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									                         Lancaster University

           Disability Equality Scheme 2006 – 2009
This document is available in alternative formats. Please send requests
to mailto:r.e.turner@lancaster.ac.uk

1. Summary
This scheme sets out past work and future plans in the context of the
University’s institutional strategy and policies covering employment, learning
and teaching, regional involvement and estates.

Section 2
Vice Chancellor’s introduction

Section 3
We summarise our legal duties under the Disability discrimination Act (DDA)
2005 to promote equality of opportunity between disabled and non-disabled
people, outline different conceptual models of disability and explore the
particular issue of identity and definitions of disability.

In contextual information about the University, we list the wide range of
activities to support and include disabled students, from initial enquiries to
careers advice; emerging work with and for disabled staff; practical steps to
welcome disabled visitors to public arts and sports facilities on campus; and
programmes to improve accessibility of buildings and around campus.

The following sub-sections set the scene for new work by outlining the local
and regional economic and social context; and the University’s own
institutional strategy, which highlights our commitment to developing student
widening participation activities: to providing a healthy, equal environment for
staff; to contributing to social and cultural developments in the region; and to
making significant improvements to buildings on campus. A final paragraph
summarises ways in which the University committee system monitors and
reviews institutional policies, and notes how awareness of disability inclusion
in this process is gradually growing.

Section 4
We outline sources of previously gathered information from staff and
students, and new contacts and survey work involving disabled staff and
students. We detail the effect of this involvement on prioritising work with staff
and revisiting student –facing issues. We explain plans for involving local
disabled people in developing services open to the general public.

Section 4
 We describe data sources informing current work and outline the methods
used by the university to engage and involve disabled staff and students in
identifying key issues for development work. In summaries of emerging
issues, we see that we need to work,

in employment, on

*consultation with disabled staff
* providing expertise on disability issues in Personnel Services, and
developing support systems
* reviewing policies and procedures to assess impact on disabled people
* including work on stress and mental health
* assuring support for staff who have rights under the DDA, but who do not
define themselves as disabled

on student issues, on

* better communication about students’ needs
* improving management information
* involving students in consultation
* support for students who have rights under the DDA, but who do not define
themselves as disabled
* improvements to inclusive practice in learning and teaching
* support for students with mental health problems

in facilities for the general public and campus accessibility, on
* fostering links with a local umbrella group of disabled people’s organisations
* improving accessibility of campus buildings and environment

Section 5.
We list ways in which the University will assess the impact of its policies and
procedures on disabled people via consideration of new policies; allocating
responsibility for consideration of disability equality to an individual in key
committees reviewing existing policies; embedding disability equality within
the processes of the Teaching Quality Support Office; and carrying out a
programme of stand-alone impact assessments.

Section 6.
We note how monitoring and dissemination of disability equality will take
place. Progress on disability equality is monitored by the University Equal
Opportunities Committee, Senate and Council. Council considers key
performance indicators for staff and students. The involvement of disabled
staff, students and members of the general public will continue. Outcomes of
action on disability equality will be disseminated via University committees;
presentations to departments and faculties; and staff and student networks
and newsletters.

Section 7
This section lists major potential barriers to success and supportive factors. In
the period covered by this scheme, challenges which may reduce its effective
implementation include disruption from our major building programme,
financial constraints in partner agencies, uncertainty around sector funding,
institutional energy required for the RAE, and potentially discriminatory
external regulation of academic courses. Positive factors include institutional

emphasis on the student experience, increased accessibility following major
buildings improvements and new regional partnerships with schools and

Appendix 1
This section provides explanations of the meaning of disability as provided by
the Disability Rights Commission.

Appendix 2.
This appendix lists links to University policies and further information.

2. Introduction
We have been working for over twenty years now to improve ways of
including disabled students, staff and visitors in the activities of the University.
During that time legislation has been passed and expectations of us have
naturally risen. Much good work has been done, but we recognise that there
remain significant barriers preventing equal participation, especially for
disabled members of staff.

