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					     University of Hull Disability Equality Scheme




Approved by University Council 23 November 2006
Foreword
I am pleased to introduce the University of Hull’s Disability Equality Scheme. I
recognise that the diversity of our student body brings strength to the
institution and that learning, diversity and equity are key institutional values.
The development of this Scheme is the start of the next phase in improving
disability equality.

We have already demonstrated our commitment to disability equality, and the
action plan within this scheme builds on the Disability Action Plan which was
produced and monitored by the University’s Disabilities Committee. We have
set ourselves challenging targets as part of our action plan based on disabled
peoples’ priorities. To ensure the actions in this plan are delivered I have
designated the Quality Director, University Registrar and Secretary as
champion for the Scheme.

The Disability Equality Scheme has been considered at all levels of the
University and was approved by University Council on         .

  We welcome feedback on the Scheme and Action Plan and encourage
  disabled people to be part of the groups with responsibility for implementing
  and monitoring the actions in this plan and formulating the action plan for
  the next three years (see Appendix 2 for details).




                                                                               2
1     Background............................................................................................... 5
    1.1    Local Context ..................................................................................... 5
    1.2    National Context ................................................................................ 5
    1.3    Legislative Framework ....................................................................... 5
      1.3.1     Disability Discrimination Act (1995) Definition of Disability ......... 5
      1.3.2     The Disability Discrimination Act (1995) ..................................... 5
    1.4    The Disability Discrimination Act 2005............................................... 6
2     The University of Hull ................................................................................ 6
    2.1    Work so Far ....................................................................................... 6
    2.2    The Social Model of Disability ............................................................ 7
      2.2.1     Vision, Values, Strategic Aims .................................................... 7
      2.2.2     Key Functions ............................................................................. 9
      2.2.3     General:...................................................................................... 9
      2.2.4     Students: .................................................................................... 9
      2.2.5     Staff: ........................................................................................... 9
    2.3    The University’s Approach ................................................................. 9
      2.3.1     Disability Services .................................................................... 10
      2.3.2     Staff Disability Service .............................................................. 11
3     Leadership and management ................................................................. 11
    3.1    Responsibilities - Policy ................................................................... 11
      3.1.1     The University Council .............................................................. 11
      3.1.2     The Disabilities Committee ....................................................... 11
    3.2    Responsibilities - Operational .......................................................... 11
      3.2.1     The Vice-Chancellor ................................................................. 11
      3.2.2     The Quality Director, University Registrar and Secretary ......... 12
      3.2.3     The Pro-Vice-Chancellor (Learning and Teaching) .................. 12
      3.2.4     The Human Resources Director ............................................... 12
      3.2.5     Deans/Directors and Heads of Services ................................... 12
      3.2.6     Heads of Departments/Managers ............................................. 12
      3.2.7     All Officers and Managers of the University .............................. 12
      3.2.8     Diversity Adviser ....................................................................... 12
      3.2.9     Strategic Development Unit ...................................................... 13
      3.2.10 Disabilities Officer ..................................................................... 13
      3.2.11 Staff Disability Adviser .............................................................. 13
      3.2.12 All Students .............................................................................. 13
      3.2.13 All Staff ..................................................................................... 13
      3.2.14 Partners, Contractors and Service Providers ........................... 14
4     Creating the DES .................................................................................... 14
    4.1    Involving Disabled People ............................................................... 14
      4.1.1     Involving disabled students ...................................................... 14
      4.1.2     Involving Disabled Staff ............................................................ 15
      4.1.3     Involving other internal stakeholders ........................................ 15
      4.1.4     Involving external stakeholders ................................................ 15
      4.1.5     Use of information .................................................................... 15
      4.1.6     Plans for future involvement of disabled people ....................... 16
      4.1.7     Priorities identified by disabled people ..................................... 16
5     Establishing Baseline data ...................................................................... 17
    5.1    Steps taken so far to improve baseline data collection .................... 17
    5.2    Student Data .................................................................................... 17
    5.2.1     Applicants ................................................................................. 17
    5.2.2     Entrants .................................................................................... 17
    5.2.3     Current Students ...................................................................... 17
    5.2.4     Progression and retention data ................................................ 17
    5.2.5     Reporting of data in relation to disabled students ..................... 18
  5.3    Staff Data......................................................................................... 18
    5.3.1     Number of disabled staff ........................................................... 18
    5.3.2     Progression data ...................................................................... 18
    5.3.3     Staff Training ............................................................................ 18
    5.3.4     Involvement in grievance and disciplinary procedures ............. 19
  5.4    Data Protection ................................................................................ 19
6 Data and Analysis ................................................................................... 21
  Chart 6.1 Percentage of all Full Time Undergraduates in receipt of DSA ... 21
  Table 6.2 .................................................................................................... 22
  6.1    Current staff disability data .............................................................. 26
7 Impact Assessment .............................. Error! Bookmark not defined.27
  7.1    Defining impact assessment .......... Error! Bookmark not defined.27
  7.2    How we will conduct impact assessments ........ Error! Bookmark not
  defined.27
  7.3    Prioritising impact assessments .... Error! Bookmark not defined.27
8 Action Plan.............................................................................................. 30
  8.1    Learning and Teaching .................................................................... 30
  8.2    Student Experience ......................................................................... 35
  8.3    Human Resources ........................................................................... 38
  8.4    Communications .............................................................................. 41
  8.5    Estates............................................................................................. 43
9 Reporting on the DES ............................................................................. 44
  9.1    Review of Action Plan ...................................................................... 44
  9.2    Review of monitoring data ............................................................... 44
10    Annual Reporting ................................................................................ 44
11    Revising the DES ................................................................................ 44
12    Appendix 1 Contact details.................................................................. 45
13    Appendix 2 Further information about The DDA 1995 ........................ 46
  13.1 Introduction ...................................................................................... 46
  13.2 Services ........................................................................................... 46
  13.3 Employment ..................................................................................... 46
  13.4 The DDA Part 4 or SENDA .............................................................. 47
  13.5 Reasonable Adjustment................................................................... 48
14    Appendix 3 Disability Support at the University ................................... 50
  14.1 Disability Services............................................................................ 50
  14.2 Staff Disability Service ..................................................................... 51
15    Appendix 4 .......................................................................................... 52
  15.1 Policies ............................................................................................ 52
  15.2 Guidelines........................................................................................ 52
16    Appendix 5 Membership and terms of reference of Disabilities
Committee...................................................................................................... 53




                                                                                                                 4
1 Background
    1.1 Local Context
The University of Hull has a strong record of attracting, recruiting and
supporting disabled students and consistently performs significantly above
both the national average and the HEFCE benchmark for the proportion of
students in receipt of Disabled Students’ Allowance. The University has a well
established Disability Service offering support, advice and information to
disabled students and applicants and is equally committed to supporting
disabled staff as evidenced by the appointment in 2005 of a Staff Disability
Adviser.


     1.2 National Context
The University welcomes the Disability Discrimination Act 2005 as a way of
further promoting disability equality. Despite the implementation of the
Disability Discrimination Act 1995 which makes it unlawful to discriminate
against disabled people including access to education, employment and
services, disabled people are still only half as likely as non-disabled people to
be qualified to degree level (DRC, 2006). The 2005 Act places a duty on the
University to ensure that we are promoting and delivering the inclusion of
disabled people. This will include identifying and monitoring where disabled
people are under-represented within the institution and building on existing
work to actively promote inclusion.


     1.3 Legislative Framework
The University continues to see the legislative framework as establishing a
baseline of our obligations towards all students, staff and members of the
public. Beyond this we seek to move to ensure that best possible experience
for all members of the University and members of the public.

       1.3.1 Disability Discrimination Act (1995) Definition of
             Disability
For the purposes of the Disability Discrimination Act (DDA), an individual is
considered disabled if they currently have, or have had in the past, a physical
or mental impairment that has a substantial and long-term adverse effect on
their ability to carry out normal day-to-day activities.


       1.3.2 The Disability Discrimination Act (1995)
The DDA makes it unlawful to treat a disabled person less favourably than
other people for a reason related to their disability and places a duty on
employers, service providers and education providers to make reasonable
adjustments for disabled people. For more information about the DDA please
See Appendix 2 or contact the Disabilities Officer or the Diversity Adviser.




