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DISABILITY ACCESS ROUTE TO EDUCATION

Join the IGC branch in Cork for a session on the DARE admissions scheme and changes for 2016 and 2017. Learn about completing the Educational Impact Statement and tips on introducing DARE to potential applicants.

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DISABILITY ACCESS ROUTE TO EDUCATION

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  1. DISABILITY ACCESS ROUTE TO EDUCATION Cork IGC Branch Grace Edge, Sinead Quinn (IUA) & Mary O’Grady, UCC

  2. What we will cover.. • DARE & HEAR Admissions • DARE changes for 2016 • Completing the Educational Impact Statement • DARE Changes for 2017 • Tips on introducing DARE to potential applicants

  3. DARE Admissions 2013 - 2015 DARE Admissions 2013 - 2015

  4. HEAR Admissions 2013 - 2015

  5. DARE & HEAR Admissions

  6. Admissions Quick Analysis HEAR • OAP admissions up by 17% (n=184). • RP admissions up by 16% (n=149) • Combined Admissions (AOP + RP) up by 17% (n=333). DARE • OAP admissions up by 66% (n= 299) • RP admissions up by 63% (n=312) • Combined Admissions (AOP + RP) up by 65% (n=611).

  7. Background to Changing DARE • DARE HEAR Evaluation 2013, Maynooth University & University of Edinburgh. • Desire from the participating HEIs for improvement to the existing criteria. • Feedback from the IGC and individual Guidance Counsellors. • Feedback from other stakeholder groups including students with a Disability.

  8. Rationale for changes.. • DARE not getting the students that are necessarily impacted as a result of disability. Previous DARE criteria for eligibility is evidencing of a disability but does not for the most part measure educational impact of a disability. • Cost of providing evidence of disability documentation discouraging applicants from lower income families applying. • Intersection between disability and socio-economic disadvantage. There is a group of students with disabilities who are socio-economically disadvantaged and are most educationally impacted. • Reconsideration of the policies and processes surrounding targets/quotas within and across participating HEIs and the admissions process.

  9. New DARE • Broadening avenues for applicants to provide evidence of disability in order to make it easier and more affordable to apply to DARE. • Targeting applicants who have been educationally impacted as a result of a disability as opposed to students with a disability. • Increasing the number of students that are particularly under represented in higher education.

  10. Evaluation of New DARE • DARE will look for feedback on the experience of Guidance Counsellors on the changes to the scheme • An optional survey will be circulated mid/late April 2016 through the branch network (TBC). • Modifications / changes will be made based on feedback

  11. What is DARE? The Disability Access Route to Education (DARE) third level alternative admissions scheme for school-leavers whose disabilities have had a negative impact on their second level education. • DARE offers reduced points places to school leavers who as a result of having a disability have experienced additional educational challenges in second level education.

  12. Who should Apply? • Applicants with a disability that has had a negative impact on their educational performance in school. • Applicants who therefore may not be able to meet the points for their preferred course due to the impact of disability. • Applicants to CAO under 23 years as of 1 January 2016.

  13. Disabilities eligible for consideration • Autistic Spectrum Disorders (including Asperger’s Syndrome) • ADD / ADHD • Blind / Vision Impaired • Deaf / Hard of Hearing • DCD – Dyspraxia/Dysgraphia • Mental Health Conditions • Neurological Conditions (incl. Brain Injury & Epilepsy) • Speech & Language Communication Disorder • Significant Ongoing Illness • Physical Disability • Specific Learning Difficulty (Dyslexia & Dyscalculia)

  14. Educational Impact Has applicant’s disability impacted on 2 of the following? • On their LearningorExam Results? • On their Attendance or regularly Disruptedtheir school day? • Has it affected their School Experience and Well-being? • Have they received Intervention or Supports? • Has it affected their homework and study Time? • Has it caused any other Educational Impact? • If they have a Specific Learning Difficulty, is it severely impacting on their literacy or numeracy skills?

  15. DARE Eligibility Criteria? • To be eligible for DARE an applicant must meet both the DARE evidence of disability criteria and DARE educational impact criteria. • Applicants must provide the required evidence of their disability and provide an Educational Impact Statement from their school to be considered for DARE.

