Evaluating a transitional support intervention to improve educational outcomes and experiences for students registered with disability and inclusion services

Harley, J (2023) Evaluating a transitional support intervention to improve educational outcomes and experiences for students registered with disability and inclusion services. International Journal of Inclusive Education. ISSN 1464-5173

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Abstract

This study focuses on an intervention for students experiencing disabilities to reduce the reported statistical negative gaps in continuation and attainment. This study established how targeted interventions, alongside inclusive practice, can be effective in reducing these gaps. To collect data from the students, the study’s design used questionnaires containing questions with pre-set answers choices, Likert scale questions and free text options. 1003 students known to disability services at an English university were invited to take part, 47 responded to the pre-programme questionnaires and 51 responded to the post-programme questionnaire. 11 students attended enough sessions and provided consent for their data to be included in this study, these students were tracked during their studies to assess the impact of the transition programme, in terms of retention and progression. Student satisfaction with the transition programme was statistically significant and improved the students’ experience of joining the university. An unexpected outcome of the programme was that 10.5% more students obtained a support plan with the university and 6.6% more students were awarded the Disabled Students’ Allowance. The study concludes that further development of transition programmes, at key points in the students’ life cycle, would be beneficial to individual students and reduce the reported gaps in outcomes.

Item Type:	Article
Divisions:	Education
Depositing User:	G Denton
Date Deposited:	15 Sep 2023 10:34
Last Modified:	15 Sep 2023 11:16
URI:	https://ulaw.repository.guildhe.ac.uk/id/eprint/6

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