                                                                                5
     1.4 The Disability Discrimination Act 2005
This act amends the DDA 1995 and places a duty on all public bodies,
including Higher Education Institutions (HEIs) to promote disability equality.
The general duty to promote disability equality means that the institution must,
when carrying out its functions, have due regard to the need to:

 promote equality of opportunity between disabled persons and other
  persons
 eliminate discrimination that is unlawful under the Act
 eliminate harassment of disabled persons that is related to their disabilities
 promote positive attitudes towards disabled persons
 encourage participation by disabled persons in public life; and
 take steps to take account of disabled persons’ disabilities, even where that
  involves treating disabled persons more favourably than other persons

As a public body the University also has specific duties under the Act. The
general and specific duties are addressed in this Disability Equality Scheme.


2 The University of Hull
     2.1 Work so Far
The University’s strong corporate values of learning, equity and diversity are
reflected in the consistently positive feedback received from students. The
University has already demonstrated its commitment to disabled students and
staff as set out in our institutional disability policies and disability action plan.
This Disability Equality Scheme and its Action Plan build on and replace the
existing disability action plan.

The University is committed to inclusion and to promoting equality of
opportunity between disabled people and other people. This is demonstrated
by the growth in numbers of students declaring a disability to the University
from 342 in 2000/01 to 1160 in 2005-06 and the increasing numbers of staff
declaring a disability to the University; 111 staff were known to the Staff
Disability Adviser in August 2006. Students and staff recognise that the
University already provides a good level of support and anticipates student
requirements. For example, comments on the Disability Services Evaluation
questionnaire indicated that the level of pre-entry support was one of the
reasons students choose the University of Hull.

We recognise that disabled students and staff may still choose not to declare
their disability to the University. It is hoped that the promotion of positive
attitudes towards disabled people embedded within this scheme will
encourage higher levels of disclosure as disabled people become confident
that declaring a disability will not present a barrier to participation and
progression throughout the University.

Improving physical access has been a key part of the University’s approach to
promoting the inclusion of disabled people. A Disability Audit was undertaken


                                                                                    6
in 1996 and the findings of this audit have been used as the basis of
improvements and adaptations. We also have an identified budget for
adaptations required following specific need requests.

A combination of HEFCE and University funding totalling £4.3 million has
been used to carry out these works across both the Hull and Scarborough
campuses. The modifications and installations as detailed within the audits
continue with the final spend now nearing completion.

The majority of the adaptation work highlighted by the initial audit and round
three funding has now been implemented. However, additional commitment
and funding will be required to carry out the remainder of the adaptation works
as identified. Elements of this work have been included in the planning /
budget round for 2006/07.

In addition to improving access to teaching and learning facilities on campus
we have also adapted a selection of properties to provide accessible
accommodation.


    2.2   The Social Model of Disability

The University will continue to work within the social model of disability. We
accept that while many individuals have physical or sensory impairments or
learning difficulties or are living with mental health needs, it is the way society
responds to these which creates disability and not an individual’s impairment;
and that disabilism is a form of oppression in the same way as are, for
example, racism, sexism and homophobia.

The social model of disability makes the important distinction between
‘impairment’ and ‘disability’. ‘Barriers’ or elements of social organisation,
which take little or no account of people who have impairments, cause
disability, thus disability is a result of these barriers rather than the individual’s
impairment. It follows that if disabled people are to be able to join in
mainstream society, which is their human right, the way society is organised
must be changed. Removing the barriers that exclude (disabled) people who
have impairments can bring about change both within and outwith the
University community.

The University recognises that removing barriers is an ongoing process, which
we have already begun, and this Disability Equality Scheme is part of the
continuation of that process.



       2.2.1 Vision, Values, Strategic Aims

           The following vision, values and strategic aims are set out in the
           University's Corporate Plan for 2004-2009.



                                                                                     7
Vision

To be an ambitious, distinctive and successful University promoting
the exploration, creation and communication of knowledge,
committed to enhancing regional, national and global communities
by:

      developing students to be independent learners
      producing world-class research
      providing significant benefits for our partners
      attracting, retaining and developing committed high-
       performing staff


Values

In pursuing our strategy we shall value:

      Learning: discovery and the sharing of knowledge
      Equity: based on merit, potential and equal opportunity
      Diversity: social and cultural


Strategic Aims

1. quality academic provision: prioritising development of
   distinctive academic areas

2. quality learning: providing our students with high-quality
   learning opportunities

3. quality experience: equipping our students with knowledge,
   understanding and skills which enable them to achieve their full
   potential

4. quality service: being innovative in responding to society's
   needs

5. quality research and scholarship: fostering internationally
   competitive research, promoting interdisciplinarity and
   maintaining a culture of scholarship throughout our institution

6. quality of life: expanding our contribution to social and economic
   development, particularly of our localities




                                                                      8
      2.2.2 Key Functions
          The University recognises that its Disability Equality Scheme will
          apply to all areas of its activity and in particular to its following key
          functions which are its priority areas for action based on their
          relevance to disability equality:


      2.2.3 General:

                governance and management
                strategic and operational planning
                corporate communications (internal and external)
                partnership and community links
                procurement and outsourcing


      2.2.4 Students:

                recruitment and admission
                induction and orientation
                assessment of achievement and progression
                appeals, discipline and complaint procedures
                student support and guidance and services
                development and provision of curriculum, learning and
                teaching methods and quality management
                alumni relations


      2.2.5 Staff:

                recruitment and selection
                induction and orientation
                appraisal, career development and training
                remuneration and reward
                discipline, grievance and dismissal
                resignation and retirement



     2.3 The University’s Approach
The University of Hull embraces diversity and welcomes individuals from all
backgrounds. This scheme builds on existing work to ensure that disability
equality is embedded in the way the University carries out all its public
functions ensuring that it is an integral part of its policy making, service
delivery and employment practices. We believe this will help us to:

                create a positive and inclusive atmosphere where there is a
                 shared commitment to respect diversity and difference, so


                                                                                      9
                  we can prevent, or challenge and address where found,
                  disability inequality and discrimination

                 attract a motivated and loyal staff where individuals are
                  valued and feel that they can reach their potential

                 continue to attract high quality students, taught and research

                 ensure full use of the skills, abilities          and different
                  perspectives of all our students and staff

                 identify priority areas for action to remove any inequalities


The University of Hull is committed to:

                 actively tackling discrimination, promoting equality of
                  opportunity and valuing the skills and experiences of
                  disabled and non-disabled members of our community

                 ensuring that disabled people are actively involved in the
                  development and implementation of the DES

                 encouraging, supporting and helping all students and staff to
                  reach their potential

                 working with other institutions, local communities and others
                  to promote disability equality and to encourage and promote
                  good practice in achieving this

                 ensuring that the scheme is implemented , monitored and
                  evaluated

The University will not tolerate any form of discrimination and already has
well-established policies and procedures for dealing with all forms of
harassment and for the promotion of diversity and equal opportunities,
including disability policies relating to staff and students. Details of these
policies and associated guidelines can be found in Appendix 4.


       2.3.1 Disability Services
The University established a Disability Service in 1995. The service offers a
wide range of advice and support to disabled students and applicants and has
specialist staff on both the Hull and Scarborough Campuses. Disability
Services ensure that reasonable adjustments are put in place for individual
students and provide a wide range of staff development opportunities for staff
across the institution. More information about the work of Disability Services
can be found in Appendix 3.




                                                                                  10
       2.3.2 Staff Disability Service
A Staff Disability Adviser was appointed in April 2005 to provide a dedicated
support service for staff. The unusual decision, within the sector, to create
this post demonstrates the University’s commitment to inclusive working
practices and the provision of appropriate support. The Staff Disability
Adviser provides advice and support to disabled staff, managers and Heads of
Department and disabled job applicants. The range of support provided is
detailed in Appendix 3.




3    Leadership and management
    3.1   Responsibilities - Policy


       3.1.1 The University Council

The University Council, as the governing body, has ultimate responsibility for
ensuring that the University complies with disability legislation and the codes
of practice supporting it and for ensuring that the University’s disability policies
and the DES Action Plan are followed. This will be monitored by the
consideration of an annual report.


       3.1.2 The Disabilities Committee

The Disabilities Committee is responsible for overseeing the continuing
application and development of the DES, for preparing and reviewing a DES
Action Plan, for reporting annually to Council on disability equality issues. The
Disabilities Committee reports to the Equality and Diversity Committee and
advises the Quality Director, University Registrar and Secretary on the
formulation of policies, procedures and resourcing.

The Disabilities Committee’s remit includes students, staff and members of
the public.


