(Cover page in original document) University of Dundee Disability Equality Scheme Annual Report 07/08 Approved by the Equality and Diversity Working Group December 2008 This document is available to download in text only and MS Word formats from the University’s website at http://www.dundee.ac.uk/studentservices/disabilityservices/dda.htm. It can also be provided in alternative formats on request. Please contact the University’s Disability Services department on (01382) 385402 or email: disability@dundee.ac.uk (Page 1 in original document) Executive Summary 1.1 Introduction The first annual report for the University’s Disability Equality Scheme (DES) was published in December 2007. This identified progress across a number of disability-related areas and reflected the action identified in the University’s DES to be undertaken over a three-year period. The full scheme is available at: http://www.dundee.ac.uk/studentservices/disabilityservices/dda.htm It will be subject to a full review by the 4th December 2009 in line with the requirements of the Disability Equality Duty (DDA 2005). The first DES annual report was published on the University’s website in MS Word and text only formats to enable access by as wide a range of readers as possible. Additional alternative formats were made available on request. All staff and students were notified of the publication of the report via Hermes, the University’s message system. All feedback was responded to and incorporated in future plans as appropriate. All senior staff with responsibility for progressing action identified in the DES were contacted to ask for an update on progress at regular intervals throughout 2008 to enable publication of this report. Feedback from disabled people was obtained and influenced the development of the Action Plan. Progress was monitored by the University’s Equality and Diversity Working Group (EDWG) and DDA Estates Steering Group. 1.2 Progress Significant progress has been made in a number of areas that had been identified as priorities for action during 2008 including: - Reviews of Learning and Teaching Strategy, Student Placement Policy and Student Assessment Policy have been completed and disability issues addressed as part of the review of academic standards policy/procedures. Outcome was submitted to Senate for approval in December 2008. - Web accessibility policy and definition of best practice was formally approved by the Library and Information Services Committee in May 2008. - Accessibility review of Questionmark Perception assessment software was completed by the University’s Digital Media Access Group. The Learning Centre is developing guidance based on the review recommendations and will embed this in online training for staff during Academic Year (AY) 08/09. - Inclusive risk assessment guidance was developed and formally approved by the Health and Safety Sub-Committee and the Equality and Diversity Working Group in September 2008. (Page 2 in original document) 1.2 Progress (cont.) - University-wide admissions policy (with detailed section on admission of disabled students) was formally approved by the Learning and Teaching Committee in March 2008. - Student recruitment procedures and information were reviewed to reflect needs of disabled applicants and prospective students. - In-house alternative formats service was approved for implementation on a pilot basis in AY 08/09. - Compulsory Equality and Diversity training for all staff was approved by the University Court and will be implemented from January 2009. This includes a specific module on Disability for all staff and a module on impact assessment for staff responsible for developing or reviewing the University’s policies and procedures. - Emergency evacuation was significantly improved through upgrading of lifts in Dalhousie building (teaching and public access area) and DUSA (students’ association) to fire safety standard. Additional progress was made across a number of other areas. This is identified in Disability Services’ Annual Report for AY 07/08 available at: http://www.dundee.ac.uk/studentservices/disabilityservices/staff-resources.htm Key developments included a major upgrade of the Access Centre’s regional assessment and training facilities, expansion of the loan equipment service for disabled students and development of new systems and procedures to enable the University to employ student support workers direct. The latter has significantly improved the financial arrangements for support workers and reduced the administrative burden on disabled students. The School of Computing also identified a number of areas where progress had been made in their School (details provided in the Action Plan after the Executive Summary). This example of good practice will be shared with all Schools and Colleges to encourage similar feedback across the University. Progress remains to be made in a number of areas, in particular in relation to disabled staff and formal impact assessment. The latter will be addressed to some extent through the introduction of compulsory Equality and Diversity training for all staff. Overall, timescales for action to be