Information by abstraks


Improving access to the physical
environment for students with disabilities
 You may photocopy this information booklet
 You may quote from this information booklet if you
  acknowledge the source
 Skill information booklets are available in standard print, large
  print, Braille, tape and disk formats
 Every effort has been made to ensure accuracy. However, Skill
  cannot guarantee factual content

Skill: National Bureau for Students with Disabilities
Chief Executive: Barbara Waters
Unit 3, Floor 3, Radisson Court, 219 Long Lane, London SE1 4PR
Email:       Website:
Tel: 020 7450 0620              Fax: 020 7450 0650

Information service:
Tuesdays 11.30am-1.30pm and Thursdays 1.30pm-3.30pm
Tel: 0800 328 5050 or Textphone: 0800 068 2422

Skill is a company limited by guarantee (2397897) and a
registered charity (801970) also registered in Scotland
Improving access to the physical
environment for students with disabilities

Contents                                                     Page
1. What does the DDA say about physical access?                  1
    Part 2: Employment                                           2
    Part 3: Provision of goods, facilities and services          2
    Part 4: Education                                            3
2. Other regulations and information                             4
3. Opportunities for access improvements                         6
4. How to find out what improvements need to be made             7
5. Funding for improving physical access                         9
6. Useful publications                                          12
7. Helpful contacts                                             16

Physical access is important for all disabled people. It not only
involves lifts for wheelchair users, but also accessible signage,
hearing loops, flooring, handles etc.

This information booklet will give an introduction to what the
Disability Discrimination Act (DDA) 1995 and other relevant
regulations say about physical access for disabled people. The
booklet will then look at how education providers can be taking
steps to improve physical accessibility. There are also lots of
useful publications and contacts at the end of this booklet.

Skill would like to thank the Centre for Accessible Environments
for their help in the production of this booklet.

1   What does the DDA say about physical
The Disability Discrimination Act (DDA) 1995 covers access to
the physical environment. The responsibilities and
implementation dates vary depending on which part of the DDA
the duties fall under.

Part 2: Employment
Employers have a duty not to treat disabled people less
favourably than others for a reason related to their disability and
to make adjustments to assist disabled employees or applicants.
This may involve changing physical features of the premises if
these put a disabled person at a substantial disadvantage. The
duty of provision of a reasonable adjustment is triggered when an
individual disabled person applies for a job, is employed, or it
becomes apparent that an existing employee requires some form
of adjustment.

What is ‘reasonable’ may depend on, for example, the cost of the
adjustment, the size of the employer or the practicability of
making the adjustment. For example it is likely that a national
chain of shops would be expected to make a more costly
adjustment than a small corner shop with limited resources.
Advice and assistance (which may include financial assistance) in
relation to making adjustments may be available from the Access
to Work scheme (see Jobcentre Plus in Helpful Contacts).

Part 2 of the DDA also covers students on work placements, and
what is a ‘reasonable’ adjustment to make for a student on a work
placement may also partly depend on the length of the placement
and the nature of the adjustment.

Part 3: Provision of goods, facilities and services
Where a physical feature makes it impossible or unreasonably
difficult for a disabled person to make use of the goods, services
or facilities, the service provider must take reasonable steps to:
 remove the feature
 alter it so that it no longer has that effect; or
 provide reasonable means of avoiding the feature.

If this is not possible or reasonable, then the service provider
should provide the service by alternative means. However, it is
good practice and more effective in the long term to remove or
alter the feature. Examples of changes that might be made could

   widening doorways
   improving signage
   installing ramps and hearing loops.

Service providers are also required to make reasonable
adjustments to policies, procedures and practices. This might
include monitoring the use of disabled parking spaces or
amending a ‘no dogs’ policy, for example. Service providers
should also make auxiliary aids and services available where
required, for example providing a deaf conference delegate with a
flashing fire alarm, or reading out a programme or menu to a
visually impaired customer.

‘Reasonable adjustments’ will take into account such factors as:
 the effectiveness of the change
 the extent to which it is practical
 the cost and disruption
 financial resources

The Act also outlines a number of circumstances where
discriminatory treatment can be justified, including for example
health and safety considerations.

