DARE - Disability Access Route to Education

Frequently Asked Questions

Click on a question below to find the answer.

Disability Access Route to Education

Access

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What is the Disability Access Route to Education (DARE)?
DARE is a third level admissions scheme for school leavers with disabilities. Eligible students compete for a quota of reduced points places in the colleges that run the scheme.

Who is DARE for?
School leavers (Under 23yrs as at 1 January 2010) who have a disability and who due to the impact of that disability may not be able to meet the points for their preferred course.

Why was DARE set up?
DARE was established to tackle educational disadvantage. Disability can negatively impact on educational attainment at school and can affect progression by some second level students to third level.

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What does "reduced points" mean?
Applicants eligible for DARE may gain entry to college courses on less than the full CAO points. For example, a course that is 450 points through CAO may be offered to a student eligible for DARE with 410 Leaving Certificate points. All DARE students must however meet college matriculation and specific course entry requirements where they apply.

Which colleges run DARE?
Students can apply through DARE for the quota of places in any of these colleges.

How many places are there for DARE students each year?
The quota of places available through DARE differs from one institution to another. Details of quotas will be available on the website of each of the participating institutions in Autumn 2009.

What disabilities are eligible for consideration for DARE?

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How are applications for DARE assessed?
Applications for DARE are assessed by professionals in participating Higher Education Institutions (HEIs) who have expertise and an in-depth knowledge of the impact of disability on educational attainment.

What criteria are used to assess applications for DARE?
To assess an applicant’s eligibility for DARE, specific criteria have been developed to determine the significance of each disability and the impact on educational attainment. The criteria used for assessing the impact of disability were developed by HEI Assessment Boards, which included HEI professionals and representatives from expert external organisations. Each applicant must meet the criteria in order to be eligible for the scheme.

How can I apply to DARE?
School leavers who wish to be considered for DARE must:

How do I know what supporting documents to provide?
When completing a DARE application, applicants will receive online prompts requesting that they submit specific documentation.

All applicants must complete the Supplementary Information Form which must be completed by the applicant, the applicant’s school and the Medical Consultant/Specialist verifying the disability.

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Who are the accepted Medical Consultant/Specialists and how old can reports be?

Type of Disability	Accepted Medical Consultant/Specialist	Age of Report
Asperger’s Syndrome/Autism	Appropriately qualified psychiatrist/psychologist who is a member of their respective professional or regulatory body	No age limit
Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder	Appropriately qualified psychiatrist/psychologist who is a member of their respective professional or regulatory body	No age limit
Blind/Vision Impaired	Ophthalmologist/ Ophthalmic Surgeon	No age limit
Deaf/Hearing Impaired	Professionally qualified Audiologist and/or ENT Consultant.	No age limit
Dyspraxia	Appropriately qualified psychologist and Occupational Therapist/ Physiotherapist who is a member of their respective professional or regulatory body	No age limit
Mental Health Condition	Psychiatrist	Must be less than three years old i.e. must be dated after 1st February 2007
Neurological Conditions (incl. Brain Injury, Speech & Language Disabilities)	Neurologist or other relevant Consultant	No age limit
Significant Ongoing Illness	Epilepsy: Neurologist Diabetes Type 1: Endocrinologist Cystic Fibrosis (CF): Consultant respiratory physician or paediatrician Gastroenterology Conditions: Gastroenterologist Others: Relevant consultant in area of condition or Consultant Registrar/Registrar	Must be less than three years old i.e. must be dated after 1st February 2007
Physical Disability	Orthopaedic Consultant or other relevant Consultant such a Rheumatologist or Paediatrician	No age limit
Specific Learning Difficulty (incl. Dyslexia)	Enclose a full psycho-educational assessment completed by an appropriately qualified psychologist.	Must be less than three years old i.e. must be dated after 1st February 2007
Other Disabilities	Relevant medical consultant/specialist	No age limit

I have a full psycho-educational assessment completed by an appropriately qualified psychologist but some of the information that is needed for DARE is not in the report. Do I need to get a full report completed again?

