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Pathways to Trinity The Disabled Student Journey – a new transition model is emerging

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. Pathways to Trinity The Disabled Student Journey

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Pathways to Trinity The Disabled Student Journey – a new transition model is emerging

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  1. Pathways to Trinity The Disabled Student Journey – a new transition model is emerging Alison Doyle, Declan Reilly, Declan Treanor IES Conference April 25th 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 The Student Journey Pathway to employment Phase 3: Transition to further study or employment Pathway to College Phase 1: Pre-entry, admission and the first year experience. Pathway through College Phase 2: Building and maintaining a college career. Disability Service Outreach, Transition, Retention and Progression Plan 2010 – 2013 http://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. Unequal participation Applicants to the Disability Access Route to Education 2011

  10. Reactive structure

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

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

  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)

  17. Measuringeffectiveness 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, 5th 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 28th November, 2011)

  18. Transition support workshops Monthly workshops to 6th 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

  19. Sample schedule

  20. Session content 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.

  21. Transition assessment and planning tool

  22. Measuringeffectiveness 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, 7th 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, 5th October, 2011)

  23. Additional resources

  24. 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

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

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

  27. 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?

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

  29. 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. Independence

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

  31. 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 3rd level, limited scope for independence and neglected issues of employment

  32. 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.

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

  34. 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?

  35. Senior Lecturer’s Report: Table H2 – 2006/07 cohort - Standing and Year of Withdrawal

  36. 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)

  37. 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

  38. Which Faculties?

  39. 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

  40. 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.

  41. Home country: HEA, TCD & DS

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