Non-educational facilities and services provided by colleges and
universities which are open to the public, are currently expected
to meet the access requirements set out in Part 3 of the Act.
These will include conference facilities, halls of residence (when
they are let as holiday accommodation) and student unions.

The Act also makes it unlawful to treat disabled people less
favourably when selling or letting property.

Part 4: Education
The DDA part 4 covers education, making it unlawful for
education and training providers and other related services to
discriminate against disabled people. This legislation is being
implemented in three stages. Adjustments to the physical
environment under Part 4 of the Act will be required from 1
September 2005. Institutions should already be planning and
budgeting to meet these physical access requirements as they
have an ‘anticipatory duty’. The Act covers all aspects of the
physical environment, including access to buildings, seating,
toilets, parking, lighting, signage and evacuation procedures.

Under Part 4, educational establishments will have to renovate
their buildings and improve access to educational facilities,
including in the areas of admissions and enrolments, and
provision of student services. Student services might include
classrooms or lecture theatres, or access to laboratory equipment
or sports facilities. The criteria for judging if an adjustment is
‘reasonable’ could include health and safety considerations, the
effectiveness or practicality of the change made, cost or level of
disruption caused.

2   Other regulations and information
The Building Regulations (England and Wales)
In England and Wales, building design and construction is
governed by the Building Regulations. Part M of the regulations
sets minimum standards for access and use of buildings by all
building users, including disabled people.

The requirement (for non domestic buildings) is simply that:

• Access and use
‘Reasonable access shall be made for disabled people to gain
access to and use the building and its facilities’

• Access to extensions to buildings
‘Suitable independent access shall be provided to the extension
where reasonably practicable’
This does not apply where suitable access to the extension is
provided throughout the building that is extended.

•   Sanitary conveniences in extensions to buildings
‘If sanitary conveniences are provided in any building that is to be
extended, reasonable provision shall be made within the
extension for sanitary conveniences’
This does not apply where there is reasonable provision for
sanitary conveniences elsewhere in the building that can be
accessed by building users.

This requirement is that buildings and their facilities should be
accessible and usable by all people who use buildings – including
parents with children, older people and people with disabilities.

There is further information on Part M in the Approved Document
Part M (2004) – see section 6 for details.

The Building Regulations (Scotland)
Under the Regulations, there should be access to all new
buildings for disabled people.

The definition of a disabled person in the Building Regulations
(Scotland) is a person who has a physical, hearing or sight
impairment which affects their mobility or use of a building.

The Building Regulations (Scotland) require that:
   if the building contains audience or spectator seating, there
    should be adequate level spaces for wheelchairs.
   All users of a building, including disabled people, should be
    provided with adequate means of access and adequate
    means of movement within the building.
   Where access is provided for disabled people to a building,
    accessible toilets should also be available.
   Every building (apart from specific exceptions) should have
    suitable aids to assist those who are hard of hearing.

The Disability Discrimination (Educational Institutions)
(Alteration of leasehold premises) Regulations 2002
Many educational institutions rent premises from landlords and
therefore consent may be required to make adjustments (eg
planning permission, listed building consent etc). The DDA does
not override the need to obtain such consent, but the institution
should apply for consent in writing, and state that the alteration is
to comply with the DDA.

Further information about leasehold premises is available in the
Code of Practice for post-16 education providers and related
services – see section 6 for details.

Means of escape
The British Standards Institute BS 5588: Part 8 (1999) Code of
practice for means of escape for disabled people includes
authoritative guidance on the design and management of
buildings to enable the safe evacuation of people with disabilities.

Disability Statements
Many institutions have disability statements. These are
documents that outline current access and other provision for
students with disabilities and/or learning difficulties, as well as
future plans for improvement. Disability statements may be
available on the institution’s website or from the institution itself.

The QAA Code of Practice for the assurance of academic
quality and standards in higher education – Section 3:
Students with Disabilities. This is not a legal document but a
code of practice which aims to assist higher education institutions
ensuring that students with disabilities have access to a
comparable learning experience to that of their peers. It states
that ‘institutions should ensure that disabled students can have
access to the physical environment in which they will study, learn,
live and take part in the social life of their institution’ and gives
advice about how to go about doing this.

