1. Pathways to Trinity The Disabled Student Journey – a new transition model is emerging Alison Doyle, Declan Reilly, Declan Treanor IES Conference April 25 th 2012 Trinity College Dublin

2. Pathways to Trinity The Disabled Student Journey The Disability Service Strategic Outreach, Transition, Retention and Progression Plan 2011 – 2014 http://www.tcd.ie/disability/docs/Pathways %20docs/DS-Strategic-Plan.pdf

3. The Student Journey Pathway to College Phase 1: Pre-entry, admission and the first year experience. Pathway to College Phase 1: Pre-entry, admission and the first year experience. Pathway through College Phase 2: Building and maintaining a college career. Pathway through College Phase 2: Building and maintaining a college career. Pathway to employment Phase 3: Transition to further study or employment Pathway to employment Phase 3: Transition to further study or employment The Student Journey Disability Service Outreach, Transition, Retention and Progression Plan 2010 – 2013 http://www.tcd.ie/disability/projects/index.phphttp://www.tcd.ie/disability/projects/index.php

4. International context 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

5. National context

6. Transition? What transition? Transition programmes: once off, one-time event rather than an on- going process (Cohen and Spenciner, 1996). This is reflective of the current framework within the context of Irish schools, where Transition Year is observed as a defined, stand- alone period occurring before the beginning of the senior cycle, and there is no measurable progression of development to the point of transition into higher education.

7. National context

8. Unequal participation

9. Applicants to the Disability Access Route to Education 2011

10. Reactive structure

11. Proactive structure: strategic plan Pathway to College Phase 1: Pre-entry, admission and the first year experience. Pathway to College Phase 1: Pre-entry, admission and the first year experience. Pathway through College Phase 2: Building and maintaining a college career. Pathway through College Phase 2: Building and maintaining a college career. Pathway to employment Phase 3: Transition to further study or employment Pathway to employment Phase 3: Transition to further study or employment The Student Journey

12. Theoretical framework The dominant conceptual framework of the Pathways initiative is derived from the profession of Occupational Therapy and is based upon the Person- Environment-Occupation-Performance (PEOP) model, which examines the complexity and interaction of factors related to tasks, outcomes or performance to be achieved by an individual.

13. Phase 1: Pre-entry and First Year

14. Dedicated transition website

15. Respondents n=61 Respondents n=37 Respondents n=1 Research Concurrent-transformative-triangulated- convergent Mixed Methodology. Equal quantitative and qualitative weighting. Merged results from two sequential phases.

16. Rationale Pre-entry activities as a reasonable adjustment for students with disabilities ‘Students can have a smoother transition to higher education, subsequently influencing their retention and progression’. Strategic actions should include public dissemination of information on reasonable accommodations, entitlements and supports (Equality Challenge Unit, Felsinger and Byford, 2010). Second level students (n = 266) need for information on course content and entry routes, clearer and simpler use of language, explanation of higher education jargon or key words, and provision of a site specific search engine. Guidance Counsellors (n = 264) need for course specific information, a glossary of key terms, realistic accounts of programmes, entry routes, and student supports. IUQB experiences of students in college with regard to specific courses and campus life. (Irish Universities Quality Board, Public Information Project (2011)

20. Measuring effectiveness Website hosts longitudinal surveys for students, parents and practitioners and which provide quantitative and qualitative data on the transition experience. ‘A lot of universities offer support to disabled students once they are on site, but it is rare to find any that offer help to get the students there in the first place. Trying to find information about disabled access from most universities is like searching for a needle inside a haystack inside a maze...’ (Parent comment, Pathways online parent survey, 5 th October, 2011) Positive feedback on website has been collected via semi-structured interviews: ‘It’s really good. It just kind of enlightens you, you know, and tells you what you’re going and where you’re going and how things are done and everything. And you know when you have a disability things are a lot more complicated’. (Student, interview 28 th November, 2011)

23. Transition support workshops Monthly workshops to 6 th year students and parents October 2011 – May 2012. study skills assistive technology transition to college assessment and planning self-determination and self-advocacy examinations managing stress sleep hygiene

