DEAF ACCESS RESEARCH GROUP

REPORT No 4

Why so Few ?
"A critica e!a"i#atio# o$ the #%"&er o$ 'ea$ a#' heari#( i")aire'
st%'e#ts at U#i*esities i# Scota#' a#' Waes

A%thor +a# Cri"o#'

CONTENTS,
-. +#tro'%ctio# a#' /ac0(ro%#' to the re)ort
1. The "etho'oo(ies %se' i# re)ort.
2 The Re)ort Fi#'i#(s, , U#i*ersities3 Seco#'ary Schoos a#' S)ecia Schoos.
4 Co""e#ts a#' Co#c%sio#s
4 Re$ere#ces.
5 Ac0#owe'(e"e#ts
-. +#tro'%ctio# a#' /ac0(ro%#'.
The Dea$ Access Research Gro%) &eie*es that 'isa&iity 'iscri"i#atio# a(ai#st a se#sory6
i")aire' )eo)e3 is e#'e"ic thro%(ho%t the U#ite' 7i#('o"3 a#' we see0thro%(h research
re)orts3 to hi(hi(ht e!a")es o$ 'iscri"i#atio# &y Goo's a#' Ser*ices Or(a#i8atio#s. 9-:
Si#ce o%r $or"atio# i# ;a# 1<-2 3 we ha*e )ro'%ce' re)orts i#to GP s%r(ery 'iscri"i#atio# i#
Waes3 a#' the O%t o$ Ho%rs GP ser*ice i# the U#ite' 7i#('o".
O%r DARG waes researcher3 has aso )ro'%ce' a re)ort i#to 'ea$ charites a#' the ac0 o$
s%%)ort )ro*i'e' &y these Or(a#i8atio#s.
We ha*e $or so"e ti"e 3 #ote' *ario%s )ro&e"s e!)erie#ce' &y 'ea$ st%'e#ts whe#
atte")ti#( to access Hi(her E'%catio# +#stit%tio#s i# the U73 91 : a#' we 'eci'e' to %#'erta0e
a 'etaie' e!a"i#atio# o$ the #%"&er o$ 'ea$ st%'e#ts at a U7 U#i*ersities3 i# ter"s o$ their
a'"issio# to U7 %#'er(ra'%ate co%rses a#' their s%&se=%e#t achie*e"e#ts i# ter"s o$ 'e(ree
cassi$icatio#s awar'e' to the".
+t soo# &eca"e cear to %s $ro" o%r i#itia )iot st%'y 9 2: a#' the co")rehe#si*e re*iews o$ the
saie#t aca'e"ic iterat%re 3 that we 3 i#or'er to a''ress the 0ey =%estio#3 why are there so
$ew 'ea$ st%'e#ts at U0 U#i*ersities>3 wo%' #ee' to e!a"i#e the aca'e"ic achie*e"e#ts o$
'ea$ schoo ea*ers at state a#' s)ecia schoos.
This 3 (i*e# o%r &ac0(ro%#'s?a(e?i"ite' $aciities3 e' %s to $oc%s )ri"ariy o# a Scottish a#'
Waes U#i*ersities. We ha*e e!a"i#e' a E#(ish U#i*ersity 'ata3 &%t s%ch is the sheer *o%"e
o$ 'ata a#' re)orts that we #ee' to a''ress i# this st%'y3 it was 'eci'e' to o"it $ro" this
re)ort 'ata reati#( to U#i*ersities i# E#(a#'.
The 'ea$ access research (ro%) 'isi0es re)orts &ase' o# sa")es?=%estio##aires. We &eie*e
that o%r re)orts sho%' &e &ase' o# har' ci#ica 'ata?e*i'e#ce3 a#' this has #ecessitate' %s
"a0i#( $% %se o$ the Free'o" o$ +#$or"atio# Act3 i# or'er to esta&ish the *eracity o$ the 'ata
&ei#( re)orte' i# o%r st%'ies.
Ha*i#( sai' that3 we 'i' #ot reaise that '%e to the s"a #%"&ers o$ 'ea$ st%'e#ts at a U7
U#i*ersities3 we wo%' i#a'*erte#ty 3 o# sec%rity (ro%#'s3 $orce a Scottish a#' Waes
U#i*ersities to i#*o0e sectio#s o$ the Data Protectio# Act i# reatio# to the Free'o" o$
+#$or"atio# Act. 94 :
He#ce +# the sectio#s?ta&es 'eai#( with st%'e#t 'e(ree awar's3 where the #%"&er o$
st%'e#ts (ra'%ati#( at a#y U#i*ersity 3 were ess tha# 4 i# #%"&er3 the U#i*ersities 'eci#e' to
s%))y %s with 'etais o$ the act%a 'e(ree cassi$icatio# awar'e' to i#'i*i'%a st%'e#ts3 a#'
s%&@ects st%'ie'.
The ac0 o$ i#$or"atio# o# 'e(ree res%ts &y s%&@ect st%'ie'3 "ea#s that we are %#a&e
to ascertai# whether )artic%ar s%&@ects )rese#t s)ecia )ro&e"s $or 'isa&e' st%'e#ts
a#' s)eci$icay to se#sory6i")aire' st%'e#ts. These iss%es wi &e 'isc%sse' i# the
U#i*ersity $i#'i#(s i# sectio# 2.
Howe*er a #%"&er o$ U#i*ersities we#t o%t o$ their way to )ro*i'e %s with a*era(e (ra'es or
a((re(ate (ra'es awar'e' $or their s)eci$ic cohorts.