All applicants with a Specific Learning Difficulty must submit a full psycho-educational assessment completed by an appropriately qualified psychologist. This report must be less than 3 years old i.e. must be dated after 1st February 2007. The Psycho-Educational Assessment - Summary Sheet can be completed where relevant information has been omitted from the original psycho-educational assessment and is not available from the completed report. The original assessment report must also be submitted. The Summary Sheet must be completed by an appropriately qualified psychologist and must be less than 3 years old i.e. must be dated after 1st February 2007. The Summary Sheet is available on the Dyslexia and Dyscalculia Screening Criteria and as a download at www.cao.ie.

What are the application and closing dates for DARE?

1. By 1st February 2010 - Complete all elements of the online DARE application as part of CAO application process. Applicants who are unable to complete the online form must submit the paper application form by the same date.
2. By 1st April 2010 - Submit both Evidence of a Disability and Second Level Academic Reference to the CAO

What happens if I do not meet the above deadlines?
You will not be eligible for consideration under this scheme.

What happens after DARE applicants are assessed?
After assessment, applicants will be informed of whether or not they are eligible for the scheme. Eligible applicants will go forward to compete for the quota of reduced points places in the DARE colleges to which they apply. Ineligible applicants compete for places in college in the usual manner.

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I’m ineligible but I think there was some mistake in the assessment of my application – what can I do?
Ineligible applicants can apply to have their applications reviewed if they believe there has been an error in the screening of the application.

What happens if I am offered a place in college through DARE?
All students with a disability, irrespective of whether they come through DARE or not, are offered a variety of educational, technological and personal supports while studying at third level. Such supports include an orientation programme (before courses start), academic guidance and assistance and access to appropriate assistive technology. Individual institutions will determine the nature and delivery of such supports in accordance with their own policies and practices and subject to the availability of resources.

I have a disability but was ineligible for DARE. What happens if I am offered a place in college?
The majority of students with a disability who enter higher education do so on merit having met the points required for their course. All students with a disability, irrespective of whether they come through DARE or not, are offered a variety of educational, technological and personal supports while studying at third level.

I have a disability but feel that I may also be eligible to apply to the HEAR scheme?
The Higher Education Access Route (HEAR) is a third level admissions scheme for school leavers from socio-economically disadvantaged backgrounds and a separate process to DARE. You can complete the application process for this scheme submitting all required documentation. You may also apply to DARE following the DARE application process.

I am a mature student. Can I apply to DARE?
This scheme is for school leavers (Under 23yrs as at 1 January 2010) who have a disability and who due to the impact of that disability may not be able to meet the points for their preferred course. Mature students have different admission routes and you can get further information on these routes from HEI websites.

 

REVIEW PROCESS

How do I request a review of my application if I have been deemed ineligible for DARE?
To request a review of your application, you must complete the online Review Form on the CAO website.  You can do this by logging onto www.cao.ie, click on ‘My Application’ and then click on the link for the Review Form.  You must complete the online Review Form by 5.00 p.m. Tuesday 6th July 2010. Requests for a review after this deadline will not be considered.

What are the grounds for requesting a review?
You can request to have your DARE application reviewed if you believe that it was unsuccessful because of an administrative error.  An administrative error can involve, for example, failure to take account of one or more documents or stating that a form wasn’t stamped when it was.

Can I submit new information to support my review?
No.  The Review Board will only consider documents you provided as part of your original DARE application and will not consider any change in your circumstances.

When will I know the outcome of my review?
You will be informed in writing of the Review Board’s decision during the week of 25th July 2010.

I am eligible for DARE.  What happens next?
All of the colleges participating in the scheme have reserved a number of places at lower Leaving Certificate points for eligible DARE students.  You can now compete for one of these reduced points places.  Please note that you must meet the minimum course entry requirements to be considered for one of the reduced points places.

