Impact of the Longitudinal Transitions Study

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) 

Work and Pensions committee – Assistive Technology. Tenth Report of Session 2017-19.

This inquiry investigated the potential of Assistive Technology for reducing the employment gap for people with disabilities. Our response focuses specifically on outcomes for individuals with vision impairment, drawing primarily on evidence from the Longitudinal Transitions Study. 

Written evidence from VICTAR

Assistive Technology and Employment Transitions, Commission by Policy Connect and All-Party Parliamentary Group for Assistive Technology.

This inquiry explores how government and employers can better support disabled people to benefit from the opportunities presented by technology as they move into the workplace. As well as presenting written evidence, Dr Rachel Hewett was invited to present oral evidence as part of the Transitions from Education strand of the inquiry.

Evidence presented to the Transitions from Evidence strand of the inquiry (Word doc)

Work and Pensions committee – Disability employment gap.

This inquiry is investigating the gap between employment rates of disabled and non-disabled people and how the Department for Work and Pensions can better support disabled people in the labour market. Our response centres on the employment outcomes of young people with vision impairment and draws upon evidence from the Longitudinal Transitions Study to highlight how vulnerable young people with vision impairment are to becoming long-term NEET, and to emphasise the importance of preparation during education for post-school transitions.

Evidence from the inquiry on the disability employment gap (Word doc)

Education Committee Inquiry on Special Educational Needs and Disabilities, June 2018.

Our response focuses on the experiences of children and young people with vision impairment and drawing upon evidence from the Longitudinal Transitions Study. We argue that as vision impairment in childhood is low incidence and this group face unique challenges requiring intervention because of the role which vision plays in a child’s development and social interaction, it is important to consider their specific needs within educational policy. 

Written evidence submitted by VICTAR (Word doc)

Bridging the Gap

VICTAR, in partnership with RNIB, has produced transition guidance for young people who are blind or partially sighted.

Entitled Your future, your choice: bridging the gap, the guide outlines the support and services available to assist young people through their journey from school, through further and higher education, and into employment. This guidance is underpinned throughout by findings from the Longitudinal Transitions Study, including incorporating the experiences of the participants through quotes and case studies.  

Moving On: Preparing young people with vision impairment for post-16 transitions.

This is a new workshop pack which can be used by professionals and organisations supporting young people with vision impairment. The pack contains plans, activities and resources that you can use to run a series of sessions for a group of young people, covering a range of topics including further and higher education, employment, technology, self-advocacy, independence and understanding your vision impairment.

Each section is introduced with findings from the Longitudinal Transitions Study, highlighting some of the key points which should be taking into consideration as professionals deliver these sessions. 

Supporting the achievement of learners with vision impairment in Higher Education

This guide, Supporting the achievement of learners with vision impairment in Higher Education, has been produced to aid Higher Education (HE) professionals understand how they can best work with students who have vision impairment, to facilitate a positive and inclusive experience. 

This resource has been produced by VICTAR with support from the Royal National Institute of Blind People (RNIB), the Thomas Pocklington Trust and the National Sensory Impairment Partnership (NatSIP). The content (including illustrative case studies) has been informed by the research evidence based on the experiences of students with vision impairment in 25 different HE UK institutions. 

Six Steps into Higher Education.

The six step guidance is based on the experiences of 30 young people with VI who have made the transition into Higher Education who took part in the Longitudinal Transitions Study. This guidance has been adapted from a project funded grant from DfE to National Sensory Impairment Partnership (NatSIP) to provide specialist information, advice, support and training to improve outcomes for young people with sensory impairments. The original guidance was hosted by RNIB. 

A guide for Higher Education Providers supporting students with vision impairment during COVID-19.

VICTAR supported Thomas Pocklington Trust, Guide Dogs and LOOK UK as they developed Covid-19 specific guidance for Higher Education Providers to support students with visual impairment

Improving access to work experiences for young people with a vision impairment. This is a resource to help local authorities supporting their students in undertaking work placements.