That was the east o$ o%r )ro&e"s. Other 0ey )ro&e"s reate' to U#i*ersity a'"issio# 'ata i#
ter"s o$ 'iscose' 'isa&iity cate(ories. Not a 'isa&e' st%'e#ts 'ecare their 'isa&iity o# their
i#itia UCAS a))icatio# $or"3 a#' whe# the U#i*ersity 'isco*ers the e!ista#ce o$ a 'isa&iity at
the a'"issio# i#ter*iew sta(e3 it3 $or 'ata Protectio# reaso#s 'oes #ot i#$or" UCAS o$ the $act
a#' si")y "a0es a #ote o$ the 'isa&iity $or its Disa&iity St%'e#t Ser*ices
De)art"e#ts.
He#ce so"e 'e(ree o$ ca%tio# #ee's to &e e!ercise' whe# e!a"i#i#( the 'ata o#
'isa&e' st%'e#ts.
Aost 'isa&e' st%'e#ts at schoos3 whether they are &ei#( )ri*atey e'%cate' or i# "ai#
strea" state schoos3 'o ho' *ario%s cassi$icatio#s. So"e are cassi$ie' as Actio# )a#3
Actio# )a# P%s or ha*e State"e#ts o$ 'isa&iity #ee's. These cassi$icatio#s wi &e
'isc%sse' "ore $%y i# the schoos sectio# o$ this re)ort.
+# or'er to 0ee) the a"o%#t o$ 'ata ta&es $ro" the *ario%s statistics a(e#cies to a
"i#i"%"3 $or the )%r)ose o$ this re)ort3 we ha*e ha' to a*oi' a#y 'isc%ssio# o# the
aca'e"ic sta#'ar's $or e#try a'"issio# $or a st%'e#ts to U7 U#i*ersities.
Whe# rea'i#( this re)ort sectio#s o# -
st
Bear U#'er(ra'%ate a'"issio#s 3 at a#y U7
U#i*ersity3 it has to &e %#'erstoo' that there is #o 'e$i#ite a'"issio# =%ai$icatio#s $or
a U7 U#i*ersities.
The "a@ority o$ U7 U#i*ersities e!)ect %#'er(ra'%ate ca#'i'ates to ha*e achie*e' a
"i#i"%" o$ 2 or "ore A e*es at A// (ra'es3 or e=%i*ae#t Scotttish Hi(her Gra'es 3
or F%rther E'%catio# =%ai$icatio#s s%ch as Hi(her Natio#a Di)o"as.
+# a''itio# to these 'i*erse e'%catio#a a'"issio# re=%ire"e#ts3 a"ost #othi#( is
0#ow# a&o%t the criteria %se' &y a U#i*ersities at the st%'e#t i#ter*iew. U#i*ersities
wi #ot 'isc%ss their i#ter*iew a'"issio#s criteria there&y a*oi'i#( a#y s%((estio#s
that U#i*ersities 'iscri"i#ate a(ai#st st%'e#ts $ro" 'isa'*a#ta(e'
&ac0(ro%#'s?race ?(e#'er?or 'isa&iity. 94 :
+t is there$ore i")orta#t whe# st%'yi#( the #%"&er o$ st%'e#ts a'"itte' to a#y U7
U#i*ersity3 to 0ee) the a&o*e "e#tio#e' )oi#ts i# "i#'.
Sectio# 1 Research Aetho'oo(ies.
We &e(a# with a# e!te#si*e re*iew o$ the e!isti#( aca'e"ic iterat%re3s)eci$icay i#
reatio# to se#sory6i")aire' )ro&e"s e!)erie#ce' &y chi're#3 $a"iies 3coe(e a#'
U#i*ersity st%'e#ts
We the# we#t o# to e!a"i#e i# "ore 'etai a #%"&er o$ re)orts 9 5 : which were i#
o%r *iew "ore ree*a#t to this s)eci$ic re)ort. These i#c%'e' re)orts $ro" $or e!a")e3
the NDCS3 HA +#s)ectors o$ Schoos3 O$ste'3 St%'e#t E=%aity Ao#itori#(3 Wi'e#i#(
access to Hi(her E'%catio# 3 a#' the attai#"e#t o$ yo%#( )eo)e i# Co#'o#
We the# se#t o%t Free'o" o$ +#$or"atio# Re=%ests to a U#i*ersities i# Scota#' a#' $or
co")arati*e )%r)oses to a #%"&er o$ U#i*ersities i# Waes.
O%r F.O.+ re=%ests as0e' three &asic =%estio#s.
A For the aca'e"ic year 1<-26-43 how "a#y 'ea$ ?heari#( i")aire' st%'e#ts were
a'"itte' &y the U#i*ersity to $irst year %#'er(ra'%ate co%rses.
/ As at 1<-2 the tota #%"&er o$ 'ea$ ?hi) st%'e#ts at the %#i*ersity.
C The #%"&er o$ 'ea$ st%'e#ts (ra'%ati#( i# 1<-2 &y 'e(ree cassi$icatio#.
O# recei)t o$ the re=%este' i#$or"atio#3 we the# accesse' the statistic ta&es )ro'%ce'
&y UCAS 9 : a#' the Hi(her E'%catio# Statistics A(e#cy 9HESA:. We aso co#s%te' the
statistics ta&es )ro'%ce' &y the Go*er#"e#ts o$ Scota#' a#' Waes.
As #ot a o$ these ta&es co#tai#e' the 'etaie' a#' =%ite s)eci$ic 'ata we re=%ire' i#
ter"s o$ 'ea$ -D6-E schoo ea*ers3 we se#t $%rther FO+ re=%ests to HESA 3 UCAS3 a#'
a))ro)riate U7 (o*er#"e#t 'e)art"e#ts.
We wo%' i0e to $or"ay ac0#owe'(e the s%))ort o$ a these statistica a(e#cies.
