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

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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 - PowerPoint PPT Presentation

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

  • Pathways to TrinityThe Disabled Student Journey a new transition model is emergingAlison Doyle, Declan Reilly, Declan TreanorIES Conference April 25th 2012Trinity College Dublin

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

  • The Student JourneyPathway to College

    Phase 1:Pre-entry, admission and the first year experience.

    Pathway through College

    Phase 2: Building and maintaining a college career.

    Pathway to employment

    Phase 3: Transition to further study or employment

    The Student JourneyDisability Service Outreach, Transition, Retention and Progression Plan 2010 2013 http://www.tcd.ie/disability/projects/index.php

  • 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 students success Making a move towards integrated transition systems

  • National context

  • 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 Irishschools, where Transition Year is observed as a defined, stand-alone period occurring before the beginning of the senior cycle, andthere is no measurable progression of development to the point of transition into higher education.

  • National context

  • Unequal participation

  • Unequal participationApplicants to the Disability Access Route to Education 2011

  • Reactive structure

  • Proactive structure: strategic planPathway to College

    Phase 1:Pre-entry, admission and the first year experience.

    Pathway through College

    Phase 2: Building and maintaining a college career.

    Pathway to employment

    Phase 3: Transition to further study or employment

    The Student Journey

  • 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.

  • Phase 1: Pre-entry and First Year

  • Dedicated transition website

  • Respondents n=61

    Respondents n=37

    Respondents n=1

    ResearchConcurrent-transformative-triangulated-convergent Mixed Methodology.

    Equal quantitative and qualitative weighting.

    Merged results from two sequential phases.

  • Rationale

    Pre-entry activities as a reasonable adjustment for students with disabilitiesStudents 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)

  • 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:Its really good. It just kind of enlightens you, you know, and tells you what youre going and where youre 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)

  • Transition support workshops Monthly workshops to 6th year students and parents October 2011 May 2012.

    study skillsassistive technologytransition to college assessment and planningself-determination and self-advocacyexaminationsmanaging stresssleep hygiene

  • Sample schedule

    DateTimePlaceWorkshopPersonWednesday 5th October 20112 5pmArts BuildingIntroduction. Planning your transition to collegeAlison DoyleWednesday 2nd November 20112 5pmLibrary Training RoomLearning styles and study techniquesTrish Ferguson and Alison DoyleWednesday 7th December 20112 5pmLibrary training roomUsing assistive technology to maximise your studyAndrew Costello and Alison DoyleWednesday 11th January 20122 5pmArts Building 3051Applying to DARE: things you need to know and doDeclan Reilly and Alison Doyle Wednesday 8th February 20122 5pmArts BuildingMind your mind: stress, relaxation and sleep hygieneClaire Gleeson and Kieran LewisWednesday 7th March 20122 5pmAP 2.03Finding and using resources online. Writing for exams: how to get your point across to the examinerTrish Ferguson and Alison Doyle

  • 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.

    Wednesday 8th February 20122 5pmArts BuildingMind your mind: stress, relaxation and sleep hygieneClaire Gleeson and Kieran Lewis

  • Transition assessment and planning tool

  • MeasuringeffectivenessTransition 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 Aspergers 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)

  • Additional resources

  • ContactAlison [email protected]

    Disability Servicehttp://www.tcd.ie/disability/

    Pathways to Trinitywww.tcd.ie/[email protected]

  • Proactive structure: strategic planPathway to College

    Phase 1:Pre-entry, admission and the first year experience.

    Pathway through College

    Phase 2: Building and maintaining a college career.

    Pathway to employment

    Phase 3: Transition to further study or employment

    The Student JourneyDisability Service Outreach, Transition, Retention and Progression Plan 2010 2013

  • Phase II. Building and maintaining a college careerthe bigger picture

    Declan Reilly

  • Student Journey: Outcomes & RisksThis 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?

  • Support

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

  • 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 students needs as they proceed through College.

  • Retention & Progression

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

  • DS Policy over 10 yearsResponded 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 employmen