completed by the end of 2008 were met and some action was completed sooner than anticipated. A detailed update of progress across all areas of the University’s DES is provided in the Action Plan after the Executive Summary. (Page 3 in original document) 1.3 Information Gathering and Impact Assessment Almost 1400 students (8% of the student population) disclosed a disability to the University during AY 07/08. The nature of their disability was coded using the HESA classification system. The majority of these students disclosed dyslexia (43%). The others disclosed an unseen disability (16%), other disability (9%), mental health difficulties (8%), multiple disabilities (6%), hearing difficulties (5%), mobility difficulties (3%), visual impairment (2%), autistic spectrum disorder (0.5%) and personal care support needs (0.5%). The rest did not provide any further information on their disability (7%). The overall rate of disclosure was higher than AY 06/07 (up from 6%). Over 50 staff (2% of the total number of staff) have disclosed a disability to the University. Currently, this data is collected on the basis of whether a member of staff has disclosed a disability or not and no further breakdown is requested. However, changes to HESA coding requirements introduced from August 2008 mean that additional information on the nature of staff disability will be required to be reported in a similar format to the HESA classification system used for disabled students. The University will therefore ask all staff for this additional information when a request is made to update their Staff Record Form. This is planned for early in 2009 (see action 1.4.2). Information has been gathered from a range of sources to monitor the University’s progress on disability equality issues during the past year. All senior staff with responsibility for progressing action identified in the DES were contacted at regular intervals throughout the year to ask for feedback on progress in their areas. As noted above, progress in some areas was more advanced than others but, overall, original timescales have been met or are on course for delivery as anticipated. Senior staff will continue to be asked for progress reports at regular intervals over the coming year. Feedback received from disabled people over the past year via questionnaires and focus groups, as well as informally from individual disabled students, staff and members of the public, has generally been very positive. Some difficulties arose with physical access and with the provision of some academic-related adjustments. Physical accessibility is being improved on an ongoing basis (see action 5.1.1) and a review of academic-related disability policies and procedures is planned for 2009 to clarify responsibility for making reasonable adjustments. Information gathered to date has been used to determine priorities for impact assessment and to review priorities for action. Key University-wide policies and procedures were prioritised for impact assessment during 2008: staff recruitment, staff promotion, staff development, student admissions, student complaints and appeals, student assessment, estates strategy, emergency evacuation and car parking. Screening of these policies and procedures has been completed. Most clearly incorporate disability equality issues and therefore do not require formal impact assessment at this stage. Further investigation of staff-related areas is required and will be progressed through the planned review of staff disclosure, recruitment and services (see Section 2 of Action Plan) and following the introduction of compulsory Equality and Diversity training for all staff. This includes a specific module on impact assessment (see action 1.1.1). (Page 4 in original document) 1.4 Future Plans The following specific areas of University activity have been identified for action or further progress during 2009. Note that the numbers under ‘Action’ below relate to those in the tables on the following pages. 1. Management and Strategic Planning: - Establish formal impact assessment procedures: Action 1.1.1 - Review funding to support provision of adjustments: Action 1.3.1 - Progress SITS accessibility module: Action 1.4.1 - Review data gathering for external disabled users: Action 1.4.1 - Review disclosure procedures for staff: Action 1.4.2 - Implement data gathering for disabled applicants: Action 1.4.3 - Report on progress of alternative formats service: Action 1.5.1 - Develop proposal to identify any barriers to ICS systems: Action 1.5.1 - Review information for prospective staff: Action 1.5.2 - Provide disability role models in student recruitment media: Action 1.5.2 - Prepare guidance for Questionmark authors: Action 1.5.3 - Raise awareness of web accessibility policy: Action 1.5.3 - Assess impact on disabled users of ICS system changes: Action 1.6.1 - Provide accessible online library guides: Action 1.7.1 - Provide training on inclusive risk assessments: Action 1.8.2 - Share good practice in procurement arrangements: Action 1.9.1 2. Staff: - Review staff recruitment and Access to Work information: Action 2.1.1 - Monitor provision of compulsory E&D