Can I still get into college if I am not eligible for DARE?
Yes.  Our decision does not affect any application you have made for courses through the CAO.  In other words, you may still be offered a place on a course if you meet the entry requirements.

 

LANGUAGE EXEMPTIONS

I have been told that I am eligible to be included in the DARE scheme. Does this mean that I now have an exemption from doing Irish/another language in my Leaving Certificate?

Applying to DARE and applying for a language waiver are two separate processes. Therefore DARE students who require a language waiver but haven’t yet applied for one need to apply to the relevant authority (e.g. National University of Ireland, Trinity College Dublin, University of Limerick).

Applying for language exemptions to National University of Ireland
(NUI - NUI Galway, NUI Maynooth, University College Cork or University College Dublin )

Students with specific learning difficulties (incl. dyslexia) seeking admission to NUI Galway, NUI Maynooth, UCC or UCD need to apply to the National University of Ireland for exemption from Irish and/or the Third Language requirement. The criteria applied by the National University of Ireland for the granting of exemptions from Irish and/or the Third language are not the same as for DARE: in general NUI will grant an exemption from the Irish/Third language requirements to students who at any stage, whether at primary or second-level school, have qualified for exemption from Irish, under the regulations of the Department of Education and Science. To qualify under DARE you must fulfil the DARE criteria. See questions 13 and 14. For further information on NUI exemptions, look under Entry Requirements at http://www.nui.ie or contact NUI at 014392424 or registrar@nui.ie.

Applying for language exemptions to Trinity College Dublin ( TCD)

Students with significant learning difficulties and hearing disabilities may apply for a waiver of the modern language requirement during the second level school senior cycle.
In addition, students with dyscalculia may be eligible to request exemption from the matriculation requirement of a pass in mathematics, where mathematics does not form any component of their intended course. Details of specific criteria are available as a podcast and in "Language or Mathematics Waiver".

This is a separate application to the DARE supplementary admissions process and written application must be made to the Admissions Office, Trinity College Dublin before 1st July of the year of entry.

Students should be aware that the criteria for waiving the language or mathematics requirement are different to that required for the supplementary admissions process. Therefore the granting of a language waiver does not mean that a student is automatically eligible for the DARE supplementary admissions process.

Applying for language exemptions to University of Limerick (UL)

Students seeking to enter the University of Limerick are required to present six Leaving Certificate subjects, including English, Mathematics and Irish or one other modern language. Students with significant specific learning difficulties and hearing disabilities may apply for a waiver of the modern language requirement.

Students may receive a waiver of the Irish or modern language requirement if they:-

(i) function intellectually at average or above average level and who have a specific learning difficulty of such a degree of severity that they fail to achieve expected levels of attainment in basic language skills in English, or

(ii) have a significant hearing impairment or are deaf, and are also failing to attain adequate levels in language skills in English.

The evidence of such a level of disability must be furnished by providing a copy of the Certificate of Exemption from Irish (Revision of Rule 46 "Rules and Programme for Secondary Schools" in relation to Irish - Circular Letter M50/93 - Department of Education). The Certificate should be forwarded directly to the University's Admissions Office.

The granting of a language waiver does not mean that a student is eligible for the DARE supplementary admissions process as the criteria used are different.

For further information, please see www.ul.ie/disabilityservices

 

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Does Education and Equality in Accessing Education matter?

• "Education is valued because of its intrinsic worth for all human beings and because it is indispensable in achieving other human rights including the right to economic well-being and good health. ...Equality in education matters therefore because education is indispensable for the full exercise of people’s capabilities, choices and freedoms in an information driven age".
• "Education is highly predictive of individual life-chances in Ireland and a Leaving Certificate qualification has become the "minimum" to secure access to further education/training and high quality employment.."

What barriers do students with disabilities face in accessing higher education?

