1. What are the challenges relating to technology?
What typical, promising or evidence-based practices are used in the UK to support the transition of disabled students to post-compulsory education (PCE) and from PCE to employment?
What are the challenges relating to technology?

2. Evidence-based practice?
At a national level practice is driven by legislation not evidence
Legislation and related policy influence what happens in each sector- but there is nothing to mandate how transition between sectors should be managed
PRIMARY AND SECONDARY SCHOOL
Education dept- statementing of special needs- resources allocated
Health department: provision of communication Aids- assessment, ACE centres
COLLEGE OR UNIVERSITY
Govt funded Disabled Students Allowance + university resources
AT assessment centres
EMPLOYMENT
Access to Work scheme
In the 2016/17 academic year the Government started implementing reforms to strike a new ‘balance’ between “support supplied by HE providers and [support provided through] DSAs”.2 The Government’s aim was to avoid paying for additional support that it felt universities are required to provide under the Equality Act (2010). It scaled back the DSAs program and doubled the funding to universities to support disabled students, from £20 million to £40 million per year across England.3 These reforms did not just represent a change in the source of funding for support, they affected the nature of that support. Universities were encouraged to meet the challenge of DSA cuts by “create[ing] a more inclusive learning environment”

3. The reality of transition for UK disabled students
When disabled students leave school- any government funded technology has to be returned – have to apply to a separate government department fund (Disabled Students Allowance) for equipment
For a significant number of disabled students the first year of university is the first time they get an official ‘diagnosis’ of their dis/abilities
In university, most students will be well supported with adjustments, equipment –including those in vocational courses
But there is no guarantee that any adjustment made by the university (e.g. to enable students to demonstrate their ability in assessments) will be continued by future employers (setting them up for a fall?)
For a significant number of disabled students- the first year of university is the first time they get an official ‘diagnosis’ of their dis/abilities
Mature students may have been at school a while ago when the system for diagnosing and addressing dis/abilities was less developed
Students coped at school so did not present any difficulties, but new environment of university presents challenges that students do not have coping strategies for so they get referred for diagnosis

4. Research to build an evidence-base for transition practices?
Research into transition for disabled students pretty much non-existent
International as well as UK issue
One study Jane conducted in one campus-based UK university revealed some interesting issues relevant to transition:
Survey of 175 disabled students – 22 follow up interviews
For those who undertook a formal ICT qualification prior to university, 63.4% said the knowledge gained had not helped in their current technology use. (n=153)
Common reasons given= irrelevant, out of date
Interviewees talked a lot about having to invest time they felt they could not afford- learning to use their new technologies at university (e.g. specialist AT provided through their DSA)
Seale, J; Georgeson, J; Mamas, C and Swain, J. (2015). Not the right kind of ‘digital capital’? An examination of the complex relationship between disabled students, their technologies and higher education institutions. Computers & Education, 82 pp. 118–128.

5. What do we do regarding transition at the OU?
Evidence-based practice at an institutional level
Remembering OU is not a typical institution
Mission to be open (no entry requirements) and offers flexible study
Separation between module production (lecturers/academics) and module delivery (tutors)
Print and online materials supported by face to face and online tutorials

6. Transition into HE: Disclosure and the process of understanding support needs.
Most registrations to study happen online or over the phone. Prompt to disclose disabilities during registration for qualification and modules. This triggers phone calls and forms for the student to create a personal profile- which informs what assistance (incl. technology) student will be offered Challenge 1: Students don’t disclose. Challenge 2: Students don’t follow up or answer calls. Then get inappropriate support.

7. Transition into HE: What is the right language for university communications?
Disabled’ is an official term for very diverse conditions.
It is not a term that students necessarily identify with or are comfortable using. UK and international norms differ.
54% of ‘disabled’ students at the OU surveyed were uncomfortable with being addressed with this term.
Students with mental health and specific learning difficulties were significantly more likely to be uncomfortable with being called ‘disabled’.
No consistent term or model preferred across communications contexts.
There are clusters of students with different views on language.
Lister, K., Coughlan, T., & Owen, N. (forthcoming). ‘Disability’ or ‘study needs’? Identifying students’ language preferences in disability-related communications.

8. Transition into HE: Inclusive and differential language
Webpages can be inclusive by using a variety of terms.
Challenge 3: Can we adapt the language used by systems to student preferences?
“Accessibility is at the forefront of the OU's mission to be 'open to all'
You may not think of yourself as disabled, but if you have:
a long-term health condition,
a specific learning difficulty (such as dyslexia), or
a mental health difficulty,
then, along with other disabilities, the OU considers you are entitled to reasonable adjustment to support your study. We use the terms ‘disabled’ or ‘disability’ to cover all these conditions.”
( text from )

9. Transition into HE: Supporting choice and access
We do not have entry requirements. Students choose their own path of module or qualification registrations.
For many, school or college was a long time ago. It may not have been a positive experience.
Online and distance learning can be very suitable for disabled students, but it can also be very isolated.
Challenge 4: How can students make good choices about their study commitments?

10. Transition into HE: Tools to guide new students
Tools integrated into the OU website prompt students to think about their study choices, for example how they will fit study into their lives.
These tools also provide information about the accessibility of study and reminders about important steps to take.

11. Transition from HE to employment: from the perspective of our Careers and Employability Services Staff
We say to students is that if a strategy or support from a certain type of technology worked for them in their study, then this could also be applicable to the workplace, with the huge proviso that the workplace will have different demand.
We are also careful to signpost students to voluntary sector organisations which have expertise in supporting those with specific disabilities in all aspects of life transition. In many cases these provide very good individualised advice around useful technologies. A good example is RNIB :
Although in many cases students are aware of technology options and may well be introduced to them initially via a DSA , this is not always the case. To help students find organisations which may provide more specialist support around employability we have produced an e-book on job seeking for students with a disability – which we’re in the process of updating:
We vigorously promote ‘Access to Work’ which helps identifies and in some cases, pays for, reasonable adjustments
 Many students find telling an employer about their disability and what they need to address need, challenging. CES has produced a webinar ‘ Demonstrating Your Potential’ which covers this very issue.
Most people don’t seem to know that FREE help is available for the employer and employee through Access to Work. CES have also produced a webinar on Access to Work and programmes across the Nations

12. Thank you