Managing the transition to university for disabled students

Abstract

Purpose

The purpose of this paper is to examine mechanisms for managing the transition from school/college/work to university for disabled students

Design/methodology/approach

A research project using a case study methodology in a UK university department was conducted over a four year period

Findings

The paper finds that it is important that students with a disability who enter university identify themselves as early as possible so that appropriate adjustments can be made where required to teaching, assessment and pastoral care. It is also important that the transition to university is appropriately co‐ordinated both centrally by university wide disability support services and within the relevant university department. Ideally there should be anticipation of adjustments that may be required by the students with a disability.

Research limitations/implications

Although the case study reported in this paper focusses on just one university department, the number of students with a disability entering UK higher education is likely to increase and higher education institutions need to be aware of the adjustments that may potentially be required, as well as the timeliness of such adjustments.

Originality/value

In previous decades few students with a disability have attended university in the UK. However, growing numbers of such students are now attending university, but thus far little, if any research has been conducted regarding the adjustments that may need to be made for such students.

Citation

Taylor, M., Baskett, M. and Wren, C. (2010), "Managing the transition to university for disabled students", Education + Training, Vol. 52 No. 2, pp. 165-175. https://doi.org/10.1108/00400911011027743