In our new institutional strategic plan, we emphasise equality of opportunity,
and note the value of a student body with a broad range of experience, the
importance of an inclusive working environment, and the need for an
environment which enables better access for everyone.

This first institutional disability equality scheme describes ways in which we
aim to move towards those goals in the next three years. In preparing it, we
have sought the views and experience of many disabled and non-disabled
people. We will continue these conversations as we carry out the activities to
which we have committed, and will adapt and extend our work as necessary.

Professor Paul Wellings
Vice Chancellor

3. Context
3.1 Legal, political and social context
The Disability Discrimination Act 2005 amended the Disability Discrimination
Act 1995 so that it now places a duty on all public authorities, when carrying
out their functions, to have due regard to the need to:
   promote equality of opportunity between disabled persons and other
   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

These duties are to be implemented in accordance with the statutory code of
practice published by the Disability Rights Commission, The Duty to Promote
Disability Equality. Public bodies are required to have a disability equality
scheme in place by December 2006.

The context in which such schemes will be implemented is a complex one.
There is wide support for anti-discrimination legislation, based on the concept
of disabled people’s civil rights. However, alongside this perspective the
legacy of viewing disability as an individualised health and social welfare issue
persists. The disabled people’s movement in the UK has tried to counter this
aspect of disablism by promoting the social model of disability.

In the traditional individual model of disability, impairment is viewed as an
abnormality and as the cause of most of the problems that people
subsequently experience. The social model analysis of disability argues that
the disadvantages disabled people experience results from the way in which
society responds to people with impairments – assumptions are made that all
people are able to access an environment that is built to a non-disabled
standard, and that those who are unable to do so because of their impairments
either do not need to do so or would be given special assistance if they
deserve it. Hence disabled people are excluded from opportunities in
education and employment by material barriers, attitudes and the psycho-
emotional effects of disablism1.

There is a problem in communicating with disabled students and staff which is
to do with identity and definition. There are many definitions of disability, but in
the context of legal rights in the UK the important definition comes from the
Disability Discrimination Acts, 1995 and 2005. A full description of what this
means can be found in Appendix 1, however, people who are covered by the
DDA may not always wish to avail themselves of the rights afforded them as
they do not wish to identify as a disabled person. In this scheme therefore we
    Thomas, 1999

often refer to communicating with all staff or students as a way of trying to
ensure we do communicate with people who may not have formally declared
a disability. We will also attempt, where possible, to include descriptions
rather than labels of who may benefit from aspects of this scheme in order to
include people who do not identify themselves as a disabled person.

3.2 Disability Policy at Lancaster University
Lancaster University’s disability policy acknowledges and supports the social
model of disability in which it is recognised that the University, its organisation
and its structures need to be made accessible if individual disabled people are
to be included within its activities. The University’s disability policy states:
    1. The University acknowledges and supports the social model of disability
       in which disabled people are seen to be disadvantaged by social
       barriers which are imposed in addition to their impairments. These
       barriers include the design of the environment, methods of information
       provision, institutional practices and the attitudes of others in society.
       The University further recognises the right of disabled students, staff
       and visitors to hold alternative views about their impairment and to
       make a personal definition of their own situation.
    2. The University welcomes applications from disabled students, and
       seeks to increase substantially their representation within the student
       body. Decisions on admissions will be made primarily on academic
    3. The University will continue to seek to improve working conditions and
       the possibility of career progression for disabled staff.
    4. The University will seek to improve access on campus for all disabled
       users of University facilities.
    5. The University Equal Opportunities Committee will keep under constant
       and detailed review the practical arrangements for the admission and
       progress of disabled students; the recruitment and career progression
       of disabled staff; and access improvements for all disabled members of
       the University community and visitors.

The University’s Disability Equality Scheme will build upon its existing practice.