training: Action 2.2.1 - Monitor impact of performance management system: Action 2.2.2 - Review disabled staff disclosure, adjustments and services: Actions 2.3.1, 2.3.3 - Review sickness absence procedures: Action 2.3.2 - Identify resources to meet disabled staff needs: Action 2.3.4 3. Students: - Produce maps showing accessibility features of buildings: Action 3.1.1 - Review information provided to prospective students: Actions 3.1.2, 3.1.3 - Review existing disability policies and procedures: Action 3.3.1 - Pursue food allergy awareness training: Action 3.5.1 4. Members of the Public: - Identify methods for obtaining feedback from external users: Action 4.1.1 - Review University’s external profile to reflect equality ethos: Action 4.2.1 5. Physical Estate: - Progress improvements to campus accessibility: Action 5.1.1 - Raise awareness of DDA Estates Steering Group: Action 5.1.1 In addition to the above action, the University will undertake a full review of its current Disability Equality Scheme by the 4th December 2009 in line with the requirements of the Disability Equality Duty. This will take into account the changes introduced by the new Equality Duty, including consideration of the development of a Single Equality Scheme to cover all seven equality strands. Disabled people will be involved in this review. (Page 5 in original document) DISABILITY EQUALITY ACTION PLAN – PROGRESS DURING SECOND YEAR (07/08) (Abbreviation Key for Lead Responsibility on page 28 of original document, page 25 of this document) 1. MANAGEMENT AND STRATEGIC PLANNING Area: 1.1 Disability Equality Functions Action: 1.1.1 Identify, prioritise and assess the impact of all disability equality relevant functions, policies, practices and procedures with the involvement of disabled people. Lead Responsibility: CVPs, DIRs, EDWG Progress: Screening of priority areas completed. Formal impact assessment has been postponed pending implementation of online Equality and Diversity training for all staff. A specific module on impact assessment forms part of this training for relevant staff. This is intended to ensure a consistent approach to impact assessment across all University activity. Difficulties/Plans: Staff will be supported to undertake formal impact assessment for their area of responsibility on completion of online training. Progress will be monitored by the EDWG. Timescale: Formal assessment of priority areas completed by December 2009. Thereafter, ongoing. Area: 1.2 Committee/Decision Making Structure Action: 1.2.1 Review University committee/ decision-making structure to clarify mechanisms for consideration and monitoring of disability equality issues. Lead Responsibility: AS, US Progress: EDWG minutes are routinely submitted to Human Resources Committee and Learning and Teaching Committee and discussed in those forums as appropriate. Difficulties/Plans: Committee structure will continue to be monitored to ensure disability equality issues are routinely considered and monitored across all areas of University activity. Timescale: Ongoing Action: 1.2.2 Identify key staff and respective responsibilities. Lead Responsibility: AS, US Progress: Senior staff responsible for the implementation of the DES Action Plan have been identified and regularly asked to report on progress in their areas of responsibility. Difficulties/Plans: Changes to the University’s academic structure and staff redeployment have delayed progress in some areas. A coordinated approach will need to be adopted to ensure progress across/ feedback from all areas of University activity on a regular basis. Timescale: Ongoing (Page 6 in original document) Area: 1.3 Resource Allocation/ Financial Planning Action: 1.3.1 Review resource allocation for disability equality functions and identify funding priorities. Responsibility: DF, US, DHR Progress: The budget for Disability Services for 2008-9 was reviewed with the full involvement of the Director of Student Services and Head of Disability Services, and funding priorities were identified. Funding priorities for capital works relating to the needs of disabled people are reviewed every three months by a group chaired by the University Secretary. Disability Services and Human Resources have met to discuss progression of staff-related issues. This included a review of the information available to disabled staff and line managers regarding funding for adjustments. Difficulties/Plans: Review of funding to academic units and central support services will need to be undertaken to ensure the needs of disabled students and staff are met. Reliance solely on Disability Services or on access to Disability Premium/ Access to Work funding may be insufficient to ensure that reasonable adjustments to services for disabled staff and students are made in a timely and appropriate manner, without placing excessive financial pressures on individual departments. Human Resources will progress review of existing web-based and other information on funding adjustments for disabled staff. Timescale: December 2009 Action: 1.3.2 Monitor the implementation of the DES Action Plan and review resource allocations. Responsibility: DF, US Progress: The Head of Disability Services has reported progress/highlighted issues on a regular basis to the EDWG and DDA Estates Steering Group as appropriate, including implications for resources. Timescale: Ongoing (Page 7 in original document) Area: 1.4 Data Gathering and Reporting Systems Action: 1.4.1 Review quantitative and qualitative data gathering and reporting systems for students, staff and visitors. Responsibility: DER, DHR, DR, DASR Progress: Admissions, Disability Services and Registry have reviewed the 'SITS Accessibility module’, which considerably extends the level and quantity of data that could be stored, reported on and generally used to provide support for enquirers, applicants and students with disabilities. Difficulties/Plans: The admissions side of SITS covers very little in terms of the data and information that needs to be stored for disabled enquirers and applicants. Registry, Admissions and Disability Services will therefore plan to progress the SITS Accessibility module during AY 08/09, including pursuing development of business case with ICS. The potential for developing systems for obtaining data on, and feedback from, external users of the University’s services still needs to be explored. Timescale: By December 2009 Action: 1.4.2 Review confidentiality and disclosure procedures for staff and students. Responsibility: DHR, EDO, HDS Progress: Confidentiality and disclosure procedures for disabled students have been reviewed and the student disclosure form revised to clarify the University’s responsibilities in this regard. Revised form and guidance have been circulated to all DSOs. A similar review has been undertaken for disabled staff as part of the review of the staff record form following changes to HESA requirements. Amendments have been made to the staff record form to encourage disclosure and to clarify the purpose of requesting this information. Difficulties/Plans: A review of all information provided to encourage staff disclosure is being undertaken by HR. Staff who disclose a disability will be contacted on a regular basis to monitor and review provision of adjustments as required. The revised staff record form will be circulated to all staff early in 2009. Timescale: By December 2009 (Page 8 in original document) Area: 1.4 Data Gathering and Reporting Systems Action: 1.4.3 Review all offers to ensure compliance with equal opportunities. Responsibility: DASR Progress: The technology to enable a review of offers was operational by March 2008 but is retrospective i.e. it can only be used for past admissions cycles. Difficulties/Plans: The new Cognos cube development which would allow in cycle reporting is currently delayed due to ICS commitments. However, a review of the 2008 figures will be undertaken when final data from Registry is available. Timescale: By December 2009 Area: 1.5 Communication/ Information Action: 1.5.1 Review communication and information systems for staff, students, and other users of the University’s services. Responsibility: DIS Progress: Provision of an in-house service to produce documents in alternative formats is progressing. Funding for equipment has been established. Equipment has been delivered and is being setup. Delays in finding a suitable location have now been resolved in the short term. Further information is available at: http://www.dundee.ac.uk/ics/services/disability/altformat/ The IT Disability Support Specialist continues to provide advice and up-to-date information on accessible multimedia and interactive electronic resources. Difficulties/Plans: Priority support requirements of disabled students have delayed implementation time. It is anticipated that the project will catch up in early 2009. Progress report will be produced with recommendations for alternative format provision. Timescale: By July 2009 Progress: Accessibility requirements have been implemented by the ICS communications team in the design of publication templates and guidelines. All official ICS printed publications follow best practice for wider access. All ICS email communications are sent using plain text to ensure compatibility with users’ assistive technology. Difficulties/Plans: A proposal is being developed by ICS to identify existing barriers that could prevent disabled users having access to University communication systems. Disabled users will be involved in identifying a list of priorities for action. Timescale: By December 2009 (Page 9 in original document) Area: 1.5 Communication/ Information Action: 1.5.2 Review information available to prospective students and staff, and review information that conveys the University’s public profile. Responsibility: DASR, DER, DHR Progress: A new web/My Dundee presence was launched during AY 07/08 which enabled prospective students to access more detailed information about programmes of study and the University’s provision for disabled students. Admissions and Student Recruitment are working closely with Web Development/Accessibility staff to ensure accessibility of their web-based information meets new University policy and definition of best practice (see 1.5.3). Difficulties/Plans: A review of the information available to prospective staff will be completed in the coming year. Admissions and Student Recruitment will also be looking to build positive disability role models/ student profiles to be used in a range of media. Timescale: By December 2009 Action: 1.5.3 Raise awareness of web and electronic media accessibility and usability issues, and develop guidance for staff. Specifically, undertake accessibility review of Questionmark Perception (QMP) assessment software . Responsibility: DIS,DLC Progress: The University’s Digital Access Media Group (DAMG) completed an evaluation of the Questionmark Perception Authoring Manager interface. The evaluation focused on the extent to which the authoring interface supported authors in creating accessible assessments. The evaluation report highlighted issues impacting on the accessibility of content generated by QMP and issues that impact on the ability of disabled authors to use QMP independently. The authoring interface was evaluated against the W3C Authoring Tool Accessibility Guidelines (ATAG) while output was evaluated using a range of assistive technologies. Timescale: Completed May 2008 (Page 10 in original document) Action: 1.5.3 Raise awareness of web and electronic media accessibility and usability issues, and develop guidance for staff. Specifically, undertake accessibility review of Questionmark Perception (QMP) assessment software . Progress: A series of recommendations have been provided for QM authors. In addition, suggested improvements to the QM authoring interface are also presented. A copy of the report has been shared with Questionmark who have reacted very positively in terms of plans for improving accessibility in future versions and in supporting documentation. Timescale: Completed May 2008 Difficulties/Plans: The Learning Centre will work with DMAG to produce guidance for QM users and will embed recommendations in their staff education programme, Assessment Online. Timescale: By December 2009 Progress: The University's Web Accessibility Service continued to support efforts to promote the use of the Web as a way for the University to make its information, services and educational experiences as accessible as possible to disabled staff, students and members of the public. It has been active in raising awareness amongst staff of their own obligations to develop and use optimally accessible web resources, and in advising central services on web accessibility and campus wide procurement and design projects. In May 2008, the University formally adopted a Web Accessibility Policy and Definition of Best Practice for using the Web in an accessible manner: http://www.dundee.ac.uk/ics/services/web/accessibility/policyintro.htm Difficulties/Plans: A launch event for the new web accessibility policy is planned for early in 2009 to raise awareness across all Colleges and Directorates. Timescale: By March 2009 (Page 11 in original document) Action: 1.5.3 Raise awareness of web and electronic media accessibility and usability issues, and develop guidance for staff. Specifically, undertake accessibility review of Questionmark Perception (QMP) assessment software . Progress: The Web Accessibility Service continues to develop resources to support practical implementation by staff of best practice in accessible web design. In 2008, two staff development courses on accessible web design were held, with another to follow in 2009. The Service has also advised central departments on accessibility issues, in particular in the development of new templates for use by University web pages, and also in the ongoing Content Management System (CMS) selection project. In the latter, the Service has focused on assessing candidate systems on two counts: 1) for their accessibility to disabled authors, and 2) the ease with which the system could be used by authors of all abilities to create accessible web content. Finally, the Service has supported the Learning Centre by providing an accessibility review of the University's e-assessment software, identifying current shortcomings and an action plan for dealing with these. The results of this review were presented at an international conference on computer Aided Assessment, and were also shared with the software vendors. This exercise will be repeated during 2009 for other aspects of the University's Virtual Learning Environment. (Page 12 in original document) Action: 1.5.4 Raise awareness of the DES and Action Plan with all stakeholders. Responsibility: EDWG Progress: The DES and Action Plan and associated progress reports have been publicised in an accessible format and shared with all stakeholders. Regular reminders have been sent to all senior staff with responsibility for progressing action, and updates requested on a regular basis. Difficulties/Plans: Awareness raising is ongoing and will be supported by staff training. Area: 1.6 IT Support and Infrastructure Action: 1.6.1 Review IT support and infrastructure and identify availability and level of accessible provision, removing any existing barriers to access by disabled people. Responsibility: DIS Progress: During procurement