    3.2   Responsibilities - Operational
       3.2.1 The Vice-Chancellor

The Vice-Chancellor is responsible for giving a consistent and high-profile
lead on disability equality issues and for promoting the DES both inside and
outside the institution. The Vice-Chancellor is responsible for working with the
Council and Senior Officers of the University to ensure that the University’s
DES is implemented effectively and that appropriate action is taken against



                                                                                 11
individuals on University premises or working on behalf of the University who
do not act in accordance with the disability equality duties.


       3.2.2 The Quality Director, University Registrar and
             Secretary

The Quality Director, University Registrar and Secretary is responsible for the
formulation of policies, procedures and guidelines on the advice of the
Disabilities Committee. The membership and remit of the Disabilities
Committee are set out in Appendix 4


       3.2.3 The Pro-Vice-Chancellor (Learning and Teaching)

The Pro-Vice-Chancellor (Learning and Teaching) is responsible for ensuring
that all policies relating to the student experience are in place in accordance
with the DES.


       3.2.4 The Human Resources Director

The Human Resources Director is responsible for ensuring that procedures
relating to staff recruitment, selection, career development and discipline are
in place in accordance with the Disabled Staff Policy.


       3.2.5 Deans/Directors and Heads of Services

Deans/Directors and Heads of Services are responsible for the
implementation of the Disability Equality Scheme and compliance with
associated policies.


       3.2.6 Heads of Departments/Managers

Heads of Departments/Managers are responsible for ensuring compliance
with the Disability Equality Scheme and the implementation of associated
policies within the areas reporting to them.

       3.2.7 All Officers and Managers of the University

All Officers and Managers of the University are required to promote equality of
opportunity and to lead and manage by personal example. Training is
provided and guidance is being made available.

       3.2.8 Diversity Adviser




                                                                              12
The Diversity adviser is responsible for maintaining an overview of all
equalities legislation and the relationship between the different strands of
equalities legislation, for producing equalities policies and the University
Equality Statement and for the implementation of impact assessments.

       3.2.9 Strategic Development Unit

The Strategic Development Unit is responsible for producing annual data
regarding disabled students.

       3.2.10 Disabilities Officer

The Disabilities Officer is responsible for developing disability policy,
consultation with students and ensuring that student issues are considered
within the Disability Action Plan

       3.2.11 Staff Disability Adviser

The Staff Disability Adviser is responsible for consultation with staff and
ensuring that staff issues are considered in the Disability Action Plan


       3.2.12 All Students

All students have a role to play in creating and maintaining an environment
where harassment and discrimination are considered to be unacceptable. All
students have a responsibility to support the aims of the Disability Equality
Scheme and associated policies and must comply with the University's
policies and procedures as well as with any specific legal requirements.
Behaviour constituting unlawful discrimination will be dealt with under the
relevant disciplinary or other procedures. Disciplinary action could include
expulsion.


       3.2.13        All Staff

All staff have a role to play in creating and maintaining an environment where
harassment and discrimination are considered to be unacceptable. All staff
have a responsibility to support the aims of the Disability Equality Scheme and
associated policies and must comply with the University's policies and
procedures as well as with any specific legal requirements. Behaviour
constituting unlawful discrimination will be dealt with under the relevant
disciplinary or other procedures. Disciplinary action could include dismissal.
In addition, all staff will be aware of the law on disability discrimination and
encouraged to attend and take up opportunities for training.




                                                                               13
 3.2.14       Partners, Contractors and Service Providers

All partners, contractors or providers of services will be responsible for
adhering to any disability equality conditions in agreements or contracts. The
University is committed to taking such action as is reasonable and practical to
ensure that those with whom it works and those it hires to perform tasks on its
behalf demonstrate their commitment to disability equality and will ensure that
it has policies and procedures in place to achieve this goal.

In addition, many of the University’s partner organisations are required to take
action under the Disability Discrimination Act 2005 and the University will look
to work with them as appropriate on initiatives under the Act.


4 Creating the DES
     4.1 Involving Disabled People
The University is committed to involving disabled people in the development
and implementation of this Disability Equality Scheme and wanted to ensure
that the views of a range of disabled people were represented rather than just
involving those who felt they had the time, confidence and energy to be
involved in more ongoing work. We recognise that duty requires involvement
and not just consultation and believe that our mixed approach has provided
opportunities for involvement at a number of different levels.

4.1.1 Involving disabled students
Initial consultation with disabled students was by a questionnaire sent out with
Disability Services annual evaluation questionnaire in May 05. Students were
asked to identify their top 3 priorities for improving the University for disabled
people. The collated results were circulated via email to all disabled students
registered with Disability Services in November 05 for further comment.

The time frame for preparing this first DES has created some difficulties in
finding opportunities for face to face consultation with students. By the time
the initial data collection had taken place we were entering the examination
period and the summer vacation. The first draft of this scheme had to be
prepared by the end of the summer vacation to ensure that it could be
approved by the relevant University committees. To overcome this barrier we
asked disabled students to provide comments on the Action Plan by email or
to take part in a telephone interview relating to the DES Action Plan. As an
incentive to take part in the interviews or provide email feedback respondents
were entered into a draw for an ipod Nano. 109 students agreed to take part
in the interviews or to provide email feedback. This feedback was
incorporated into the revised drafts.

We are also working with the Students Union who are working to re-establish
their disabled students committee. This forum will be used as a reference
group to inform the implementation and development of the DES. It is hoped



                                                                               14
that by using this forum which has a broader remit than just the DES we will
attract the views of a wider number of disabled students.


4.1.2   Involving Disabled Staff
All staff were made aware of the Disability Equality Duty and the development
of the DES via an individual memo and were asked if they wanted to be part
of a consultation group. This also provided staff with an opportunity to declare
their own disability confidentially, if they so wished, and reminded them of the
support available from the Disabled Staff Adviser. Twenty three staff agreed
to be part of an e-consultation group on the development of the plan. A
further questionnaire was sent to staff already registered with the Staff
Disability Adviser asking for their views on disability support and provision.

Disabled staff were invited to a consultation day about the first draft of this
scheme and were involved in developing the Action Plan a number of disabled
staff attended the first consultation day. A wider reference group of staff
commented on the development of the plan and have agreed to comment on
the implementation and development of the Action Plan.

4.1.3 Involving other internal stakeholders
Information about disabled people’s priorities and the DES was taken to the
Disabilities Forum. This is an open forum within the University that is mainly
attended by Disability Tutors (academic staff with responsibility for
coordinating support for disabled students within their department). This
forum provided useful feedback on the ways in which some of the priorities
identified by disabled people could conflict with departmental teaching
strategies e.g. not all departments wanted to provide assignment titles at the
beginning of semester as they believed there were pedagogical reasons not to
do so. Such conflicting views had to be addressed in the Action Plan.


4.1.4   Involving external stakeholders
Groups in the Hull and Scarborough areas working with disabled people were
asked to complete a questionnaire about their members’ perceptions and
experiences of the University and were asked how the University could be
more accessible for disabled people. External stakeholders were also asked
if they would be prepared to be part of an e-consultation group or if they would
be prepared to attend a consultation event. However, very few of these
external stakeholders felt able to comment on the University’s provision for
disabled people. Recognising this lack of interaction with disability groups
formed the basis of our agreement with Hull College to develop a local forum
for external stakeholders to be involved in the implementation of the DESs of
a number of education providers. See Action Plan for more details.

4.1.5   Use of information
There was a mixture of consultation and involvement of disabled people in the
preparation of this scheme. The results of all of the consultations were




                                                                               15
collated to identify priority areas. These were then used by the working group
to form the basis of the Action Plan.

4.1.6   Plans for future involvement of disabled people
Mechanisms for consultation and involvement have now been established. E-
consultation has proved to be very popular and we aim to continue with this as
a means of ensuring that as many disabled people as possible can influence
the University’s DES. Other ways in which disabled people will be involved in
the implementation of the DES are documented throughout the scheme.


4.1.7 Priorities identified by disabled people
The priority areas identified by staff and students are listed below.
    Staff Attitudes and Awareness
    Support (technological and human)
    Learning and Teaching
    Physical Access
    Communication including accessible formats
    Facilities
    Services
    Staff duties and progression

   There was broad agreement between staff and students about priority
   areas; the exceptions to this were specific comments relating to learning
   and teaching and staff concerns about appropriate duties and progression.
   Communication and staff attitudes were the most commonly cited priorities
   for disabled students. This indicates a need for staff training and for
   improved communication with students, particularly from departments.

   When students were asked to refine their priorities 3 individual items were
   prioritised by students from within the teaching and learning category:
        Increased support, preferably one-to-one including regular emails.
        Handouts and notes to be provided before lectures and tutorials
        Notes, handouts and essay questions should be available online all
            semester.

