Supporting disabled students

Advance research and preparation is essential and this guide outlines some of the ways you can help your students make informed choices and a successful transition. 

This toolkit was created in partnership with the National Association of Disability Practitioners (NADP).

In higher education, the terminology is different to that used in secondary education. Instead of ‘special educational needs/SEND’ or ‘additional learning needs/ALN’, the term ‘disability’ is used and includes mental health conditions, learning differences, and long-term health conditions. We strongly recommend making sure young people and their parents/carers are aware of these differences early on, to make sure they don’t miss out on important information and support in higher education.

This guide from the NADP and University of Leeds will help you navigate the differences in terminology,

Supporter’s toolkit for non-specialists 

Unlike the toolkit below, this back-to-basics guide assumes knowledge of the UCAS application process, making it ideal for SENCOs and ALNCOs, learning support teams, pastoral staff and tutors, new practitioners, and other supporters. 

It's been designed to help those trusted adults who are helping a young person make choices about their next steps and make their UCAS application – from the discovery stage through to transition. 

Alongside the basic information, you will find guidance specifically dedicated to support disabled applicants throughout, to ensure they have the information they need at the right time.

Read the supporter’s toolkit for advising disabled students through the UCAS process.

Pre-application and research phase

Communication with students, parents and support staff

• Where possible, identify disabled students (including those with mental health conditions, learning differences, and long-term health conditions) so you can make sure they are given the right information about support.
• It is a good idea to engage with parents and carers, to make sure they know what support and funding is available for disabled students, and to signpost expert information and advice if needed. Again, the learning support department or pastoral team may be able to help.
• Make sure that disability support is referenced in any student or parent/carer presentation and materials to ensure all young people have access to the information they may need. Our disabled student pages are a good starting point.
• If a student is considering an apprenticeship, signpost our pages for disabled and neurodiverse apprentices, covering all they need to know to make an informed choice.

Supporting students to research their options

• As students start their research, encourage them to speak to the disability adviser at the university to discuss support and adjustments – it doesn’t matter if they don’t go on to apply there. Their contact details will be on the student support pages of the university website. We have created a guide to help students prepare for conversations with the disability adviser. Your learning support team may also be able to help the student identify what they need.
• If students plan to attend open days, suggest they read our disabled student guide to preparing for open days, and encourage them to book a meeting with the disability adviser.
• Remind students to check if courses have work placements or off-site learning, and to consider what support they might need. They should speak to the university to find out how they will make these opportunities accessible.
• Signpost students to The One in Five Podcast – created by disabled students for disabled students who are considering higher education.
• The learning support department or pastoral team may be able to help, either by helping you identify who would benefit from this guidance, or by helping with the conversations if they already have a trusted relationship with those students.

Think about practical matters early

• If a student is planning to move away, they should check the health and social care services to which they may be transitioned (as required). This can vary between local authorities and may take time, so it's advisable to start these conversations early.
• Students with accessibility requirements can use the AccessAble website to find detailed access guides for university and college campuses around the UK, as well as facilities in the local area.
• Ensure you and your students know what the Disabled Students’ Allowance (DSA) is, including: eligibility criteria, what it can fund, how to apply, and what evidence is needed. Our DSA pages offer a complete guide, including all you need to know about the needs assessment.
• Have they checked their eligibility for other financial support? Read our guide.

When they’re applying

Making their final choices

• Before they making their final choices, make sure students have contacted the disability advisers to ensure their support needs can be accommodated – this is particularly important for students with complex support requirements.
• Students applying for certain professional courses will need to meet ‘fitness to practise’ requirements. Disability or mental health conditions are unlikely to be a barrier if students are getting the right support, and they are entitled to reasonable adjustments to meet the requirements. Check with the university for more information.

Completing the UCAS application

• Encourage students to share their condition or impairment on their UCAS application and reassure them (and their parents/carers) that this information is not used to make a decision on their application. This is only used to make arrangements for support and adjustments – read more about this process. Make sure they also know that:
  • they do not need to provide evidence or have a diagnosis to share a disability or condition on the UCAS application
  • the student is in control of any support – if they decide they don’t need it they won’t have to, but it's good to have it in place just in case their circumstances change
  • the information is only shared with those who are responsible for arranging the adjustments and support

Direct students to the FAQs page if they are uncertain about sharing. 