3     Opportunities for access improvements
There are many opportunities to improve access, and many of
these improvements can be carried out as part of routine
refurbishment. Institutions should:

•   Be strategic – it may be useful to establish an access working
    group in conjunction with the Estates Department to take a long
    term view for access improvements and ensure necessary
    funding is available.

•   Produce access statements – access statements are living
    documents which set out strategic and specific objectives for
    buildings or alterations. They should consider management
    issues as well as the physical environment and can form part of
    the building operational documentation.

•   Anticipate need

•   Make new buildings accessible – access for all should be a
    key factor in all new buildings. This is easier and more cost
    effective than last-minute adjustments.

•   Use refurbishments effectively – introduce improvements
    such as colour contrast, carpeting and lighting as part of
    general maintenance and refurbishments.

•   Ensure effective buildings management – such as
    timetabling and room bookings, keeping accessible entrances
    operational and maintaining clear corridors and allocated
    disabled parking.

•   Think about creative alternatives – eg if the location of the
    service cannot be made fully accessible, can the service be
    brought to the disabled person instead?

4   How to find out what improvements need to
    be made
Although some alterations may have major financial implications,
there is much that can be done with a bit of thought and not huge
expense. It is not always easy to know exactly what changes
need to be made, so it can be a good idea to get expert advice to
ensure you are doing the right thing. It is important to bear in
mind that institutions should already be planning and budgeting to
meet the September 2005 physical access requirements. This will
ensure that even if not all buildings are fully accessible by this
date, they can show that there are plans in place to improve
accessibility for disabled students and applicants. This is also
part of institutions’ anticipatory duty. In the mean time, institutions
may be able to make alternative arrangements, such as
relocating a class to an accessible room for a wheelchair user.

Access Audits
Not all adaptations will be expensive and with careful planning
every institution can afford incremental improvements. The first
step for many institutions is to have an access audit. These can

 an assessment of the accessibility of the built environment for
  students with disabilities
 recommendations for action, with reference to guidance to
  established criteria
 an indication of which actions are most urgent, and the relative
  priority of others, with reference to established criteria
 costings, if appropriate
 support in integrating recommendations into the
  buildings/estates department’s overall planning and budgeting

For this sort of audit you would need to approach an access
consultant or an access auditor. A service provider who employs
a consultant to resolve access issues remains responsible for the
result. Some local disability organisations may also be able to
offer advice.

People who can help with an access audit include:
• Access Consultants and Access Auditors: These are
  available through the National Register of Access Consultants.
  You can also contact the Centre for Accessible Environments
  for advice.
• Local access groups: In most local authority areas, disabled
  people, along with people working in relevant fields, have
  formed their own access groups to try to improve the access in
  the area and within local services.
• Students or staff with disabilities: A local group of disabled
  people may be able to help or students or disabled staff within
  the establishment may be able to help, although this may be of
  more use for disability awareness purposes as experience and
  expertise is essential if the survey is to be practical. It is also
  important to bear in mind that a disabled individual is not
  automatically an expert in the needs of other disabled people.

Access audits – what are they?
An access audit is a means of:
 examining the accessibility of services and facilities
 identifying where physical barriers may compromise access to
  services by assessing the feature against predetermined
 measuring the ‘usability’ of facilities within a building and the
  services being delivered in it

The built environment, services and facilities are assessed
against criteria which include design guidelines and current best
practice in inclusive design.

The findings of the access audit can be used to prepare a
detailed programme of improvements over a period of time. It is
likely that there will be some improvements that can be included
in maintenance programmes and other items that can be planned
for in future years’ budgets, allowing a considered and planned
response. The implementation of improvements to existing
buildings as part of planned maintenance programmes is
considered in more detail below.

Access audits - purpose and scope
The Code of Practice relating to Part 3 of the Disability
Discrimination Act 1995 (DDA) suggests that an access audit be
undertaken as an initial stage in identifying improvements that
may be necessary to premises. However, the access audit report
is just the first stage, the document must be carried forward to
inform an access plan or strategy and subsequently to the
implementation of necessary improvements.