These priorities will be addressed in the Action Plan. It was interesting to note
that when asked what would improve provision disabled students focussed on
a practice level rather than on policies. This has informed our Action Plan
suggesting that bottom up and top down approaches will be relevant. It is in
daily activities that disabled people see a change in culture. These changes
can be achieved relatively quickly. More long term change can be achieved
by reviewing, amending and implementing policies and providing training and
development opportunities and it is important that we maintain a balance
between these two approaches.




                                                                              16
5 Establishing Baseline data
    5.1   Steps taken so far to improve baseline data collection

The University has collected some data relating to numbers of disabled
students and type of impairment for a number of years. The need to collect
more comprehensive data was identified as part of the review of institutional
data requirements and it was agreed to collect the data described below. The
aim is to collect a manageable amount of meaningful data. Where there are
discrepancies or there appear to be particular difficulties within a Faculty we
may then break the data down to departmental level for a more detailed
picture. If areas of under representation are apparent these will be addressed
through the Disability Action Pan.

A key part of our data analysis for students will be to consider progression,
retention and achievement data for disabled students compared to non-
disabled peers. A comprehensive cohort analysis tool has been developed to
provide this level of data analysis. As with all the data analysis discussed in
this section it is important to recognise that where there are small numbers of
students within a particular group it may be difficult to draw conclusions about
the significance of particular findings and further qualitative work may be
needed.


    5.2   Student Data
      5.2.1 Applicants
Breakdown of applicants by impairment on a Faculty basis will be provided.
Offers, acceptances and rejections by impairment on a Faculty basis will also
be provided. Where there are particular discrepancies within Faculties this
may be broken down to a departmental level.

      5.2.2 Entrants
We currently record the number of disabled entrants by impairment and
Faculty and will continue to do so.


      5.2.3 Current Students
We will record current students by impairment and year of study at Faculty
level. Comparisons of existing data suggest that a number of students
declare a disability once they arrive at University. Over time we should be
able to track these trends and may be able to investigate if students are
choosing not to declare at the application stage and if so why.


      5.2.4 Progression and retention data
The new cohort analysis tool will be able to provide data on progression
between stages and on degree outcomes for disabled students on a faculty
basis. This will be compared with progression rates and outcomes for non-


                                                                              17
disabled peers. To provide meaningful units of analysis disabled students will
be shown as students with specific learning difficulties, students with mental
health difficulties and disabled students. It will be possible to drill down to
departmental level to provide a more detailed look at potential anomalies in
the data.


       5.2.5 Reporting of data in relation to disabled students
Data relating to admissions and numbers of current students is reported in the
Student Statistics Handbook on an annual basis. This data will be considered
by Disabilities Committee and reported in the annual report on the progress of
the DES.

Data relating to the progression and retention of disabled students will be
reported in Faculty Annual Monitoring reports and Quality Enhancement
Reviews. This will be supported by qualitative feedback from Disability
Services annual feedback questionnaire.

It is important in this data reporting to maintain the confidentiality of individuals
within the University therefore where the number of individuals within any
category is less than 5 numbers and percentages will not be given.


    5.3   Staff Data
       5.3.1 Number of disabled staff
Given the relatively small number of staff it is important that recording
mechanisms do not identify individuals. The number of disabled staff within a
faculty will be shown and the number of staff with different impairments across
the institution will be shown. Where there are less than 5 staff in any category
this will be recorded as n=<5 to maintain anonymity. The same impairment
categories will be used as are used for student recording with the addition of
general learning disabilities. The reason for adopting this system is to enable
comparisons between the staff and student profile.



       5.3.2 Progression data
We will need to collate data about progressions and promotions of disabled
compared to non-disabled staff. Given the relatively small numbers there may
be issues of confidentiality here.


       5.3.3 Staff Training
At present data about the take up of staff development opportunities is not
monitored across the equality categories. The development of a monitoring
system is addressed in the Action Plan.




                                                                                  18
      5.3.4 Involvement in grievance and disciplinary procedures
At present data about the number of staff involved in grievance and
disciplinary procedures is not monitored by equality groups. The development
of a monitoring system is addressed in the Action Plan.


    5.4 Data Protection
The data collected in the course of this Scheme will be used for the purposes
of operating, monitoring and developing the University’s Disability Equality
Scheme and associated policies. Data will be held on the University's record-
keeping systems and will be subject to the University's data protection policies
and guidelines.

The University will only pass personal information directly to any
representatives who may be assisting individuals if a written instruction to do
so is received from the individual concerned.




                                                                             19
20
6 Data and Analysis

The University of Hull has a strong record of attracting, recruiting and supporting disabled students and consistently performs
significantly above both the national average and the HEFCE benchmark for the proportion of students in receipt of Disabled
Students’ Allowance as can be seen in Chart 6.1 below:


     Chart 6.1 Percentage of all Full Time Undergraduates in receipt of DSA



 6

 5

 4

 3

 2

 1
                                             UoH
 0
                                             Eng
     00/01   01/02   02/03   03/04   04/05
                                             Benchmark



Comprehensive analysis of the performance of disabled student compared to students with no disability across the student life-
cycle is undertaken on an annual basis. Where external data is available institutional performance is benchmarked against national
trends.




                                                                                                                                  21
The purpose of collecting data is to monitor existing practice and to inform future areas for development. The information below is
used to identify service priorities for Disability Services, e.g. current conversion rates for applicants confirm the value of pre-entry
contact which will continue to be a key part of the services work. Statistical analysis provides useful information and is
supplemented by Disability Services annual evaluation questionnaire which provides opportunity for qualitative comments.

One area for further investigation is the difference in degree classifications between disabled and non-disabled students. The data
indicate that disabled students are less likely to achieve a 2:1 or a first class degree. There are many possible reasons for this and
at this point it is unclear if or how this is related to the student’s disability. We will monitor this area for trend over the next three
years and if this differential persists will undertake further investigations into the reasons for this. We will also seek out benchmarks
within the sector for comparative purposes.

Table 6.2
QUESTION                UNIVERSITY                 ANALYSIS                    CURRENT PERFORMANCE                 BENCHMARK
                        PROCESS                    UNDERTAKEN
Student Application
Data

How can we ensure       Annual analysis of         Comparison of               4.5% of UCAS applicants             Continue to attract
that we recruit a       UCAS application           differences between         declare a disability. 6% of         high number of
representative          datasets                   disabled students and       students who make firm              applicants (over 4%)
number of disabled                                 other cohorts throughout    acceptances have a declared         with disability and
students?                                          the application process.    disability.                         convert these into
                                                                                                                   acceptances.

                        All applicants who                                     The high conversion rate            If the conversion rate
                        declare a disability are                               confirms anecdotal evidence         falls Disability
                        contacted by Disability                                from students who say that pre-     Services will
                        Services and offered                                   entry support relating to           undertake qualitative
                        information about                                      disability was a key reason for     work with applicants




                                                                                                                                       22
QUESTION              UNIVERSITY             ANALYSIS                 CURRENT PERFORMANCE                BENCHMARK
                      PROCESS                UNDERTAKEN
                      support and asked to                            choosing the University of Hull.   to try to establish
                      provide information                                                                why.
                      about their own
                      support needs.


Enrolled Students

Are all our           Annual analysis of     Comparison of UoH        % UGs in receipt of DSA            Continue to perform
faculties/departments HEFCE PIs              performance against      UoH= 6%                            significantly above
equally successful in                        HEFCE Benchmark and      England average = 3.7%             national average and
attracting disabled                          national average         Benchmark = 3.2%                   institutional
students? If not why                                                                                     benchmark.
not?
                      Annual analysis of     Comparison of size of    Proportion of students with        Continue to monitor
                      student data           population of disabled   disability varies across           trends across
                                             students by academic     academic areas (faculties) from    academic areas and
                                             area.                    5.3% - 9.5%.                       work with disability
                                                                                                         tutors to address any
                                                                                                         issues arising

Enrolled Students     Disability Tutors
(continued)           provide support at
                      departmental level,.