of new central ICT systems, ICS has improved tendering requirements ensuring suppliers provide information about how usable the system will be for disabled people. The new information allows suppliers to better understand the University’s legal responsibilities under the DDA. Central provision of assistive technology has increased as follows: 1) Upgrade of screen reader and magnification software 2) Introduction of RSI management software 3) Introduction of screen colour modification software 4) Introduction of Webbie and Thunder software to aid in evaluation of accessibility of ICT systems. ICS has also increased access to accessible IT Suite locations (new library extension, Dalhousie teaching block) with suitable facilities for disabled people, including accessible toilet and hearing loop systems. Ongoing (Page 13 in original document) Action: 1.6.1 Review IT support and infrastructure and identify availability and level of accessible provision, removing any existing barriers to access by disabled people Responsibility: DIS Progress: The location for disabled students who require the use of ICT equipment during examinations has been changed. The new location is in response to feedback to enable a better environment and closer access to accessible toilet facilities. Maintenance and monitoring of the IT Suite in Disability Services has been improved through implementation of central printing facilities in the Suite and provision of additional assistive technology, including a My Reader CCTV system and SARA book reader. Increased priority support for maintaining/ setting up Disability Services’ loan equipment has lead to more equipment being available to disabled students for loan purposes. Difficulties/Plans: Upgrades to existing ICS-supported ICT systems are proposed to be managed through the ICS change interim control procedure. One of the proposed change control criteria is to assess the impact on disabled users. Timescale: By December 2009 Area: 1.7 Library Services Action: 1.7.1 Respond to audit of library provision and services undertaken by Library Accessibility Team. Responsibility: UL Progress: Significant progress was made last year in relation to the outcome of the library audit. Additional progress was made this year in Main Library following completion of library extension: 1. Wheelchair-accessible section at the Issue Desk – lower section now provided at one end to accommodate wheelchairs. 2. Height-adjustable study desks – now provided throughout the library at pcs, catalogue systems and general study areas. Difficulties/Plans: Library guides and publications are not yet available in accessible formats on website due to difficulties in updating originals. Timescale: By December 2009 (Page 14 in original document) Area: 1.7 Library Services Action: 1.7.1 Respond to audit of library provision and services undertaken by Library Accessibility Team Responsibility: UL Progress: 3. New lift – now provided near entrance to new extension. 4. Accessible toilets on each floor – now available; completion of hoist system in one toilet by start of AY 09/10. 5. Accessible parking bays – now provided at entrance to new library extension. Area: 1.8 Health and Safety Action: 1.8.1 Review health and safety procedures and guidance to identify any barriers to access by disabled people. Responsibility: HDS, HSS Progress: Key procedures have been reviewed and no barriers for disabled people have been immediately identified. Action: 1.8.2 Develop guidance for staff on undertaking disability-related risk assessments. Responsibility: HDS, HSS Progress: Guidance has been produced for staff on appropriate risk assessment procedures for disabled students and staff to clarify legal requirements and specific responsibilities. The guidance was produced by the Head of Disability Services in liaison with Safety Services and a working group of staff representing all Colleges. It was formally approved by the University’s Health and Safety Sub-Committee and Equality and Diversity Working Group in October 2008. Difficulties/Plans: Training on undertaking inclusive risk assessments in line with the approved guidance is planned for 2009. This will be targeted initially at Unit Safety Coordinators and HR staff. Timescale: By December 2009 (Page 15 in original document) Area: 1.9 Procurement Action: 1.9.1 Review existing procurement arrangements for goods, facilities and services, including those relating to provision of teaching services e.g. external lecturers, work placement providers. Responsibility: CVPs, DIRs, PM, US Progress: School of Computing have reminded external lecturing staff that lecture material must be accessible and ensure they are informed of any particular student needs when appropriate. The School has also included DDA requirements in Industrial Supervisor Agreements. Specific student needs are disclosed if appropriate and with student consent. Difficulties/Plans: This example of good practice will be shared with other Schools, Colleges and Support Services to encourage similar reflection on practice. Timescale: By December 2009 Area: 1.10 Research and Innovation Action: 1.10.1 Review