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Find out what support is available for students over 60 interested in undergraduate and postgraduate study in the UK.
Find out what support is available for students over 60 interested in undergraduate and postgraduate study in the UK.
Find out what funding is available for students wanting to do a master’s degree in the UK.
Find out what funding is available for students wanting to do a master’s degree in the UK.
To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of recent changes to the Disabled Students’ Allowance on students’ ability to access assistive software where they have functional impairments arising from disability.
To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of recent changes to the Disabled Students’ Allowance on students’ ability to access assistive software where they have functional impairments arising from disability.
Supporting disabled students to access and succeed in higher education remains a government priority. The department’s consultation on assistive software funded through the Disabled Students’ Allowance (DSA) seeks to gather evidence on how best to modernise the support provided, taking into account the significant advances in technology in recent years.
The proposals in the consultation envisage that assistive software will continue to be funded through DSA where there is an additional disability-related need for it that cannot be met by any other software available to the student free of charge. The consultation closed on 18 June and no policy decisions on changes have yet been made.
We have undertaken an initial Equality Impact Assessment (EIA), the key points of which are set out in the consultation document. We intend to expand and update the EIA further as we gather more evidence of impacts through the consultation process. This will then be used to inform final policy decisions following the consultation.
To ask the Secretary of State for Education, what discussions her Department has had with end users prior to the publication of the Assistive software funded through Disabled Student’s Allowance consultation.
To ask the Secretary of State for Education, what discussions her Department has had with end users prior to the publication of the Assistive software funded through Disabled Student’s Allowance consultation.
Supporting disabled students to access and succeed in higher education remains a government priority. Disabled Students’ Allowance (DSA) provides support to remove disability-related barriers to learning, enabling students to demonstrate their full academic potential. DSA-funded support is designed to meet disability-related needs and promote independence in study through appropriate equipment, assistive software and support.
The consultation recognises that paid-for assistive software and free-to-access tools are not necessarily equivalent in all cases. A key purpose of the consultation is to understand the extent to which advances in mainstream functionality can appropriately meet disability-related needs and where specialist software continues to be required. The department has not made a final assessment of the adequacy of these tools, as we are seeking evidence of this through the consultation process.
The consultation seeks views on how exceptional cases should operate in practice and which circumstances might be considered exceptional to help inform our approach. The intention is to ensure provision is appropriately targeted and represents value for money. Decisions would continue to be made on a case-by-case basis.
The consultation provides an opportunity for both disabled students and stakeholders to share their experiences and views in detail. In addition, the department has undertaken further engagement, including a survey with students who have received DSA funding to ensure that their views are fully considered.
To ask the Secretary of State for Education, what criteria her Department plans to use to determine eligibility for assistive software funding in exceptional circumstances under the proposals set out in her Department's Assistive software funded through Disabled Student’s Allowance consultation.
To ask the Secretary of State for Education, what criteria her Department plans to use to determine eligibility for assistive software funding in exceptional circumstances under the proposals set out in her Department's Assistive software funded through Disabled Student’s Allowance consultation.
Supporting disabled students to access and succeed in higher education remains a government priority. Disabled Students’ Allowance (DSA) provides support to remove disability-related barriers to learning, enabling students to demonstrate their full academic potential. DSA-funded support is designed to meet disability-related needs and promote independence in study through appropriate equipment, assistive software and support.
The consultation recognises that paid-for assistive software and free-to-access tools are not necessarily equivalent in all cases. A key purpose of the consultation is to understand the extent to which advances in mainstream functionality can appropriately meet disability-related needs and where specialist software continues to be required. The department has not made a final assessment of the adequacy of these tools, as we are seeking evidence of this through the consultation process.
The consultation seeks views on how exceptional cases should operate in practice and which circumstances might be considered exceptional to help inform our approach. The intention is to ensure provision is appropriately targeted and represents value for money. Decisions would continue to be made on a case-by-case basis.
The consultation provides an opportunity for both disabled students and stakeholders to share their experiences and views in detail. In addition, the department has undertaken further engagement, including a survey with students who have received DSA funding to ensure that their views are fully considered.