  16. Supplementary Information Form (SIF) • Section A: Applicant Information • Completed by applicant by 1st March 2016. • Answer Yes to Q1 to apply to DARE and fully complete Questions 1-4. • Section B: Educational Impact Statement • Applicant Statement completed by applicant. • School Statement completed by school. • Send to CAO by 1 April 2016. • Section C: Evidence of a Disability • Completed by the appropriate professional. • Send to CAO by 1 April 2016.

  17. Section B: Educational Impact Statement • Provides information on how an applicant’s disability has impacted on their second level education. There are 2 sections: • 1. Applicant Statement 2. School Statement • Download form. • Complete the ApplicantStatement with the applicant. • Applicant Statement

  18. Applicant Statement • What we require: • Applicant answers ‘yes or no’ to the five statements. • Applicant writes no more than 200 words, expanding on the above five statements or covering other ways their disability has affected their post primary education. • Applicant can use bullet points. • Role in Assessment: • If an applicant does not complete the applicant statement they may still be eligible. • However, important to complete as used in assessment to compliment or clarify information provided in the School Statement.

  19. Section B: Educational Impact Statement • School Statement • This section needs to be completed by either: • Guidance Counsellor • Learning Support Teacher • Year Head or • Visiting Teacher • The form MUST BE signed and stamped by school principal/deputy principal. • Applicant must return to the CAO by 1 April 2016. • It is also advisable to ask the applicant (or their parent/guardian if they are under 18) to sign the EIS. • EIS must cover at least final three years of post primary.

  20. EIS: What DARE is looking for.. • Indicator 1: Learning and Exam Results • 1.1 Applicant’s grades noticeably & significantly decreased since onset (or deterioration) • Would apply to for example the Mental Health & Significant Ongoing illness categories. • Looking for evidence of decline in school exam results. • 1.2 Ability to complete homework or study • 1.3 Performance in class or expected exam performance • 1.4 Ability to access the curriculum • Only need to meet one of the above three. So it is not necessary to find teachers that would confirm them all. • Applies to all types of disabilities. • 1.6 Applicant attending supported or specialised school • Applies to a small number of applicants, e.g. school for the deaf.

  21. EIS: What DARE is looking for.. • Indicator 2: Attendance & Disruption • 2.1 Impact on School attendance • Applicant needs to have been absent for at least 20 days in one year or an average of 15 over two years due to disability. • No need to search for records of other years if applicant is meeting the above. • 2.2 Class Attendance or Completion of the full school day • Quantify time missed as accurately as possible • Give reason(s) for classes missed • If unsure if time missed is significant, tick yes & provide information • 2.3 Any other type of significant absence • Example might be applicant has to repeat year due to disability.

  22. EIS: What DARE is looking for.. • Indicator 3: School Experience & Well-being • 3.1 Applicant’s potential to participate fully in extra-curricular or social activities • School in consultation with the applicant must provide a specific example. • 3.2 Applicant has received support due to the emotional impact of the disability/condition • Just need to know who that support was received from. • Detail of that support is not necessary.

  23. EIS: What DARE is looking for.. • Indicator 4: Intervention & Support • 4.1 Applicant received additional Support in School • List supports provided over the years of attendance in school. • Learning support teacher may be best person to provide this. • In general applicants who have had support for two years or more will meet this indicator. • 4.2 Accommodations for State examinations • If applicant was granted RACE for leaving cert they meet this indicator. • If application is pending or being appealed DARE will consider Junior Cert Accommodations.

  24. EIS: What DARE is looking for.. • Indicator 5: Time Issues • 5.1 It takes applicant considerably longer than their peers to complete school/work study • Find out from the applicant how long it takes them. • If longer than peers, tick yes and indicate extra time required. • 5.2 Applicant has less time than their peers to dedicate to study • Applies to disabilities or conditions where time is required to manage the condition • If applicant requires time to do this, please give amount of time required and brief details of the nature of the activity.

  25. EIS: What DARE is looking for.. • Indicator 6 • 6.1 Other Educational Impact • This section is to capture any other impact not stated previously • You should provide as much detail as possible.

