ALISON DOYLE PHD MANUSCRIPT Complete

466 Pages·2016·4.17 MB·English

Scaling the Mountain: The Topography of Disability and
Transition to Higher Education in Ireland

VOLUME ONE

A thesis presented to the University of Dublin Trinity College
in fulfilment of the thesis requirement for the degree of
Doctor of Philosophy in Education

2015

By
Alison Doyle
DECLARATION
I have read and understood the Regulations for submission of a Doctoral thesis. I
undertake that all the material presented for examination is my own work and has not
been written for me, in whole or in part, by any other person. I also undertake that any
quotation or paraphrase from the published or unpublished work of another person has
been duly acknowledged in the work which I present for examination.
I declare that this thesis has not been submitted as an exercise for a degree at this
or any other university and it is entirely my own work.
I agree to deposit this thesis in the University’s open access institutional
repository or allow the Library to do so on my behalf, subject to Irish Copyright
Legislation and Trinity College Library conditions of use and acknowledgement.

Signed:

Date: 23rd November 2015

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SUMMARY
Recent research evidences that students with SEN encounter complex and circuitous
transitions from post-primary settings to Higher Education (HE), and that they should
be assisted with planning and recording the steps in the transition process, adapting
goals and needs as they progress through school. Currently, inequitable access to
Individual Education Plans, and a lack of policy infrastructure to provide a formal
Transition Plan, means that transition journeys for students with disabilities are varied
and uncertain.
Using a theoretical framework that incorporates Bronfenbrenner’s Bioecological
Systems Theory and Children’s Geographies, the purpose of this research programme is
to further establish the web of interactions between students, parents, practitioners,
schools and HE institutions, and to identify junctures that function as promoters or
inhibitors to successful transitions for young people with disabilities. Moreover, it aims
to provide new insights into interest levels and engagement with a suite of web-based
transition planning resources, designed and created uniquely for this research
programme, and delivered via a third space Community of Practice.
A mixed methodology concurrent-triangulated-convergent-transformative design
is employed within three studies: Study One investigates the viewpoints of disabled
students, parents and practitioners prior to entry to HE; Study Two investigates post-
entry reflections of current undergraduate students with disabilities approaching the end
of the first year in HE. Data collection for both studies is captured through surveys and
interviews. Quantitative data analysis from surveys is complemented by a deductive
thematic analysis of open-ended questions and interviews, both of which are merged
within the analysis and interpretation of results. A third study measures visitor
engagement with the transition website, usage of a modularized transition planning tool,
engagement with a transition blog / discussion forum, and participation in transition
planning workshops for students with disabilities and their parents. Data from this
study is analysed using a Web 2.0 enterprise class analytics system.
Results confirm findings identified in current literatures evidence: (a) disparate
levels and quality of support and guidance for students and parents at post-primary level
and from HE, (b) a mismatch between academic and personal skills required for post-
primary and HE, (c) inequities within the Disability Access Route to Education, and (d)
fissures in communication channels between parents, schools and HE institutions.
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Findings also contribute new knowledge about the efficacy of web-based transition-
specific resources for post-primary students with disabilities in Ireland, which were
accessed on a global scale and in significant numbers.
Empirical and practical implications point to: (a) an urgent need for development
of self-awareness, self-determination and self-advocacy skills through a person-centred
transition planning tool; this should be made available from the junior cycle of
education onwards, (b) CPD and training opportunities to increase awareness and
understanding of disability in schools and amongst practitioners, and (c) increased
efforts from HE institutions to engage students, parents, practitioners and post-primary
schools via structured pre-entry activities.
Recommendations include development of a national repository of transition
planning resources, further development and piloting of the transition planning tool, and
the creation of student-to-student recruitment strategies that will provide positive role
models for students with disabilities.

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ACKNOWLEDGEMENTS
I would like to thank the following people for their help and support:
My supervisors Dr Conor Mc Guckin and Dr Michael Shevlin, School of
Education, Trinity College Dublin who provided thoughtful critique, continuous
encouragement, and expert guidance throughout the research process. In particular,
heartfelt thanks and sympathies to Conor for his tireless reading of numerous drafts of
this thesis.
Sincere thanks also to Declan Treanor, Director of the Disability Service, Trinity
College Dublin, who made it possible for me to become a Doctoral student; to Maura
Horan and Jamie Farrell, Web Office, Trinity College Dublin who designed and
constructed the Pathways website; to my colleagues in the Disability Service who
assisted with interviews for Study Two.
I would also like to thank current and past post-primary students, undergraduate
students in third level education in the Republic of Ireland, parents / carers, and
educational practitioners, who gave so generously of their time and effort as participants
in this work.
To Kevin, Hannah, Bethany and Jack, thank you for your love, faith and
patience - you can have the kitchen table back, normal service has resumed.
To my mother, Anita June Forster Dickens, who did not have the educational
opportunities that I have had. This is for you.