To ask the Secretary of State for Education, what estimate her Department has made of the number of students who would no longer receive funded assistive software under the proposed changes as set out in the ‘Assistive software funded through Disabled Student’s Allowance’ Government consultation.
To ask the Secretary of State for Education, what estimate her Department has made of the number of students who would no longer receive funded assistive software under the proposed changes as set out in the ‘Assistive software funded through Disabled Student’s Allowance’ Government consultation.
Supporting disabled students to access and succeed in higher education remains a government priority. Disabled Students’ Allowance (DSA) provides support to remove disability-related barriers to learning, enabling students to demonstrate their full academic potential. DSA-funded support is designed to meet disability-related needs and promote independence in study through appropriate equipment, assistive software and support.
The consultation recognises that paid-for assistive software and free-to-access tools are not necessarily equivalent in all cases. A key purpose of the consultation is to understand the extent to which advances in mainstream functionality can appropriately meet disability-related needs and where specialist software continues to be required. The department has not made a final assessment of the adequacy of these tools, as we are seeking evidence of this through the consultation process.
The consultation seeks views on how exceptional cases should operate in practice and which circumstances might be considered exceptional to help inform our approach. The intention is to ensure provision is appropriately targeted and represents value for money. Decisions would continue to be made on a case-by-case basis.
The consultation provides an opportunity for both disabled students and stakeholders to share their experiences and views in detail. In addition, the department has undertaken further engagement, including a survey with students who have received DSA funding to ensure that their views are fully considered.
To ask the Secretary of State for Education, with reference to the consultation entitled Assistive software funded through Disabled Students’ Allowance, what methodology was used to review assistive software.
To ask the Secretary of State for Education, with reference to the consultation entitled Assistive software funded through Disabled Students’ Allowance, what methodology was used to review assistive software.
Supporting disabled students to access and succeed in higher education remains a government priority. Disabled Students’ Allowance (DSA) provides support to remove disability-related barriers to learning, enabling students to demonstrate their full academic potential. DSA-funded support is designed to meet disability-related needs and promote independence in study through appropriate equipment, assistive software and support.
The consultation recognises that paid-for assistive software and free-to-access tools are not necessarily equivalent in all cases. A key purpose of the consultation is to understand the extent to which advances in mainstream functionality can appropriately meet disability-related needs and where specialist software continues to be required. The department has not made a final assessment of the adequacy of these tools, as we are seeking evidence of this through the consultation process.
The consultation seeks views on how exceptional cases should operate in practice and which circumstances might be considered exceptional to help inform our approach. The intention is to ensure provision is appropriately targeted and represents value for money. Decisions would continue to be made on a case-by-case basis.
The consultation provides an opportunity for both disabled students and stakeholders to share their experiences and views in detail. In addition, the department has undertaken further engagement, including a survey with students who have received DSA funding to ensure that their views are fully considered.
To ask the Secretary of State for Education, what assessment she has made of the adequacy of free and open-sourced, built-in assistive software tools in meeting the needs of disabled students.
To ask the Secretary of State for Education, what assessment she has made of the adequacy of free and open-sourced, built-in assistive software tools in meeting the needs of disabled students.
Supporting disabled students to access and succeed in higher education remains a government priority. Disabled Students’ Allowance (DSA) provides support to remove disability-related barriers to learning, enabling students to demonstrate their full academic potential. DSA-funded support is designed to meet disability-related needs and promote independence in study through appropriate equipment, assistive software and support.
The consultation recognises that paid-for assistive software and free-to-access tools are not necessarily equivalent in all cases. A key purpose of the consultation is to understand the extent to which advances in mainstream functionality can appropriately meet disability-related needs and where specialist software continues to be required. The department has not made a final assessment of the adequacy of these tools, as we are seeking evidence of this through the consultation process.
The consultation seeks views on how exceptional cases should operate in practice and which circumstances might be considered exceptional to help inform our approach. The intention is to ensure provision is appropriately targeted and represents value for money. Decisions would continue to be made on a case-by-case basis.