3.3 Summary of work to date
Lancaster University has been developing its services for disabled students
for over 20 years. These days about 5% of first year students declare a
disability. The University’s support service works alongside disabled students
from the first enquiry or visit, through their course and on to the job or
postgraduate application process. Incremental developments across the
University to improve and embed student provision continue, with the
involvement of a wide range of departments and administrative sections.
Below is a representative list of areas in which accessibility and inclusion of
disabled students have been and are being actively pursued:

Recruitment to undergraduate and postgraduate courses
Learning and teaching
Learning support
Learning technology/Specialist IT support

Quality assurance
Student Union services
Student mental health
Part-time provision
Careers service
Accessibility of central web pages and publications
Accommodation and college life
Co-ordination via the Disability Network and group of Departmental Disability

In terms of provision for disabled staff, the University was awarded the national
Two Ticks Positive about Disabled People symbol by the Department of Work
and Pension’s Jobcentre Plus service in 2004 because we had committed
ourselves to the following:
    1. To interview all applicants with a disability who meet the essential
       criteria in the person specification for a job vacancy and consider them
       on their abilities.
    2. To provide, at least annually, an opportunity to discuss with disabled
       staff what can be done to ensure they develop and use their abilities.
    3. To make every effort when employees become disabled to make sure
       they stay in employment.
    4. To take action to ensure that all employees develop the appropriate
       level of disability awareness needed to make these commitments work.
    5. Each year to review the commitments and what is achieved, to plan
       ways to improve on them and let employees and Jobcentre Plus know
       about progress and future plans.

Facilities for the general public such as the Sports Centre and public arts
facilities have actively engaged with disabled people and disability issues; and
taken practical steps to make their provision accessible.

Work to improve the accessibility of the campus buildings and environment
continued gradually over many years. Between 2002 and 2006, grants from
HEFCE have enabled larger scale improvements to take place, such as the
installation of lifts, automatic doors and systematic provision of wide access
toilets. Now this phase has ended, emphasis has returned to embedding
accessibility in all refurbishment and new-build projects wherever possible.

Issues of equality, including disability equality, are embedded in key University
policies on human resources; learning and teaching; and estates.

The University has general grievance and complaints procedures for staff and
students. These may be used for any complaints on grounds of disability
discrimination. The University Harassment Network provides advice and
support in cases of harassment on grounds of disability. Links to further
information are listed in appendix 2.

The University’s Equal Opportunities Committee oversees developments. The
Committee Chair, currently Pro-Vice-Chancellor for External Relations, takes
senior management responsibility for equality and diversity issues, including
disability equality.

3.4 Local and regional economic and social context
Lancaster University is the only research intensive university between the
Manchester/Liverpool conurbations and Glasgow. This region contains a very
diverse mix of both rural and urban communities ranging from the relatively
wealthy Lake District to the economically less prosperous East Lancashire
and West Cumbria. Lancaster University engages with the wider population in
the region through strong links with local employers and with our partner
colleges who deliver Lancaster validated higher education qualifications.
Existing partners include Edge Hill University and St Martin's College, who are
the largest trainers of teachers in the UK, and have both just been awarded
degree awarding powers; and Blackburn and Blackpool FE Colleges who are
in the top five of FE colleges for delivery of H.E. New links are being formed
with Furness College in Barrow and additional colleges in East Lancashire. All
of these colleges are in areas of economic deprivation to some degree, with
significant issues of unemployment, de-industrialisation, low business start-
ups and below average participation in higher education. The population of
East Lancashire is significantly more ethnically diverse than the rest of
Lancashire and Cumbria.

Evidence suggests that over 44% of staff are employed directly from the local
area where the University is one of the largest employers. Moreover, the
University enjoys an excellent reputation and has risen nine places to be
ranked 21 (out of 109 institutions listed) in the Times Good University Guide
2006. This reputation, the parkland campus that offers a picturesque and safe
environment, and the proximity to the Lake District makes the University an
'employer of choice' for many.

