Ensuring students know what they can expect as a disabled student early on (that is, at the offer-holder stage or at the start of an HE programme) is key. Early induction activities enable HEPs to provide support for disabled students from the start of the student’s HE journey and increase positive engagement with the support available, helping to minimise the chance of dropping out of their course. Induction activities should include the development of suitable guidance documents outlining how the course is taught and assessed (including the competence standards that students should be able to meet), and what support services are available to students, including reasonable adjustments available as a matter of course. HEPs should ensure that such information is on their websites and is up-to-date, easy to find and accessible.

Timing

Offer-holder or post-entry transition stages.

Activities

  • Reviewing relevant information from the student’s previous educational provider or workplace about the student’s support and accessibility needs (with the student’s consent). This should include consulting any adjustment planner or passport that the student developed in a previous setting and has chosen to share.  
  • Establishing an integrated referral process between the different HE support services. An integrated process facilitates a joined-up transition journey and ensures students can access the support they need throughout their application process and beyond. For instance, this could include sharing relevant information between the Recruitment and Admissions team, the Student Support and Safeguarding team and wider academic staff. [Type 1 evidence]
  • Induction with individual course teams where students are introduced to academic staff during their induction week and provided with opportunities to meet other fellow students at specifically organised events. They can also be provided with key information on their course, as well as key dates and points of contact in case they have any queries or in the form of an induction week workshop. 
  • Induction and familiarisation programmes for students and their parents / supporters, who should be invited to attend information gathering sessions, hear from current students, and form networks with other parents / supporters, with the aim of enabling them to confidently navigate and support their child’s transition. [Type 1 evidence]

Change mechanisms

  • 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
  • Familiarisation with and early awareness of student life → students are better prepared for HE → improved experience of 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
  • Integrated, joined up support provision → awareness, access to and use of support throughout transition (and, therefore, a sense of empowerment) → increased skills and knowledge for success in HE   

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 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).

2.3 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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