Ó An Roinn Breisoideachais agus Ardoideachais, Taighde, Nuálaíochta agus Eolaíochta
Foilsithe
An t-eolas is déanaí
Teanga: Níl leagan Gaeilge den mhír seo ar fáil.
Minister for Further and Higher Education, Research, Innovation and Science Simon Harris TD has today announced the roll-out of higher education courses for students with an intellectual disability.
The courses are to be delivered in 10 higher education colleges across the country and will provide significant opportunities for students.
In addition, Minister Harris is announcing €1.8 million for inclusion measures including to roll out sensory maps of college campuses to support autistic learners and for anti-racism measures particularly to challenge racism for members of the Traveller and Roma communities.
Speaking today, Minister Harris said:
“We know that people with an intellectual disability have not been represented adequately in Higher Education. We want and need our College Campuses to reflect communities.
“Today, we are making a change. Today we are opening doors and opportunities so that these learners can take their place among our college communities.
“That is why we are announcing expanded Higher Education course provision today with expected investment of over €10 million to support learners with an intellectual disability.
“Up until now, courses have been limited in location and availability but this investment will help change that and ensure there is equality of opportunity for every person in our country.”
The programmes are spanned over 10 different higher education institutions and are due to commence in academic year 2024/25. Approximately 150 students can be expected to enrol in the first year of provision.
Under this initiative, the courses will be between one and two years in length. The student will apply directly to the college involved and can avail of specific pastoral and financial supports.
Minister Harris added:
“These courses have been designed with the learner at heart. When given the opportunity, students with an intellectual disability can thrive. Access to higher education can lead to employment. It can transform the lives of students and their families as well as society as a whole.”
Minister of State with special responsibility for Disability Anne Rabbitte added:
"This is an important milestone for students. The projects being announced today will contribute to the Government’s overall efforts to support people with disabilities by providing students with opportunities to develop their personal skills for life and to develop links with employers."
Under the National Access Plan 2022-28, funding was secured under PATH Strand 4 to support inclusion for all. Path 4 has involved a two-phase programme supporting inclusive, universally designed higher education environments and course provision for students with intellectual disabilities.
The first phase of funding was distributed in 2022/2023 and supported higher education institutions to embed universal design approaches and inclusive practices.
Phase 2 will be implemented as a three-year pilot to support an enhancement of course provision for students with intellectual disabilities.
The programmes were recommended for funding by an independent expert panel following a competitive call for proposals under strand 4 of the Programme for Access to Higher Education (PATH), managed by the Higher Education Authority.
The approved courses have been specifically designed to meet the diverse range of needs of students with intellectual disabilities and will include the provision of financial, pastoral, and educational supports.
Dr Louise Callinan, Head of Access Policy at the Higher Education Authority commented:
“PATH 4 is a key enabler of the Inclusivity goal in the National Access Plan 2022-2028. This pilot expansion of provision for students with intellectual disabilities being delivered across our higher education institutions will have a transformative impact on participating students and on the wider higher education community.
"The programmes are designed to enhance opportunities and outcomes for students with intellectual disabilities and include a tailored suite of supports to enable participating students to thrive within the higher education environment. This investment will also support future evidence-informed policy on the successful participation of students with intellectual disabilities in higher education to ensure sustainable long-term outcomes."
Below is an indicative overview of the courses due to be offered in academic year 2024/25. Information provided below may be subject to change.
The programme is divided into 8 modules (60 credits in total) across 2 years, with a possibility of exiting after year 1 with a Certificate and Digital Badges as an alternative assessment. The programme design integrates personal development with vocational and academic skills providing multiple means of progression.
Programme Title: Certificate in Personal and Vocational Development
Exit Award Programme Title: Certificate in Life skills and Social Engagement
Digital badges will be available for students who participate in the module delivery but do not wish to undertake the associated assessments or have not the capacity to undertake the assessments.
