An exploration of the Disability Access Route to Education (DARE) programme as a support for dyslexic students transitioning from 2nd to 3rd level

The overall aim of this research is to explore the perspectives of relevant practitioners in regards to the DARE programme. The DARE programme is the Disability Access Route to Education. It offers reduced points places to students who have been educationally impacted by their disability. An interpretivist methodology was used which looked at the perspectives of five guidance counsellors, two disability office staff members and one career office staff member in relation to their experiences and perceptions of the DARE programme. The data for this research was gathered through the means of a semi-structured interview with each participant. The findings of this research indicate a gap in the inclusivity of the DARE programme, especially in regards to participation of students with disabilities from disadvantaged socio-economic backgrounds who are often excluded due to financial reasons. Furthermore, the practice of students buying psychological assessments and applying for the DARE programme despite not being impacted on educationally by a disability arose as a concern for both guidance counsellors and disability office staff members. The research addresses the deficit in literature surrounding the DARE programme. The research is of value to guidance counsellors who can draw on it to deepen understanding of the programme. Several recommendations from the research are of importance to policy makers, practitioners and support the development of future research in the area.