Disability Access Route to Education (DARE)
The Disability Access Route to Education (DARE) is a third level alternative admissions scheme for school leavers whose disabilities have had a negative impact on their second level education. DARE offers reduced points places to school leavers who, as a result of having a disability, have experienced additional educational challenges in second level education. DARE is for school leavers with a disability, who have been educationally impacted as a result of that disability.
Templeogue College has devised the following protocols in relation to DARE applications in line with national guidelines. These protocols are in place for the purpose of accountability, uniformity and clarity.
It is the duty of parents/guardians and students to familiarise themselves with the following procedures:
- The sole responsibility of making a DARE Application, through the CAO, rests with the parents and/or student (applicant).
- Students must make the AEN Coordinator/Guidance Counsellor aware that they intend making a DARE Application.
- The AEN Coordinator/Guidance Counsellor have responsibility for completing the Educational Impact Statement (EIS) form on behalf of the school.
- The AEN Coordinator/Guidance Counsellor will meet with the applicant to discuss the EIS before the form is completed.
- As advised by national guidelines, all students will be informed ‘that having a disability will not automatically make the applicant eligible for DARE.’
- During a meeting with the applicant the AEN Coordinator/Guidance Counsellor will go through the EIS checklist. This will serve as a guide as to what information will need to be gathered to complete the form.
- Applicants should be aware of the following:
- In completing Indicator 2 – Attendance and Disruption, the School will only be aware of absences due to illness/disability or appointments associated with the illness/disability if this has been brought to the attention of the school at the time of absence.
- In completing Indicator 4 – Learning and Exam Results, subject teachers who are familiar with the applicant are asked their impartial opinion on a number of impacts on the applicant's learning. Teachers answer these questions objectively and to the best of their ability with the knowledge and experience they have of their students.
- If the School is only made aware of disability or illness at the time of the DARE Application this will be noted on the EIS form.
- Applicants with a specific learning difficulty must have specific attainment scores. Testing for these scores is limited to a time frame. It is imperative that the applicant make the school aware as soon as possible that they are making an application to ensure time is allowed for testing if the need arises.
- On occasion, applicants/parents may not be entirely satisfied with the schools' opinion as stated on the EIS form and may request clarification or indeed suggest alterations to same. No alterations however, can be entered into - this is crucial so as to maintain the impartiality and objectivity of the process.
- If having completed the EIS checklist with the pupil, the school forms the opinion that there is/has been little or no negative educational impact on the applicant, then the principal will be unable to validate the application and the applicant will be advised that DARE is not an appropriate route for them.
- When the EIS form is completed, it is the responsibility of the applicant to:
- ensure that it is signed and stamped by the school and
- that it is posted to the CAO along with Evidence of Disability documentation in advance of the deadline date.
Additional Educational Needs (AEN) (padlet.com)
Additional Educational Needs (AEN) (padlet.com)