We were %#a&e to ac=%ire s)eci$ic statistica 'ata i# reatio# to the achie*e"e#ts o$
'ea$ schoo ea*ers at &oth )ri*ate schoos $or the 'ea$3 a#' "ai# state seco#'ary
schoos3 '%e to the Data Protectio# Act a#' co#$i'e#tiaity.
A *ery ar(e #%"&er o$ oca a%thorities aso re$%se' to s%))y certai# i#$or"atio# i#
co##ectio# with S)ecia E'%catio#a Nee's st%'e#ts3 citi#( Data )rotectio# e(isatio#.
A s"a #%"&er o$ )ri*ate schoos $or the 'ea$ )%&ishe' their st%'e#tFs A e*e res%ts
a#' U#i*ersity 'esti#atio# o# the i#ter#et a#' we were a&e to #ote these res%ts.
A''itio#a 'ata to he) o%r %#'ersta#'i#( o$ e'%catio#a 0ey iss%es was )ro*i'e' &y
*ario%s thi#0 ta#0 coea(%es3 U#i*ersity co#tacts a#' &y o%r Waes researcher3 o# the
cear %#'ersta#'i#( that s%ch i#$or"atio# wo%' #ot &e i#c%'e' i# this re)ort.
We tha#0 a o$ these a#o#y"o%s co#tri&%tors $or their i#terest a#' s%))ort.
Sectio# 2 . The 0ey $i#'i#(s.
2A , U#i*ersity Fi#'i#(s.

Ta&e - N%"&er o$ First year A'"issio#s to U#'er(ra'%ate co%rses 1<-2 61<-4 9 D :
Heari#( e#a&e' st%'e#ts 4<<3<55
Dea$ St%'e#ts G<4
Ta&e 1 N%"&er o$ First Br a'"issio#s &y 'isa&iity ty)e. 9 UCAS: 1<-261<-4
Cear#i#( 'isa&iity -G<G4
Serio%s *is%a 44<
Serio%s Heari#( G<4
Physica "o&iity -<1<
Co#( sta#'i#( +#ess 2244
Other +")air"e#ts -1D4
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
Ta&e 2 U#i*ersities i# Scota#' 1<-2
U#i*ersity 1<-2 First Br 1<-2 Tota
Acce)ta#ces Dea$ St%'e#ts
A&er'ee# 4 14
A&er'ay 2 -4
D%#'ee 1< 4G
E'i#&%r(h E 2D
Na)ier U#i*ersity E 24
Gas(ow G 4<
Gas(ow Cae'o#ia# 4 1D
Heriot Watt -- -E
U#i* o$ Hi(ha#'s -E 24
I.A E'i#&%r(h G -G
U#. West Scot 1D 41
Strathcy'e -2 2-
Stiri#( -- 21
Ro&.Gor'o# -5 41
St A#'rews 1 D
U#i*ersities i# Waes.
U#i*ersity 1<-2 First year %#'er(ra'%ate Tota N%&ers o$ 'ea$
st%'e#ts as at 1<-2.
A&erystwyth 4 E
/a#(or #?a #?a
Car'i$$ 1< 4D
Car'i$$ Aetro #?a #?a
Gy#'wr #?a #?a
Swa#sea 5 2G
U#i* o$ S Waes -4 4E
U#i* Waes tri#ty St Da*i's -5 4<
For co#$i'e#tiaity reaso#s a#' Data Protectio# Act we ha*e re"o*e' e!a" res%ts
$ro" the a&o*e ta&e3 '%e to ow #%"&ers o$ st%'e#ts (ra'%ati#( a#' a&se#ce o$
'e(ree s%&@ect 'ata.
Howe*er we were )ease' to #ote that s%&sta#tia #%"&ers o$ 'ea$ st%'e#ts o&tai#e'
a 'e(ree cassi$icatio# o$ either $irst cass or %))er seco#' cass Ho#o%rs3 with $e"ae
st%'e#ts 'oi#( &etter tha# "aes i# ter"s o$ 'e(ree cassi$icatio# awar'e'.
Whe# we e!a"i#e' the we& sites 9'isa&iity ser*ices: $or st%'e#t s%))ort we #ote'
the e!cee#t $aciities a*aia&e $or 'ea$ s%))ort a#' the tech#oo(ica $aciities i#
ect%re roo"s a#' t%torias.
O%r o#y reser*atio#3 (i*e# the s"a #%"&er o$ 'ea$ st%'e#ts a'"itte' each year3 was
whether the we& site i#$or"atio# was "erey a# e!ercise i# E=%aity Act co")ia#ce or
whether the "a@ority o$ 'ea$ st%'e#ts &ei#( a'"itte' each year were i# $act "ai#y
heari#(6i")aire' st%'e#ts whose #ee's were =%ite 'i$$ere#t $ro" totay 'ea$ st%'e#t
#ee's.
+# a# earier sectio# o$ this re)ort we #ote' that #ot a 'ea$?heari#(6i")aire' st%'e#ts
'iscose' their 'isa&iity o# their UCAS a))icatio# $or"s. +# the a&se#ce o$ "ore
'etaie' i#$or"atio#3 we ca# &%t wo#'er to what e!te#t U#i*ersities )ro*i'e /SC
s%))ort 3 (i*e# the 0#ow# costs o$ i#ter)reter ser*ices #atio#ay i# the U7.
We aso #ote' that a #%"&er o$ the #ewer U#i*ersities acce)te' st%'e#ts with ower
e!a"i#atio# (ra'es3 &y ta0i#( i#to acco%#t s%ch $actors as3 area 'e)ri*atio# a#' socio6
eco#o"ic &ac0(ro%#'s. This 'i' #ot a))ear to &e the case $or the "ore )resti(io%s
%#i*ersities3 es)eciay those i# the R%sse Gro%) o$ eite U#i*ersities.