research opportunities and facilities to identify any barriers to access by disabled people. Responsibility: DRIS, VPRE Progress: RAE procedure was impact assessed across all equality strands. No formal progress reported in other areas to date. (Page 16 in original document) 2. STAFF Area: 2.1 Recruitment Action: 2.1.1 Review recruitment procedures, including advertising, application and interview processes. Pursue employer two-tick disability symbol status. Responsibility: DHR Progress: Head of Disability Services has met with Human Resources staff to discuss and support progress in these areas. HR have agreed to take the lead on reviewing their recruitment, disclosure and Access to Work information. Head of Disability Services has also met with Remploy (http://www.remploy.co.uk) to discuss the support they can offer employers. Difficulties/Plans: HR will undertake a review of recruitment information to encourage staff disclosure following on from review of the staff record form – see action 1.4.2. HR will also review Access to Work information and pursue two-tick disability status. Follow-up meetings between HR and Disability Services will be arranged as required, including Remploy and Careers as appropriate. Timescale: By December 2009 Area: 2.2 Staff Development and Appraisal Action: 2.2.1 Review range and frequency of staff development opportunities. Responsibility: DAPD, DMPD, HDS Progress: The new online modules on equality and diversity in relation to learning and teaching (including disability) are being incorporated within the mandatory LTA module (part of the Pg Certificate in Teaching in Higher Education programme) for new teaching staff from AY 08/09. Two discussion workshops are planned as part of the Academic Professional Development programme for AY 08/09 to provide colleagues with an opportunity to explore and discuss issues raised by the new online modules on equality and diversity in relation to learning and teaching (including disability). Difficulties/Plans: The modules will be available to staff early in 2009 and the outcome monitored. Themes and issues from the modules will be addressed in an LTA workshop. New IT training facilities in the library have now dealt with difficulties arising in 2007 from the small, low-contrast screens in the Tower Basement. Timescale: By December 2009. (Page 17 in original document) Area: 2.2 Staff Development and Appraisal Action: 2.2.1 Review range and frequency of staff development opportunities. Responsibility: DAPD, DMPD, HDS Progress: Further discussion workshops will also be offered to Schools in addition to the central provision. Systems for disclosure and action have been evaluated. Staff are encouraged to disclose disability when registering for an activity and to state what special provision they need. No request has gone unfulfilled. Also staff are requested to disclose to the tutor any special requirement they have in the workshop e.g. to sit at the front, opportunity to lipread. Action: 2.2.2 Raise awareness and recognition of importance of CPD activity for all staff and review staff appraisal processes. Responsibility: DAPD, DHR,DMPD Progress: A working group was established in AY 06/07 with the remit to look at developing and enhancing the annual staff appraisal procedure. The working group was put on hold in light of the new performance management system being put in place. Any disability-relevant outcomes from this will be reported in the next DES annual report. Timescale: December 2009 (Page 18 in original document) Area: 2.3 Services Action: 2.3.1 Review information and guidance on disability issues that is available for staff, including disability disclosure and Access to Work procedures. Responsibility: DHR, HDS, HSS Progress: See 2.1.1 Difficulties/Plans: Further action is planned this year – see actions 1.4.2 and 2.1.1. Timescale: By December 2009 Action: 2.3.2 Review sickness absence procedures and monitor implementation across all University Colleges and Directorates. Responsibility: CVPs, DHR, DIRs Progress: HR Officers within Colleges have been identified as taking lead responsibility for this action within their College. School of Computing have reminded all staff to report sickness absence. Difficulties/Plans: Example of good practice will be shared to encourage review of sickness absence procedures and to ensure consistency across all Colleges/Directorates. Timescale: By December 2009 Action: 2.3.3 Review mechanisms and responsibility for identifying and resourcing adjustments for disabled staff. Responsibility: CVPs, DHR, DIRs Progress: Adjustments for disabled staff are responded to on an individual basis and adjustments are resourced at the College/Directorate level or via Access to Work funding as appropriate. Progress from School of Computing: - Maintenance of essential equipment, e.g. lift, is up-to-date. Lift is now on University lift maintenance contract. - Failure of essential equipment, e.g. lift, is reported to E&B, so that repairs can be undertaken as soon as possible. Faults are reported to E&B by Dean’s secretary as soon as they are identified. Problem with doors has now been resolved. - Staff