3.5 Institutional strategy - links to the Disability Equality Scheme
In its institutional strategy, the University emphasises its belief in celebrating
the diversity of its members and maximising their potential. Equality of
opportunity stands at the top of a list of beliefs and values.

Of seven key areas of activity identified in the strategy, four are:

*Student Centred Learning, in particular ‘recruiting and retaining students with
a broad range of social experiences’ and ‘further developing our widening
participation activities with an emphasis on student diversity’
* People, in particular ‘providing a healthy, safe and supportive working
environment’, ‘striving to treat all staff equally’ and ‘attending to the
development needs of all staff’
* Regional and National Partnerships, in particular ‘seeking to assist in the
cultural and social development of the region’
* Outstanding campus, in particular ‘bringing about a significant improvement
in building condition’ and ‘a focus on refurbishment of existing buildings’

This scheme’s action plans, on employment, students, facilities for the general
public and estates, listed in section 8, will contribute to meeting these strategic

3.6 Review systems
The University reviews its policies through its main thematic committees.
Teaching quality is reviewed annually, and more extensively every five years.
Employment issues are considered by the Human Resources Committee; the
Equal Opportunities Committee has a watching brief for equality-related
issues. In all of these systems awareness is developing of the need to
consider relevant issues of access and inclusion for disabled people.

4. Involvement of disabled people

4.1 Background

The University has sought actively to involve disabled people in the
development of its Disability Equality Scheme. In order to do this, we have
used records collected over a number of years from staff, students and
members of the general public. We have also been active in involving
disabled people in new processes for gathering information, setting priorities
and developing action plans.

4.2 Previously gathered information
    Surveys of all staff in 2003 and 2005, in which the responses of staff
      identifying as disabled could be distinguished
    Anonymised data collected for the University’s annual report on
      harassment on difficulties faced by disabled staff
    Notes of individual interviews with disabled staff on problems faced on
      becoming disabled at work
    Student surveys and follow-up interviews on barriers to learning and
      teaching from a multi-university project led by the University of
    Annual satisfaction surveys of specialist disability support
    Reports of the Disabled Students Forum and informal interviews by the
      (disabled) Students Union disability officer at termly meetings of the
      Disability Network and Access Working Group.

4.3 New processes
    Representation by disabled member of staff on the core working group
      developing the Disability Equality Scheme.
    Survey of all disabled students known to the Disabilities Service to
      identify key new strengths and weaknesses and suggestions for priority

A wide range of more and less formal communications between disabled staff
and students and, for example, Personnel officers, teaching staff, specialist
disability support staff and Estates staff provided extra background

information. Settings in which many of these exchanges took place are listed
in section 5 below.

4.4 Results of involvement with disabled staff and students
    Responses to previously gathered information, and the involvement of
      disabled staff in the core working group resulted in the choice of key
      themes for action. Crucially these include a strand of continuing
      consultation and involvement with disabled staff.
    The combined use of previously gathered information and new
      processes demonstrated the unexpected need to revisit the issue of
      communication of students academic needs. As a result continued
      involvement of disabled students will be a key feature of on-going
    On-going involvement of disabled staff and students will inform new
      priority setting, impact assessment and the development of future
      disability equality schemes.

4.5 Wider involvement of disabled people
Practical problems and illness prevented the involvement of a local umbrella
group of disabled people’s organisations and the Lancaster City Council’s
Access Officer (himself a disabled person) during the development of the
Disability Equality Scheme. Involvement with both have therefore been
incorporated into the action plans for 2006-2007.