24. DateTimePlaceWorkshopPerson Wednesday 5 th October 2011 2 – 5pm Arts Building Introduction. Planning your transition to college Alison Doyle Wednesday 2 nd November 2011 2 – 5pm Library Training Room Learning styles and study techniques Trish Ferguson and Alison Doyle Wednesday 7 th December 2011 2 – 5pm Library training room Using assistive technology to maximise your study Andrew Costello and Alison Doyle Wednesday 11 th January 2012 2 – 5pm Arts Building 3051 Applying to DARE: things you need to know and do Declan Reilly and Alison Doyle Wednesday 8 th February 2012 2 – 5pm Arts Building Mind your mind: stress, relaxation and sleep hygiene Claire Gleeson and Kieran Lewis Wednesday 7 th March 2012 2 – 5pmAP 2.03Finding and using resources online. Writing for exams: how to get your point across to the examiner Trish Ferguson and Alison Doyle Sample schedule

25. Session content Wednesday 8 th February 2012 2 – 5pm Arts Building Mind your mind: stress, relaxation and sleep hygiene Claire Gleeson and Kieran Lewis Student Schedule Two Occupational Therapists from the Unilink service will go through important ways to look after your health in the months leading up to the exams. The session will further focus on diet and exercise, sleep, relaxation methods, common signs of stress and information on where to get help.

26. Transition assessment and planning tool

30. Measuring effectiveness Transition Tool is password protected but is provided to enquirers who submit an online request form, the purpose of which is collate geodemographic data from prospective users of the tool (student, parent, practitioner, institution, school year, disability). ‘I have flicked through all of the 5 units and they look fantastic. I'm going to meet my student today and start to go through the units with him. Your AS video wall and general information also looks excellent. I look forward to learning more from the resources you have posted’. (Secondary school teacher, online feedback submission, 7 th December, 2011) Workshops began in October 2011 as a pilot programme with 11 students (4 Developmental Co-ordination Disorder, 4 Asperger’s Syndrome, 3 Blind / Visual Impairment) and 13 parents in attendance. ‘Asperger's students are very anxious generally, and desperately afraid of new places, so familiarity with the college they are going to attend would be very useful. They are also unable to seek help, so a one-to-one assistant is vital to help them with finding the help they need’. (Parent comment, Pathways online parent survey, 5 th October, 2011)

31. Additional resources

32. Contact Alison Doyle alison.doyle@tcd.ie Disability Service http://www.tcd.ie/disability/ Pathways to Trinity www.tcd.ie/pathways-to-trinity pathways@tcd.ie

33. Proactive structure: strategic plan Pathway to College Phase 1: Pre-entry, admission and the first year experience. Pathway to College Phase 1: Pre-entry, admission and the first year experience. Pathway through College Phase 2: Building and maintaining a college career. Pathway through College Phase 2: Building and maintaining a college career. Pathway to employment Phase 3: Transition to further study or employment Pathway to employment Phase 3: Transition to further study or employment The Student Journey Disability Service Outreach, Transition, Retention and Progression Plan 2010 – 2013

34. Phase II. Building and maintaining a college career…the bigger picture Declan Reilly

35. Student Journey: Outcomes & Risks This presentation focuses on the 2nd phase of the student journey through higher education What are the various outcome measures and risk factors that can be used to monitor the effectiveness of the supports for students with disabilities?

36. Support Supports for students with disabilities are defined by policies and practices which provide reasonable accommodations at individual, course and College level

37. Independence Independence is defined as greater self autonomy in decisions which affect a student. Striking a balance between ‘providing support’ and ‘encouraging independence’ need not be a conflict of interests if the supports offered adjust to the student’s needs as they proceed through College.

38. Retention & Progression Retention and progression are recognised as important outcome measures of higher education internationally (Tinto,1993), (Yorke,1999), (HESA, 2011), (Seidman,2012).

39. DS Policy over 10 years Responded to the needs of students over the short to medium term (up to 6 months) These practical supports were successful in assisting students and developing the service But neglected problems prior to 3 rd level, limited scope for independence and neglected issues of employment

40. The plan now is to… Continue as before to provide supports to students with disabilities... AND Develop new initiatives in line with the 3 phases of transition into, through and from TCD.

41. The retention rate of students in TCD is 85% annually www.tcd.ie/vpcao/council/senior-lecturer-reports.php

42. Withdrawals per year 530 UG withdrawals in TCD in 2010/11 (SIS) 260 (49%) JF - of these 117 (45%) JF repeats 145 (27%) SF 59 (11%) JS 64 (12%) SS (9% graduated in JS!) How many more JF students might withdraw?