                                                                                                                               23
QUESTION               UNIVERSITY                ANALYSIS                 CURRENT PERFORMANCE                 BENCHMARK
                       PROCESS                   UNDERTAKEN
Student Retention

Are our disabled       Annual cohort analysis    Comparison of            Cohorts of students with            Continue to monitor
students less likely   of specified groups of    progression of cohorts   disabilities:                       how cohorts of
than non-disabled      disabled students.        of disabled students                                         disabled students
students to                                      compared to students     * Decrease in numbers across        progress to enable
complete?                                        without disability.      the course of the period of         trend analysis.
                                                                          study at a greater rate than the
                                                                          cohort of students with no          Where a clear trend
                                                                          disability                          is established
                                                                                                              undertake further
                                                                          * Are more likely to transfer       work to establish
                                                                          programme than students with        reasons for
                                                                          no disability                       differential
                                                                                                              progression
                                                                          * Are less likely to complete the
                                                                          stage of the programme
                                                                          undertaken than students with
                                                                          no disability

                       The University has
                       well established                                   Differential patterns of
                       support structures for                             progression may reflect the
                       disabled students                                  diverse needs of disabled
                       including support                                  students. Some students
                       workers, and specialist                            suspend their studies for
                       tutors..                                           disability related reasons and




                                                                                                                                24
QUESTION                UNIVERSITY               ANALYSIS                    CURRENT PERFORMANCE                 BENCHMARK
                        PROCESS                  UNDERTAKEN
                                                                             then return at a later date.
                                                                             Students with specific learning
                                                                             difficulties are often only
                                                                             identified part way through their
                                                                             University studies and may
                                                                             repeat a year with appropriate
                                                                             support and then go on to
                                                                             progress successfully.


Student Outcomes

Do our disabled      Annual analysis of          Comparison of the           % of students gaining 1sts and      Continue to monitor
students achieve the degree classifications.     degree classifications      2:1s:*                              outcomes for
same levels of                                   achieved by disabled        SLD      44%                        disabled students to
academic success as                              students compared to        MHD      40%                        enable trend analysis
our non-disabled                                 students without            Other D 49%
students?                                        disability                  No D     58%




* SLD = Specific Learning Difficulty, MHD = Mental Health Difficulty, Other D = Other Disability, No D = No Disability




                                                                                                                                    25
     6.1 Current staff disability data
Currently (October 06) 111 disabled staff are known to the Staff Disability Service compared to 76 staff on the 04/05 staff census.
The reasons for this discrepancy are unclear. It may be that the introduction of the Staff Disability Adviser has encouraged more
staff to declare and the gap between these figures may reduce at the next staff census. If the disparity between the figures
continues this will be investigated and we will try to establish the reasons for this.

At present no other staff disability data is available. The data described in section 7 will be collated and monitored for trends over
time in the same way as student data.




                                                                                                                                     26
7 Impact Assessment
      7.1 Defining impact assessment
Impact assessment provides a structured mechanism for ensuring that the
institution’s policies and procedures do not disadvantage disabled people, and
for identifying areas where policies and procedures could be enhanced to
promote equality of opportunity more effectively.

      7.2 How we will conduct impact assessments
The University has agreed to conduct impact assessments for all equality
strands simultaneously. We believe that this recognises that people are
individuals and not simply members of one group or another. Different groups
may be affected differentially by a policy. We also believe that it is important
to consider the total impact of a policy to ensure that it promotes equality for
all rather than only for one group.

The Diversity Adviser will be responsible for implementing the impact
assessment procedure. It is proposed that she will work with nominated
Diversity Champions from different functions who will lead on the process in
their respective areas.

Impact assessments will be conducted in two stages. The first stage will
involve identifying relevant policies/procedures in specific functions and
screening them to establish whether there is a high, medium or low risk of
people from any of the equality strands being disadvantaged. This will require
a paper assessment of the impact of a particular policy or procedure backed
up with evidence to confirm the assessment.

Where a policy is deemed to be high risk a full impact assessment will be
prioritised within the three year action plan. Training on how to carry out
impact assessment will be provided by the Diversity Adviser. The Diversity
Adviser may be supported in this by others with an interest in and knowledge
of diversity issues including auditors (see below).

Impact assessment screening and full impact assessments will be considered
annually by a panel of auditors to ensure the quality of the impact assessment
process and out comes. Auditors will be drawn from a range of departments
to reflect the diversity of the University and will include members of the
University’s equality and diversity committees. All auditors will be trained in
equality issues and in the process of impact assessment.


    7.3 Prioritising impact assessments
Conducting generic impact assessments has a number of advantages;
however it may create difficulties when prioritising which policies to impact
assess as different groups may have different priorities. This will be partly
overcome as the process of impact assessment will take account of issues




                                                                                27
identified in the process of developing the Disability, Race and Gender
Schemes as well as other research and consultations.

Disabled people identified everyday practices such as access to lecture notes
on blackboard and attitudes and awareness as their priorities. This requires a
bottom up approach to impact assessment working on practices rather than
institutional policies. These priorities may not be the same as other groups’
priorities.

The institution cannot impact assess all of its policies and procedures at once.
Priorities will be decided by the Equality and Diversity Committee in
conjunction with the Diversity Adviser. Disabilities Committee will ensure that
Equality and Diversity Committee are aware of disabled people’s priorities.

Disabled people have already indicated priority areas for the first 3 years for
impact assessments.

      Staff Attitudes and Awareness
      Support (technological and human)
      Learning and Teaching
      Physical Access
      Communication including accessible formats
      Facilities
      Services
      Staff duties and progression

Many of these concerns are addressed within the DES Action Plan; however,
impact assessments may identify additional areas for action which will be
incorporated into the plan.




                                                                                  28
29
8 Action Plan
   8.1   Learning and Teaching

   Context                                Objective                                   Action               Timeframe
Academic      Disability impact assessment to be included as a required part of   Academic       July 07
Approval      the academic approvals stage for new modules and new                Approvals
              programmes. Establish an appropriate mechanism for this at          Committee/
              Faculty Level with appropriate checks at Academic Approvals         Quality and
              Committee stage.                                                    Standards
                                                                                  Committee
                                                                                                 July 07
              Provide appropriate training for members of Academic Approvals      Disabilities
              Committee, and Faculty staff involved in academic approvals.        Officer/
                                                                                  Diversity
                                                                                  Adviser

              Implement procedure for new modules and programmes.                 Impact         July 07 onwards
                                                                                  Assessment
                                                                                  Panel

              Ensure that collaborative partners have established mechanisms      Quality and    July 07 onwards
              for impact assessment of academic provision.                        Standards
                                                                                  Committee

              Establish audit mechanism for all modules and programmes as         Quality and    Ongoing
              part of Quality Enhancement Review.                                 Standards
                                                                                  Committee




                                                                                                                       30
Programme     Produce guidance for staff about the production of handouts/           ULTAC             Aug 07
delivery      lecture outlines in advance.

              Implement advance availability of handouts/lecture outline online.     ULTAC             September 08

              For all programmes to consider whether providing assessment            ULTAC             May 09
              titles at the beginning of the module is compatible with their
              teaching and learning strategy. Reasons for or against this
              should be documented.

              PDP – To establish mechanisms to enable individuals who                Nursing           August 07
              choose to do so to use Personal Development Programmes
              (PDP) to demonstrate skills and ensure that PDPs are appropriate
              mechanism to record any reasonable adjustment which they may
              require on placement and in the work environment.

              Investigate the effectiveness of the application of this approach to   Centre for        August 08
              a range of disciplines within one academic area and develop as         Learning
              required.                                                              Development

              Implement approach across the University.                              Centre for        August 08
                                                                                     Learning
                                                                                     Development

Staff          All new academic staff to receive disability awareness training       Staff             To be ongoing by Dec 09
Development   related to learning and teaching within first 12 months of             Development/
              employment.                                                            Disabilities
                                                                                     Officer/ Centre
                                                                                     for Learning
                                                                                     Development



                                                                                                                                 31
              Dissemination of good practice both external and internal to the        Disabilities     Annual Review by
              University to all relevant staff.                                       Committee        Disabilities Committee
IT Support    Consider extending the availability of specialist software to areas     Disabilities     August 08
              other than Miriam Hebron centre / Keith Donaldson Library review        Committee
              current access via the network.

              Ensure all staff have the same access to specialist software as         Disabilities     August 08
              students via the network.                                               Committee /IT
                                                                                      Services

              Pilot study with one department into providing learning materials       Disability       August 09
              in mindmap as well as linear form.                                      Services/
                                                                                      University
                                                                                      Teaching
                                                                                      Fellows

              Configuration of network to personal preferences.                       IT Services      August 08

              Identify and train IT Technicians/Helpdesk staff in Hull in the use     IT Services      August 07
              of assistive technology to support disabled staff.

              Identify and train IT Helpdesk Staff in Scarborough in the use of       IT Services      August 07
              assistive technology to support disabled staff and students.

