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Transition of students with special (educational) needs from secondary to tertiary education

Session for QEF Thematic Network: Serving Students with Dyslexia Dissemination Seminar 29 August, 2012 at Hong Kong Institute of Education
by

Peter Quinn

on 29 June 2014

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Transcript of Transition of students with special (educational) needs from secondary to tertiary education

Transition of students with special [educational] needs from secondary to tertiary education
Peter Quinn, Head of Disability Advisory Service, University of Oxford
Specific Learning Difficulties
dyslexia
dyspraxia (DCD /developmental co-ordination disorder)
dyscalculia
specific language impairment
AD(H)D
ASD
Equality Act 2010
substantial, adverse, long-term impact
duty to be inclusive and anticipatory
Overarching principles
Social Model of Disability underpins UK approach
Overarching principles
Single-deficit model
Some themes in current research
Co-occurrence of SpLD
Key conclusions:
Co-occurence is the norm & “Pure” forms rare
Severity along a continuum
Protective factors
Early Identification
High IQ
Supportive family
Effective intervention
Risk factors
Genes
Cognitive factors
Shared across learning disorders
Some themes in current research
Co-occurrence of SpLD
Understanding Transition
Social and academic integration

Wellbeing, emotional intelligence & personal sustainability

Realistic expectations

Active Learning

Information overload
Transition for Disabled Students
Realistic expectations – the challenge

Terminology

Self-confidence

More key relationships and more systems

Risk of isolation

Anxiety about unmet needs
Content credit to Jo Jones, Student Wellbeing Service Manager, University of Derby
ATTWOOD, R., 2008. Personal Touch Proves Key To Student Retention. Times (Higher Education), 6/3.

COOK, A. and RUSHTON, B.S., 2007. Student Transition: Practices and Policies To Promote Retention [online]. University of Ulster. Available at: http://www.ulster.ac.uk/star/R2R/R2Rresources/Student%20Transition.pdf [Accessed 6/6 2010].

ELLIOTT, T., and WILSON, C., 2008. The perceptions of students with hidden disabilities of their experience during transition to higher education. 1st ed. Aimhigher
 
HARVEY, L., DREW, S. and SMITH, M., 2006. The first year experience: a review of literature for the Higher Education Academy. 1st ed. Higher Education Academy
 
HC COMMITTEE OF PUBLIC ACCOUNTS, 2008. 10th Report of the House of Commons on Staying the course: the retention of students on higher education courses. 1st ed. London: The Stationery Office Ltd.
Useful references on 'Transition'
LEDOUX, J., (1998). The Emotional Brain. Weidenfeld & Nicolson

MUSSELBROOK, K. and DEAN, J., Student's Experiences of First Year at University, South East Scotland Wider Access Forum.
 
PALMER, M., O'KANE, P. and OWENS, M., 2009. Betwixt Spaces: Student Accounts of Turning Point Experiences in the First-Year Transition. Studies in Higher Education, 34 (1), 37-54.
 
STALLMAN, H.M., 2010. Psychological distress in university students: A comparison with general population data. Australian Psychologist, 45 (4), 249-257.
 
TATLAH, K., 2010. Factors impacting on the mental health and wellbeing of students at the University of Derby. 1st ed. Derby: University of Derby.
 
TINTO, V., 2003. Establishing Conditions For Student Success. In: L. THOMAS, M. COOPER and J. QUINN, eds., Improving Completion Rates Among Disadvantaged Students. 1st ed. Stoke On Trent: Trentham Books Ltd, 2003, pp. 1-10.
More useful references on 'Transition'
Developing Successful Diversity Mentoring Programmes: An International Casebook
David Clutterbuck, Kirsten M. Poulsen, Frances Kochan
(Oxford Brookes University, Copenhagen Business School, Auburn University, Alabama, USA)
Case study 1 'Aimhigher': Encouraging young people with disabilities
http://www.ox.ac.uk/students/shw/das/dyslexia_unbound/
2010 : Dyslexia Unbound – a film by Jane Clark,

Jane Clark was the recipient of the Association of Dyslexia
Specialists in Higher Education 2010 Liz Ahrends Award.

Jane used the Award to produce a film on the experiences of 3 dyslexic students at Oxford University – a basic message that
dyslexic students can, and often are, of superior intelligence, evidenced by winning a place to study at "such a prestigious university" (ADSHE bulletin).
'Wall of 100 faces' Students with disabilities

At Oxford over 1,000 students have declared a disability. Our overall student drop-out rate is one of the lowest in the UK at around 1%. We are committed to making reasonable adjustments and addressing any individual support requirements to ensure that students are able to fully participate and enjoy a fulfilling university experience. For more information, visit the Disability Advisory Service’s (DAS) web pages

These short videos give an impression of the experiences of a small selection of our students. We are currently filming more representative student experiences which will be added soon. Please contact DAS if you would be interested in volunteering: Telephone +44 01865 (2)80459 or disability@admin.ox.ac.uk
"There are so many myths about Oxford students I would have found it really useful to have been able to look at the Wall of 100 Faces when I was thinking of applying"

Helen McCabe, Somerville College
Thanks for your interest and attention.

Pete Quinn
Head of Disability Advisory Service
Disability Advisory Service
University of Oxford

E. peter.quinn@admin.ox.ac.uk
T. +44 (0)1865 280459
W. www.ox.ac.uk/students/shw/das

Linked In profile: http://www.linkedin.com/pub/pete-quinn/3/1b7/9a1
Full transcript