+# a $%t%re re)ort we sha e!a"i#e the #%"&ers o$ 'ea$ st%'e#ts at a R%sse Gro%)
U#i*ersities3 &%t as re)orte' 3 s%&sta#tia cha#(es to U#i*ersity a'"issio# criteria are
%#'er way.
Fi#ay3 &e$ore co""e#ti#( o# the $i#'i#(s a#' research st%'ies i#to the )ro&e"s $ace'
&y 'ea$ st%'e#ts at U#i*ersity3 o#e other we 0#ow# $act is worth "e#tio#i#(.
St%'e#ts 'o"icie' i# Scota#'3 'o #ot )ay U#i*ersity a'"issio# $ees. O#e wo%' ha*e
tho%(ht that (i*e# the c%rre#t ca) i# 1<-23 "ore 'ea$ a#' heari#(6i")aire' st%'e#ts
wo%' ha*e a))ie' $or a#' &ee# acce)te' $or a'"issio# to %#i*ersities i# Scota#'.
The a#swer to this co#%#'r%" wi &eco"e cearer whe# we 'isc%ss the schoo
)er$or"a#ce 'ata i# a ater sectio# o$ this re)ort.
As at 1<-2 there were a))ro!i"atey -.5 "iio# st%'e#ts at a U7 U#i*ersities3 o$ which
@%st o*er 21<< st%'e#ts were 'ea$ st%'e#ts. That (i*es a ratio o$ a))ro! 1 'ea$ st%'e#ts
$or e*ery -<<< st%'e#ts at a U7 U#i*ersities
+t sho%' aso &e a))reciate' that 'ea$ st%'e#ts $or 'isa&iity a#' $a"iy reaso#s
#at%ray )re$er to a))y $or a'"issio# to U#i*ersities withi# or cose to their ho"e
resi'e#tia re(io#. O#e #ota&e e!ce)tio# to this is the U#i*ersity o$ the Hi(ha#'s a#'
+sa#'s3 which we wi 'isc%ss ater i# this re)ort.
2/ Research re)orts Schoos, 97ey $i#'i#(s:
+# a# O$ste' re)ort 1<-2 9 The "ost a&e st%'e#ts> : 3 HA Chie$ +#s)ector states,
Far too "a#y o$ o%r "ost a&e chi're# a#' yo%#( )eo)e are %#'er 6)er$or"i#( i# o%r
#o#6seecti*e state seco#'ary schoos.
A"ost 54J o$ hi(h attai#i#( )%)is ea*i#( )ri"ary schoo3 'i' #ot reach a# AK or A
(ra'e i# GCSE E#(ish a#' "aths i# #o# seecti*e seco#'ary schoos.
1DJ 'i' #ot reach / (ra'e i# E#(ish or Aaths.
+# 1<J o$ the 9E#(a#': -54E #o#6seecti*e schoos3 #ot o#e st%'e#t i# 1<-1 achie*e'
the "i#i"%" o$ 1 A (ra'es a#' o#e / (ra'e i# at east two o$ the $aciitati#( A e*e
s%&@ects re=%ire' &y "a#y o$ o%r "ost )resti(io%s U#i*ersities. .
Teachi#( is i#s%$$icie#ty $oc%se' o# the "ost a&e st%'e#ts at 7ey Sta(e 2
Aa#y st%'e#ts &eco"e %se' to )er$or"i#( at a ower e*e tha# they are ca)a&e o$.
Pare#ts or carers a#' teachers acce)te' this too rea'iy.
Too $ew o$ the schoos wor0e' with $a"iies to s%))ort to s%))ort the" i# o*erco"i#(
the c%t%ra a#' $i#a#cia o&staces that stoo' i# the way o$ the "ost a&e st%'e#ts
atte#'i#( U#i*ersity.
The S%tto# Tr%st re)ort 9 Waste' Tae#t?: i'e#ti$ie' 5<3<<< st%'e#ts who3 at the a(es o$
--?-4 or -5 were a"o#( the to) $i$th o$ aca'e"ic )er$or"ers i# E#(ish state schoos
each year &%t who ha' #ot s%&se=%e#ty e#tere' Hi(her E'%catio# &y the a(e o$ -G.
The S%tto# Tr%st i'e#ti$ie' that the si#(e "ost i")orta#t $actor co#tri&%ti#( to the
reati*ey ow )ro)ortio# o$ yo%#( )eo)e $ro" 'isa'*a#ta(e' &ac0(ro%#'s atte#'i#(
seecti*e U#i*ersities3 was the e*e a#' #at%re o$ the =%ai$icatio#s the st%'e#ts
o&tai#e'.
S)ecia Schoos a#' Pri*ate Dea$ Schoos. 90ey Poi#ts:
Accor'i#( to the De)art"e#t o$ E'%catio# 3 P%)is with s)ecia e'%catio#a #ee's
ha*e ear#i#( 'i$$ic%ties or 'isa&iities that "a0e it har'er $or the" to ear# tha# "ost
)%)is o$ sa"e a(e. O#e i# e*ery $i*e )%)is has a s)ecia e'%catio#a #ee'L a&o%t -.5
"iio# )%)is.
P%)is with s)ecia e'%catio#a #ee's were '%ri#( the co")iatio# o$ this re)ort3
cassi$ie' i#to 2 'isti#ct e*es o$ )ro*isio# $or #ee'.
a: Schoo Actio#, where e!tra or 'i$$ere#t he) is (i*e# $ro" that )ro*i'e' as )art o$
the schooFs %s%a c%rric%%".
