Technological universities (TUs), local in their orientation, characteristically have smaller cohorts and offer a wide spectrum of courses – from apprenticeships to doctoral studies. Notably, in terms of CAO points, they’ve typically demanded lower scores than larger, more mainstream universities. This uniqueness has empowered TUs to draw in students from varied backgrounds, comprising mature learners, neurodiverse individuals such as those dealing with ADHD, autism, dyslexia, or dyspraxia, disabled students, sole parents, individuals from disadvantaged or ethnically diverse backgrounds, and carers.
According to Sinéad Dunne, a senior executive at TU Dublin, overseeing access and outreach, such diversity in classrooms stimulates creativity and promotes different perspectives, fostering critical thinking and moulding individual ideologies among students. She further adds that their campus’s multiculturalism sparks an understanding and respect for diverse cultures and thought processes.
In 2023, over a third of full-time undergraduate initiates at TU Dublin were admitted through non-traditional channels, with more than a quarter of these originating from further education. TU Dublin also runs its own access foundation scheme particularly aimed towards mature students and young adults from socio-economically disadvantaged backgrounds.
To enhance the academic experience for increasingly enrolling autistic students, TU Dublin has a dedicated autism coordinator. Furthermore, the university has on board two occupational therapists and assistive technology officers for supporting disabled students. Recently, an outreach and access project officer from the Travelling community has been recruited to closely associate with Traveller and Roma communities while providing support to existing students from these groups.
Addressing the continuity of accessibility underlined during their era as regional technical colleges and later as technology institutes, Perry Share, the Head of Student Success at Atlantic Technological University (ATU), said, “The CAO points’ requirements remain conservative, ensuring continued student diversity. Our students have multiple avenues to study, benefitting from our inclusive apprenticeship and degree programs wherein we strive to accommodate applicants as best as possible. The impressive repertoire of our online education offerings, long before the advent of the pandemic, especially at our Sligo campus (formerly Sligo IT), ensures accessibility for students unable or preferring not to attend physically.”
We cater to a diverse group of learners including mature pupils and students from economically challenged regions, including the islands and Gaeltacht, and are also designing courses for those with intellectual handicaps. We consistently endeavour to ensure that our curriculum recognises the assortment of experiences, which is promoted by an increasingly varied academic team.
At TUS, Dr Carolann Bargary, the accessibility officer, indicates that the Certificate in Transition to Higher Education enables an increasing number of students to initiate and finish a degree programme. TUS offers a number of financial aids and support mechanisms to help with the financial burden of university education. It established a Traveller programme aimed at creating more opportunities for Traveller individuals and offering support and mentoring for those advancing to higher education. Additionally, every academic year it offers 10 sanctuary scholarships for international asylum seekers or refugees intending to enrol in TUS courses. Bargary highlights that the Higher Education Authority’s funding is critical in backing their initiatives.
Dr Laura Keane, Chief of student life and learning at the South East Technological University (Setu), notes a 44 percent increase in registrations with the disability service between 2017 and 2023.
Setu carries out a number of initiatives supporting students from varied backgrounds. The Attains project is a research-based program aimed at students with disabilities from underrepresented groups, making use of local connections with schools, community groups and advocacy teams. The university also provides transition and familiarisation programmes, mentoring and monetary aids for underrepresented individuals. They also create avenues for community members of the Traveller and Roma groups to reach education, awarding 13 bursaries to Travellers and Roma students in the 2022-2023 academic year.
In higher education, understanding is growing on how to both fully accommodate neurodivergent students and appreciate the diversity of ideas and learning approaches they bring to campus. TUS has the distinction of being the first ADHD-accommodating university, while ATU is developing autism-friendly environments.
Staff members are being equipped with the skills required for universal design for learning. This method of teaching caters to a diverse group of students, making course content more engaging and benefiting all students, according to Perry. Campus planning is also focusing on providing more tranquil spaces for study.
In the southeast, Setu is setting up educational courses that provide academic and support staff with knowledge on autism. Keane highlighted that effort has been made to prepare educational and training resources for staff members who interact with autistic students in academic or support roles. Initiatives such as generating a pre-transition guide for autistic students, training for autism peer mentors, the formation of a society for the neurodiverse, and the initiation of biweekly quiet hours at the gym for students desiring a reduced sensory environment, are also in place.
Society’s perspective has shifted from viewing inclusion as an act of charity to now recognising the importance of a diverse student body.
Zach Winters, 21-year-old Setu student studying for a BSc in Business, recalls applying to university uncertain about his career path. Having cerebral palsy creates certain limitations, but his strengths in business and accounting found the Setu programme to be a good fit. The four-year course includes a work placement in his third year and he hopes to use his degree to teach at the degree level.
Despite certain areas that need enhancing, Zach appreciates the accessibility, welcoming nature, diverse student population, and well-designed campuses. From his second-year experience, he finds the support for disabled students to be robust, whether it be extended exam times or autism awareness campaigns. With a professor who also has cerebral palsy and an existing disability support network, he feels his generation embraces disabilities as a normal aspect of third-level education.
Dave Doherty, a 54-year-old man, hails from Moyross, a deprived area in Limerick. After leaving school at the age of 15, Dave entered the workforce directly. Over several years, he experienced frequent periods of unemployment and bounced from one unfulfilling job to another due to his limited education, which also impacted his job-hunting confidence.
For the previous six years, Dave spent most of his time being a devoted full-time father. However, he realised he would ultimately need to rejoin the workforce. Given his age and lack of formal credentials, this was an intimidating prospect, inspiring him to contemplate resuming his education.
Dave’s interest led him to the Limerick Lifelong Learning Festival. Here, he discovered a seminar detailing possible education routes for adult learners presented at the Technological University Shannon. Intrigued, he enrolled into their one-year mixed-mode programme that offered both virtual and face-to-face learning. The curriculum, which encompasses personal development, academic authoring, and mathematics, uplifted his self-belief. Consequently, he applied to the Central Applications Office (CAO) and is currently in his first social care degree year.
Though he occasionally doubted his competence and considered abandoning his studies, Dave’s perseverance has held steadfast. As an adult learner, his real-world experience provides a unique perspective that enhances classroom learning for him and his younger peers.
Looking ahead, Dave aspires to contribute to the education sector or community-based roles upon completing his degree. He hopes to guide young individuals who may resemble his younger self, offering support and encouragement to prevent them from detaching entirely from the education system.