Moving from the transactional to the transformational student: Lessons learnt from the Trinity College Disability Service three phased transitional student journey strategy Declan Treanor Director, Disability Service Trinity College Dublin

Trinity College Dublin, The University of Dublin Pathways to Trinity The Disabled Student Journey The Disability Service Strategic Outreach, Transition, Retention and Progression Plan

Trinity College Dublin, The University of Dublin Student Journey… Engages students across 3 phases of their Higher Education journey: Pre-entry, admission and the first year experience Building and maintaining a college career Progressing through college to employment

Trinity College Dublin, The University of Dublin Philosophy… Proactive strategy as opposed to traditionally reactive models Each phase is supported using a model that facilitates the acquisition of skills such as self-awareness, self-determination and self-advocacy, which are transferable across the entire student lifecycle Aims to move from a transactional service delivery model, to a transformational resource Support a dialogue with the disabled individual in the acquisition of transferable skills that can be developed across all three phases of the student journey Student at the center

Trinity College Dublin, The University of Dublin Evidence Research based… Potential to help bridge the research-to-practice gap and improve student outcomes Methodological inferences based on the framework of a transformational ethos reveal the potential strength of combining qualitative and quantitative methods A qualitative dimension is needed to gather community perspectives at each stage of the research process Quantitative dimension provides the opportunity to demonstrate outcomes that have credibility for community members and scholars Transformative mixed methodologies provide a mechanism for addressing the complexities of research in culturally complex settings that can provide a basis for social change

Trinity College Dublin, The University of Dublin Phased approach Disability Service defined and based on which phase activity is within Staff assigned to deliver within each phase and set KPIs reporting on set and measurable objectives Funding targeted to achieving phased objectives Students understand the ‘student journey approach’

Trinity College Dublin, The University of Dublin Phase 1: Pre-entry and first year experience Tell students what Trinity and courses are really like… Get students connected well before they come to Trinity Prioritise those identified with greatest needs Transition planning Entry schemes clear and accessible Communicate with students and parents Keep connected in the first year

Trinity College Dublin, The University of Dublin Pathways Transition Planning Tool

Trinity College Dublin, The University of Dublin

Orientation programmes

Trinity College Dublin, The University of Dublin Ambassador Programme A programme to develop disability leaders who will act as role models for potential entrants to Trinity Visits to secondary schools, to encourage pupils with disabilities from socio-economically disadvantaged backgrounds to study in TCD working in conjuciton with Trinity Access Programme and target schools Represent Trinity at revelant events Develop skills that can assist students as the progress to employment

Trinity College Dublin, The University of Dublin Phase 2: Retention & progression Rationale for all reasonable accommodations set out Engage students in needs assessment process Involve parents in understanding the role of the Disability Service Redesign of Disability supports services Retention issues for students with disabilities

Trinity College Dublin, The University of Dublin Phase 2 DS Quality Review – Redesign of DS – General ‘A’ and specialist ‘B’ supports – Communication of changes – Mainstreaming And the Pareto principle:

Trinity College Dublin, The University of Dublin A and B defined by:A = Low level of needB = High level of need Entry Route CAO merit, PG, Mature DARE (big pts reduction), TAP, Mature CourseNon-professional coursesProfessional courses Personal circumstances Good supports with little or no difficulties Difficulties with accommodation, finances, family etc. Defining A’s and B’s Considerations that might make an ‘A’ a ‘B’ or a ‘B’ and ‘A’

Trinity College Dublin, The University of Dublin Ahead participation report 2013/14

Trinity College Dublin, The University of Dublin Assumptions (to be challenged) about students with disabilities: Students with disabilities: Are educationally disadvantaged Are under-represented in Higher Education Have increased participation rates in HE mainly due to Access programmes such as DARE Seek and receive support from Disability Services With supports, do as well or better than their peers Progress at the same rate as other students

Trinity College Dublin, The University of Dublin HEA Facts and Figures 2013/14 page 27:

Trinity College Dublin, The University of Dublin National trends – Ahead and HEA: The participation rate of SWD in HE is increasing annually 8.9% responded to the HEA Equal Access Disability Survey 6.6% of all New Entrants declared a disability in 2013/14 4.2% of all HE students were registered with a disability service in 2013/14 3.3% of all New Entrants required support in 2013/14 15% to 30% of SWD register ‘later’ and are often continuing students This leads to questions about how SWD are counted in HE and how they progress in HE and what their outcomes are in comparison to peers

Trinity College Dublin, The University of Dublin Retention: Withdrawn by disability type 2003 to 2013

Trinity College Dublin, The University of Dublin Withdrawn students (%) by disability type 2003 to 2013 Disability TypeADDASDBlind/VIDCDDeaf/HIMHPhysSOISpld %2.1%2.9%1.4%1.1%7.2%32.8%6.1%9.4%36.8%

Trinity College Dublin, The University of Dublin Outcome (%) by entry route 07, 08 & 09 students (%)

Trinity College Dublin, The University of Dublin Students with disabilities in Trinity: Are not all disadvantaged and those that are - are not equally disadvantaged Do not always enter with a disability or support need but these can emerge at any time prior to graduation (a drop in grade outcome is more likely for this cohort) Are choosing to disclose more often than students did 5 to 10 years ago (especially those with Mental Health difficulties) Do better academically when they register for support early (use or uptake of support varies considerably) Often take longer to progress through HE compared to students without disabilities (medical repeats or time off) Sometimes have no need to be represented in Higher Education (as having a disability or needing support)

Trinity College Dublin, The University of Dublin Phase 3: Transition to employment - context Leonardo Project-'Univers’ Emploi’- need to support transition to employment for graduates with disabilities AHEAD- 70% of graduate sample were employed. 59% in full-time employment whilst 18% were part-time 80% of those ‘seeking employment’ do not always disclose their disability when applying for jobs Most common reason for working part-time was that graduates wanted to but were unable to find a full-time job Only 23% of the respondents had participated in any form of specific job-preparation training Work experiences essential in influencing the employment prospects of graduates with disabilities

Trinity College Dublin, The University of Dublin

Increase in the number of students with disabilities entering college Support at 3 rd Level provided = greater progression & retention Educated Graduates seeking employment Difficulties making the transition to employment

Trinity College Dublin, The University of Dublin Career Pathways… 1. Developing a clearly delineated individual process comprising three stages 2. Development of an ePortfolio system containing both Careers and Disability Specific resources 3. Development of peer-workshops for students to discuss topics such as disclosure and reasonable accommodations 4. Providing workshops to Careers and Disability Service staff with the HEIs involved 5. Establishing connections with employers to ensure timely provision of information on equality application routes and policies 6. Development of an ambassador programme, for graduates with disabilities to act as mentors to current students Phase 3

Trinity College Dublin, The University of Dublin Process Exploring a Career Building a Career Launching a Career

Trinity College Dublin, The University of Dublin Lessons learnt… Three phased approach works Strategic and focused Specialist and evidenced based Transactional approach is reactive and not good for student development Transformational student is complex and not straight forward

Trinity College Dublin, The University of Dublin

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