Disability-   Audit existing modules relating to disability and identify staff with   Quality Office   July 07
related       an interest in this area.
academic
provision     Create a multidisciplinary network of staff with an academic            Centre for       December 07
              interest in disability issues.                                          Learning



                                                                                                                                32
                                                                                        Development
                 Use network to build on established research strengths and             Network        Ongoing from formation of
                 identify potential areas for interdisciplinary research. Bid for       members        network
                 research monies for disability-related research.                       supported by
                                                                                        Jane Wray

                 Use network to identify possibilities for interdisciplinary teaching   Network        Ongoing from formation of
                 relating to disability issues.                                         members/ CLD   network

Academic         Investigate how all students, including disabled students, access      Study Advice   July 07
Skills Support   academic skills support.                                               Service/
                                                                                        Disability
                                                                                        Services

                 Consider combining dyslexia screening with pilot for academic          Study Advice   Consider Pilot Sept 08
                 skills diagnostic testing for students to establish level of unmet     Service/
                 need.                                                                  Disability
                                                                                        Services

                                                                                        Study Advice   July 09
                 Use findings from these studies to identify appropriate service        Service/
                 developments.                                                          Disability
                                                                                        Services


                 Offer a series of focus groups for disabled students to look at how    Disabilities   July 07
                 their support needs can be met more effectively (students said         Officer
                 that they would like more one to one support including email
                 support).




                                                                                                                                33
Student       Monitor the number of cases going to Student Progress   Student     System in place by
Progression   Committee by impairment where there are discrepancies   Progress    September 2007 and then
              undertake further investigations.                       Committee   ongoing.




                                                                                                        34
    8.2   Student Experience

                                            Objectives                                       Action                     Timeframe
Accommodatio   Consider how students in adapted student houses who do not            Mark Mullaney/           Sept 07
n              want to self-cater can have access to a catered contract to           Accommodation
               ensure parity with students in catered halls. The majority of         Officer
               students with mobility difficulties prefer to live close to campus
               and Halls are too far from campus. (Hull Campus)

               Establish whether or not current level of transport provision meets Disabilities Committee     Sept 09
               the needs of disabled students. (Working with transport
               providers).

               Establish list of local accessible transport providers.               Disabilities Committee   Sept 07
Recruitment/   Advertise in Skill publication into Higher Education on an annual     Disability Services      Ongoing
Induction/     basis- build this into budget.
Welcome/
Registration   Provide information sessions at local colleges and sixth forms to     Disability Services/     Ongoing
               ensure potential disabled applicants are aware of the support that    Aim Higher
               is available in H.E. generally and at the University in particular.

               Develop accurate systems to identify individuals who have             Corporate Systems        Jan 08
               requested material in alternative formats, and or who require
               additional/different registration arrangements.
                                                                                                              Aug 08
               Train admissions personnel to use the system and embedding            Student Recruitment
               best practice.                                                        Service/Disability
                                                                                     Services




                                                                                                                             35
Leisure/Recrea    Conduct audit of accessibility of all societies and sports activities.   Student Union          July 07
tion

Student Union     Improve signage within the Students Union.                               Student Union          July 08

Academic          Identification of most widely used library resources and                 Library Acquisitions   Ongoing
Services          consideration of the purchase of accessible electronic copies            group
                  where appropriate.

                  Arrange institutional membership of the RNIB library.                    Library Services       July 07 then ongoing

Administrative    Ensure that all student facing elements of services are                  Facilities/ SMT        Aug 09
Services          accessible.

                  Establish transparent funding mechanism for disabled                     Head of Student        July 07
                  international students to ensure equality of experience.                 Welfare/ Finance
                                                                                           Director
Careers           Clarity of approach for career advisers in advising disabled             Head of Careers and
Service           students re: future careers plus graduate schemes, support               Appointments Service
                  network and advice on disclosure.

                  Monitor usage of Careers Service by disabled students and                Head of Careers and    Dec 07 review one years data
                  compare with usage by non disabled students. Identify any                Appointments Service
                  appropriate actions as a result of data.

                  Use first destinations data to identify outcomes for disabled            Head of Careers and    Dec 08 review three years data
                  students. Compare with non-disabled students. Identify any               Appointments Service
                  appropriate actions as a result of data.

Involving local   Work with Hull College to establish a regional Disability and            Disability Services    Ongoing



                                                                                                                                   36
disabled people   F.E./H.E. Forum to provide a wider reference group.
Part time         Establish whether current support structures provide adequate     Disability Services/   July 09
students          support for part time students.                                   CLL
Data              Monitor all Data as set out in Sections 7 and 8 of the DES.       Diversity Adviser/     Aug 09
Monitoring        Establish patterns and use this to identify which areas require   Disabilities Officer
                  further qualitative work.




                                                                                                                     37
    8.3   Human Resources

                                              Objectives                                      Action                         Timeframe
Recruitment     Establish list of accessible interview venues and ensure that all     Director HR                 July 07
and Selection   interviews are held in one of these venues.

                Establish clear process about when to ask about reasonable            Staff Disability Adviser/   March 07
                adjustments needed for job role.                                      Director HR/
                                                                                      Disabilities Committee

                Ensure that all staff involved in interviewing have received          Director HR/ Staff          Dec 09
                diversity training including, disability awareness, and training in   Development Adviser
                the relevant legislation.

                Pilot targeted advertising for posts in staff groups/ areas where     Director HR                 May 09
                staff from equality groups including disabled staff are under
                represented and evaluate if this increases the pool of applicants
                from these groups.

                Establish mechanism for obtaining feedback about recruitment          Director HR                 May 08
                process from all applicants.

                Pilot this process and compare findings from disabled and non-        Director HR                 October 09
                disabled applicants.

                Develop partnerships with supported employment providers to           Staff Disability Adviser    November 2007 / ongoing.
                increase employment opportunities for disabled people. Pilot          / HR Advisor/Facilities




                                                                                                                                  38
                initiative for people with learning disabilities in the Facilities   managers.
                Directorate.
Staff Support   Ensure that Heads of Department understand Access to Work            Staff Disability Adviser   Ongoing
                funding arrangements and internal funding arrangements for
                supporting disabled staff.
                Publicise support available through Occupational Health / HR for     Staff Disability Adviser   Ongoing
                disabled staff members.


Guidance        Agree Code of Practice for Disabled Staff.                           Disabilities Committee     March 07

                Disseminate Code of Practice for Disabled Staff.                     Disabilities Committee     May 07

                Develop guidelines for providing personal support (support           Diversity Adviser / Staff October 07
                workers) to disabled staff.                                          Disability Adviser

Monitoring      Establish detailed Equality Monitoring statistics which include a    HR Director/ Diversity     March 07
                profile of disabled staff across the University. Identify staff      Adviser
                groups/ academic areas in which disabled staff are under
                represented and investigate why this is the case.

                Monitoring of application / interview / appointment rates by         HR Director/ Diversity     Annual report to Equality and
                equality categories including disabled people.                       Adviser                    Diversity and Disabilities
                                                                                                                Committees

                Monitor promotion rates by equality categories including disabled    HR Director                Annual report to Equality and
                people.                                                                                         Diversity and Disabilities
                                                                                                                Committees

                Establish monitoring of numbers of staff involved in grievance/      HR Director                Annual report to Equality and



                                                                                                                                 39
                 disciplinary procedures by equality categories compare numbers                                     Diversity and Disabilities
                 of disabled and non-disabled staff involved.                                                       Committees



                 Develop system for monitoring the take up of staff development         Staff Development           May 08
                 opportunities by equality categories including disability.             Adviser/ HR Director

                 Use annual survey of disabled staff to obtain information about        Staff Disability Adviser    Ongoing
                 support and to identify areas for improvement.
Staff            Develop current range of disability training and establish             Disability Staff/ Staff     July 07
Development      appropriate new provision.                                             Development

                 Pilot new training programme.                                          Disability Staff/ Staff     Sept- Dec 07
                                                                                        Development

                 Roll out new training programme across University.                     Disability Staff/ Staff     Jan 08 onwards
                                                                                        Development

                 Disability awareness training to be made compulsory for all staff      Disability Staff/ Staff     To be completed within four
                 on a rolling basis within departments to be prioritised on the basis   Development                 years
                 of need.