The purpose of the access audit is to assess the environment in
terms of access and its suitability for staff, students and visitors
with disabilities which may include mobility, sensory or cognitive

Access audits should involve a detailed survey of the building,
including public, educational and staff areas, and also the
principal routes likely to be used for external approach. They
should involve a thorough assessment of physical features,
facilities and services and include recommendations for
alterations to the management of the buildings/facilities as well as

recommendations for the alteration or improvement of the
building or facilities

The access audit should be undertaken with consideration for a
wide range of impairments that could affect a person’s mobility,
manual dexterity, speech, hearing, eyesight, physical
coordination, continence, ability to lift or move everyday objects,
memory and the ability to concentrate or understand.
Improvements in the accessibility of a building will greatly assist
all members of the community and contribute to an ethos of

Access audits - procurement
Access audits are recommended to be carried out by suitably
qualified and experienced professionals. The Centre for
Accessible Environments (CAE) has set up the National Register
of Access Consultants (NRAC) to identify accredited and
reputable access auditors and access consultants. The NRAC
also provides standard terms and conditions of engagement of an
access auditor or consultant.

Procurement of capital projects
To ensure that all issues relating to accessibility are thoroughly
considered at the briefing, design, and construction stages, it is
recommended to appoint an access consultant to the project
design team.

The role of an access consultant within a project design team is
likely to include the following:

 assist in the preparation of a design brief for each building and
  external area

   advise on relevant design criteria, including statutory
    requirements and best practice guidelines
   advise about options that may be available in relation to the
    provision of physical features or services in the building

 work as a member of the design team throughout the outline,
  sketch and detail design stages to advise on access
  requirements and potential solutions to access problems
 if appropriate, work with disabled users and staff
  representatives and local access organisations to draw on their
  experience and knowledge of local disability issues

 work as a member of the design team to advise on
  specification and detail design issues relating to access

 work as a member of the design team to ensure that the
  buildings and external areas are constructed in accordance
  with the specification, with particular focus on elements of the
  structure that are provided to facilitate access

 advise on the commissioning and use of equipment provided to
  assist disabled people
 advise on cleaning and maintenance regimes that can affect
  the accessibility of a building
 if appropriate, gain feedback from building users on the
  suitability of aspects of the buildings and use this information to
  inform future projects

The role of an Access Consultant within a design team is
recommended to be carried out by suitably qualified and

experienced professionals. The NRAC is widely acknowledged as
the quality standard for accredited and reputable Access

5   Funding for improving physical access
Funding arrangements are slightly different in each area of
education and in each country of the UK. Many adaptations, such
as painting or replacing carpets, can be included in existing
refurbishment plans at little or no extra cost. Institutions should be
encouraged to incorporate a rolling access improvement plan into
their budgets, in line with the requirements of the DDA, or they
can seek sponsorship from other sources, eg local companies, to
fund specific projects.

Institutions should plan all their future changes and improvements
with the DDA in mind, and should be planning and budgeting to
meet the physical access part of the DDA part 4 which comes
into force in September 2005.

Further education
The Learning and Skills Council (LSC) in England have allocated
specific funding in recent years to help colleges meet the physical
access requirements of the DDA Part 4 by September 2005. This
is in addition to the general capital project grant support. In
2003/04, £40 million was available for FE colleges for help with
funding DDA/SENDA projects, and there is further funding
available in 2004/05. There is also funding available for adult and
community learning. Contact the LSC for further information.

Colleges in Scotland were given extra funding from the Scottish
Funding Councils that could be used to make their physical
environment more accessible.

There may be some good practice in your local area and it may
be worth asking people in other universities and colleges what
they have done to improve access. One of the recent FE DDA
Action Research projects in England, funded by the LSC, is

looking at access to premises and how education providers can
meet the requirements of the DDA Part 4. For more information

Higher education
In the run up to the implementation of the physical features part
of the DDA Part 4, each funding council has made additional
arrangements for funding improvements to physical access. For
example, the Higher Education Funding Council for England
(HEFCE) include an extra sum of money in institution’s block
grants for capital projects. In 2004/05, this capital funding for
HEIs was £584 million. In Wales, HEFCW have also made
additional capital funding available for Welsh HEIs. In Scotland in
2004, SHEFC made additional funding available to universities
that could be used to improve physical access.

Training establishments
The LSC in England, ELWa in Wales and Local Enterprise
Companies (LECs) in Scotland are responsible for ensuring that
training opportunities to meet local needs are available in their
area. LECs are independent bodies that have a contractual
responsibility to ensure there is training for disabled people.
Disabled trainees funded by these bodies can be supplied with
facilities such as adaptations to premises, and special aids and
equipment to enable them to do their training.