5. Starting Points for work in 2006-2009
5.1 Existing data
    Annual disability reports and planners for the years 1997 to 2005,
      compiled from up to thirty separate sources in the areas listed in
      section 3.3, chronicle the high level of awareness of access/inclusion
      issues and the wide range of activity to maintain and improve provision
    An annual report to University Council includes staff data on disabled
      applicants, appointees, and percentages of all staff who are disabled; it
      also lists percentages of new undergraduate students who are

5.2 Engaging with staff
    Surveys of all staff took place in 2003 and 2005, which showed that the
      number of employees categorising themselves as disabled and
      completing the survey had increased significantly. Disappointingly the
      satisfaction scores within this group had not improved, highlighting the
      need for further work to engage with disabled staff.
    Informal information sharing between disabled staff, Personnel
      Services and other support areas of the Universities has provided a
      rich source of information about good practice and areas for

5.3 Emerging issues for staff where further work is needed
From surveys and other information-gathering, the following list of issues has
been drawn up which form the basis of the action plan set out in a separate
implementation document.

      Developing a range of methods to communicate, consult and involve
       disabled staff in the development and implementation of relevant
       policies and implementation plans.
      Ensuring a source of expertise on disability issues within Personnel
      Reviewing Personnel policies and procedures to assess impact on
       disabled staff
      In particular, developing straightforward and timely systems for
       identifying and obtaining appropriate support
      Including work on stress and mental health as part of the overall
       approach to improving opportunities for support and development of
       disabled staff
      Seeking a variety of means of contact with staff who have rights under
       the disability legislation, but do not define themselves as disabled, so
       as to provide fair and consistent levels of support

5.4 Engaging with students
    Disabled student representation in the following groups enables issues
      to be raised and dealt with: Disability Network, Access Working Group,
      Library user groups. Student Union representation at the University
      Equal Opportunities Committee and Student Support and Welfare
      Policy Committee also provides a mechanism by which issues of
      access and inclusion can be brought forward.
    The Disabilities Service conducts an annual survey of users about its
      own provision
    A survey of disabled students in March 2006 covered main areas of
      student life
    The Students’ Union holds a disabled students’ forum to provide
      support and share any concerns
    Informal information sharing between disabled students and colleagues
      in the Disabilities Service, Students’ Union, support services and
      academic departments provides helpful information about successful
      provision and problem areas

5.5 Emerging issues for students where further work is needed
From these information sources and consultations the following list of issues
has been drawn up which form the basis of the action plan set out in a
separate implementation document.

      Clearer communication with and from teaching staff about students’
       support needs
      Better management information about the academic progress of
       disabled students

      Continued work to engage with and involve disabled students in
       information gathering and setting of priorities for further improvements
      Seeking a variety of means of contact with students who have rights
       under disability legislation, but who do not define themselves as
       disabled, in order to provide fair and consistent levels of support
      Improvements to web and e-learning accessibility
      Continued improvement in support for students with mental health

5.6 Engaging with members of the general public
Areas of the University providing services for the general public (eg the Sports
Centre and public arts facilities) are all committed to continuing improvement
in accessibility. They are actively engaged in promoting inclusive provision
and in some cases carrying out work specifically focused on disabled
practitioners. This is evaluated and reviewed through mainstream procedures.
Planned discussions in 2006-2007 with representatives of an umbrella group
of local disabled people’s organisation will provide another means of involving
local disabled users.

5.7 Implementation
Issues raised in section 4 will be implemented using a group of action plans,
for employment, student issues, facilities for the general public, and estates.
These are available in a separate document.

6. Impact Assessment
The University is developing a range of systems to assess the impact of its
policies and procedures on disabled staff, students and members of the
general public. These will provide the University with a systematic method of
checking for any negative discriminatory effect on disabled people, and
enable work to be carried out to reduce or eliminate discrimination.

      Major new policies or systems (eg pay modernisation) are reviewed for
       any adverse impact
      A system is being developed to ensure consideration of equality issues
       (including disability issues) before major policy decisions are approved
       by University committees
      Work already started with the Teaching Quality Support Office will
       continue, to embed consideration of equality issues, including disability
       issues, in the processes of course approval and departmental annual
       and periodic review.
      Stand-alone impact assessments for key areas not covered by the
       processes listed above will be carried out. Details are listed in a
       separate implementation document.

The involvement of disabled people will form an integral part of impact
assessment processes.