43. Senior Lecturer’s Report: Table H2 – 2006/07 cohort - Standing and Year of Withdrawal YearJFSFJSSSTotal 2006/07125000 2007/08934000133 2008/09313911081 2009/107219138 Total256100201377 %67.9%26.5%5.30%0.3%100%

44. Disability Service Background DS began June 2000 with 135 students (1.5% of student population) December 2011: 874 students (5.4% of student population) Overall TCD student population 16,747 (10/11)

45. The retention rate of students with a disability in TCD is 93% (2005 intake) www.pathwayscork.ie/wp-content/uploads/2010/09/Students-with- Disabilities.pdf

46. Which Faculties? Comparison of Faculty Breakdowns Overall TCD JF Students 2009 - 2011 DS UG Students 2009 - 2011 Arts, Humanities and Social Sciences (%) 34.0%41.9% Engineering, Mathematics and Science (%) 27.0%18.1% Health Sciences (%)22.7%20.2% Multi-Faculty (%)16.3%19.2%

47. Persistence and disability Students with mental health difficulties or who are Deaf or hard of hearing are most likely to withdraw Students with AS, SOI, Spld or physical disability are consistent with DS average Students with ADHD, DCD or who are blind or visually impaired are least likely to withdraw

48. DisabilityCurrent DS (820) (A) WD DS (193) (B) Grads DS (744) (C) WD Risk (B/A) % WD of B + C Mental Health 131 (15%)66 (34%)94 (12%)2.2641% Deaf/HOH40 (5%)18 (9.3%)35 (7%)1.8634% ASD31 (4%)8 (4%)16 (2%)133% SPLD327 (38%)64 (32%)404 (54%)0.8414% SOI117 (13%)18 (9.3%)99 (13%)0.7115% Physical71 (8%)11 (5.5%)57 (7%)0.6816% DCD41 (5%)4 (2%)00.4N/A ADHD41 (5%)4 (2%)16 (2%)0.420% Blind/VI21 (2%)1 (0.5%)23 (3%)0.254%

49. Persistence x county & country Irish students with disabilities from outside of Dublin have no increased risk of withdrawal compared to students from Dublin 9.5% of students with disabilities are international compared to 21.5% of the general student population in TCD. Students with disabilities from the US are more likely to withdraw than students with disabilities from the UK by a ratio of 7 to 1.

50. Home country: HEA, TCD & DS Home Country IrelandEUNorth America AsiaOther HEA %893431 TCD %79114n/a6 DS %90.5720.50 DS WD % 9333.50.50

51. Irish Counties DS Irish Counties All DS 1809 DS Current 871 DS WD 197 DS Grad 741 Dublin 937 (52%) 446 (51%)98 (50% 393 (53%) Kildare 97 (5%) 53 (6%)7 (3.5%) 37 (5%) Wicklow 80 (4%) 36 (4%)5 (2.5%) 39 (5%) Meath 55 (3%) 35 (4%)3 (1.5%) 17 (2%)

52. Progression rates : DS & TCD Students with disabilities progress at slower rate than their non disabled peers. Of 80 students with a disability in final year in 2011/12; 44 (55%) progressed each year since JF The College average for progression is 91% (Appendix D SLR 2010/11)

53. Grade comparison Students with disabilities in TCD are less likely to achieve a 1 st or 2.1 exam result and more likely to achieve a 2.2 or pass. Reasons: supports are more sought after by students who are at risk of failing and the facility to repeat on medical grounds is more likely to be taken up by students with disabilities

54. Grade comparison Final Grade 1st2.12.2Pass/3 TCD%15532210 DS%14403017

55. In common with other HEIs*… Students are more likely to leave in their first year* Students with disabilities are more likely to take longer to graduate* Students with disabilities are more likely to graduate than their non disabled peers *Students with Disabilities Tracking Report – 2005 intake

56. Students with disabilities in TCD.....have a higher rate of retention and course completion than their peers...with a mental health difficulty have the highest risk of withdrawing...are more likely to take longer to complete their degree..are more likely to attain grades of 1 and 2.1 in proportionately lower numbers than their peers

57. DS as retention service Early identification: pathways website, DARE, needs assessment. 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

58. Develop new systems! Tracking student progress via: Self assessment system to alert students to seek support Academic skills modules Improved data management to enable greater student autonomy i.e. Student ownership of supports Anticipate needs as students progress