&: Schoo Actio# P%s, where the cass teacher a#' the SENCO 9 s)ecia e'%catio#a
#ee's co6or'i#ator: recei*e a'*ice or s%))ort $ro" o%tsi'e s)eciaists:
c: State"e#t, a )%)i has a state"e#t o$ s)ecia e'%catio#a #ee's whe# a $or"a
assess"e#t has &ee# "a'e. A 'oc%"e#t setti#( o%t the chi'Fs #ee's a#' the
e!tra he) they sho%' recei*e is i# )ace.
These syste"s are &ei#( )hase' o%t i# 1<-2?-4 a#' re)ace' with a si#(e assess"e#t
)rocess a#' a co"&i#e' E'%catio#3 Heath a#' Care Pa#.
+# a# e!cee#t re)ort &y the Natio#a Dea$ Chi're#Fs Society 9NDCS, Stoe# F%t%res:
cai"s that 'ea$ chi're# are area'y a"o#( the "ost *%#era&e a#' 'isa'*a#ta(e'
chi're# i# o%r society
They cai" that (o*er#"e#t $i(%res show that 'ea$ chi're# are #ot achie*i#( their
)ote#tia i# the eary years a#' are (rowi#( %) witho%t the =%ai$icatio#s they #ee' to
s%r*i*e i# to'ayFs to%(h @o& "ar0ets.
NDCS state that i$ a 'ea$ chi' 'oes #ot ha*e access to a Teacher o$ the Dea$ or their
schoo 'oes #ot (et co#siste#t s%))ort $ro" the oca a%thority3 they wi $i#' it 'i$$ic%t
to ear# a#' o&tai# (oo' aca'e"ic res%ts.
/y Aarch 1<-2 o#e thir' o$ co%#cis wi ha*e "a'e c%ts to e'%catio# s%))ort $or 'ea$
chi're#.
The NDCS re)ort ar(%es $orci&y3 that s)eciaists are &ei#( ost i# e'%catio#3heath a#'
socia care ser*ices. +# co#c%sio# to their re)ort they say,
Co#siste#t3 co6or'i#ate' s%))ort is esse#tia $or 'ea$ chi're# &%t the tre#' is o$
"%ti)e ser*ice re'%ctio#s.. The Go*er#"e#tFs )a#s $or s)ecia e'%catio#a #ee's ta0
o$ (reater co6or'i#atio# a#' co#siste#cy o$ a))roach3 &%t the reaity o# the (ro%#'
"a0es this *ery har' to achie*e>
Accor'i#( to a TES 9 1<-4: artice3 the i#crease i# the #%"&er o$ )%)is i# s)ecia
schoos has s)ar0e' $ears that the )ress%re to raise sta#'ar's "ea#s that "ai#strea"
schoos are &eco"i#( "ore re%cta#t to o$$er )aces $or chi're# with s)ecia
e'%catio#a #ee's. Schoos are co"i#( %#'er (reater )ress%re to raise sta#'ar's ea*i#(
ess roo" $or chi're# with s)ecia e'%catio#a #ee's>
+# ;a# 1<-2 there were 41 "ai#tai#e' s)ecia schoos i# Waes3 with 4321- )%)is. This
re$ects a# o#(oi#( tre#' o$ risi#( )%)i #%"&ers i# s)ecia schoos. There were aso 21
re(istere' i#'e)e#'e#t s)ecia schoos with a))ro!i"atey 44< )%)is.
The HA Chie$ +#s)ector re)orte' that o# the whoe "ai#tai#e' s)ecia schoos
)er$or"e' satis$actory &%t i# a #%"&er o$ i#'e)e#'e#t schoos3 there are #ot e#o%(h
o))ort%#ities $or )%)is to (ai# =%ai$icatio#s3 a#' i# se*era schoos 3 esso#s are #ot
)a##e' we e#o%(h to e#s%re )%)is "a0e e#o%(h )ro(ress3 a#' i# a $ew cases3
o))ort%#ities to 'e*eo) )%)iFs iteracy a#' #%"eracy s0is are "isse'>
As "e#tio#e' earier i# the i#tro'%ctio# to this re)ort3 co%#cis re$%se' to s%))y %s
with 'ea$ chi're#Fs aca'e"ic achie*e"e#ts i# state "ai#tai#e' SEN schoos.
We ha*e #ote' $ro" the i#ter#et that "a#y )ri*ate 'ea$ schoos a))ear to ha*e
achie*e' o%tsta#'i#( A e*e a#' GSCE res%ts &%t at a )rice which we ass%"e the
"a@ority o$ )are#ts i# the U7 a#' es)eciay $a"iies $ro" socio6eco#o"ic 'isa'*a#ta(e'
)arts o$ the co%#try co%' #ot )ossi&y a$$or'.
This si")y e#ha#ces o%r *iew that socio6eco#o"ic $actors a#' 'isa'*a#ta(e'
&ac0(ro%#'s are 0ey $actors i# the aca'e"ic as)iratio#s o$ a 'ea$ st%'e#ts?$a"iies i#
the U7.
Scota#' 1<-16-2
7ey Statistics.
Ta&e - Tota )%)is with A''itio#a S)ecia Nee's -2-351-
E4J i# "ai#strea" schoos.
Ta&e 1 Hi(hest =%ai$icatio#s attai#e' &y ea*es with ASN
Heari#(6+")aire' ea*ers 1<4 ea*ers.
No =$s. at e*e 1 E.GJ
-64 SCIF e*e 5 -5.DJ
4M SCIF e*e 5 5.EJ
-M SCIF e*e D -1.DJ
Waes 7ey Stats,
1EJ o$ )%)is with state"e#ts were e'%cate' at "ai#tai#e' s)ecia schoos.