The consultation provides an opportunity for both disabled students and stakeholders to share their experiences and views in detail. In addition, the department has undertaken further engagement, including a survey with students who have received DSA funding to ensure that their views are fully considered.
To ask the Secretary of State for Education, what evidence her Department used to conclude that free university tools can adequately replace specialist assistive technology funded by the Disabled Students Allowance to support disabled students with their studies.
To ask the Secretary of State for Education, what evidence her Department used to conclude that free university tools can adequately replace specialist assistive technology funded by the Disabled Students Allowance to support disabled students with their studies.
Supporting disabled students to access and succeed in higher education is a government priority. Disabled Students’ Allowance (DSA) provides support to remove disability-related barriers to learning, enabling students to access academic opportunities. DSA-funded support is designed to meet disability-related needs and promote independence in study through appropriate equipment, assistive software and support.
The department’s consultation on assistive software funded through DSA seeks to gather evidence on how best to modernise the support provided, taking into account the significant advances in technology in recent years.
A key purpose of the consultation is to understand the extent to which advances in mainstream functionality can appropriately meet disability-related needs and where specialist software continues to be required. The intention is to ensure provision is appropriately targeted and represents value for money.
The department has not made a final assessment of the adequacy of free-to-access tools as we are seeking evidence of this through the consultation process.
To ask the Secretary of State for Education, what assessment her Department has made of the potential impact on disabled students, including on educational outcomes and equality, of proposals to restrict funding for specialist assistive software through Disabled Students’ Allowances in favour of free tools.
To ask the Secretary of State for Education, what assessment her Department has made of the potential impact on disabled students, including on educational outcomes and equality, of proposals to restrict funding for specialist assistive software through Disabled Students’ Allowances in favour of free tools.
Supporting disabled students to access and succeed in higher education is a government priority. Disabled Students’ Allowance (DSA) provides support to remove disability-related barriers to learning, enabling students to access academic opportunities. DSA-funded support is designed to meet disability-related needs and promote independence in study through appropriate equipment, assistive software and support.
The department’s consultation on assistive software funded through DSA seeks to gather evidence on how best to modernise the support provided, taking into account the significant advances in technology in recent years.
A key purpose of the consultation is to understand the extent to which advances in mainstream functionality can appropriately meet disability-related needs and where specialist software continues to be required. The intention is to ensure provision is appropriately targeted and represents value for money.
The department has not made a final assessment of the adequacy of free-to-access tools as we are seeking evidence of this through the consultation process.
To ask the Secretary of State for Education, what assessment she has made of the potential impact of (a) removing spelling and grammar software from Disabled Students’ Allowances funding and (b) the impact of reaching a decision on this prior to the conclusion of a consultation, on students receiving this...
To ask the Secretary of State for Education, what assessment she has made of the potential impact of (a) removing spelling and grammar software from Disabled Students’ Allowances funding and (b) the impact of reaching a decision on this prior to the conclusion of a consultation, on students receiving this...
The department engaged with disability experts who support disabled students to gather feedback on the removal of non-specialist spelling and grammar software from Disabled Students’ Allowance (DSA) funding, in advance of a decision being taken. The decision followed a detailed review which found that free-to-access versions now offer the required spelling and grammar support functionality to meet students’ disability-related needs.
DSA will continue to fund spelling and grammar software in exceptional circumstances where there is a specific disability-related need that cannot be met by the functionality and software already available to a student, to ensure that a student in this position will still be able to access the required software through DSA funding. The equality impact assessment is attached to this response.
To ask the Secretary of State for Education, what assessment she made of whether there were adequate exceptional circumstances as a mitigating measure for the removal of spelling and grammar software from Disabled Students’ Allowances.
To ask the Secretary of State for Education, what assessment she made of whether there were adequate exceptional circumstances as a mitigating measure for the removal of spelling and grammar software from Disabled Students’ Allowances.
The department engaged with disability experts who support disabled students to gather feedback on the removal of non-specialist spelling and grammar software from Disabled Students’ Allowance (DSA) funding, in advance of a decision being taken. The decision followed a detailed review which found that free-to-access versions now offer the required spelling and grammar support functionality to meet students’ disability-related needs.