Adjustments in your own home
If you or someone living in your property is disabled you may
qualify for a disabled facilities grant. These are means tested
grants, and are given by local councils to help with the cost of
changes you may need to make to your home. Disabled facilities
grants can help with things such as widening doors, installing
ramps, adapting rooms, or adapting heating and lighting. For
more information, contact your local council or refer to the booklet

on the disabled facilities grant from the Office of the Deputy
Prime Minister (details in section 6).

In Scotland, as a disabled person you have the right to an
assessment of your needs by the social work department. This
assessment should consider any adaptations you need to your
home. Depending on the resources available, the social work
department should then either provide what you need or provide
assistance to help you get what you need. You may also be
eligible for a Home Improvement Grant from your local authority
to assist with the cost of adaptations. For more information,
contact your local social work department or refer to the booklet
titled ‘Access to Housing for Disabled People’ available from

Other sources of funds
Very often colleges and student unions have to find funds to
improve access from non-statutory sources. These include local
trust funds or community organisations eg Rotary Clubs, national
companies which work in the area, local companies and
fundraising events.

6   Useful publications
Code of Practice: Employment and Occupation
Code of Practice: Rights of Access – Goods, Facilities,
Services and Premises
Code of Practice for post 16 education providers and related
All available from the Disability Rights Commission (DRC)

A Guide to the Disability Discrimination Act 1995 for
institutions of Further and Higher Education. Skill, 2004
Price £15.00.

Access Audits: A guide and checklists for appraising the
accessibility of buildings. 2004. ISBN 0 903976 30 7.
Price £30.00. Available from the Centre for Accessible

Accessible Events. GLAD (Greater London Association of
Disabled People). Information and guidance on holding an event
or conference. Includes lists of suggested venues in different
parts of London. Available from GLAD.

Access to Housing in Scotland: Rights for Disabled People
(1999). Available from Homepoint

Approved Document ‘Part M: Access and Facilities for
Disabled People’ (2004). This gives specific guidance on
access and facilities including details for external ramps,
provision for tactile surfaces at tops of stairs, heights of handrails
and toilet facilities. Office of the Deputy Prime Minister
Price £7.95 or download for free from the Office of the Deputy
Prime Minister.

Barrier-free design: A manual for building designers and
managers. All Clear Designs. Aimed at practical application.
Price £39.99.

BS 5588 Part 8: 1988 Code of Practice for means of escape
for disabled people
Available from the British Standards Institute.

BS8300 Designing buildings and their approaches to meet
the access needs of disabled people. Available from the British
Standards Institute.

Building Regulations 2004. Available from the government
Stationery Office,, statutory instrument

Building Standards (Scotland) Regulations. Available on

Building Sight – A handbook of building and interior design
solutions to include the needs of visually impaired people.
Peter Barker, Jon Barrick, Rod Wilson. Available from the Joint
Mobility Unit Access Partnership. Demonstrates how the needs of
visually impaired people can be met in the design of buildings
and the environment. Produced with the RNIB

BT Countryside for All – Standards and Guidelines, 1997
A good practice guide to countryside access for disabled people,
produced by BT PLC and The Fieldfare Trust. Price £38.99.
Available from the Fieldfare Trust

The Coordinator’s Handbook. Skill, 1997. Price £10.00

Designing for Accessibility, Andrew Lacey 2004.
A design guide for architects and others involved in the design of
buildings covering the needs of people with physical and sensory
disabilities. It is based on Part M of the Building Regulations and
the DDA 1995. Available from the Centre for Accessible
Environments. Price £20.

Designing to Enable: Improving access through
consultation. Available from Gateshead Access Panel.
Price £45.

Disabled facilities grants. Information available from the Office
of the Deputy Prime Minister, or contact your local council.

Disability statements: a guide to good practice. HEFCE 98/66

DRC good practice guides
Includes a guide for estates staff on the DDA Part 4. Available
from the DRC.

English Heritage disability access policy (Product code
For people involved in planning alterations to historic buildings.
Free. Available from English Heritage.