7. Reporting on Progress/Dissemination
7.1 General oversight
Monitoring of progress with this scheme and associated action plans will lie
with the University Equal Opportunities Committee, Senate and Council.
Individual overall responsibility will rest with the Chair of the Equal
Opportunities Committee. The three faculty Policy and Resources Committees
will discuss local activity as part of an annual agenda item on equality and

The Equal Opportunities Committee will have responsibility for tasking a
working group to produce future versions of this scheme

7.2 Monitoring of data
University Council will continue annual monitoring of key performance
indicators on equality and diversity for staff and students, including data on
disabled staff and students as indicated in section 4.1. Information about the
academic progress of disabled students will be added to this document from

7.3 Impact assessment
See section 5 above.

7.4 Involvement with staff, students and members of the general public
Regular engagement with disabled staff, students and members of the
general public will continue as indicated in action plans

7.5 Internal dissemination
In addition to formal publicity via committee discussions, outcomes and
continuing work will be disseminated via
     presentation and newsletter for Heads of Departments and Sections
     Meetings and e-contact with Departmental Disability Representatives
     Disability Network
     Staff and student electronic and hard copy newsletters
     Ability Plus (Disabilities Service student newsletter)

7.6 Publication of information
This scheme and annual reports on progress will be published on the
University web site, with signposting from main staff and student news

8. Looking Ahead
While there is abundant willingness to take forward the work identified in the
action plans below, we are aware of a number of challenges in the next three
to five years which may reduce effective promotion of the scheme.


       major building work will temporarily reduce access around the campus
       developments to support student mental health are dependent on
        uncertain funding and external agencies under great pressure

National issues which may adversely affect progress towards disability
equality include:

       Financial uncertainties connected with the introduction of top-up fees
        and the Government’s spending review of 2008
       The channelling of major institutional energies into the Research
        Assessment Exercise
       Increasing regulation of the University’s degrees by a range of quality
        assurance processes, particularly subject benchmarks and
        occupational standards. Both HEFCE and the DRC recognise the
        potential for discrimination within these systems and at an institutional
        level we remain conscious of the need to view these regulations
        critically to ensure accessibility

More positively, institutional emphasis on the quality of the student
experience, and improvements to campus facilities, should increase the
University’s attractiveness to disabled students. The development of new
regional partnerships with schools and businesses should offer additional
opportunities for both students and staff.

                       Disability Equality Scheme


Appendix 1            The meaning of disability
These are the definitions of disability published in codes of practice produced
by the Disability Rights Commission.

When is a person disabled?
A person has a disability if he or she has a physical or mental impairment,
which has a substantial and long-term adverse effect on his or her ability to
carry out normal day-to-day activities.

What about people who have recovered from a disability?
People who have had a disability within the definition are protected from
discrimination even if they have since recovered.

What does ‘impairment’ cover?
It covers physical or mental impairments; this includes sensory impairments,
such as those affecting sight or hearing.

Are all mental impairments covered?
The term ‘mental impairment’ is intended to cover a wide range of
impairments relating to mental functioning, including what are often known as
learning disabilities.

What is a ‘substantial’ adverse effect?
A substantial adverse effect is something which is more than a minor or trivial
effect. The requirement that an effect must be substantial reflects the general
understanding of disability as a limitation going beyond the normal differences
in ability which might exist among people.

What is a ‘long-term’ effect?
A long-term effect of an impairment is one:
       which has lasted at least 12 months, or
       where the total period for which it lasts is likely to be at least 12
          months, or
       which is likely to last for the rest of the life of the person affected.

