Considerations for disabled students when applying to university in light of COVID-19 is a practical toolkit written by the Disabled Students’ Commission (DSC), the independent and strategic group funded by the Office for Students (OfS).
The five-page booklet aims to support disabled students by providing questions to help ensure a smooth start to their higher education journey, whether they have secured a place at college or university or are currently applying through the UCAS clearing system.
Choosing where to study is the most important decision that a student will make on their journey through higher education and it is crucial that disabled students have all the information they need in order to make the choice that is right for them.
“In the current pandemic, the challenges faced by disabled students are even more pronounced and there are many factors that must be considered in terms of the support that a disabled student might need.
“This guide from the Disabled Students’ Commission will help disabled students to ask the right questions of their prospective or selected higher education provider, so that they have the best possible experience of higher education.”
Chair of the Disabled Students’ Commission and Vice-Chancellor of the University of Wolverhampton, Geoff Layer
The COVID-19 pandemic has led to many rapid changes across the higher education sector, and whilst many of these changes are there to help to support and protect students with disabilities, some may cause unintended difficulties.
“This guide provides information and tips on checking the suitability of an institution as well as some potential challenges faced by students with a disability, especially through clearing.
“Pursuing the steps to higher education may feel daunting but with the right help and support the process is a lot smoother and enjoyable.”
Sean Cullen, one of the Student Voice Commissioners on the DSC
The guide follows on from Three months to make a difference published in July as a result of a series of roundtable events held during June 2020. The roundtables explored clearing, blended learning, and transition and induction. Further guides will be published soon.