Guidance on base-level provision for disabled students in
higher education institutions. HEFCE 99/04

Improving access to higher education estates and buildings

Keeping up with the Past: making historical buildings
accessible to everyone. Video made by Centre for Accessible
Environments in collaboration with English Heritage, 1997. Price
£14.10. Available from the Centre for Accessible Environments.

LSC good practice leaflets
Includes a leaflet for estates and facilities staff. Available from the
LSC website.

Making access to goods and services easier for disabled
customers: a practical guide for small businesses and other
small service providers. Available from the DRC.

Manual to the Building Regulations, Third edition, 2001.
Available from HSMO: Price £17.00

Partially Sighted Society information sheets
Includes ‘Providing for people with impaired vision: Access
Guide’. Advice to stores, banks, offices and transport systems on
meeting the needs of visually disabled people.’

Quality Assurance Agency code of practice for the
assurance of academic quality and standards in higher
education – Section 3: Students with Disabilities.
Available from QAA

RADAR Access Factsheets
Including ‘What is building control’ and ‘The planning process – a
guide for local access groups. Price £3 each.
Available from RADAR.

Reading and Using Plans. An information pack for non-
architects on how to interpret and use architects’ drawings and
identify those features of buildings that make them accessible to

disabled people, 1994. Price £10. Available from the Centre for
Accessible Environments.

Sign Design Guide
Guidance on accessible signage. Jointly produced by JMU
Access Partnership and the Sign Design Society. Available from
JMU Access Partnership. Price £20.

Towards Better Access, 1997.
A guide to the development of effective Access Action Plans
Price £14.00. Available from RADAR.

7   Helpful contacts
British Standards Institute
Tel: 020 8996 9002 Fax: 020 8996 7001

Centre for Accessible Environments
70 South Lambeth Road, London SW8 1RL
Tel/Text: 020 7840 0125 Fax: 020 7840 5811
E-mail: Website:
Provides information and training. Can undertake access audits
and design appraisals

Department for Education and Skills (DfES)
Sanctuary Buildings, Great Smith Street, London SW1P 3BT
Tel: 020 7925 5000 Fax: 020 7925 6000
Publications: 0845 602 2260 Student Support: 01325 392 822
E-mail: Website:

Disability Action (Northern Ireland)
Portside Business Park, 189 Airport Road West,

Belfast BT3 9ED
Tel: 028 9029 7880
Text: 028 9029 7882 Fax: 028 9029 7881
Gives information and advice on improving access in Northern
Ireland and has contact details for local groups. The Northern
Ireland Access Committee is based at Disability Action.

Disability Rights Commission
DRC Helpline, Freepost MID 02164,
Stratford upon Avon CV37 9BR
Tel: 08457 622 633 Fax: 08457 778 878 Text: 08457 622 644
E-mail: Website:
Provides information on the DDA, including codes of practice

Disability Wales/Anabledd Cymru
Wernddu Court, Caerphilly Business Park, Van Road,
Caerphilly, CF83 3ED
Tel/Min: 02920 887 325 Fax: 02920 888 702
An umbrella organisation for disability groups in Wales. Has an
Access Unit which can provide information and advice. The
Access Committee for Wales is based at Disability Wales.

English Heritage
Customer Services Department, PO Box 569, Swindon, SN2 2YP
Telephone: 0870 333 1181 Fax: 01793 414926

Fieldfare Trust
7 Volunteer House, 69 Crossgate, Cupar, Fife, KY15 5AS

Tel 01334 657708
E-mail: Website:

Greater London Association of Disabled People (GLAD)
336 Brixton Road, London SW9 7AA
Tel: 020 7346 5800 Fax: 020 7346 8844
Text: 020 7326 4554
E-mail: Website:
Provides an information service on all aspects of disability.
Provides training in disability equality.

Health and Safety Executive
Information service open 8am – 6pm Monday to Friday
Tel: 08701 545500 Fax: 02920 859260 Text: 02920 808539

Hearing Concern
275-281 King Street, London W6 9LZ
Tel: 020 8233 2929 Fax: 020 8742 9043 Text: 020 8233 2934
Helpdesk: 0845 0744 600
A national organisation for people who are deaf or hard of

Higher Education Funding Council for England
Northavon House, Coldharbour Lane, Bristol BS16 1QD
Tel: 0117 931 7317 Fax: 0117 931 7203

Communities Scotland, Thistle House, 91 Haymarket
Terrace, Edinburgh EH12 5HE
Tel: 0131 313 0044 Fax: 0131 337 0578

Website and publications with information on housing in Scotland.

