Multi-day support programmes, which might include academic skills building, time management, wellbeing stress and anxiety workshops, broad information about reasonable adjustments, sessions on how to cope with coursework, and activities that enable students to familiarise themselves with the HEP campus. This is also an opportunity for HEPs to provide sessions on how to use the assistive and accessible technology (ATech) provided by the HEP (e.g. built in accessibility features in the virtual learning environment and specialist  software on campus computers).

Timing

Offer-holder and post-entry transition stages

Activities

This programme can be delivered in the form of a multi-day (normally 3-day) summer or spring school for offer holders depending on their admission date. 

It can also be delivered in the form of a series of individual workshops during the induction week for students who have either been accepted later in the admissions cycle or who are unable to travel to campus in advance of the academic year, or who have come through clearing. 

Change mechanism

Early engagement with HEPs → students integrate the lived experience of their disability with the HE journey →improved knowledge and / or increased confidence and trusting relationships with staff and support services

Assumptions

1.1 We assume that students have time available and invest it to actively engage with HEPs and to take up the support on offer to them during their transition journey. This is based on Type 1 evidence from HEPs delivering transition support for disabled students.

1.3 We assume that the activities generate awareness and confidence among those that have not shared information about their disability to declare or seek targeted support. This is based on Type 1 evidence from HEPs delivering transition support for disabled students.

1.4 We assume that disabled students welcome the opportunity to learn about disability support from HEPs and related interventions / programmes and engage with them. This is based on Type 2 evidence from Markle, Wessel and Desmond (2017) as well as Type 1 evidence from HEPs delivering transition support for disabled students.

1.5 We assume that disabled students experience their engagement with staff and other stakeholders as being supportive and trustworthy. This is based on Type 1 evidence from HEPs delivering transition support for disabled students.

2.2) We assume that education providers are proactive with supporting students with a disability and reflect their commitment through activities such as staff training, student access to disability services / resources. This is based on Type 2 evidence from Baker et al. (2021).

2.3 We assume that education providers identify appropriate interventions / adjustments aligned with specific disabled student needs. This is based on Type 2 evidence from Baker et al. (2021).

2.4 We assume that staff and other stakeholders (such as peers involved in interventions / programmes) form supportive and trustworthy relationships with disabled students in all engagements conducted. This is based on Type 2 evidence from Hillier et al. (2019).

2.5 We assume that faculty members understand the importance of their role in the academic success of students with disabilities and the reasons why transition into HE might be more difficult for students with disability. This is based on Type 2 evidence from Markle, Wessel, and Desmond (2017).

3.3 We assume that there are sufficient resources available for implementing a programme of transition support at HEPs. This is based on Type 1 evidence from HEPs delivering transition support for disabled students.

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