Raising aspirations to post school education

1. Raising aspirations to post school education

3. coalition government educational reforms austerity debt aversion Child and Families Bill emphasises collaborative working but de-emphasises progression to university as an option WP-equalities-inclusion agenda Concern with a stage in development –pupils can exceed expectations Transition to post school education is a realistic aspiration for all-for some this will be to university context

4. Children and Families Bill 2013. Special Educational Needs (SEN) takes forward Support and aspiration: A new approach to special educational needs and disability by: replacing statements with birth- to-25 Education, Health and Care Plan extending rights and protections in FE / training offering families personal budgets to buy services improving cooperation between all services particularly local and health authorities LA’s to involve children, young people and parents in reviewing / developing SEN provision /publication a ‘local offer’ of support

5. Summary of the Education Act 2011Some key areas targeted free early years care changes on school discipline abolition of: the General Teaching Council for England, the Training and Development Agency for Schools, the School Support Staff Negotiating Body, the Qualifications and Curriculum Development Agency and the Young Person’s Learning Agency - new powers to the Secretary of State removes some duties from school governing bodies, local authorities and FE, inc duty on LA’s to appoint school improvement partners changes arrangements for setting up new schools and amends Academies Act 2010 to include 16 to 19 / alternative provision academies includes measures relating to school admissions, school meals, governing bodies, inspection, finance

7. 600 million people disabled globally (1 in 10) 80% located in developing countries some 82% of disabled people in developing countries live below the poverty line (UNICEF 2010) global perspective

8. Progression to higher education • Is an option for a growing number of disabled pupils • Collaboration with Social Services is necessary for those with personal care requirements • DSA covers educational costs • I think that most disabled students have graduate parents

9. NADP is attempting to address a knowledge gap • Parents, transition teachers, careers advisors, WP practitioners, do not necessarily know what is available to assist disabled students at university

10. Barriers lack of knowledge, low aspirations Bourdieu and 'cultural capital' traditional HE environment assumes students arrive 'ready formed... without expectation of support… (Bowl 2003:134) 'academic language has never been anyone's mother tongue' (Bourdieu 1997, cited Bowl 2003) fear of debt

11. An annual event: How accessible is your university? An annual Autumn Saturday event for disabled pupils (aged 15 +) who are thinking about attending any university, especially those with high support needs Parents and allies welcome Advertised through WP practitioners’ networks and School SEN Co-ordinators and relevant charities and here Partly funded in September 2011 by a STEM South West project. Funded in September 2012 by SOAS (accommodation) and LSE (catering) 19th November 2013

12. Programme Applying to UCAS Student finance (SFE) DSA & Assistive technology Pupils networking with student ambassadors Parents’ session Social services support Careers Access to Work

13. Evaluation 16 out of 40 attendees filled in evaluations, including pupils, parents, transition teachers, careers advisers and disability charity advice line staff. All found the event practical and useful and surprised was expressed about the levels of support available in H.E. (including from professionals). Some parents expressed a desire for some kind of forum where they could ask questions - they didn’t feel that school staff knew the answers. Parents were generally more anxious than pupils.

14. Presentations All presentations are available on the www.BRAIN.HE site Some example slides follow

15. Applying for the DSA Pauline McInnes Head of Disability Services Roehampton University

16. Advice from SFE: When to apply for the DSA • Apply around February / March pre entry– don’t wait! But ensure you also submit your general Student Loan application too or the system can lock up. • You don’t need to have a confirmed University place, you can apply stating your first choice of course! • Make sure you complete your application well before the deadline to ensure your funding is in place in time for starting university • You will be prompted to apply when you apply for your course via UCAS

17. What can the Careers Service provide? A full range of products and services such as: confidential, one-to-one careers advice information and advice on volunteering a careers information room with dedicated student computers information on internships, full-time jobs, part-time jobs and recruitment agencies a full programme of events the chance to practise your interview skills (ahead of the real thing) Graduate Careers Case Studies can inspire under-graduates … Careers and Access to Work 27.09.2011 17

18. Applying to Social Services for personal care / domestic assistance Any student who requires personal care and / or domestic assistance needs to apply to their local, home area Social Services (not the department in the area of the University). The basic principle is that any personal care / domestic support the disabled person would need regardless of where they are living, is funded by Social Services. The support can then be provided in a variety of ways, depending (in part) what the specific University has available (e.g. in-house support workers, agency or independent). Support packages 18

19. Parents’ session An interactive session for parents to ask questions Parents are asked to talk to their son-daughter first in order to clarify boundaries, and to respect confidentiality Prospective students (pupils) met with current students at this time, in another room

20. To participate on 19th November 2013 Contact Deb Viney diversity@soas.ac.uk 0207 898 4957 Places are limited by the size of the room

21. Research. Impact an effect on, change or benefit to the economy, society, culturepublic policy or services, health, the environment or quality of life, beyond academia in terms of reach and significance… **** outstanding impacts ***  very considerable impacts **  considerable impacts *  recognised but modest impacts U. little or none, or not eligible, or not underpinned by excellent research by the submitted unit.

22. Research impact embraces diverse benefits to individuals, organisations and nations. • fostering global economic performance / economic competitiveness of UK • increasing effectiveness of public services and policy • enhancing quality of life, health and creative output. • The impact of social science research can be : • Instrumental: influencing development of policy/ practice /service provision/ shaping legislation/ altering behaviour • Conceptual: contributing to understanding of policy issues/ reframing debates • Capacity-building: through technical and personal skill development

24. ESRC impact prizes eg • Professor Cathy Nutbrown ( Sheffield) worked with 20 early-years practitioners to adapt and share a family literacy framework • around 300 practitioners involved, reaching 6,000 families. • through partnership with the National Children’s Bureau the project reached local authorities and networks concerned with early years education. • practitioner workshops enabled the families to raise children’s literacy achievements. • influenced local policy and national practice in parents’ role in literacy. • benefit to children parents and practitioners through skill and confidence development.

25. LSE disability identity conference disability is rarely celebrated as an aspect of diversity and stereotyping is common impairment and disability are not automatic bedfellows On 4th May disabled people will be exploring issues of identity and pride at LSE

27. 'dominant groups in society reduce minority culture to discourse of the other' (Peeters 2000:588) 'the expression 'special needs' puts together two of the terms most commonly used in patronising euphemisms. Special segregates' (Valentine 2002:220)

30. collaborations Disability Equality Research Network British Dyslexia Association House of Lords Employers Forum on Disability Alliance for Inclusive Education STEM South West Manchester, Sheffield, Leeds, Nordic disability research networks, Leonard Cheshire USA Society for Disability Studies Inclusion London Research Autism-Universities of Cambridge and Sheffield Hallam, NAS MeCCA Equality Challenge Unit Christchurch University NZ, Griffith Australia NADP. Journal of Inclusive Practice in Further &Higher Education CASS Business School Hong Kong Institute of Education