Effects which are not long-term would therefore include loss of mobility due to
a broken limb which is likely to heal within 12 months and the effects of

temporary infections, from which a person would be likely to recover within 12

What if the effects come and go over a period of time?
If an impairment has had a substantial adverse effect on normal day-to-day
activities but that effect ceases, the substantial effect is treated as continuing
if it is likely to recur; that is if it is more probable than not that the effect will

What are ‘normal day-to-day activities’?
They are activities which are carried out by most people on a fairly regular and
frequent basis. The term is not intended to include activities which are normal
only for a particular person or group of people, such as playing a musical
instrument, or a sport, to a professional standard or performing a skilled or
specialised task at work. However, someone who is affected in such a
specialised way but is also affected in normal day-to-day activities would be
covered by this part of the definition. The test of whether an impairment
affects normal day-to-day activities is whether it affects one of the broad
categories of capacity listed in Schedule 1 to the Act. They are:
        mobility
        manual dexterity
        physical co-ordination
        continence
        ability to lift, carry or otherwise move everyday objects
        speech, hearing or eyesight
        memory or ability to concentrate, learn or understand, or
        perception of the risk of physical danger.

What about treatment?
Someone with an impairment may be receiving medical or other treatment
which alleviates or removes the effects (though not the impairment). In such
cases, the treatment is ignored and the impairment is taken to have the effect
it would have had without such treatment. This does not apply if substantial
adverse effects are not likely to recur even if the treatment stops (ie the
impairment has been cured).

Does this include people who wear spectacles?
No. The sole exception to the rule about ignoring the effects of treatment is
the wearing of spectacles or contact lenses. In this case, the effect while the
person is wearing spectacles or contact lenses should be considered.

Are people who have disfigurements covered?
People with severe disfigurements are covered by the Act. They do not need
to demonstrate that the impairment has a substantial adverse effect on their
ability to carry out normal day-to-day activities.

Are there any other people who are automatically treated as
disabled under the Act?
Anyone who has HIV infection, cancer or multiple sclerosis is automatically
treated as disabled under the Act. In addition, people who are registered as
blind or partially sighted, or who are certified as being blind or partially sighted
by a consultant ophthalmologist are automatically treated under the Act as
being disabled. People who are not registered or certified as blind or partially
sighted will be covered by the Act if they can establish that they meet the Act’s
definition of disability.

What about people who know their condition is going to get
worse over time?
Progressive conditions are conditions which are likely to change and develop
over time. Where a person has a progressive condition he will be covered by
the Act from the moment the condition leads to an impairment which has
some effect on the ability to carry out normal day-to-day activities, even
though not a substantial effect, if that impairment is likely eventually to have a
substantial adverse effect on such ability.

Are people with genetic conditions covered?
If a genetic condition has no effect on the ability to carry out normal day-to-
day activities, the person is not covered. Diagnosis does not in itself bring
someone within the definition. If the condition is progressive, then the rule
about progressive conditions applies.

Are any conditions specifically excluded from the coverage of
the Act?
Yes. Certain conditions are to be regarded as not amounting to impairments
for the purposes of the Act. These are:
     addiction to or dependency on alcohol, nicotine, or any other substance
        (other than as a result of the substance being medically prescribed)
     seasonal allergic rhinitis (eg hayfever), except where it aggravates the
        effect of another condition
     tendency to set fires
     tendency to steal
     tendency to physical or sexual abuse of other persons
     exhibitionism
     voyeurism.

Also, disfigurements which consist of a tattoo (which has not been removed),
non-medical body piercing, or something attached through such piercing, are
to be treated as not having a substantial adverse effect on the person’s ability
to carry out normal day-to-day activities.

                           Appendix 2
      Links to University Policies and Further Information
Below are listed links to University policy and information documents, for
background information

University Strategic Plan 2006-2011

People Strategy 2006 - 2011

Learning, Teaching and Assessment Policy

Equal Opportunities in Employment

Student Equal Opportunities: go to
http://www.lancs.ac.uk/depts/equalopp/eopolpro.htm then following the links
to Student Issues, then Student Equal Opportunities Policy – Guidelines for

Estates Strategy

Key Performance Indicators on equality and diversity for students and

Access at Lancaster – information about specialist services available to
disabled students

Additional support for staff with disabilities

Grievance procedures for staff

Complaints procedures for students

University Harassment Network


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