Response to consultation on targeting funding for disabled students in higher education from 2016/17 onwards.
Evidence was sought through a consultation, conducted in September 2015, ahead of reforms to the Disabled Students’ Allowance which proposed to place greater responsibility on HE providers to support students with disabilities through inclusive practice. The response from VICTAR noted:
- the importance of ensuring that funding was available to ensure that students are able to access the equipment they need in order to work independently.
- the importance of specialist roles for supporting students with vision impairment, particularly specialist note-takers and mobility officers as well as overall support allocations from both DSA and the HE provider being informed through a detailed assessment by a trained assessor.
Response to consultation on targeted fuding for disabled students in higher education (Word doc)
Response to consultation on DSA-NMH mandatory qualifications or professional body membership criteria and role descriptors review 2017/18.
This review, conducted in January 2017, sought responses to the proposed changes to DSA funded non-medical helper mandatory qualifications or professional body membership criteria and role descriptors, ahead of publication for the 2017/18 academic year.
Whilst the review focused on specific aspects of the delivery of DSA, throughout we were able to incorporate evidence from the Longitudinal Transitions Study, and to highlight some of the particular challenges faced by students with vision impairment.
Response to criteria and role descriptors review (Word doc)
Response to procurement review for Disabled Student Allowances (DSAs) – assistive technology equipment and training tender.
In April 2019, the Student Loans Company, who have administrative responsibility for DSA conducted a review. They sought responses to proposed tender arrangements for the delivery of DSA funded Assistive Technology. Our response was led by the Thomas Pocklington Trust in collaboration with VICTAR. In the response we used the findings from the Longitudinal Transitions Study to:
- highlight ongoing challenges for students with vision impairment accessing appropriate equipment to enable them to study independently;
- argue for the importance of broadening the range of equipment funded by DSA;
- highlight the importance of students receiving training before starting their courses.
Response submitted to the tender review (Word doc)
Review of DSA guidance in relation to students with vision impairment.
Rachel Hewett (VICTAR) and Tara Chattaway (Thomas Pocklington Trust) provided a tailored briefing to the DSA team at Department for Education which provided a response to proposed DSA guidance in relation to students with vision impairment. They gave an overview of key findings from the Longitudinal Transitions Study in relation to DSA and made recommendations for future development (Word doc).
Key findings from the briefing (Word doc)
Higher Education Commission – Disabled Students Inquiry.
This inquiry investigated disparities in disabled students’ continuation, attainment and graduate outcomes in higher education. Our response provided evidence, case studies and highlighted what is and isn’t working for students with vision impairment, as well as providing recommendations and solutions for the future.
Respondent information to Diabled Students Inquiry (Word doc)