DSA will continue to fund spelling and grammar software in exceptional circumstances where there is a specific disability-related need that cannot be met by the functionality and software already available to a student, to ensure that a student in this position will still be able to access the required software through DSA funding. The equality impact assessment is attached to this response.
To ask the Secretary of State for Education, what she is taking to ensure that her Department’s consultation on funding for assistive software through Disabled Students’ Allowance is informed by the experiences of disabled students; what steps she is taking to ensure the consultation adequately considers the potential impact of...
To ask the Secretary of State for Education, what she is taking to ensure that her Department’s consultation on funding for assistive software through Disabled Students’ Allowance is informed by the experiences of disabled students; what steps she is taking to ensure the consultation adequately considers the potential impact of...
The department’s consultation will enable disabled students and sector stakeholders to provide detailed feedback on our proposals. In addition, the department is undertaking a survey of students who are currently in receipt of Disabled Students’ Allowance to ensure that their thoughts and experiences are taken into account.
The department recognises the importance of understanding the effectiveness of specialist assistive technology and is using the consultation to gather further evidence and input in this area.
The consultation remains open until 18 June, and all feedback received will be carefully considered before any final decisions are taken.
To ask the Secretary of State for Education, with reference to page 11 of her Department's consultation document entitled Assistive software funded through Disabled Students’ Allowance, published on 26 March 2026, what evidence underpins the statement that anecdotal feedback has indicated students are being recommended excessive assistive software, including the...
To ask the Secretary of State for Education, with reference to page 11 of her Department's consultation document entitled Assistive software funded through Disabled Students’ Allowance, published on 26 March 2026, what evidence underpins the statement that anecdotal feedback has indicated students are being recommended excessive assistive software, including the...
The anecdotal feedback referenced in the consultation document reflects issues raised through routine engagement activities, including meetings and discussions with delivery partners, sector bodies and other stakeholders. It would not be appropriate to identify individual contributors, and no quantified count of cases has been compiled. No assessment has yet been made of the extent to which students feel overwhelmed by the volume of recommended support because the department is currently gathering the evidence that would be required to support such an assessment.
The rationale underpinning the proposed policy position that assistive software is widely available is explained in the consultation document, which is available here: https://consult.education.gov.uk/disabled-students-allowance-team/assistive-software-funded-through-disabled-student/supporting_documents/assistive_software_funded_through_dsa_consultation_march_2026pdf.
It also sets out proposals relating to considerations around the accessibility and suitability of commonly available software for students with different disabilities. Decisions on how it would be determined that a student’s disability-related needs cannot be met by such software before specialist provision is funded would be made following the conclusion of the consultation process.
An initial equality impact assessment of the proposed changes is included in the consultation document, and the department intends to develop and refine this further as the consultation progresses.
To ask the Secretary of State for Education, with reference to page 11 of her Department's consultation document entitled Assistive software funded through Disabled Students’ Allowance, published on 26 March 2026, what evidence supports the proposed policy position that assistive software is readily available to students; what assessment her Department...
To ask the Secretary of State for Education, with reference to page 11 of her Department's consultation document entitled Assistive software funded through Disabled Students’ Allowance, published on 26 March 2026, what evidence supports the proposed policy position that assistive software is readily available to students; what assessment her Department...
The anecdotal feedback referenced in the consultation document reflects issues raised through routine engagement activities, including meetings and discussions with delivery partners, sector bodies and other stakeholders. It would not be appropriate to identify individual contributors, and no quantified count of cases has been compiled. No assessment has yet been made of the extent to which students feel overwhelmed by the volume of recommended support because the department is currently gathering the evidence that would be required to support such an assessment.
The rationale underpinning the proposed policy position that assistive software is widely available is explained in the consultation document, which is available here: https://consult.education.gov.uk/disabled-students-allowance-team/assistive-software-funded-through-disabled-student/supporting_documents/assistive_software_funded_through_dsa_consultation_march_2026pdf.
