Conference%20paper
s.php
• http://www.tcd.ie/disability/policies/annual-reports.php
Principal aims: Phase 1
Objectives 2011 - 2013:
phase 1
Engage students in pre and post entry activities in preparation for the
transition to College.
Support students, parents and school staff by providing transition materials and
resources.
Review the application process for disabled applicants, and monitor DARE and
admissions statistics.
Monitor engagement with supports provided by the Disability Service.
Survey and interview students at the completion of their first year in
College.
Additional activities relating to service delivery within College.
Data from three longitudinal surveys:
117 students, 66 parents and 20 practitioners;
Interviews with 3 students, 8 parents, and 2 Guidance Counsellors.
Preliminary findings - poster presentation.
Transition assessment and
planning tool
Unit 1: Preparing myself for college
Unit 2: Independent living skills
Unit 3: Academic skills
Unit 4: Applying to college
Unit 5: Using college supports
Transition support
workshops
Opportunities to:
Workshops:
Year 1 students from 5th and 6th year
(n=11), and 13 parents in attendance;
Years 2 6th year students (n=17) and 4
parents in attendance.
• Explore the nature of their own
learning style.
• Develop effective study skills.
• Actively partake in planning their own
transition to college.
• Navigate through the Disability
Access Route to Education (DARE)
process.
• Succeed during the exam period by
learning how to effectively use
reasonable accommodations, exam
technique and stress management
techniques.
Included as a model of good practice
http://www.heacademy.ac.uk/assets/
documents/what-works-studentretention/What_Works_Compendium
_Effective_Practice.pdf
DARE admissions
2008
%
2009
%
2010
%
2011
%
2012
%
AS /
ASD
36
2.20%
76
3.40%
68
3.70%
94
4.30%
129
5.30%
ADHD
40
2.50%
107
4.80%
70
3.80%
114
5.20%
156
6.50%
Blind /
VI
24
1.50%
54
2.40%
36
1.90%
36
1.60%
1
0.04%
Deaf/
HoH
67
4.20%
110
4.90%
70
3.80%
77
3.50%
70
2.92%
DCD
32
2.00%
74
3.30%
88
4.70%
143
6.60%
153
6.30%
MHC
49
3.00%
115
5.10%
89
4.80%
129
5.90%
226
9.40%
Neuro
0
0%
43
1.90%
39
2.10%
36
1.60%
36
1.50%
PD
17
94
4.20%
62
72
3.20%
189
SLC
0
0
17
SpLD
1152
72%
1560
0%
69.90
%
4.30%
10.40
%
0.60%
55.40
%
92
178
3.30%
10.20
%
0.90%
60.30
%
94
SOI
1.00%
11.10
%
0%
3.83%
11.20
%
1.08%
50.02
%
Total
1595
2229
1108
1836
226
14
1197
2160
Applications to DARE 2008 - 2013
269
26
1199
2397
DARE review
HEAR / DARE Review findings (Byrne, D., Doris, A., Sweetman, O., &
Casey, R. 2013. A National Evaluation of the HEAR and DARE
Supplementary Admission Routes to Higher Education. National University
of Ireland).
Recommendations
The school level analyses suggest that the intersection of disability and
disadvantage is likely to constrain school leavers in accessing the
scheme.
DARE is not capturing greater numbers of students with physical, sensory
and multiple disabilities over time.
Need for HEAR and DARE to provide a greater degree of flexibility in
transition paths and investigate the use of multiple pathways for young
adults with disabilities.
TCD Admissions
Policy 2014
In 2012 – 2013 TCD made 24% of all DARE offers under the scheme,
therefore it makes sense to reflect on i) factors related to progression to HE,
ii) barriers to progression to HE, iii) how this affects specific cohorts, and
iv) how this might be addressed through policy change.
Offers will be made first to DARE eligible applicants with sensory and
physical disabilities, and remaining places offered to all other DARE
eligible students.
Secondly, the waiver of the Mathematics / modern language requirement
has been extended to students with sensory or communication disabilities,
provided that the study of Mathematics/modern languages do not form part
of their chosen course of study.
Support uptake
Students with Significant On-going Illness, Specific Learning Difficulties and
Mental Health Difficulties, are less likely to use support systems in DS, but are
more likely to Withdraw, Defer or go Off Books.
First Year Experience:
• 82% had a clear understanding of college structures and organization.
• 75.8% of students found transition to college unproblematic.
• 68% needed help with gaining or improving academic skills, which in
general was made available to them.
• 24% found registration problematic / confusing.
• 14% unaware of who to contact for assistance or where to locate
helpful information.
• Ease of transition was related to support from the Disability Service
(72.4%), appropriate course choices (60%), and positive
encouragement.
• Overall students indicated that the transition process was a positive
experience, with 100% of students stating that College is an open,
inclusive and welcoming place, which they would recommend to other
students.