JMU Access Partnership
105 Judd Street, London WC1H 9NE
Tel: 020 7391 2002 Fax: 0207387 7109
Access consultants working to make the built environment more
accessible for disabled people.

Jobcentre Plus
Jobcentre Plus also provides information and advice to disabled
people in work or looking for work. It is also a first point of contact
for people wishing to get help from the Access to Work scheme.
Disabled people should contact a Disability Employment Advisor
at their local Jobcentre Plus office. Information about Access to
Work can also be obtained from Access to Work Business
Centres. Your local Access to Work business centre can be found
through the Jobcentre Plus website or
by talking to a member of staff at a local Jobcentre Plus office.

Learning and Skills Council
Cheylesmore House, Quinton Road, Coventry, CV1 2WT
Helpline: 0870 900 6800
E-mail: Website:

Margaret Blackwood Association
Craigievar House, 77 Craigmount Brae, Edinburgh EH12 8XF
Tel: 0131 317 7227 Fax: 0131 317 7294
E-mail: Website:
Access consultants and housing association working to provide
accessible housing for disabled people.

National Centre for Tactile Diagrams
University of Hertfordshire, Hatfield, AL10 9AB
Tel: 01707 286348 Fax: 01707 285059
E-mail: Website:

National Disability Team
APU, Bishop Hall Lane, Chelmsford CM1 1SQ
Tel: 01245 607508 Fax: 01245 607509
E-mail: Website:
Supports HEFCE and DELNI-funded disability projects, and
disseminates good practice across the higher education sector.

National Register of Access Consultants
Nutmeg House, 60 Gainsford Street, London SE1 2NY
Tel: 020 7234 0434 Text: 020 7357 8182 Fax: 020 7357 8183
E-mail: Website:

Office of the Deputy Prime Minister
Enquiry Service 8.30am – 5.30pm Monday to Friday
Tel: 020 7944 4400 Fax: 0207 944 9622

Partially Sighted Society
Queens Road, Doncaster DN1 2NX
Tel: 01302 323 132 Fax: 01302 368 998
Can provide information on making the environment more
accessible to people who are partially sighted.

The Quality Assurance Agency for Higher Education
Southgate House, Southgate Street, Gloucester GL1 1UB
Tel: 01452 557 000 Fax: 01452 557 070

RADAR (Royal Association for Disability and Rehabilitation)
12 City Forum, 250 City Road, London, EC1V 8AF
Tel: 020 8250 3222 Fax: 020 7250 0212
Text: 020 7250 4119
E-mail: Website:
Includes an Access Advisory Committee and publishes
factsheets on access groups.

Royal National Institute for the Blind (RNIB)
105 Judd Street, Kings Cross, London WC1H 9NE
Tel: 020 7388 1266 Fax: 020 7388 2034
E-mail: Website:
Helpline: 08457 669 999 Helpline E-mail:
Can provide information on making the environment more
accessible to blind and partially sighted people.

Royal National Institute for Deaf People (RNID)
19-23 Featherstone Street, London EC1Y 8SL
Tel: 020 7296 8000 Fax: 020 7296 8199 Text: 0800 808 9000
Helpline: 0808 808 0123
Can provide information on accessibility and equipment for
people who are deaf and hard of hearing.

Scottish Disability Equality Forum (SDEF)
12 Enterprise House, Springkerse Business Park,
Stirling FK7 7UF
Tel: 01786 446 456
Umbrella body of Access Panels across Scotland

Scottish Disability Team
Ewing Annexe, University of Dundee, Dundee DD1 4HN
Funded by SHEFC to improve provision for disabled students in
higher education in Scotland.

The Stationery Office
PO Box 29, Duke Street, Norwich, NR3 1GN
Tel: 0870 600 5522 Fax: 0870 600 5533

27 Beaverhall Road, Edinburgh, EH7 4JE
Tel: 0131 558 5200 Fax: 0131 558 5201
Email: Website:
Scotland’s National Disability Information Service

                                       Updated February 2005


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