'People with disabilities have, to date, been significantly under- represented in Irish higher education for reasons to do with historic lack of supports for people with disabilities throughout the education system and low educational expectations' ¹.

Students with disabilities often face complex challenges throughout their educational experience which are directly related to the impact of the student’s disability/specific learning difficulty.

Students with a hearing impairment may have major difficulty accessing texts and material and course content, may have difficulties in communicating orally with peers and teachers with impacted language acquisition, will have problems in lip reading for long periods and may have difficulties with academic English. Students who have a visual impairment may have difficulties reading and accessing print materials and can have orientation and mobility challenges. Students may also have difficulty communicating effectively with peers and teachers and may have difficulty accessing assistive technologies and alternate formats.

Students with other disabilities may have reduced educational attainment due to prolonged absences, hospitalisation, ongoing fatigue and the affects of medication. Some students may have accessibility issues, reading/visual difficulties, writing and spelling difficulties, and may have issues with concentration, organisation and time management and the retention of information.

There can also be difficulties for students always being able to access specific supports including appropriate Assistive Technology even though international research confirms that Assistive Technology is central to the role of enhancing the ability of students with disabilities to access the learning environment. Students can also be impacted by the availability of specialised supports with for e.g. just 34 Visiting Teachers for Blind and Vision Impaired students nationally available to meet the needs of children in primary and second level with sensory disabilities.

There are other less tangible impacts including sometimes low expectations of progression to college with in some cases students with disabilities being perceived as less able for higher education.

Students with disabilities from disadvantaged socio economic backgrounds can face further challenges including access to appropriate and timely assessment and financial constraints which further impacts on persistence/retention at school. There may also be no family cultural capital/knowledge of higher education with no tradition of progression to higher education.

Students with disabilities who do progress to higher education also face further challenges as they experience new and significant changes in their learning environment, teaching approaches and peer and social networks.

These challenges have significant implications for participation and continuity rates for people with disabilities in further education.

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How does disability affect students in primary and secondary school?

Disability impacts on a whole range of educational outcomes including:

• Early school leaving
• Unrealised potential
• Academic attainment and results in Junior and Leaving Certificate
• Progression to higher education and attainment of higher qualifications

How does disability impact on a student's chances of going to college?
Research shows that it negatively impacts these students' chances of getting to higher education.

In the 07/08 academic year, only 1,389 or 4.2% of all new entrants to higher education indicated that they had one or more disabilities (HEA, 2009) ². These participation rates are well below the current national entry rates of 60% and lower than the entry rates of any socio-economic group.

People with sensory disabilities, physical disabilities and multiple disabilities are particularly under represented. Based on a comparison of relevant students enrolled in higher education with Census 2006 data on the numbers of people with disabilities (aged 18 to 20) in the population, current participation rates are estimated at 15 to 17% for people with sensory disabilities and 14 to 16% for people with physical disabilities (HEA 2008) ³.

In the case of blind and visually impaired students, AHEAD research ⁴ indicates that they are four times less likely to progress on to higher education than their peers. The report also highlights the fact that the participation of students who have more traditional disabilities has remained static and that they remain highly under-represented.

This survey also draws attention to the distribution of students with disabilities across the different fields of study. Students with disabilities are more likely to be studying humanities and arts than other students but they are three times less likely to be studying on health related sciences than non disabled students.

The National Access Plan has set a number of targets relating to participation rates for people with disabilities in higher education and plan to double the numbers of people with sensory, physical and multiple disabilities in higher education by 2013.

Is intervention at the point of Leaving Certificate too late for students?
Higher Education Institutions have addressed the fact that students with disabilities are under-represented in Higher Education in several ways.

All participating colleges have Disability/Access Services whose mission is to widen access to higher education through a broad range of initiatives. The DARE scheme clearly demonstrates to individuals, schools and communities, the commitment by participating colleges to widening access and to supporting students with disabilities as they progress from second level to college and into employment.

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