Supporting       Establish a Disabled Staff Network as a support network and            Staff Disability Adviser/   June 07 then ongoing
Disabled Staff   consultative group.                                                    Diversity Officer




                                                                                                                                      40
    8.4   Communications

                                               Milestones                                      Action                  Timeframe
Accessibility of   Ensure that all University websites (internal and external) meet   Marketing and           Aug 09
information        W3C standard AA.                                                   Communications/
                                                                                      Academic Services/
                                                                                      Diversity Adviser

                   Implement training programme for all departmental web authors      Marketing and           Rolling programme to be
                   to ensure that they understand access issues.                      Communications/         completed by Aug 09
                                                                                      Disability Services

                   Establish system for monitoring compliance to this standard.       Marketing and           Aug 08
                                                                                      Communications

                   Review accessibility of all University publications.               Marketing and           Aug 09
                                                                                      Communications/
                                                                                      Diversity Adviser/
                                                                                      Disabilities Officer

                   Make recommendations for changes to future publications.           Marketing and           Dec 09
                                                                                      Communications/
                                                                                      Diversity Adviser/
                                                                                      Disabilities Officer
Developing         Consideration of a Standing item on Learning & Teaching            Deans of Faculty/       May 07
Disability         Committee Agendas and Departmental meetings.                       Chair University
Awareness                                                                             Learning and Teaching
                                                                                      Committee




                                                                                                                              41
                 Identify a senior academic lead within each department with        Deans of Faculty       May 07
                 responsibility for promoting disability equality.


Improving      Training for academic and administrative staff to ensure all are     Disability Services/   Mar 07
communications using student records system to identify and meet student needs      Corporate Systems
about students e.g. checking about required formats.
needs
               Implementation of integrated Customer Relationship                   Disability Services/   Aug 08
               Management approach.                                                 Academic Services

                                                                                    Disabilities Officer   Aug 08
                 Review effectiveness of Disability Tutor system.
                                                                                    Disabilities Officer   Dec 08
                 Update Disability Tutors job description – review and regularise
                 role with context of workload and other issues.

                 Create Diversity website as a single access point for all          Diversity Officer/     Dec 08
                 University documents relating to disability                        Academic Services




                                                                                                                    42
    8.5   Estates

   Areas                                     Objectives                                 Action            Timeframe
Campuses          Any new projects including conversion works on all campuses will     Facilities          Ongoing
                  be assessed for DDA conformity, and as required, and subject to
                  appropriate funding, these works will be implemented.

Campuses          Creation of Fire Refuge points including two-way communication       Facilities       December 2006
                  links and associated upgrade works including the installation of
                  Fire Evacuation chairs.
Venn Building     Installation of new passenger lift and associated DDA upgrade        Facilities    Under review / funding
                  works                                                                                   requirement
Sports &          Installation of new passenger lift and associated DDA upgrade        Facilities    Under review / funding
Fitness centre    works                                                                                   requirement
Leven , Don &      Construction of new link building allowing greater horizontal and   Facilities   Currently being designed
Washburn           vertical access between the buildings at all levels.
Disabilities      Relocate Disabilities office and associated elements to a more       Facilities        Under review
office            suitable area.
Logistics         Construction and adaptation of new link building allowing greater    Facilities     Under construction
                  horizontal and vertical access between buildings at all levels.


Dearne , Aire &   Construction of new link and full refurbishment of existing          Facilities     Nearing completion
Calder            buildings allowing greater horizontal and vertical access between
(nursing)         buildings at all levels.




                                                                                                                 43
9 Reporting on the DES
    9.1 Review of Action Plan
Progress on the Disability Action Plan will be monitored by the Disabilities
Committee. Disabilities Committee meets each year in October, February and
May. Disabilities Committee will report on progress on the Disability Action
Plan to Equality and Diversity Committee which meets in, October, February,
and June.

Where other committees are involved in implementing particular aspects of
the Disability Action Plan they will be asked to report to Disabilities Committee
on progress in their area. Where individuals are responsible for implementing
actions from the Disability Action Plan they will be asked to report to
Disabilities Committee.

Disabilities Committee may, in conjunction with disabled people, alter targets
on the Disability Action Plan if they believe this to be appropriate. Where this
is done the action taken and reasons for this action will be recorded in the
Disabilities Committee minutes and also in the annual report on the plan. This
will ensure that the Disability Action Plan is a dynamic document that
responds to the needs of the institution.


9.2        Review of monitoring data
The data described in Section 7 Baseline Data will be collated annually and
will be considered at the first meeting of Disabilities Committee at the
commencement of each academic year. Disabilities Committee will identify
areas where inequality is apparent and will make recommendations for
Equality and Diversity Committee to action in terms of target setting for future
performance.


10 Annual Reporting
The University takes an integrated approach to equalities issues and as such
an Equalities Report will be made on an annual basis to Equality and Diversity
Committee. This report will also be posted on the University website and will
be available on request form the Diversity Adviser.

11 Revising the DES
The Disability Action Plan is a dynamic document and will be updated
throughout the 3 years of the first DES. At the end of the second year of the
DES we will convene another sub group of the Disabilities Committee and will
identify further areas for action. The second DES will be based on the
successful work of this scheme and we will aim to learn from the
implementation of this scheme to ensure the continual involvement of disabled
people in the development of a new scheme.




                                                                              44
12 Appendix 1 Contact details
To comment on this Scheme please contact:
Paula Harrison
Disabilities Officer
University of Hull
Cottingham Road
Hull
HU6 7SY

Tel 01482 466833
Fax 01482 466669

Email p.l.harrison@hull.ac.uk




                                            45
13 Appendix 2 Further information about The DDA
   1995
     13.1 Introduction
The information below provides a summary of the DDA 1995, more
information about the DDA is available from the Disabilities Officer or the
Diversity Adviser. Information and Codes of Practice can also be found on the
Disability Rights Commission’s website www.drc.org.uk .

    13.2 Services

It is unlawful to discriminate against disabled people by:

           refusing to provide a service without justification;
           providing a service to a lesser standard without justification;
           providing a service on worse terms without justification;
           failing to make reasonable adjustments to the way services are
            provided for disabled people;
           failing to make reasonable adjustments to the physical features of
            service premises, to overcome physical barriers to access.

Under the Act discrimination also occurs when anyone knowingly aids
someone to discriminate against a disabled person, or victimises anyone who
tries to make use of rights under the Act.

A service provider can refuse to serve a disabled customer so long as they
are able to justify such action, and their reasons have nothing to do with the
customer’s disability and they would refuse to serve other customers in the
same circumstances. Where physical barriers make it impossible or
unreasonably difficult for a disabled person to access services, the services
should be provided in an alternative way where it is reasonable to do so.

     13.3 Employment
The DDA makes it unlawful to discriminate against a disabled person in
relation to employment. ‘Discrimination’ may occur in the following ways:

Direct Discrimination when, because of a disability, an employer treats an
employee less favourably than they treat (or would treat) others without the
disability.

Failure to comply with a duty to make reasonable adjustments, when an
employer does not make reasonable adjustment (see 13.5) for a disabled
person.

Disability-related discrimination when for a reason related to someone’s
disability an employer treats an employee less favourably. This may be
justified in limited cases where there are substantial and material reasons for



                                                                                 46
the discrimination. Reasonable adjustments must be made before such
reasons can be justified.

Victimisation and Harassment when an employee is treated less favourably
because they may give/ have given evidence in a disability discrimination
related case.


     13.4 The DDA Part 4 or SENDA
Education was originally excluded from the DDA. Part 4 of the Act also known
as the Special Educational Needs and Disability Act or SENDA was
introduced in 2001. This extended the provisions of the DDA to education.
Specifically, it became unlawful to treat disabled applicants and students less
favourably than non-disabled applicants and students. A duty to make
reasonable adjustments for disabled students to ensure that they were not
placed at a substantial disadvantage when compared to non-disabled peers
was also placed on Higher Education Institutions. The following activities of
the institution are covered by part 4 of the DDA.

     Admissions and exclusions
     Teaching including classes, lectures, seminars, practical sessions
     Examinations and assessments
     Field trips
     Study abroad
     Work placements
     Research degrees
     Adult education courses
     Distance learning
     Learning facilities/ learning equipment
     Leisure and social facilities
     Open days and induction events
     References, graduation services and alumni membership
     Complaints and appeals
     Libraries
     Job references
     Graduation
     Physical environment
     Residential accommodation
     Welfare Services

Areas of University provision, which are not covered by part 4 of the DDA, are
likely to be covered by part 3.

Changes to the post-16 code of practice from October 2006 align it with the
employment code of practice. The DDA makes it unlawful to discriminate
against a disabled person in relation to education. Discrimination may occur
in the following ways:




                                                                            47
Direct Discrimination when, because of a disability, an education provider
treats an applicant or student less favourably than they treat (or would treat)
others without the disability.

Failure to comply with a duty to make reasonable adjustments, when an
education provider does not make reasonable adjustment (see 13.5) for a
disabled person.

