NEW INFORMATION ON TRINITY COLLEGE DUBLIN DARE ENTRY 2014

Trinity College Dublin (TCD)is announcing a change in policy that will prioritise admissions for students with sensory and physical disabilities applying for a Trinity College place through the national Disability Access Route to Education (DARE). Effectively, this change will mean that applicants with sensory or physical disabilities, who are DARE eligible and meet minimum entry and course subject requirements, may be offered a place on a reduced points basis through the DARE scheme, ahead of all other DARE eligible students. This policy has been developed in response to the continuing low numbers of students with sensory and physical disabilities participating in Trinity College and third level education.

The numbers of students with sensory and physical disabilities progressing from second level education to University is significantly below the numbers expected. For example, in 2010, the number of applications of students with sensory and physical disabilities to Higher Education was seven times less than non-disabled school leavers. In 2013,only 11 applicants with physical or sensory disabilities registered with the Disability Service in Trinity, representing 7% of the 151 new entrants to Trinity.

The Trinity College Access Plan 2009-2013 has set a specific target of a 10% increase in students with a disability (excluding specific learning difficulties), and College is also working towards the Higher Education Authority National Access Planof doubling by 2013 the number of students in higher education with sensory, physical and multiple disabilities. Furthermore, Trinity College will strive to achieveobjective 5.2 of the HEA compact Institutional Objectives (2014-16),which aims for a 25% increase in the number of students admitted with sensory and physical disabilities.

Declan Treanor, the Director of The TCD Disability Service, is enthusiastic about the effect this new policy will have on student admissions: ‘By introducing this change to the admission scheme we operate for students with disabilities in Trinity we are stating there is a need for pro-active actions across the education sectors to increase participation of these significantly under-represented groups. For too long, students with sensory and physical disabilities have remained under-represented at third level. We’ve decided to address this directly by prioritising these students for admission – the next challenge is to encourage as many eligible students as possible to apply to the scheme.’

Students of TCD with sensory or physical disabilities have highlighted for many years the difficulties they encountered in reaching third level. Sara Maye, an English graduate from TCD with cerebral palsy, states it clearly: ‘Unless young people with disabilities have supportive families and a good primary and secondary educational background, their prospects of attaining a third level qualification are low.’ Emma Clarke, a current Dentistry student, who has a hearing impairment, also outlines the challenge involved in making the transition from secondary to tertiary education: ‘I didn’t realise how unprepared I would be for the challenging transition from second to third level…. The Disability Office staff were phenomenal and with their support I managed to find the balance between course work and getting involved in college activities.’

The perception may still remain amongst the public that Trinity College is adifficult universityfor students with disabilities to gain a place in due to strong demand. However, TCD now makes the highest proportion of offers to students with disabilities availing of the Disability Access Route to Education.As a student with a hearing impairment puts it; ‘Apply for DARE even if you don't think you will get it. If you need some help, just ask! There are a lot of students with disabilities - you would be surprised.’ The Disability Service has a highly-specialised staff team who are well-equipped to support students with sensory or physical disabilities who may have high support needs. ‘The range of supports available make TCD a very suitable destination for students with disabilities,’ says Declan Treanor. ‘They should consider it strongly when selecting their college course preferences.’

Prioritisation of students with sensory and physical disabilities

Entry rates for students with sensory and physical disabilities as target groups

The mid-term review of the HEA Access Plan (2008-13) data for students with sensory and physical disabilities examined outcomes for 2012 matched with original target figures for 2010 and 2013. Superficially, the numbers of students accessing HE appears to have at least met original targets, with some small improvement in the numbers of students with a visual impairment or multiple disabilities (Table 1). However as the number of disabled students in HE has more than doubled since the inception of HEA plans, the target for doubling this cohort of students, has been met through a natural increase in numbers.

2006
(Base) / 2010
Target / 2010
Outcome / 2013 Target / 2012
Outcome
Students with sensory, physical and multiple disabilities (combined) / 466 / 699 / 668 / 932 / 979
Of Which
Students who are deaf/hard of hearing / 126 (27%) / 189 / 173 / 252 / 190 (19%)
Students who are blind/have a visual impairment / 65 (14%) / 98 / 116 / 130 / 138 (14%)

Table 1. Outcome data from the National Strategic Plan, 2012, HEA

A comparison of CSO population data with HEA transition data for the three target groups indicates the small numbers of students with sensory and physical disabilities represented in HE (Table 2):

Age group / Blindness or serious visual impairment / Number in HE / Deafness or serious hearing impairment / Number in HE / A difficulty with basic physical activity / Number in HE
15 - 19 years / 1,415 / 138 / 1,170 / 190 / 2,287 / 317
20 - 24 years / 1,650 / 1,347 / 2,975
Total / 3,065 / 4.5% / 2,517 / 7.5% / 5,262 / 6%

Table 2: Profile 8: Census 2011 – Our Bill of Health, Government of Ireland (2012)

and HEA review data, (2012)

DARE entry for HEA target groups

DARE data indicates that there has been no significant increase in the target groups over the last four years (Table 3).