45J were e'%cate' i# "ai#strea" casses at "ai#strea" schoos3 with a# a''itio#a
1<J i# s)ecia casses at "ai#strea" schoos.
P%)is e'%cate' i# their ow# C.A
Aai#strea" casses 4DEG
S)ecia casses ?%#its 15-G
Aai#tai#e' S)ecia schoos 25-4
+#'e)e#'e#t #o#6"ai#tai#e' S)ecia schoos 5E .
Swa#sea ha' the hi(hest rate o$ )%)is with state"e#ts )er -<<< st%'e#ts.
/ri'(e#' ha' the owest rate with -4 st%'e#ts )er -<<< with state"e#ts.
7ey sta(e 4 &y SEN 1<-2.
J o$ st%'e#ts achie*i#( a e*e 1 GCSE i#c e#(ish ?"aths
)%)is with state"e#t -<.5J
Schoo Actio#M -4.4J
Schoo actio# -E.5J
A 'ata $ro" waes (o*er#"e#t 1<-2
ENGCAND 1<--?1<-1
7EB STATS
ta&e -. )erce#ta(e o$ )%)is achie*i#( 4 or "ore GCSE A6C i#c E#(ish?NAaths.
A state $%#'e' s)ecia schoos -1.-
#o#6"ai#tai#e' s)ecia schoos 1G.5
+#'e)e#'e#t s)ecia schoos 1D.2
Ta&e 1 )erce#ta(e achie*i#( 4 or "ore GCSE i#c%'i#( ENG?Aaths &y ty)e o$ SEN
Schoo actio# Pa# 5G31-G 1D.G
Schoo Actio# P%s 243D24 1<.<
P%)is with State"e#t 1<3G<2 G.4
Sectio# Co#c%sio#s.
+t sho%' &e #ote' that it is #ot the )oicy o$ DARG to "a0e reco""e#'atio#s i#
co##ectio# with o%r re)orts.
O%r )ri"ary ai" is si")y to hi(hi(ht what we see as )ote#tia )ro&e"s $or 'ea$ a#'
heari#( i")aire' )eo)e whe# atte")ti#( to access a ser*ice 3 &e it U#i*ersity3 GP
s%r(eries or Heath ser*ices.
The 'ata o%ti#e' i# the U#i*ersity $i#'i#(s3 we &eie*e 3 s)ea0s $or itse$3 a#' we
si#cerey ho)e that other research or(a#i8atio#s with $ar "ore $aciities a#' ti"e tha#
o%rse*es3 wi co#ti#%e to research the )ro&e"s 'isc%sse' i# this re)ort.
O#e o$ the serio%s o&ser*atio#s that ca%(ht o%r atte#tio#3 was the e#'e"ic $ai%re o$
so"e statistics ta&es3 research iterat%re st%'ies3 a#' U#i*ersity FO+ 'ata 3to "a0e a
cear 'isti#ctio# &etwee# 'ea$ a#' heari#( 6i")aire' )eo)e.
Aost statistics a#' re)orts (ro%)e' 'ea$ a#' heari#(6i")aire' )eo)e to(ether as a
'isa&iity cate(ory.
The s)eci$ic #ee's o$ 'ea$ )eo)e are s%&sta#tiay 'i$$ere#t $ro" those who e!)erie#ce
a heari#( i")air"e#t3 irres)ecti*e o$ the e*e o$ heari#( oss.
S%ch a# o"issio# )re*e#te' %s $ro" e!a"i#i#( i# 'e)th the a'"issio#s o$ Dea$>
st%'e#ts to U#i*ersity as a 'isti#ct cate(ory a#' the s)eci$ic co#tri&%tio#s which
U#i*ersity Disa&iity Ser*ices o$$er to e#ha#ce the ear#i#( e!)erie#ce o$ those
st%'e#ts .
This aso a))ie' to "ost o$ o%r schoo research $i#'i#(s a#' to a s%&sta#tia #%"&er o$
iterat%re re)orts a#' s)ecia schoo chi're# with SEN or ASN.
Whist it wo%' &e i#a))ro)riate $or %s to co""e#t o# a#y o$ the U#i*ersities i# this
re)ort3 we 'o &eie*e that the U#i*ersity o$ the Hi(ha#'s a#' +sa#'s 'eser*es s)ecia
co""e#'atio#3 si")y &eca%se o$ the *ast area it co*ers a#' the )ro&e"s st%'e#ts
$ace as a co#se=%e#ce o$ the (eo(ra)hica i"itatio#s.
The &asic =%estio# )ose' i# this re)ort why are there so $ew 'ea$?heari#(6i")aire'
st%'e#ts at U7 U#i*ersities3 has )ro*e' to &e a# e#or"o%sy 'i$$ic%t =%estio# to
a#swer.
+t is the &asic *iew o$ D.A.R.G 3 &ase' o# o%r research 3 that the a#swer to this =%estio#
ies i# a# %#'ersta#'i#( o$ a #%"&er o$ $actors. These are as $oows.
U#i*ersity a'"issio# )roce'%res 'o #ot a))ear to aocate to 'ea$?heari#(6i")aire'
a))ica#ts3 the sa"e co#si'eratio#s as those aocate' to other 'isa&e' (ro%)s o$
a))ica#ts. The wi'e 'i$$ere#ces i# a'"issio#s &y 'isa&e' cate(ories 3 "e#tio#e' i# a#
earier sectio# o$ this re)ort3 si")y &e((ars &eie$.
