EDIC hampion Update

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					Disability Training
Update 2011
 Jo Smith, LISS Manager (Disability)

 Student Development and Well Being,
 Learning, Information and Student
 Services

 Joanna.Smith@cumbria.ac.uk
         Aims


• To update EDI champions on important
  changes in University procedures on
  implementing reasonable adjustments
• To disseminate university procedures
  as they relate to disabled students
QAA Section 3
Disabled Students
• Recent and substantial revision of the above
  code
• Provides further guidance on what a
  university is expected to provide
• Four critical areas identified in an internal
  audit including funding RA’s , distribution of
  individual action plans, examinations and
  assessment, access to IT.
• Remedial action is in hand for all of the above
QAA Code together with
 legislation covers ….
•   policies and procedures
•   course requirements
•   learning and teaching
•   placements and services
•   the physical environment
•   the duty to anticipate
•   promotion of equality
University’s Approach
to Disability
• With changes to legislation & the QAA code,
  the university is adopting a rights based
  model to provision to replace the existing
  DES scheme
• Each Faculty and Service will develop its own
  disability statement detailing reasonable
  adjustments for teaching and learning,
  assessment, and other aspects of study
• Time lines are currently being developed with
  Deans
Maintaining academic integrity


It is essential that academic integrity is
maintained via well defined competence
standard:
“Academic standard applied on behalf of
a HEI for the purpose of determining
whether or not a person has a particular
level of competence/ ability”

We need to ensure processes are adjusted
not competencies.
Maintaining academic integrity
 and competence standards

We must ensure that:

• Competence standards are defined in
  admission criteria, learning outcomes and
  course awards.

• Reasonable adjustments are available in
  admission processes, teaching and learning
  strategies, and assessment methods to
  enable students to demonstrate outcomes.
Recapping discrimination


    On some occasions it may not be
    possible to provide reasonable
    adjustments:
    Only two types of justification for
    discrimination :
    • when the reason for the treatment is both
      material to the circumstances of the
      particular case and substantial (no possible
      reasonable adjustments)
    • when it is the application of a competence
      standard
Recapping Discrimination

  Implications

  • Making sure you seek expert advice before
    concluding that a disabled student cannot
    complete a task and or competence
    standard
  • Influence positively course competence
    standards
  • Working across the university to promote
    zero discrimination
  Resources for in HE for
        Disability
• Disabled Students Allowances (DSA)
  available to most disabled students through
  funding bodies and provides for individual
  equipment packages and provision of non –
  medical support
• HE Disability Premium
  From 2011 the university will be ring fencing this
  fund to support the delivery of reasonable
  adjustments (RA) at point of delivery, via both
  distributing funding to faculties, and supporting
  through central funding
HEFCE review of disability policy
shows that:


 • sensitive working practices and
   disability friendly disability culture
   increase the disclosure rates and take-
   up of Disabled Students' Allowance.
 • there is a link between claiming DSA
   and attainment and completion rates.
 Positive practices promote equality and
 less likelihood of discriminatio.n
   The Role of LISS

LISS provides:

• a number of additional services under the auspices of
  the Single Equality Act and ideology of positive action
• non-medical support (SLA/SLF/ILA/LA(LD))
• advice to academic staff and service areas on
  reasonable adjustments
• guidance on developing faculty disability statements

The service is there for staff as well as students.
LISS Led support through the
Student Life Cycle
• Individually tailored pre-entry guidance
  from LISS
• Guidance on reasonable adjustments at
  point at induction from LISS
• LISS distribute individual action plans to
  faculties and services to support an
  ongoing student centred dialogue
• Support at exit on careers, further study
  and other options.
Reasonable Adjustments
in Teaching and Learning

• promoting the use of Blackboard
• best practice in information accessibility
• permitting the recording of lectures
• provision of an additional tutorial as
  necessary
• including positive roles and discussions
  of disability within the curriculum
Reasonable Adjustments in
assessments
Some students have support from
• Student Learning Facilitators
• LISS Advisers ( Learning Development)
Support is there to ensure that extensions are
not needed but if requested an overview
approach is required.
Assessments deadlines need to be spaced not
bunched
Working with SAMIS on guidelines.
Reasonable Adjustments in
Assessment


  • Additional provision in exams via SaMIS
  • CDEPP Guidelines for good
    assessment practice
  • Need to ensure flexibility in assessment
    methodology is available , especially
    with regards to access to art practical
    work
Student Progress Review

• A positive way to track progress and
  concerns relating to disabled students
• Be lecturer or student led
• Staff can request LISS support
• Use to monitor engagement in LISS
  support and behaviour
• Academic staff can and make and track
  support recommendations
AER reports & improving
academic provision
• needs to collect data on disability
• include some specific disability questions
• LISS assistance is available with any
  identified issues
• Faculty needs incorporate user views and
  might be useful to do some joint LISS focus
  groups
• EDI monitoring; includes admission, progress
  and exit statistics
  Using the Academic
  Validation Process

• Legally need to have place anticipatory
  reasonable adjustments for key
  disability groups
• Best methodology to consider access in
  course validation or review procedures
• Key groups .. Mobility Impairment,
  SPLD, Sensory Impairments and Mental
  Health Conditions
Managing
Student Expectations
Sometimes misunderstandings occur with
disabled students & you need to be
ultra clear about expectations:
attendance, standard of work, participation etc
The impact of disability may change the
outcomes of procedures not their use.
Disability does not mean less is expected or all
support requests should be met :but based on
concepts of reasonableness.
A Case study of support package for
a visually impaired student

 Individual via DSA
 • Computer with specialist software such as
   JAWS or Supernova
 • Use of SLF for support in teaching sessions
   or recording facilities, or Braille note book for
   note making
 • SLF for reading support and accessing
   research materials
 • Assistance with inputting data
 • Liaison with academic staff
A Case study of support package
for a visually impaired student

 Institutional
 • Scanning of resource materials into accessible
    formats
 • Access to Blackboard for SLF and / or student
 • Guide dog facilities
 • Assistive technology workstation
 • Alternative formats for exams/class tests (braille /
    large print)
 • Access to assessment feedback
 • Staff and student awareness to enhance the student
    experience
 • Access to catering servcies
           Evaluation


• How is Uo C doing in relation to disability
  equality?

• How does the identified academic provision
  translate into reasonable adjustments in
  services ?

• Where are the gaps in student experience for
  disability equality?

				
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