Principal aims: phase 2
Objectives 2011 - 2013:
phase 2
1. Identify transferable skills across the college experience which will promote
and encourage independence, self-determination and self-advocacy.
2. Ensure support systems are fit for purpose by conducting evidence-based
research to determine needs and supports, and to monitor performance and
delivery of those supports.
3. Identify factors that function as either promoters or barriers to student
retention.
4. Connect support with student independence in the student life cycle by
ensuring support is appropriate and increases greater self sufficiency.
5. Create initiatives to retain target groups from undergraduate to post
graduate study
Activities 2012 - 2013:
phase 2
Construct a model of support for students on professional courses in
College.
Identify ‘at risk’ students based on previous students in TCD with
difficulties.
Work with other areas in TCD to enhance current supports.
Develop new systems to reflect new DS strategies: a self assessment
system to alert students to seek support.
Improve data management to enable greater student autonomy i.e. student
ownership of supports.
Additional tasks relating to service delivery within College.
Key disability
retention issues
• Students with mental health difficulties and who are deaf are
most at risk of non completion
• All other categories as likely as non disabled peers to graduate
• Students with disabilities more likely to take longer to graduate:
up to 35% take 5 years to complete a 4 year degree
• Similar to peers, 1st years and repeating 1st years most likely to
withdraw
• A bottleneck effect occurs: increasing intake, withdrawals occur
in 1st or 2nd year in College but graduates take 4 to 5 years to
emerge
Intake cohort 2009
to 2011
Cohort
year
Cumulative withdrawn by May 2013
%
2009
26 withdrawn of 170
15.3
2010
23 withdrawn of 166
13.8
2011
6 withdrawn of 170
3.5
Professional
placement planning
•
•
•
•
•
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
Provide and explain practice
place reasonable
accommodations
Maintain academic and
professional standards
Ensure the safety of students,
staff and members of the public
Review of rationale
for supports…
• Review of rationale (transformational v
transactional) for provision of supports
and accommodations in key areas, e.g.:
• Assistive technology:↑software ↓laptops
• Educational support work: ↑ inclusive
teaching practices at school level, ↓ note
takers.
• Exam accommodations: ↑ typing skills, ↓
scribes.
Principal aims: phase 3
Objectives 2011 - 2013:
phase 3
1.Complete and evaluate pilot transition to employment programme of support
with students within final year / post-graduate studies.
2.Produce a Transition to Employment Planning Tool.
3.Liaise with outside employment supporters such as WAM, Employability.
4.Engage with Careers’ Advisory Service to create a more inclusive Service.
5.Investigate the experiences of disabled students in transitioning into
employment.
6.Critique employer issues in the employment of disabled graduates and
determine national policy issues required to allow for greater employment
opportunities.
EU Leonardo Transition to employment project 2010-12:
• Develop an employment tool to assist Universities to
embed employment into their needs assessment
process;
• How should the University enable students with
disabilities to prepare for transitioning to employment?
Lack of data
• There is no information on the graduate status of
disabled students nationally;
• Students in TCD (2010) who had been registered with
the Disability Service (DS) were more likely to go into
employment than the general graduate population
(GGP) - 55% DS, 42% GGP, and less likely to go into
further study - 35% DS, 49% GGP;
• National data in the First Destination Survey produced
annually by the HEA identifies the need to include
specific disability questions.
Employment
booklet
Preliminary themes
emerging
i) enabling work environments,
ii) personal strategies,
iii) enabling college experiences, iv) college supports
and accommodations, v) advice for students,
vi) personal views on disability and disclosure, and
vii) personal development and confidence.
• Transition to employment for graduates experiencing
mental health difficulties – 2 year project;
• Aim is to develop an individualised, recoveryorientated and employment-focused approach to
supporting college students and recent graduates
experiencing mental health difficulties in their
transition to employment;
• Partnership internally with Careers Service and with
DCU, DIT and UCD.
Conclusions
• Significant changes have taken place in DS work
practices and how we articulate our strategies across
the student journey pre and post-entry, and into
employment;
• Phase 1: need to actively engage those students who
transcend the HEAR and DARE criteria;
• Transition planning strategies required for those
entering college;
• Role models and making connections with college
essential.
Conclusions…
• Phase 2: The vast majority of students with disabilities
make the transition into and through HE successfully students who are D/deaf or who have a Mental Health
Condition are more likely to withdraw;
• Placement planning processes leading to more
focused supports for those on professional courses;
• Reviewing supports at College allows for greater
move to transformational resource.
Conclusions…
• Phase 3: Disability Services need to work with
students on transition to employment from the
beginning of the student journey;
• Disclosure and managing disability are the main
concerns of students;
• Reasonable accommodations in Colleges are
reviewed to ensure they are fit for work and that
student owns this process.