Often Face Practical, Social and Emotional Challenges Adjusting to Third-level Education, and Many Arrive Feeling They Are Already

While the situation improves each year, advocates say there is still progress to be made. "One in three people have a long-term illness or disability, and we need to talk about it, says Kayleigh McNamara, outgoing disability officer with the Irish Second-Level Students' Union (ISSU). McNamara, who has a disability that affected her school attendance, sat a reduced Leaving Certificate and, after a Post-Leaving Cert course, is now starting a third-level degree.

Students often enter college from a secondary system where they fought for supports, leaving them expecting similar battles. In reality, specialised disability support services (DSS) generally provide academic, social and practical assistance. McNamara transferred from one Further Education and Training (FET) college that failed to accommodate her to another, where a Learning Education Needs Summary report ensured she was not left behind.

"They knew that I needed time out for a mobility break, that my work would be on a laptop and, if needed, could have extra time, she says. Students must provide documentation from a specialist — not a GP — explaining their needs, though they need not disclose all details. "It is up to each student how much they would like to disclose.

At third level, DSS typically offers earlier orientation for disabled or neurodivergent students, covering practicalities such as ramps, bathrooms and assistive technologies. Bairbre Fleming, director of UCD Access and Lifelong Learning (UCD ALL), says the most common ongoing supports are assistive technology for reading, writing and note-taking, plus smaller exam venues and extra time — set nationally at 10 minutes per hour. Fleming notes that every incoming student eligible for the national Dare (Disability Access Route to Education) scheme is contacted before mainstream orientation and invited to the ALL Welcome programme for a needs assessment, but Dare status is immaterial once registered.

"Any student who did not enter through Dare, or who received a diagnosis later in life, is fully entitled to the exact same high-level supports. Not every student registers with DSS, however. "Sometimes, having a disability, it's hard to get the balance between showing people that you are just as capable as an able-bodied person while, at the same time, just needing a little extra support or a particular learning tool, says McNamara.

"There is still a stigma there. We need to see a change in mindsets: give us the tools to show we are capable, rather than approach us with the mindset that, because we need these tools, we are not capable. Fleming reassures students that the registration process is supportive, with clear guidance around disclosure.

Students can be assured that the focus of the university is to provide a level playing field for every student. Despite progress, issues such as building age and accessibility or funding shortfalls persist, leading to varied experiences across colleges. Most institutions are working to improve, particularly by consulting disabled students directly, though lecturer training varies by institution.

The schemes Susi, Hear and Dare are explained as making third-level education more accessible. The DSS offices are there to help on an ongoing basis, not just in emergencies.