The 'is)arity &etwee# U#i*ersities i# ter"s o$ tari$$s a#' the e!iste#ce o$ so cae' eite
U#i*ersities with "ore 'e"a#'i#( a'"issio# criteria3 see"s to %s to &e a tra*esty o$
E=%aity i# a#y 'e"ocratic society.
The )re$ere#ce o$ certai# U#i*ersities $or st%'e#ts $ro" i#'e)e#'e#t a#' )ri*ate
schoos 3 a))ears to %s3 to &e rei#$orci#( the i"a(e o$ a# eite e'%catio#a society a#'
(i*e# the ow #%"&ers o$ 'ea$?heari#(6i")aire' st%'e#ts a'"itte' to these eite
%#i*ersities3 o#e ca# &%t wo#'er what sort o$ i")ressio#3 st%'e#ts $ro" 'isa&iity
(ro%)s a#' serio%sy 'isa'*a#ta(e' &ac0(ro%#'s?areas ?$a"iies3 ha*e3 o$ i$e as a
)ros)ecti*e U#i*ersity st%'e#t.
Whist we %#'ersta#' that the e!isti#( ca) syste" o# U#i*ersity a'"issio#s is &ei#(
cha#(e'3 we are %#co#*i#ce' that this $ree $or a cha#(e wi &e#e$it 'isa&e'
st%'e#t a))ica#ts to U#i*ersities3 as U#i*ersities wi #ow &e )ayi#( the (a"e o$
see0ers $or their co%rses3 a#' as 'escri&e' earier i# the NDCS re)ort3 the co#sta#t
worry re"ai#s that a#y cha#(e i# a'"issio# criteria which is i0ey i# a#y way to
i#$%e#ce the )er$or"a#ce o%tco"es o$ the ea'i#( %#i*ersities is i0ey to &e
re@ecte' &y these U#i*ersities.
We ha*e 3 i# the *ario%s iterat%re re)orts i# to wi'e#i#( access to U#i*ersity3 see#
*ery itte e*i'e#ce a#' 'isc%ssio# o$ wi'e#i#( 'ea$ a#' heari#(6i")aire' access to
hi(her e'%catio#. We were e#co%ra(e' to ear# o$ the e$$orts &ei#( "a'e &y Gas(ow
Cae'o#ia# U#i*ersity to e#(a(e with the )re U#i*ersity co""%#ity3 a#' we ho)e that
their a))roaches wi &e a'o)te' &y "ore a#' "ore U#i*ersities.
+t see"s reaso#a&y cear to %s 3 $ro" the statistica e*i'e#ce o# schoo )er$or"a#ce
'ata3 )ro*i'e' &y the *ario%s a(e#cies a#' (o*er#"e#t 'e)art"e#ts3 that *ario%s ty)es
o$ seco#'ary schoos 3 es)eciay state "ai#tai#e' seco#'ary schoos3 a))ear to &e
$aii#( to e#s%re that their st%'e#ts achie*e a reaso#a&e e'%catio# 'e(ree o$
attai#"e#t at 0ey e*e 2?4 sta(es a#' &eyo#'.
The *ario%s re)ort we ha*e rea' $ro" O$ste' a))ear to rei#$orce this i"a(e.
The catch 11 see"s to %s to &e that as schoos o$ a ty)es stri*e to i")ro*e their
aca'e"ic )er$or"a#ces3 there is "ore a#' "ore i0ey the )ossi&iity that they wi &e
%#wii#( to acco""o'ate 'isa&e' st%'e#ts o$ a cate(ories 3 at the )rese#t e*es o$
acco""o'atio#.
The 'ata re)orte' i# this st%'y re the )er$or"a#ce o$ st%'e#ts at s)ecia schoos with
SEN or ASN si")y &e((ars &eie$.
State SEN st%'e#ts a))ear to "ies &ehi#' )ri*ate s)ecia?'ea$ schoos i# ter"s o$ &asic
aca'e"ic achie*e"e#ts a#' D.A.R.G %r(es ?i")ores a Go*er#"e#t 'e)art"e#ts to
serio%sy a''ress the %#'er 6)er$or"a#ce o$ a st%'e#ts at state "ai#tai#e' s)ecia
schoos.
There are a''itio#a #o# aca'e"ic reaso#s $or the why so $ew> sit%atio# 'escri&e' i#
this re)ort.
Aa#y 'isa&e' a#' 'ea$ st%'e#ts are &or# with their 'isa&iity3 a#' this se#se o$
a#(er>3 co#scio%sy or s%&co#scio%sy3 co#ti#%es to )er*a'e their i$es. Their se#se o$
i#@%stice )er*a'es #ot o#y their attit%'e to e'%catio#a achie*e"e#t3 &%t aso their
&asic attit%'es to e")oy"e#t a#' socia i#te(ratio#.
Fa"iy a#' Pare#ta attit%'es a))ear to 'o itte to correct these i#(rai#e' &eie$s a#'
st%'e#ts $ro" $a"iies o$ ow socio6eco#o"ic &ac0(ro%#'s a#' 'isa'*a#ta(e3 co#ti#%e
to &e i# 'e$ere#ce to the *iews o$ their )are#ts?$a"iies %)o%#'s a#' o# who" they
'e)e#' 3 to a "%ch ar(er 'e(ree tha# chi're# $ro" "ore a'*a#ta(e' &ac0(ro%#'s
a#' whose )are#ts thro%(h e'%catio# a#' )ro$essio#a occ%)atio#s are a&e to i#sti a
"ore $e!i&e a))roach to the )ro&e"s $aci#( a 'isa&e' chi'.
