Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
Transition of students with special (educational) needs from secondary to tertiary education
Transcript of 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
dyspraxia (DCD /developmental co-ordination disorder)
specific language impairment
Equality Act 2010
substantial, adverse, long-term impact
duty to be inclusive and anticipatory
Social Model of Disability underpins UK approach
Some themes in current research
Co-occurrence of SpLD
Co-occurence is the norm & “Pure” forms rare
Severity along a continuum
Shared across learning disorders
Some themes in current research
Co-occurrence of SpLD
Social and academic integration
Wellbeing, emotional intelligence & personal sustainability
Transition for Disabled Students
Realistic expectations – the challenge
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
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 firstname.lastname@example.org
"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.
Head of Disability Advisory Service
Disability Advisory Service
University of Oxford
T. +44 (0)1865 280459
Linked In profile: http://www.linkedin.com/pub/pete-quinn/3/1b7/9a1