• If they choose not to share, this is their decision, but make them aware they may experience a delay in accessing support if they change their mind later on. They may prefer to share directly with the university after receiving an offer. With the student’s permission, use the extenuating circumstances section of the reference to explain any issues or challenges that have affected their performance or grades (e.g. missed schooling or exams due to illness, injury or hospital treatment).
• Consider other personal circumstances that may present additional challenges, and ensure they know how to get the right support. They can share various support needs via the UCAS application and (with consent) this can also be mentioned in the reference. Signpost the tailored information and advice on our individual needs pages and use our other toolkits to offer targeted support as needed.

The reference

With the student’s consent, you may wish to mention how their circumstances have impacted their academic performance, where relevant. For example, if they missed schooling or exams as a result of illness, injury or hospital treatment, you may wish to include this in the ‘extenuating circumstances’ section.

Post-application and offers

Interviews and auditions

• Students who need extra processing time may benefit from mock interviews, guidance for speaking to the disability adviser, and being prepared for Clearing in case they do not get into their first choice.
• Make sure they’re fully prepared to attend interviews, admissions tests, and auditions – and contact the disability adviser if they require any adjustments (e.g. disabled parking, extra time, BSL interpreters, materials in different formats). 
   

Making preparations

• Suggest they research alternative choices that can meet their support requirements in case they need to use Clearing or their firm choice is unable to make the required adjustments. 
• Check if the university or college holds summer schools or orientation events – some are specifically designed for those with autistic spectrum conditions or anxiety. 
• Universities differ in the way they organise support, so encourage students to follow up with the disability adviser directly – even if they already shared a disability in the UCAS application. 
• Prompt them to make enquiries about accommodation if they have particular requirements (e.g. accessibility). 

During Confirmation and Clearing

Preparing for the transition to university or college

• If the student has any final questions about starting their course, they should contact the disability adviser. They may want to arrange a meeting for when they arrive to help them understand what their support will look like. 
• Check they have spoken to their GP or other health practitioner about ongoing care and support if they are moving away from the area, and that a care package has been organised through social services, if required.  
• Check they know who to contact at the university or college if they have any questions or problems when they arrive. 
• Read our information and advice for disabled students getting ready to make the transition to higher education.

Further support and resources

• Information and advice from UCAS:
  • Disabled student pages.
  • A guide to the Disabled Students Allowance (DSA) – created with Calling All Minds.
  • Disabled students: preparing for open days and visits.
  • Speaking to the disability adviser or mental health adviser.

  • This UCAS report is a good way to understand some of the challenges around the transition to higher education:

    Next Steps: What is the experience of disabled students in education? report (7.66 MB)
  • Information and advice for all students with individual support needs.
• The National Association of Disability Practitioners (NADP) and University of Leeds have created a handy guide to help disabled students understand the differences in the language and terminology used in higher education and school, and outline how to access the right support.
• Disability Rights UK’s Into Higher Education is an excellent guide for disabled students. They also run the Disabled Students’ Helpline – call 0330 995 0414.
• Ability Net helps disabled people access and use technology, offering free advice and resources.
• The Whizz Kidz A-Z of going to university is written for young wheelchair users by young wheelchair users and offers advice on all aspects of higher education.
• Head Up! is a student-led organisation offing information and mentoring to disabled people aged 14-18 - covering UCAS applications, managing school or social situations, and accessing support.
• Student Minds’ website has lots of support for managing your mental health and wellbeing at university, including information and advice about life as a disabled student. There is also support for students preparing for university and settling in.
• The University Mental Health Advisers Network (UMHAN) has a useful list of resources to manage your mental health and wellbeing, information on support available at university, and an explanation of how a mental health adviser can help.
• Check the accessibility of individual universities and colleges listed on AccessAble.
• Unifish lists all universities and colleges in and around London, outlining the support available, with handy links and student insights.

Students in Scotland

LEAD Scotland supports disabled people to learn in ways that suit them, including access to learning co-ordinators (remote and hybrid), removing barriers to learning, employability skills, and digital courses.

LEAD Scotland also runs the National Disabled Students’ Helpline and Information Service – call free on 0800 999 2568..