We ha*e #ote' the e!ista#ce i# the USA o$ a U#i*ersity $or the 'ea$3 a#' we wo%'
certai#y i0e to see o#e esta&ishe' i# the U7
The Ai#ister $ror State a#' Chi're# i# a# o)e# etter sai' 3 + ha*e &ee# *ery cear to
oca a%thorities that + e!)ect the" to "a0e *ita $ro#ti#e ser*ices to *%#era&e chi're#
a )riority>.
The Chie$ +#s)ector o$ Schoos state' i# a 1<-2 re)ort 3
Fro" a# eary a(e3 st%'e#ts #ee' to 0#ow what o))ort%#ities are o)e# to the" a#'
'e*eo) the co#$i'e#ce to "a0e the "ost o$ these. They #ee' t%tori#(3 (%i'a#ce a#'
e#co%ra(e"e#t as we as a cha#ce to ""et other yo%#( )eo)e3 who ha*e e"&race'
Hi(her E'%catio#.
We #ee' to e#s%re that a schoos he) st%'e#ts a#' $a"iies to o*erco"e &arriers to
Hi(her E'%catio#. Schoos #ee' to e#(a(e "ore e$$ecti*ey with )are#s $ro" ho"es
where #o )are#t or reati*e has either e!)erie#ce'3 or e!)ects )ro(essio# to Hi(her
E'%catio# $or their chi'>
We sha ha*e to wait a#' see i# the #e!t $ew years ahea'3 to what e!te#t these )io%s
re"ar0s &eco"e a reaity a#' their s%&se=%e#t i#$%e#ce o# &oth a))icatio#s a#'
acce)ta#ces to Hi(her E'%catio#3 &y se#sory6i")aire' st%'e#ts.
Re$ere#ces.
- Re)orts iste' o# DARG &o( site, 'ar($"aar'.&o(s)ot.co.%0
1 //C News artice 1<-2 Re* ;essse ;ac0so# hits o%t at O!&ri'(e
2 +#itia re*iews o$ Citerat%re
a: Dea$ St%'e#ts i# Hi(her E'%catio# re)ort 1<<4 Scottish F%#'i#( Co%#ci
&: CR+DE Re)ort 1<-2 $or U#i*ersity o$ E'i#&%r(h.
Cose the Ga) Re)ort 1<-2 NCDS.
E=%aity i# the Statistica Re)ort.
e: ha#'s %) $or He) Re)ort
$: Hi(her E'%catio# a#' /eyo#'
(: State o$ the Natio# re)ort 1<-2
h: St%'e#t E=%aity Ao#itori#( Re)ort 1<-2.
Bo%#( )eo)e i# Co#'o#, A# e*i'e#ce &ase' re)ort.
De(ree Attai#"e#t3 eth#icity3 a#' (e#'er. ; Richar'so# E=%aity Chae#(e U#it.
Cro8ier3 Gi et a. 1<<G The socio6c%t%ra E!)erie#ce o$ Wor0i#( Cass t%'e#ts i# HE.
Citerat%re re*iew o$ research i#to wi'e#i#( )artici)atio# i# Hi(her E'%catio# ARC
Networ0 1<-2.
Hi(her E'%catio# E#tra#ce I%ai$icatio# a#' E!a"s 1<-4 E%ro)e# Paria"e#t.
GDN Networ0 . HEFC E#(a#' . 1<<5 De*eo)i#( a# i#c%si*e C%rric%%" $or st%'e#ts
with heari#(6i")aire"e#t.

4 Restrictio#s to FO+ Re=%ests
4 Cheats o# U#i*ersity a))icatio# For"s.
5 The Aost A&e St%'e#t.
D S%tto# Tr%st Re)ort Waste' Tae#t?
G.De)art"e#t o$ E'%catio# .
E NDCS Stoe# F%t%res Re)ort 1<-2
-< TES 1<-4 artice Ti"es E'%catio# S%))e"e#t
-- Ai#ister o$ State etter a#' Chie$ +# s)ector o$ Schoos Re)ort.
Ta&es.
4D Stistica ta&es were e!a"i#e' Aa#y o$ these ta&es co#tai#'e %) to 4 s%& ta&es.
Ta&es $ro" UCAS a#' Hi(her Statistica A(e#cy3 Scottish a#' Waes Go*er#"e#t
Statistics O$$ice.
A))ro!i"atey -<1 ta&es e!a"i#e'


A''itio#a Re)orts.
Bo%#( Peo)e i# Co#'o#. 1<-2 Co#'o# Co%#cis.
St%'y Pro(ra""e $or -56-E year o's De)t o$ E'%catio# 1<-1
A )assio# $or ear#i#(, The st%'e#t e!)erie#ce at R%sse Gro%) U#i*ersities 1<-4
St%'e#t E=%aity Ao#itori#( Re)ort 1<-2 U#i* o$ Strathcy'e.
State o$ the Natio# Re)ort.1<-2 Socia Ao&iity a#' Chi' Po*erty Co""issio#.
Ha#'s %) $or He) . NDCS re)ort 1<-2.
artices i# Se# Aa(a8i#e 1<-2?-4 3 shorta(e o$ /SC co%rses )%tti#( 'ea$ )eo)e at ris0
1<-4 L Dea$ Aware#ess $or s)ecia schoos 1<-2L /SC %sers ##e' &etter s%))ort 1<-2L Fa
i# GCSE Res%ts $or 'ea$ st%'e#ts 1<-2.
Whist e*ery e$$ort has &ee# "a'e to chec0 the *eracity o$ the 0ey $i#'i#(s i# this re)ort3
#o res)o#si&ity ca# &e ace)te' $or errors or o"issio#s &eyo#' o%r co#tro.
Co)yri(ht 1<-4 +AN CR+AOND
DEAF ACCESS RESEARCH GROUP