It also sets out proposals relating to considerations around the accessibility and suitability of commonly available software for students with different disabilities. Decisions on how it would be determined that a student’s disability-related needs cannot be met by such software before specialist provision is funded would be made following the conclusion of the consultation process.
An initial equality impact assessment of the proposed changes is included in the consultation document, and the department intends to develop and refine this further as the consultation progresses.
To ask the Secretary of State for Education, with reference to her Department's consultation document entitled Assistive software funded through Disabled Students’ Allowance, published on 26 March 2026, whether an Impact Assessment has been conducted on the potential impact of the proposed changes to Disabled Students’ Allowance support for assistive...
To ask the Secretary of State for Education, with reference to her Department's consultation document entitled Assistive software funded through Disabled Students’ Allowance, published on 26 March 2026, whether an Impact Assessment has been conducted on the potential impact of the proposed changes to Disabled Students’ Allowance support for assistive...
The anecdotal feedback referenced in the consultation document reflects issues raised through routine engagement activities, including meetings and discussions with delivery partners, sector bodies and other stakeholders. It would not be appropriate to identify individual contributors, and no quantified count of cases has been compiled. No assessment has yet been made of the extent to which students feel overwhelmed by the volume of recommended support because the department is currently gathering the evidence that would be required to support such an assessment.
The rationale underpinning the proposed policy position that assistive software is widely available is explained in the consultation document, which is available here: https://consult.education.gov.uk/disabled-students-allowance-team/assistive-software-funded-through-disabled-student/supporting_documents/assistive_software_funded_through_dsa_consultation_march_2026pdf.
It also sets out proposals relating to considerations around the accessibility and suitability of commonly available software for students with different disabilities. Decisions on how it would be determined that a student’s disability-related needs cannot be met by such software before specialist provision is funded would be made following the conclusion of the consultation process.
An initial equality impact assessment of the proposed changes is included in the consultation document, and the department intends to develop and refine this further as the consultation progresses.
To ask the Secretary of State for Education, how many formal requests for meetings her Department has received from disability sector organisations regarding recent DSA policy changes since October 2025.
To ask the Secretary of State for Education, how many formal requests for meetings her Department has received from disability sector organisations regarding recent DSA policy changes since October 2025.
The department is aware of the response written on behalf of the National Association of Disability Practitioners in December 2025 to the change made from March 2025 to remove Disabled Students’ Allowance (DSA) funding for non-specialist spelling and grammar software other than in exceptional circumstances. The department keeps all support funded through DSA under regular review to ensure that it continues to meet the needs of disabled students. Any future changes will be communicated publicly.
Since October 2025, the department has received one formal request for a meeting regarding recent DSA policy changes from a disability sector organisation.
The department’s policy change to remove DSA funding for non-specialist spelling and grammar software other than in exceptional circumstances applied only to DSA applicants whose needs assessments took place from 17 March 2025. Students who had already been awarded this software had their awards left in place. It is therefore not the case that software has been removed from students' part-way through their courses. While it is too early to collect any post-implementation data on the academic performance or withdrawal rates of students previously supported with specialist assistive software, given that the policy change came into effect less than a year ago, the department is continuing to monitor the participation, attainment, and completion rates for disabled students in higher education.
The department has not undertaken a specific assessment of the impact of DSA changes on demand for Access to Work or other employment support schemes. DSA is designed to address disability related barriers to study, while Access to Work provides support in employment-related barriers to study. The department and the Department for Work and Pensions are in regular contact.
To ask the Secretary of State for Education, whether any further reductions or restrictions to DSA-funded assistive technology or non-medical support are currently under consideration.
To ask the Secretary of State for Education, whether any further reductions or restrictions to DSA-funded assistive technology or non-medical support are currently under consideration.
The department is aware of the response written on behalf of the National Association of Disability Practitioners in December 2025 to the change made from March 2025 to remove Disabled Students’ Allowance (DSA) funding for non-specialist spelling and grammar software other than in exceptional circumstances. The department keeps all support funded through DSA under regular review to ensure that it continues to meet the needs of disabled students. Any future changes will be communicated publicly.