Year 1
| Semester 1 Introduction to learning and personal development; Introduction to ICT; Academic and Professional skills | Semester 2 Specialist Module 1; Exploring Equality, Diversity and Inclusion including advocacy skills |
Year 2
| Semester 1 Specialist Module 2; Health and Wellness | Semester 2 Employability skills; Work Placement |
Specialist modules specific to academic areas are designed for students to participate with other ATU students. Each campus will develop a specialist module with discipline specific learning outcomes. Sample modules may include Introduction to Design Principles, Introduction to the Tourism Industry, Office Administration, etc.
The programme comprises several compulsory and optional modules and is delivered part-time over a period of 2 academic years. This programme has been delivered in DkIT since 2010.
| Compulsory modules | Optional modules | |
| Communications, Personal Effectiveness, Computer Literacy, Application of Numbers and Functional Mathematics | Health and Fitness, Music Appreciation, Drama, Self-Advocacy, Art and Design, Transnational Experience |
With PATH 4 Phase 2 funding DkIT will facilitate the Career Preparation and Work Placement optional modules for the 2024 student intake. This will provide employability skills and workplace opportunities for students thus enhancing their potential to enter the workforce.
The Creatives Training Pathways pilot will be managed by the Faculty of Film, Art and Creative Technologies (FFACT). Students will participate in co-learning modules, existing student services programmes, and specially developed modules for this programme (Learning to Learn and Design for Inclusion modules).
Students will be joining an existing cohort of undergraduate students. New modules will be developed which will be available to all IADT students and existing modules will be redeveloped to meet the needs of this student cohort.
Year 1
| Term 1 | First Year Focus (FYF) Programme; Learning to Learn Module will run over two semesters; Faculty of Film, Art & Creative Technologies (FFACT) Connect Module | |
| Term 2 | Learning to Learn Module; Faculty of Film, Art & Creative Technologies (FFACT) Workshops Module |
Year 2
| Term 1 | Final Year Matters Moving On (FYMMO) Programme will run over two semesters; Interaction Design Module (Creative Computing Programme); Social Psychology Module (Applied Psychology) | |
| Term 2 | Final Year Matters Moving On (FYMMO); Faculty of Film, Art & Creative Technologies (FFACT) Electives Module; Applied Psychology Professional Practice & Placement Module (Altruism Project developed as part of the Social Psychology Module from Term 1) |
The Certificate in General Learning and Personal development (CGLPD), a two-year programme, encompasses 8 distinct modules.
Year 1
Social inclusion programme and linking with the Student Union
Year 2
The CGLPD will be followed by a Transitioning Programme where learners will be supported in identifying a suitable transitioning pathway to either further education and training or employment through the implementation of Individual Education Plans (IEPs).
PPS comprises existing course provision with additionality, enhancement of course provision, development and delivery of new courses, as well as wider organisational development. A core element across the PPS is ‘work readiness’ and engaging the students with the relevant enterprise sectors to enhance their individual abilities and to promote employment opportunities within the Cork and Kerry regions.
| Title | |
| Crawford Supported Studios Studio Practice (Special Purpose Award) (SPA) | |
| Inclusive Music Ensemble (Single Module Certificates) | |
| Advocacy Workshops (Single Module Certificates) | |
| Down Syndrome Ireland (Micro-Credential) | |
| Skills For Life (Micro-Credentials) | |
| Certificate in People and Communication Skills course (Special Purpose Award) (SPA) | |
| National Learning Network | |
| Certificate in Human Rights Empowerment and Advocacy course (Special Purpose Award) (SPA) |
This programme may be undertaken in a modular approach per semester, or as a 10 or 20 credit certificate depending on the student preference. The programme is envisaged to be delivered over two academic years. Year 1 is structured to provide a wide breadth of modules and following completion of year 1, year 2 will provide optional streams. It is planned that the Skill Up: BU programme will be delivered across two of the three SETU campuses.
