1. Maynooth University Access Programme
Rose Ryan,
Director of Access Maynooth University

2. Overview of Presentation
National Perspective
Key changes DARE 2017
HEAR and DARE Entrants at Maynooth University
Key Issues for Students
What can I do to support greater access?

3. HEAR DARE National Perspective DARE Initial Assessment
HEAR Initial Assessment
DARE Initial Assessment
2016
2015
% change
Ticked Box
11,548
11,353 2%
6,746
5,782
17%
Completed Online Application
9,548
9,161 4%
5,415
4,503
20%
Total Applications Assessed
6,081
6,125
-1%
3,896
3,305
18%
Eligible
4101
4,190
TBC
2993
2,417
24%
Ineligible
1980
1,935
904
888
Eligible Carry Forward Applicants
462
406
14%
353
313
13%

4. HEAR Application Numbers

5. DARE Application Numbers

6. DARE Eligible by Disability 2015 & 2016
% Change
ADD/ ADHD
224
170
+32%
ASD
247
218
+13%
Blind 39 23
+70%
Deaf 77 66
+17%
Dyspraxia
254
226
+12%
Mental Health
520
364
+43%
Neurological
133
176
-25%
SOI
412
311
+33%
Physical
152
116
+31%
SLD
886
747
+19%
Speech 50
n/a
+100%
Total
2993
2417 
24%

7. DARE HEAR Eligible Applicants 2015 & 2016
2016
2015
Applications to both DARE & HEAR
534
399
Eligible applicants to DARE & HEAR
252
185
Ineligible on both DARE & HEAR 55 37
Ineligible on DARE only (Eligible on HEAR) 89 70
Ineligible on HEAR only (Eligible on DARE)
138
107

8. DISABILITY ACCESS ROUTE TO EDUCATION
Key Changes to DARE
For 2017

9. Changes to DARE for 2017 Changes emerging from two areas:
This is year two of the roll out of changes, based on the DARE re-definition
Based on the feedback provided from schools and the learning from year one of the Educational Impact Statement, there are a number of improvements for 2017

10. Changes to the Applicant Statement
Applicants are no longer required to fill out an Applicant Statement on the EIS
In its place is the EIS Checklist, which applicants and their Guidance Counsellors are asked to complete together to help them determine which aspects of the EIS are most relevant to them
Applicants can still make their personal statement on the Section A: Supplementary Information Form

11. Changes to the EIS The entire EIS has been shortened from 8 pages to 6
The number of indicators has been reduced from 7 to 6
The EIS & Teacher’s Manual provides clearer guidance on how much of the form needs to be completed for the purposes of DARE eligibility
Applicants who have not attended the same school for the entire duration of their post-primary education are only required to get an EIS completed by a previous school where the current school cannot capture the impact of the applicant’s disability/ condition

12. Teacher’s Manual
The Teacher’s Manual for 2017 will include a section on the HEAR Social and Cultural Indicators:
Socio-Economic Group
DEIS
Area
This is included as a result of feedback from Guidance Counsellors who requested more information was provided to schools on the above.

13. Changes to the Evidence of Disability for applicants with a Specific Learning Difficulty
From 2017 onwards, DARE will no longer require a full psycho-educational report dated within the previous three years of application for students applying on the basis of a specific learning difficulty (SLD).
Applicants will be required to submit a full psychological assessment report of any age in which a diagnosis of a specific learning difficulty is clearly outlined.
Applicants will also be required to submit attainment scores from school- based testing or from testing administered by a suitably qualified psychologist, which must have been carried out on or after 1 February 2015 in either case
As with all other disability categories, a completed EIS must be included in the application to DARE

14. Changes to the Evidence of Disability for applicants with a Development Coordination Disorder
From 2017 onwards, applicants to DARE with Development Coordination Disorder (DCD) will no longer require a full psycho-educational report dated within the previous three years of application. A psycho-educational report of any age will suffice
A report of any age from an Occupational Therapist/ Physiotherapist/ Neurologist is still a requirement
As with all other disability categories, a completed EIS must be included in the application to DARE

15. Changes to the GP Verification
Applicants who have an existing diagnosis but have difficulty accessing the appropriate professional to get confirmation of the diagnosis or an updated report may ask their general practitioner (GP) to complete the Section C Evidence of Disability form, if the GP has the relevant information on file.
From 2017 onwards, the Section C (if completed by a GP) must be accompanied by a copy of a document from the applicant’s file in which the diagnosis is confirmed.
A single document which confirms the diagnosis and is within the time limit (if one applies) is sufficient
This document must be signed and dated by the appropriate specialist/ consultant.
If a time limit applies, the diagnosis or reconfirmation of diagnosis from the appropriate professional must have been made within that time limit.

16. DARE & HEAR Application Advice Clinics
Nationwide
Saturday, 21 January 2017
Further details will be sent to schools in late September

17. Applicants can apply to both
Remember…
Applicants can apply to both
DARE & HEAR
Applicants who are both DARE and HEAR eligible will be prioritised by colleges when allocating reduced points places.

18. A Word of Thanks
We would like to thank all the Guidance Counsellors and Learning Support Teachers who participated in the evaluation of the new Educational Impact Statement. Your feedback was very valuable. We have endeavoured to incorporate as much of your feedback as possible in the EIS 2017.

19. Key issues for Students
Staff can be unaware of the impact of background or age or disability not only on accessing third level but on completing and progressing;
Students with disabilities can have very complex issues in addition to the usual stresses in higher education – mental health is a particular concern;
Many students experience real financial hardship – issues around stigma, awareness, accessing supports in a sensitive manner that puts the student at the centre of the experience;
Many students rely on the Institution to keep them in school/college – many competing forces that will encourage them to leave – lack of confidence, financial pressures, pressures from home/caring responsibilities, lack key academic skills, loneliness;
Many students are not aware of the supports that are there or would find it difficult to ask for help – signposting is important and personal support is critical
Many students will find the HEAR/DARE processes challenging and will need targeting, advice and support.
maynoothuniversity.ie/access-office

20. What can I do to support greater access?
Be aware of barriers that face many students in accessing and staying in higher education – financial, social and cultural.
Be proactive about targeting, providing advice and support about HEAR & DARE routes – these students may require additional advice/support;
Be aware of the wide range of academic, personal and financial supports available for students at Maynooth University;
Liaise with the Access Office if you have particular queries or concerns or would like advice;
Be an advocate within your own institution to raise awareness of accessibility and diversity issues – MAP Ambassador Programme, College Awareness week 21st to 27 November 2016, HEAR DARE Advice Clinics Saturday 21st January 2017.
maynoothuniversity.ie/access-office

21. Contacts Maynooth University Access Programme
MAP Lodge, North Campus, Maynooth University
T: (01) E: W:
Stephen Kennedy, Disability Officer, (01)
Gemma Lynch, Access Advisor, (01) gemma.a.
Emer Sheerin, Mature Student Officer, (01)
maynoothuniversity.ie/access-office