Disability-related discrimination when for a reason related to someone’s
disability an education provider treats a student or applicant less favourably.
This may be justified in limited cases where there are substantial and material
reasons for the discrimination. Reasonable adjustments must be made before
such reasons can be justified.

Victimisation and Harassment when a student or applicant is treated less
favourably because they may give/ have given evidence in a disability
discrimination related case.


    13.5 Reasonable Adjustment
Reasonable adjustments are required under all sections of the act. If a
physical feature (e.g. buildings, furniture, or fittings) of provisions, criteria and
practices (for recruitment, selection or assessment, for example) causes a
substantial disadvantage to a disabled person (compared to a non-disabled
person) service providers, employers and HEIs have a legal duty to make
reasonable adjustments. This means that the employer must take reasonable
steps to prevent that disadvantage.

Examples of reasonable adjustments, as stated in the Codes of Practice
include -
 making adjustments to premises
 allocating some of a disabled employees duties to another person
 altering a disabled employee’s hours of work or training
 altering the times of lectures for a disabled student
 providing a sign lingual interpreter for a deaf applicant
 allowing a disabled person to be absent during working or training hours
    for rehabilitation, assessment or treatment
 giving, or arranging for, training or mentoring (whether for the disabled
    person of any other person)
 acquiring or modifying equipment
 modifying instructions or reference manuals
 modifying procedures for testing or assessment
 providing a reader or interpreter

What is reasonable?

The following factors will be taken into account when determining if an
adjustment is reasonable:



                                                                                  48
   the effectiveness of the step in preventing the disadvantage
   the financial and other costs of the adjustment and the extent of any
    disruption caused
   the extent of the HEIs financial or other resources
   the availability to the HEI of financial or other assistance to help make an
    adjustment (e.g. Access to Work or Disabled Students Allowance funding )
   the nature of the HEIs activities, and the size of its undertaking

If an HEI fails to make a reasonable adjustment, because of ignorance or
wrong information, about appropriate adjustments or about the availability of
help, they would need to justify failing in their duty.


Useful websites:
Disability Rights Commission (www.drc-gb.org)
The Government (www.disability.gov.uk),
Employers' Forum on Disability (www.employersforum.co.uk)




                                                                             49
14 Appendix 3 Disability Support at the University
    14.1 Disability Services
The University has an established a Disability Service. The service offers a
wide range of advice and support to disabled students and applicants as
detailed below:


      identifying what support is needed, such as special equipment or
       alternative forms of study;
      advising and suggesting strategies for overcoming barriers resulting
       from a disability;
      supporting applications for Disabled Students’ Allowances and liaising
       with LEA awards officers;
      arranging training in the use of specialist equipment and software;
      referring students with specific learning difficulties including dyslexia for
       psychological assessment;
      giving advice and support on study skills for students with specific
       learning difficulties;
      making recommendations to the Examinations Officer regarding
       additional arrangements for students with disabilities in examinations;
      advising and providing staff development for Disability Tutors within the
       faculties;
      advising the Accommodation Office about special needs of students
       with disabilities;
      arranging for note-takers, readers and personal assistants;
      advising the University’s Disabilities Committee on policy and
       procedures for supporting students with disabilities.


The service has staff on both the Hull and Scarborough Campuses. On the
Hull Campus the service comprises the following full time equivalent posts: 1
Disabilities Officer, 1.6 Disability Coordinators, 1 Mental Health Coordinator, 2
Dyslexia Advisers, 1 Technician, 1 Office Administrator and 1 Clerical
Assistant. On the Scarborough campus the following full time equivalent staff
are employed: 0.5 Disability Adviser, 0.5 Dyslexia Tutor, 0.5 clerical assistant.
In addition to these permanent staff the service operates a large support
worker scheme which employing over 40 support workers on a sessional
basis.


In addition to the central Disability Service, each department has a Disability
Tutor who is an academic who can offer discipline specific knowledge and
acts as point of contact for students within the department.


                                                                                 50
     14.2 Staff Disability Service
A Staff Disability Adviser was appointed in April 2005 to provide a dedicated
support service for staff. The Staff Disability Adviser provides advice and
support to disabled staff, managers and Heads of Department and disabled
job applicants. The range of support provided is detailed below

• initial assessment and support plan
• DSE / workstation assessment and referral for ergonomic assessment
• dyslexia screening and referral for full assessment with a psychologist
• 1:1 dyslexia support sessions
• demonstration and initial training in the use of assistive software (Text-Help,
Inspirations, Dragon voice activated)
• assistance with Access to Work applications for equipment and support
• referral to WORKSTEP provider if more intensive and / or financial support
required

For disabled job applicants;
•accessible format of application form, job description, person specification
(available on request)
•arrangements for support at interview stage (as appropriate)

Advice, information and support to Managers, Heads of Departments and HR
Advisors etc on disability issues, including;
•recruitment
•induction
•making ‘reasonable adjustments’
•health and safety issues
•funding / financial support.




                                                                                51
15 Appendix 4
Below is a list of useful documents and their current locations, all documents
are available in alternative format on request from the document originator. If
you are unsure who the originator of the document is please contact the
Diversity Adviser for more information.



    15.1 Policies
Available from http://www.hull.ac.uk/policyregister/policies/index.html
Disabled Staff Policy
Disabled Students Policy
Code of Practice on Supporting Disabled Students

Available from the staff portal under HR polices
Diversity Policy
Policy and Procedure for Dealing with Bullying and Harassment


    15.2 Guidelines
Guidelines which form part of the Quality Handbook available from the Quality
Handbook http://www.hull.ac.uk/policyregister/qualityhandbook/index.html

Equal Opportunities Code of Practice for the Admission of Students (Section
J13)

University Guidelines and Procedures for Making Reasonable Adjustments to
Examination and Assessment Arrangements for Disabled Students and
Students with Health Difficulties (Section F14)


Guidance to be found on Disability Services Website www.hull.ac.uk/disability

Guidance on Supporting Students Experiencing Mental Health Difficulties




                                                                             52
16 Appendix 5 Membership and terms of reference of
   Disabilities Committee
DISABILITIES COMMITTEE

Chair
JC Morris

Secretary
Mrs S Kirke

Reports to: Equality and Diversity Committee


Terms of Reference:

Accountable for:

     Advice and recommendation on the impact upon the University of
      disability legislation.
     Advice and recommendation to Equality and Diversity Committee on
      the provision of disability services and issues relating to disability within
      the University.

Responsible for:

     The implementation of the University’s Disabilities Policies and the
      Disability Development Plan.
     Ensuring matters affecting students and staff with disabilities in the
      University and members of the public with disabilities using the
      University’s premises or services are addressed by the University.
     Making recommendations to Equality and Diversity Committee and
      other appropriate committees on all disability matters, taking into
      account the legal framework and national guidance.
     Developing suitable links concerning disability matters with University
      Committees, the Disabilities Forum, members of the University and
      appropriate external bodies.

Consulted on:

     Planned programmes of works to premises or procedures to assess the
      impact they may have on disabled students and members of staff.

     ----------------------------------------------------------------------------------------




                                                                                                53
Mode of Operation

     The Committee will take account of equality of opportunity in its work, prevent
      unlawful discrimination and promote equality of opportunity and good
      relations between people of different groups.
     The Committee must meet at least three times per academic year.


Composition and Membership

Title and category                                                 Name
Chair
                                                                   JC Morris
                                                                   (2009)

Secretary                                                          Mrs S Kirke

Ex-Officio Members
Disabilities Officer                                               Ms PL Harrison
Disability Support Adviser (Scarborough)                           Ms R Laidlaw
Occupational Health Manager                                        Mrs A Shields
Staff Disability Advisor                                           J Hawkins
Diversity Officer                                                  Ms A Mwangi
Head of Student Welfare and Chair of Disabilities Forum            SJ Allison
Vice-President (Welfare & Equality) of the University Union        Miss B Paice
                                                                   (2007)
Students with Disabilities Officer of the University Union         Vacancy (2007)

Appointed Members
A Representative of the Disabilities Forum                         Ms C Deverell
                                                                   (2007)
A Disability Tutor                                                 Eur Ing BC
                                                                   Tompsett
                                                                   (2007)
A Disabled Staff Representative                                    Dr RE Butler
                                                                   (2007)
A representative from the Human Resources Directorate              Vacancy (2009)
A representative from the Facilities Directorate                   P Chapman
                                                                   (2008)
Disabled Student Representative (Scarborough Campus)               Vacancy (2007)

1 August 2006




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