59. Contact details Declan Reilly Disability Service Room 2054 The Arts Building Trinity College Dublin Tel: (01) 896 3776 Email: reillyde@tcd.ie tcd.iereillyde@tcd.ietcd.ie Website: http://www.tcd.ie/disability/index.php http://www.tcd.ie/disability/index.php

60. Proactive structure: strategic plan Pathway to College Phase 1: Pre-entry, admission and the first year experience. Pathway to College Phase 1: Pre-entry, admission and the first year experience. Pathway through College Phase 2: Building and maintaining a college career. Pathway through College Phase 2: Building and maintaining a college career. Pathway to employment Phase 3: Transition to further study or employment Pathway to employment Phase 3: Transition to further study or employment The Student Journey Disability Service Outreach, Transition, Retention and Progression Plan 2010 – 2013

61. Phase III – Student Journey: transition to employment

62. Overview The focus of phase III will be an investigation into the experiences of disabled students as they transition into employment. It will examine personal, occupational and environmental issues that disabled students deal with as they prepare for participation in the labour market.

63. Objectives 1. To investigate the experiences of disabled students in transitioning into employment. 2. To evaluate the transition to employment tool to determine if it will work in a university to employment setting. 3. To critique employer issues with the employment of disabled graduated and determine what national policy issues need to be implemented to allow for greater employment.

64. Lack of data HEA First Destination Report (FDR) does not ask any specific disability questions; Data being gathered in different ways in a few HEI that gather data; UL & TCD ask ‘Where you a student with support requirements (for example disability) ---Answer category Yes/No’

65. FDR 2010 TCD Overall response rate 59%. 85 (2.9%) were disabled graduates 29% did not respond 39% were in employment 25% were in further study 2% were not available for work 5% were seeking employment

66. Graduates with disabilities more likely to go into employment (55% against 42% overall) and less likely to go into further study 35% against 49% overall); There is a slight difference in unemployment rate, with students with 7% of graduates with disabilities seeking employment against 5% overall.

67. EU - Leonardo Project

68. Aim of this project: Develop an employment support and guidance assessment tool for students with disabilities allowing for combining success in higher education and access to employment

69. Selection of Students Irish students identified to participate in pilot project in UCC & TCD. Identified priority groups for inclusion in pilot (graduates with physical, sensory, significant illness (SOI), mental health difficulties and students with Asperger’s Syndrome (AS). A survey of students entering their final year of study in TCD & UCC was conducted.

70. Survey of Interest in Participation in Univers’ Emploi: TCDUCC Total Responses. 4428 Indicated that they would like to participate in project. 48%82% Issues with disclosure of disability. 55%54% Indicated a lack of disability awareness in the workplace. 43%20% Necessity to negotiate reasonable accommodations in the workplace. 27%20%

71. Irish Participants by Disability DisabilityTCDUCC Asperger's Syndrome3 Blind / Vision Impaired13 Dyspraxia1 Physical Disability33 Significant Ongoing Illness2 Deaf / Hard of Hearing21 Mental Health34

72. Irish Participants by Discipline Area DisciplineTCDUCC Sciences2 Engineering and Computer science 21 Health Sciences21 Arts- Languages1 Arts - Humanities46 Arts - Social Sciences 2 Law11 Business12

73. Participants Key Employment Needs Student Employment Needs Fitness to Practice Dealing With Disclosure Application Preparation Cover Letters CV Preparation Interview Preparation and Skills Identifying Potential Employers Reasonable Accommodations and Information on Funding

74. Partners within Irish HEI’S

75. External Partners to Irish HEI’S

76. Mentoring Process Support from DSS and Career Service. Hosting Workshops. Website – Linked In Career Coaching Appointments with Employer Mentors

77. Success of Project to Date 1. Students have acquired knowledge and experience of necessary employment skills such as: CV Preparation Interview Skills Self Presentation Skills Self-advocacy skills

78. Success of Project to Date 2. Students are more informed about disability related issues and employment including: Disability and the law – rights and responsibilities, Disclosure – if, when, and how, to disclose, Grants and supports within the workplace.

79. Success of Project to Date 3. Employment Offers TCDUCC Mentoring Phase with possible employment 99 Job Offer3 2 Job offer (following professional registration) 1 Potential internship2

80. Challenges of Project Implications of time constraints on students participation in project. Demands of academic course deadlines. In – class exams. Students setting priority of achieving their academic potential rather than focus on their employment skills.