  26. EIS: What DARE is looking for.. • Indicator 7 • 7.1 Attainment Scores for applicants with a Specific Learning Difficulty • Applicants with an SLD must meet this indicator • For entry 2016 this information can only be taken from a full psycho-educational assessment dated on or after February 1st 2013. • Report must show two literacy or numeracy scores on or below the 10th percentile • Report most contain General Ability score on or above a standard score of 90.

  27. Educational Impact Statement • Summary • If applicant is meeting one of the impact questions under an indicator they meet that indicator. • Applicants with a Specific Learning Difficulty need to meet indicator 7 and one other indicator. • All other applicants need to meet any 2 of indicators 1-6.

  28. Section C: Evidence of Disability • Provides verification of disability and helps to determine 3rd level supports. • Applicant can provide an existing report OR • Complete Section C Evidence of Disability. • Get form completed, signedand stamped by the appropriate professional or accompanied by their businesscard or headed paper. • GP Verification • Your GP may be in a position to complete Section C Evidence of disability, if they have the appropriate information on file from the consultant/specialist.

  29. Section C: Evidence of Disability • General Practitioner (GP) Verification: • Applies to all applicants except where a psycho-educational assessment is required. • GP must have the information on file from the DARE listed Consultant/Specialist. • Diagnosis or re-confirmation of diagnosis must be within the given timeframe if one applies. • If GP does not have appropriate info on file, they should refer applicant to consultant/specialist. • GP diagnosis not acceptable in any circumstances.

  30. Section C: Evidence of Disability • Age of Reports • It is important to note that applicants applying under the following disability categories must provide a report that is less than 3 years oldi.e. dated after 1 February 2013. • ADD / ADHD • Mental Health Condition • Significant Ongoing Illness • Specific Learning Difficulty (including Dyslexia and Dyscalculia) • DCD - Dyspraxia/ Dysgraphia.

  31. Section C: Evidence of Disability • Psycho Educational Assessment • Applicantswith a • Specific Learning Difficulty (including dyslexia and dyscalculia) • must provide a full psycho-educational assessment • dated after 1 February 2013. • Applicants with • DCD - Dyspraxia/Dysgraphia. • must provide a full psycho-educational assessment • dated after 1 February 2013 • AND • Evidence of Disability Form 2016 • OR • Existing report completed by Occupational Therapist • or Neurologist or Chartered Physiotherapist • (No age limit)

  32. Change for 2017 • Psycho-educational Assessment • DARE will no longer require a full psycho-educational assessment dated within the previous 3 years of application for students applying on the basis of a: • Specific Learning Difficulty (SLD) • Developmental Co-ordination Disorder (DCD) – Dyspraxia/Dysgraphia • Details of the new requirements will be announced and circulated in early 2016.

  33. Benefits of DARE • Reduced Points (as before) • An example: If the Leaving Certificate points for a course is 360 points, an eligible DARE applicant could be offered a place with a lower points score e.g. 350 points. • Applicants need to meet entry and programme requirements to be considered for a DARE reduced points offer. • The amount of points a particular course is reduced by is dependent on: • The overall number of places on the course • The number of reserved DARE places on the course • The number of DARE eligible applicants competing for these reserved places. • The reduction in points for DARE places can vary every year. • However, the following groups will be prioritisedby participating colleges when allocating reduced points places : • Applicants eligible for both DARE and HEAR • Applicants with a physical or sensory disability

  34. Benefits of DARE • College supports may include: • Orientation Programmes • Learning Support • Assistive Technology • Library Support • Exam Accommodations • Educational Support Worker • Academic Tuition • You don’t have to be eligible for DARE to get support in college. • A needs assessment is conducted to identify specific support requirements.

  35. Introducing DARE to Potential Applicants • DARE HEAR presentation to class group. • Emphasis on Disabilities Eligible for Consideration & Educational Impact Slides. • Speak to Learning Support Teacher. • Speak to potential applicants individually. • Be aware of the possible emotional impact on student of applying to DARE.

  36. DARE / HEAR Timeline

  37. Q & A on DARE & HEAR

  38. Contact Information www.accesscollege.ie Or Mary O’Grady 021 490 2985 dare@ucc.ie

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