Disability / 2008 / % / 2009 / % / 2010 / % / 2011 / % / 2012 / %
AS / ASD / 36 / 2.2 / 76 / 3.4 / 68 / 3.70 / 94 / 4.3 / 129 / 5.3
ADHD / 40 / 2.5 / 107 / 4.8 / 70 / 3.80 / 114 / 5.2 / 156 / 6.5
Blind / VI / 24 / 1.5 / 54 / 2.4 / 36 / 1.90 / 36 / 1.6 / 1 / 0.0
Deaf/HoH / 67 / 4.2 / 110 / 4.9 / 70 / 3.80 / 77 / 3.5 / 70 / 2.9
Dyspraxia / 32 / 2.0 / 74 / 3.3 / 88 / 4.7 / 143 / 6.6 / 153 / 6.3
MHC / 49 / 3.0 / 115 / 5.1 / 89 / 4.8 / 129 / 5.9 / 226 / 9.4
Neuro / 0 / 0 / 43 / 1.9 / 39 / 2.10 / 36 / 1.6 / 36 / 1.5
Physical / 17 / 1.0 / 94 / 4.2 / 62 / 3.30 / 94 / 4.3 / 92 / 3.83
SOI / 178 / 11.1 / 72 / 3.2 / 189 / 10.2 / 226 / 10.4 / 269 / 11.2
SLC / 0 / 0 / 0 / 0 / 17 / 0.90 / 14 / 0.6 / 26 / 1.08
SpLD / 1152 / 72 / 1560 / 69.9 / 1108 / 60.3 / 1197 / 55.4 / 1199 / 50.0
Total / 1595 / 2229 / 1836 / 2160 / 2397

Table 3: DARE eligibility by disability 2008 – 2012

In recognition of the imbalance of offers between disability groups and the need to increase the target groups, the Disability Service has committed to increasing the number of students in these groups by a minimum of 25% each year. In order to meet this target, DARE offers will first be made to eligible applicants with sensory and physical disabilities, and subsequently to all other students with disabilities on a competitive basis.

Working example: 2013 entry

On the basis of this new offers model, an additional (to the above) one student with a visual impairment, three students with a hearing impairment, and four students with a physical disabilities would have been prioritized for a DARE place.

Eligible applicants to TCD / Total number / % of DARE population / TCD 1st preference / Meet matriculation and reduced points allowance, priority offer
Blind / VI / 12 (0.5%) / 4 / 1
Deaf / HI / 20 (0.9%) / 7 / 3
Physical / 28 (1.2%) / 9 / 4
Total / 60 / 20 / 8

Impact of the HEA compact Institutional Objectives 2014-16

5.2. 25% increase on number of students admitted with sensory and physical disability.

As a result of the introduction of the HEA compact Institutional Objectives 2014-16

(5.2.) we expect that we will increase on number of students admitted with sensory and physical disability by nine over this three year period.

2013 TCD DARE offers (baseline) / Minimum 25% increase 2014 (actual % increase) / Minimum 25% increase 2015
(actual % increase) / Minimum 25% increase 2016
(actual % increase)
Blind / VI / 2 / +1 (50%) / +2 (66%) / +3 (60%)
Deaf / HI / 4 / +1 (25%) / +2 (40%) / +3 (42%)
Physical / 4 / +1 (25%) / +2 (40%) / +3 (42%)
Total / 10 / +3 / +6 / +9

Students with a sensory or communication disability can apply for an exemption from the modern language and/or mathematics requirements for TCD

Students applying for admission to Trinity College Dublin are required to present six Leaving Certificate subjects, including Mathematics and one other modern language.

However, students may apply for a waiver of the modern language requirement if they have a sensory, or speech, language and communication disability, and are also failing to attain adequate levels in language skills in English.

Students may also apply for a waiver of the Mathematics requirement if they have a sensory disability (visual or hearing), and are also failing to achieve adequate levels of attainment in Mathematics.

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