Phase 1: Pre-entry, admission and the first year experience
Strengthening the interconnection between second and third level education systems during both the period and act of transition is imperative for all students but in particular for those with disabilities. For this reason students with disabilities should be assisted with planning and recording the steps in the transition process, adapting their goals and needs as they progress through their school career, and reviewing such goals collaborative with a transition 'partner', be that a parent, teacher, Guidance Counsellor, or other practitioner.
This pre-entry initiative takes a strategic approach to enhancing the student experience and encouraging transferable skills that include self-determination, self-awareness and self-advocacy. It is an example of evidence-based practice using on-going data collection and evaluation to improve the process of transition and the first year experience.
Objectives for this phase aim to facilitate transition planning for second level students, parents and others critical in the transition process. The Disability Service has identified and developed targeted activities and projects to meet these objectives.
For further information please click here to view the DARE Students and the First Year Experience 11-12 report.