Since October 2025, the department has received one formal request for a meeting regarding recent DSA policy changes from a disability sector organisation.
The department’s policy change to remove DSA funding for non-specialist spelling and grammar software other than in exceptional circumstances applied only to DSA applicants whose needs assessments took place from 17 March 2025. Students who had already been awarded this software had their awards left in place. It is therefore not the case that software has been removed from students' part-way through their courses. While it is too early to collect any post-implementation data on the academic performance or withdrawal rates of students previously supported with specialist assistive software, given that the policy change came into effect less than a year ago, the department is continuing to monitor the participation, attainment, and completion rates for disabled students in higher education.
The department has not undertaken a specific assessment of the impact of DSA changes on demand for Access to Work or other employment support schemes. DSA is designed to address disability related barriers to study, while Access to Work provides support in employment-related barriers to study. The department and the Department for Work and Pensions are in regular contact.
To ask the Secretary of State for Education, whether her Department has collected post-implementation data on the academic performance or withdrawal rates of students previously supported with specialist assistive software.
To ask the Secretary of State for Education, whether her Department has collected post-implementation data on the academic performance or withdrawal rates of students previously supported with specialist assistive software.
The department is aware of the response written on behalf of the National Association of Disability Practitioners in December 2025 to the change made from March 2025 to remove Disabled Students’ Allowance (DSA) funding for non-specialist spelling and grammar software other than in exceptional circumstances. The department keeps all support funded through DSA under regular review to ensure that it continues to meet the needs of disabled students. Any future changes will be communicated publicly.
Since October 2025, the department has received one formal request for a meeting regarding recent DSA policy changes from a disability sector organisation.
The department’s policy change to remove DSA funding for non-specialist spelling and grammar software other than in exceptional circumstances applied only to DSA applicants whose needs assessments took place from 17 March 2025. Students who had already been awarded this software had their awards left in place. It is therefore not the case that software has been removed from students' part-way through their courses. While it is too early to collect any post-implementation data on the academic performance or withdrawal rates of students previously supported with specialist assistive software, given that the policy change came into effect less than a year ago, the department is continuing to monitor the participation, attainment, and completion rates for disabled students in higher education.
The department has not undertaken a specific assessment of the impact of DSA changes on demand for Access to Work or other employment support schemes. DSA is designed to address disability related barriers to study, while Access to Work provides support in employment-related barriers to study. The department and the Department for Work and Pensions are in regular contact.
To ask the Secretary of State for Education, what assessment his Department has made of the impact of changes to Disabled Students’ Allowance support on demand for Access to Work or other employment support schemes.
To ask the Secretary of State for Education, what assessment his Department has made of the impact of changes to Disabled Students’ Allowance support on demand for Access to Work or other employment support schemes.
The department is aware of the response written on behalf of the National Association of Disability Practitioners in December 2025 to the change made from March 2025 to remove Disabled Students’ Allowance (DSA) funding for non-specialist spelling and grammar software other than in exceptional circumstances. The department keeps all support funded through DSA under regular review to ensure that it continues to meet the needs of disabled students. Any future changes will be communicated publicly.
Since October 2025, the department has received one formal request for a meeting regarding recent DSA policy changes from a disability sector organisation.
The department’s policy change to remove DSA funding for non-specialist spelling and grammar software other than in exceptional circumstances applied only to DSA applicants whose needs assessments took place from 17 March 2025. Students who had already been awarded this software had their awards left in place. It is therefore not the case that software has been removed from students' part-way through their courses. While it is too early to collect any post-implementation data on the academic performance or withdrawal rates of students previously supported with specialist assistive software, given that the policy change came into effect less than a year ago, the department is continuing to monitor the participation, attainment, and completion rates for disabled students in higher education.
The department has not undertaken a specific assessment of the impact of DSA changes on demand for Access to Work or other employment support schemes. DSA is designed to address disability related barriers to study, while Access to Work provides support in employment-related barriers to study. The department and the Department for Work and Pensions are in regular contact.