81. Further details Disability Service Pathways to Trinity Strategic Plan http://www.tcd.ie/disability/projects/index.php http://www.tcd.ie/disability/projects/index.php Research papers and paper from this Conference: http://www.tcd.ie/disability/banner/Links/C onf-papers.php

82. References Cohen, L. G. & Spenciner, L. J. (1996). ‘Research Digest: Transition Assessment’. Assessment for Effective Intervention, April 1996 vol. 21 no. 3 59- 74, Sage Disability Access Route to Education www.accesscollege.iewww.accesscollege.ie Eurostat & Eurostudent. (2009)The Bologna Process in Higher Education in Europe. Key indicators on the social dimension and mobility. Luxembourg: Office for Official Publications of the European Communities. Felsinger, A. & Byford, K. (2010) ‘Managing reasonable adjustments in higher education.’ London: Equality Challenge Unit. Retrieved from http://www.adcet.edu.au/StoredFile.aspx?id=2528&fn=managing-reasonable- adjustments-in-higher-educ.pdf http://www.adcet.edu.au/StoredFile.aspx?id=2528&fn=managing-reasonable- adjustments-in-higher-educ.pdf HEA (2008) ‘National plan for equity of access to higher education’. Dublin: HEA. Retrieved from http://www.hea.ie/files/files/file/National_Access_Plan_2008- 2013_%28English%29.pdfhttp://www.hea.ie/files/files/file/National_Access_Plan_2008- 2013_%28English%29.pdf

83. References HEA / NCCA (2011) ‘From Transaction to Transition: Outcomes of the Conference on the Transition from Second to Third-Level Education in Ireland http://www.hea.ie/files/files/file/News/HEA_NCCA_Transitions.pdf IUQB(2011) Public Information Project: The types of information that prospective students require on university and other websites. IUQB: Dublin. Available from http://www.iuqb.ie/GetAttachment.aspx?id=7ef01b91-8da0-4ec3-ad0c- 04b79690b588 http://www.iuqb.ie/GetAttachment.aspx?id=7ef01b91-8da0-4ec3-ad0c- 04b79690b588 McGuckin, C. & Crowley, N. (2010) ‘Using Google Analytics to evaluate the impact of the Cybertraining project.’ Paper presented at the International Conference on Cyberbullying, Florence. Retrieved from http://www.dpsico.unifi.it/upload/sub/abstract-book- menesini/Abstract%20Book%20Florence%20Conference.pdf [Accessed March 2011) http://www.dpsico.unifi.it/upload/sub/abstract-book- menesini/Abstract%20Book%20Florence%20Conference.pdf NCSE. (2009a) ‘Evidence of best practice models and outcomes in the education of Deaf and Hard of Hearing children: an international review’. Dublin: NCSE. Retrieved from http://www.ncse.ie/uploads/1/NCSE_Deaf_Report_Executive_Summary.pdf http://www.ncse.ie/uploads/1/NCSE_Deaf_Report_Executive_Summary.pdf

84. References NCSE. (2009b) ‘International review of the literature of evidence of best practice models and outcomes in the education of blind and visually impaired children’. Dubin: NCSE. Retrieved from http://www.ncse.ie/uploads/1/NCSE_Report_Visual_1.pdf http://www.ncse.ie/uploads/1/NCSE_Report_Visual_1.pdf Mc Guckin, C., Shevlin, M., Bell, S. and Devecchi, C. (2011) ‘Study of Access and Progression Experiences of Students with SEN Moving From Compulsory Education to FE / HE’, NCSE OECD. (2011) ‘Inclusion of Students with Disabilities in Tertiary Education and Employment’, Education and Training Policy, OECD Publishing. Available from http://dx.doi.org/10.1787/9789264097650-en http://dx.doi.org/10.1787/9789264097650-en Rose, R. (2010) ‘Research and Special Educational Needs: Setting an Agenda for Future Development’. Opening address at the National Council for Special Education Research Seminar, Dublin: Croke Park. Retrieved from http://www.ncse.ie/uploads/1/Richard_Rose_power_point.pdf [Accessed April 2011] http://www.ncse.ie/uploads/1/Richard_Rose_power_point.pdf Shevlin, M. ‘ Kenny, M. and Loxley, A. (2008) ‘A time of transition: exploring special educational provision in the Republic of Ireland’. Journal of Research in Special Educational Needs, 8 (3), 141–152,