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TABLE OF CONTENTS

DECLARATION ii

SUMMARY iii

ACKNOWLEDGEMENTS v

TABLE OF CONTENTS vi

LIST OF TABLES x

LIST OF FIGURES xiii

LIST OF ABBREVIATIONS xiv

CHAPTER ONE – INTRODUCTION 17
Chapter Aims 21
1.2 Defining Disability and Transition 22
1.2.1 The Language of Disability 22
1.2.2 Defining Disability 23
1.2.3 Models of Disability 25
1.2.4 Disability, Identity and Disclosure 28
1.2.5 Defining Access, Progression, Transfer and Transition 30
1.3 Contextualising Educational Transitions in Ireland 33
1.3.1 Curriculum and Assessment in the Post-primary Education System 34
1.3.2 Post-secondary Schemes for Students with Disabilities 34
1.3.3 National Policy, Disability and Access to HE 37
1.3.4 Transition Planning for Students with Disabilities 40
1.4 Listening to Transition Stakeholders 42
1.5 Identifying the Research Problem 43
1.5.1 Research Aim, Research Objectives and Research Questions 43
1.5.2 Research Design 45
1.5.3 Research Environment 45
1.5.4 Scope of the Research Programme 47
1.5.5 Potential Influence of the Research 48
1.6 Chapter Conclusion 48

CHAPTER TWO – THEORETICAL FRAMEWORK 51
Chapter Aims 51
2.1 Bildung and Transition 52
2.2 Bioecological Theories of Development 54
2.3 Children’s Geographies 59
2.4 The Geography of Disability and Educational Transitions in Ireland 63
2.5 Chapter Conclusion 68

CHAPTER THREE – LITERATURE REVIEW 70
Chapter Aims 72
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3.1 Selection of Literature 73
3.2 The Political Terrain (Macrosystem) 75
3.2.1 Policy and Practice in Europe 76
3.2.2 National Policy and Targets in the Republic of Ireland 78
3.2.3 Post-secondary Schemes in Ireland 82
3.2.4 Conclusion 92
3.3 The Landscape of Transition (Exosystem) 93
3.3.1 International Transition Models 94
3.3.2 European Transition Models 100
3.3.3 Transition models in the Republic of Ireland 110
3.3.4 Conclusion 122
3.4 Transition Journeys (Meso and Microsystem) 124
3.4.1 Managing the Micro and Mesosystems 125
3.4.2 The Role of HEIs as Transition Enablers 128
3.4.3 Conclusion 131
3.5 Creating a “Third Space” to Support the Transition Journey (Chronosystem) 132
3.5.1 Defining Third Spaces and Communities of Practice 133
3.5.2 Social Networking Sites 135
3.5.3 Virtual Transition Planning 138
3.5.4 Pathways to Trinity website 141
3.6 Chapter Conclusion 143

CHAPTER FOUR – METHODOLOGY 148
Chapter Aims 148
4.1 Research Aim, Objectives and Questions 149
4.2 Research Methodology 152
4.3 Research Design 154
4.4 Research Sample 156
4.4.1 Study One Research Sample 156
4.4.2 Study Two Research Sample 158
4.4.3 Study Three Research Sample 159
4.5 Research Method 162
4.5.1 Quantitative Component 162
4.5.2 Qualitative Component 171
4.6 Data Collection Procedure 183
4.6.1 Study One Procedure 184
4.6.2 Study Two Procedure 187
4.6.3 Study Three Procedure 189
4.7 Ethical Considerations 192
4.7.1 Ethical Guidelines for Internet-mediated Research 193
4.7.2 Ethical Procedures 193
4.7.3 Interviews 194
4.7.4 Survey data 195
4.7.5 Discussion forum and blog 195
4.8 Research Environment 196
4.8.1 Website Design 197
4.8.2 Forum and Blog 199
4.8.3 Transition Planning Tool 200
4.8.4 Transition Workshops 200
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4.9 Limitations of the Research 201
4.9.1 Methodological limitations 202
4.9.2 Researcher limitations 205
4.10 Chapter Conclusion 206

CHAPTER FIVE – FINDINGS AND ANALYSIS 210
Chapter Aims 210
5.1 Study One: Pre-entry Transition Experiences 214
5.1.1 Survey Results: Student population 215
5.1.2 Survey Results: Parent Population 221
5.1.3 Survey Results: Practitioner Population 231
5.1.4 Interview Findings: Students 234
5.1.5 Interview Findings: Parents 239
5.1.6 Interview Findings: Practitioners 250
5.1.7 Study One Summary of Merged Results 253
5.2 Study Two: Post-entry Transition Reflections 273
5.2.1 Survey Results 275
5.2.2 Interview Findings 286
5.2.3 Study Two Summary of Merged Results 290
5.3 Study Three: Responses to Transition Resources 295
5.3.1 Transition Website Analytics 295
5.3.2 Transition Blog / Forum 307
5.3.3 Transition Planning Tool 308
5.3.4 Transition Planning Workshops Findings 311
5.3.5 Study Three Summary of Merged Results 313
5.4 Conclusion 317

