Planning for the transition process begins as early as possible is important to the success of transitions support. It is also important that both pre- and post-entry needs assessments are conducted to identify key transition requirements so that they can be addressed with reasonable adjustments and other tailored activities / programmes. 

To clarify, needs assessments can be wider than an assessment specifically conducted for receiving a Disabled Students’ Allowance (which all HEPs may not be validated to conduct). To do this, it is advisable that key stakeholders are involved in the process, including disabled students themselves (for example, by declaring their disability), parents/supporters (for example., by supporting the transition), and HEP administrative and academic staff (for example, the Disability Service team).

Timing 

Pre-offer, offer-holder, or post-entry transition stages

Activities

  • Parent / supporter-educator consultations at local schools to provide parents and supporters with information about the support available at HE as well as the life skills students need to develop during their first term. Type 3 research has shown that parents and supporters of disabled students prefer to be more involved in the transition planning process (Ruble, McGrew, Toland, Dalrymple, Adams and Snell-Rood, 2018). Parents and supporters are lifelong advocates for many students with disabilities and sharing that information with them can help maximise students’ readiness and competencies across the different life skills that are required when entering HE. [Type 3 evidence]
  • Direct referrals to the Disability Service team for tailored Disability Action Plans (DAPs) to be created. The Disability Service should proactively identify and contract all students who have shared a declaration of disability/permanent condition.  Students  who engage with Disability Service teams benefit from discussions and Disability Action Plans being implemented before the start of the academic year, may better engage with their academic department, complete more time-intensive and administrative heavy tasks (e.g., applying for DSA and the Needs Assessment process), and can apply for additional support such as specialist accommodation, funding towards additional ensuite costs, car parking permits or non-DSA funded support. [Type 1 evidence]
  • Self-reporting by students at the pre-entry stage or via an early assessment survey during the induction week at the HEP. This information can be used to better tailor staff training to individual needs and improve access to student wellbeing and self-help information (Baker et al., 2021). Once disability needs have been identified, the HEP should provide an individual appointment with a Disability Advisor at the pre-entry stage for the advisors to identify and share information with applicants regarding other transition interventions / programmes available at their institution. [Type 2 evidence]

Change mechanisms

  • Improved support for disabled students that is provided early on → in-depth understanding of disabled students’ needs by HEP staff / peers → better provision and increased use of support, confidence among disabled students and impact on progression after HE
  • Support by significant others (e.g., parents / supporters) → increased student confidence (and, therefore, sense of empowerment) in navigating HE → maximisation of student readiness and competencies
  • Tailored staff awareness and training → increased staff confidence in supporting disabled students → improved student access to and use of 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.
  • 1.2 We assume that disabled students share information about their disability/ies as early as possible so that appropriate adjustments can be made to teaching, assessment, and pastoral care. This is based on Type 2 evidence from Baker et al. (2021).
  • 1.3 We assume that the interventions/programmes 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).
  • 2.5 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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