Year 1
Modules will have the following components:
Year 2
Student may if they wish to take two of the following three streams:
Provision of a 2-year full-time certificate programme followed by a 12-month supported employment placement within industry. The programme will be delivered on both the Tallaght and Blanchardstown Campuses of TU Dublin and will comprise a range of modules over 5 theme areas:
STEAM
Mostly inclusive modules where students will learn alongside their peers in other programmes within the university. Focus on practical, hands-on experiential learning.
Life Skills
Mix of standalone and inclusive modules, orienting students to college life, focusing on independent living skills and engaging in learning with students from other programmes.
Personal Development
Standalone modules where students are learning at their own pace, exploring their sense of self and planning for their future.
Preparation for Work
Work experience on & off campus in an area of interest to each student.
Advocacy and Citizenship
The two-year ASIAP programme enables students to develop a broad range of knowledge and transferable skills across a comprehensive curriculum, including preparing students to work in diverse employment settings. The expected student outcomes include transition through a structured pathway to employment through work placements, employment skills workshops and internships.
ASIAP Themes and Modules:
Fine Arts and Languages
| Year 1 | Year 2 | |
| Exploring Art – Renaissance to Modern | ||
| Expressive Arts | ||
| Film Studies | ||
| Poetry | ||
| Language & Society |
Applied Science Technology and Maths
| Year 1 | Year 2 | |
| Application of Numbers | ||
| Applied Health Body Systems | ||
| Emergency & Disaster Management | ||
| Information Technology | ||
| STEM & Society |
Learning Theories and Self-Development
| Year 1 | Year 2 | |
| Learning Theory & Practice | ||
| Personal & Self-Development | ||
| Preparing for Transition | ||
| Work Placement |
Advocacy, Rights and Culture
| Year 1 | Year 2 | |
| Human Rights | ||
| Disability Rights |
Business and Marketing
| Year 1 | Year 2 |
| Introduction to Business | |
| Entrepreneurship and Disability | |
| Marketing |
Cumas is a full-time, mixed programme where students with intellectual disabilities take part in social activities and academic classes with students without intellectual disabilities, as well as participating in classes with other students with intellectual disabilities. The programme also provides students with work experience through placement opportunities.
| Core Modules | Focus | |
| Skills for Learning and Academic Success | 1.Academic Skill Set 2. Technology for learning 3. Communication 4. Elective Module Participation | |
| Skills for Engagement and Society | 1. Personal Development 2. Social and Cultural Studies 3. Rights and Relationships 4. Volunteering with ALIVE | |
| Skills for Career development | 1. Work Readiness 2. Placement 3. Reflective Practice | |
| Work Placement |
UCC will extend the existing Certificate in Social Citizenship (CSC) from a one-year certificate to a two-year Diploma in Social Citizenship (DSC) and continue the one-year Certificate in Disability-Inclusive Practice (CDIP).
Table 1: Proposed DSC programme structure and credits by year and semester
Year 1 Modules
Year 2
Table 2: Current study areas and module options
Certificate in Social Citizenship
| Study Area | Module | |
| Including Children | MU2079 Let the Music Play; OT2011 Play Provision for Inclusion in Early Childhood; ED3325 Disability: Pedagogical Approaches to PE, Sport & Physical Activity | |
| People and Diversity | GG2010 Cities of Diversity; NU4068 Valuing People with Intellectual Disability; FE1005 Introduction to Development Studies | |
| Performing Arts | DR1009 Performance in Culture; MU2119 Choral Studies; MU2112 Music Education | |
| Health and Wellbeing | AP6176 Cognitive Enhancement; NU1047 Interpersonal Skills for Nursing practice and Psychology for Healthcare; NT2013 Fundamentals of Nutrition | |
| Sustainable Living | NE1001 Introduction to Energy Engineering; GG3010 Sustainable Cities and Communities; EV2002 The Environment and Human Health | |
| The World Around Us | V1002 Introduction to Environmental Science; EH1006 Perspectives on Public Health; BL1002 Cells, Biomolecules, Genetics and Evolution |
Certificate in Disability-Inclusive Practice