CHAPTER SIX - DISCUSSION 320
6.1 Widening Participation and Access to HE 320
6.2 Access to Formal Transition Planning 321
6.3 Sources and Quality of Transition Guidance 323
6.3.1 Human Resources 323
6.3.2 Knowledge Bases 324
6.3.3 Making Connections 326
6.4 Personal Geographies 327
6.4.1 The Role of the Family 327
6.4.2 Awareness and Attitudes towards Disability 328
6.4.3 Individual Differences 329
6.4.4 Self-esteem and Self-perception 329
6.4.5 Independence, Self-awareness and Self-determination 330
6.4.6 Social Skills, Peer Groups and Acceptance 331
6.5 The Value of Transition Planning Resources 332
6.5.1 Viewpoints on Access to Transition Planning 332
6.5.2 Using Virtual Communities of Practice as a Transition Resource 333
6.5.3 Transition Planning Toolkit 333
6.5.4 Transition Planning Workshops 333
6.5.5 Engagement, Participation and Feedback 334
6.6 Chapter Conclusion 334

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CHAPTER SEVEN - CONCLUSION AND RECOMMENDATIONS 337
7.1 Responding to the Research Questions 337
7.2. Empirical, Practical and Theoretical Implications 344
7.2.1 Empirical Implications 344
7.2.2 Practical Implications 345
7.2.3 Theoretical Implications 346
7.3 Recommendations for Future Policy and Practice 347
7.3.1 Improving Communication between Stakeholders 347
7.3.2 Person-centred Transition Planning 348
7.3.3 Improving Knowledge, Understanding and Awareness in Schools 348
7.4 Recommendations for Future Research 349
7.5 Reflexive Analysis 350
7.6 Chapter Conclusion 351

BIBLIOGRAPHY 353

APPENDICES 409
Appendix A: Study One 410
Appendix A1 Student Survey 411
Appendix A2 Parent Survey 417
Appendix A3 Practitioner Survey 423
Appendix A4: Invitation to Participate 428
Appendix A5 Code of Ethics 430
Appendix A6 Introduction to Pathways 432
Appendix A7 Invitation to Interview 435
Appendix A8 Interview Trigger Questions 436
Appendix A9 Study One Survey Factors and Variables Surveys 440
Appendix B Study Two 443
Appendix B1 Invitation to Participate 444
Appendix B2 Post-transition Student Survey 445
Appendix B3 Code of Ethics 449
Appendix B4 Invitation to Interview 451
Appendix C Study Three 453
Appendix C1 Google Analytics Dashboard 454
Appendix C2 Pathways Feedback Contact Form 456
Appendix C3 Pathways to Trinity site map 457
Appendix C4 Pathways Transition Blog 458
Appendix C5 Pathways Transition Planning Tool 460
Appendix C6 Transition Planning Tool User Registration 461
Appendix C7 Transition Workshop Invitations to HEI Staff 462
Appendix C8 Transition Workshop Invitations to Practitioners 463
Appendix C9 Transition Workshops Surveys 464
Appendix C10 Transition Workshop Parent / Practitioner Feedback 465

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LIST OF TABLES
Table 1 DARE Completed Applications 2008 – 2012 36
Table 2 Allocation of the Fund for Students with Disabilities 2008 - 2014 39
Table 3 HEA Participation Targets for Students with Disabilities 2006 – 2013 79
Table 4 Abbreviation Codes for Disability Categories 84
Table 5 DARE Eligibility Rates 2011 85
Table 6 DARE Applications as a Percentage of all CAO Applications 2008 – 2012 86
Table 7 DARE Eligibility Rates 2011 and 2012 86
Table 8 DARE Applications, Offers and Acceptances 2009 - 2012 87
Table 9 DARE Completed Applications 2008 - 2012 119
Table 10 HEA Targets Students with Sensory and Physical Disabilities 2006 - 2013 120
Table 11 Census Data for Young People with Sensory and Physical Disabilities 2006 120
Table 12 First Year Undergraduates with a Disability 2007 - 2012 121
Table 13 Study One Probability Sample 157
Table 14 Study Two Probability Sample 159
Table 15 Study Three Initial Probability Sample 160
Table 16 Study Three Probability Sample Phase 1 Transition Workshops 161
Table 17 Study Three Probability Sample Phase 2 Transition Workshops 162
Table 18 Study One Student Survey Quantitative Data Set 164
Table 19 Study One Parent / Carer Survey Quantitative Data Set 165
Table 20 Study One Practitioner Survey Quantitative Data Set 165
Table 21 Study Two Survey Factors and Variables 167
Table 22 Study Two Survey Quantitative Data Set 168
Table 23 Study One Survey Qualitative Data Sets 174
Table 24 Study One A Priori Codes Student Surveys and Interviews 175
Table 25 Study One A Priori Codes Parent Surveys and Interviews 175
Table 26 Study One A Priori Codes Practitioner Surveys and Interviews 176
Table 27 Study Two Qualitative Data Set Student Survey 177
Table 28 Study Two A Priori Codes: DARE Experience 178
Table 29 Study Two A Priori Codes: Transition Experience 179
Table 30 Study Two A Priori Codes: First Year Experience 180
Table 31 Study Three Qualitative Data Set Transition Workshop Surveys 181
Table 32 Study Three A Priori Codes Transition Workshop Surveys 182
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