are kept informed, and reasonable adjustments are made, when equipment failure affects access. Dean’s secretary keeps staff appraised of status. Difficulties/Plans: Further action is required to ensure consistency of approach and to raise awareness of procedures across all Colleges/ Directorates. Timescale: By December 2009 (Page 19 in original document) Progress from School of Computing (cont.): - Personal Emergency Evacuation Plans (PEEPs) are in place for disabled staff where appropriate. PEEPs are discussed with disabled staff, H&S Officer and University fire officer. - Disabled staff are made aware of Access to Work and liaise with contact University personnel officer. Disabled staff are introduced to personnel officer when appropriate. Action: 2.3.4 Monitor implementation of adjustments for disabled staff and availability of resources. Responsibility: CVPs, DHR, DIRs Progress: Implementation of adjustments for disabled staff is appropriate and responsive to individual needs. However, improvements could be made to reduce the time taken for adjustments to be implemented. This is partly due to lack of awareness of procedures and limited resources. This will be addressed during 2009 – see action 2.1.1. Difficulties/Plans: In addition to review of information and increased awareness raising (action 2.1.1), resources need to be identified at the College/Directorate level to respond to individual needs as they arise. Timescale: By December 2009 (Page 20 in original document) 3.STUDENTS Area: 3.1 Recruitment Action: 3.1.1 Review existing recruitment procedures, events and publicity material to identify areas for increased representation of disability-related information. Responsibility: DASR Progress: Information has been obtained regarding a company which can produce maps showing the accessibility features of campus buildings. Difficulties/Plans: This will be progressed during AY 08/09 in liaison with Disability Services and Estates. Timescale: By July 2009 Action 3.1.2 Raise awareness of the University’s provision for disabled people with prospective students from different groups, including international students and those entering direct from schools/ colleges. Responsibility: DASR Progress: Recruitment material is being reviewed and will aim to reflect the diverse range, backgrounds and experiences of prospective students, including any cultural differences in perceptions of disability. The Head of Disability Services met with the Access and Participation Manager to review existing information provided to prospective Summer School students. A revised letter of introduction, encouraging registration with Disability Services, was produced which will now be sent to all applicants who disclose a disability, including those entering via the UCAS route. Difficulties/Plans: Further progress is required to raise awareness of the University’s provision for disabled students, particularly for international students. Disability Services will liaise with Access Outreach Officers on information provided to prospective students on the University’s provision for disabled students, including the importance of early disclosure. Timescale: By December 2009 Action: 3.1.3 Review information available to prospective students on core course requirements, including that available through the University’s website. Responsibility: CVPs DASR Progress: The development of the new web/My Dundee presence has enabled prospective students to access more detailed information on core course requirements. Progress from School of Computing: - Module guides contain information accessibility. All information is available on accessible websites. Alternative formats provided on request. Difficulties/Plans: Clearer links to School/ Departmental Disability Support Officers and Disability Services need to be identified on College webpages. Example of good practice to be shared with other Schools and Colleges. Timescale: By December 2009 (Page 21 in original document) Area: 3.2 Admissions Action: 3.2.1 Develop a University-wide admissions policy that covers all entry routes and stages, and includes procedures and guidance for handling applications from disabled students. Responsibility: CVPs, DASR Progress: The new admissions policy was approved by the Learning & Teaching Committee and subsequently Senate in March 2008. Progress from School of Computing: - School admissions tutors inform DSO of prospective students with disabilities. - DSO takes appropriate action (e.g. advising assessment by Disability Services) and meets prospective students when appropriate. - DSO checks disclosure with Disability Services where appropriate. Difficulties/Plans: Implementation of the new Admissions policy will be monitored to ensure equality of access and handling of disclosure information is consistently applied across all entry routes. Timescale: Ongoing Area: 3.3 Learning and Teaching Action: 3.3.1 Monitor the implementation of the University’s Learning and Teaching Strategy 2006-2010, in particular the use of the Teachability approach to curriculum design and delivery. Responsibility: AS, CVPs, DQA, VPED Progress: Three of the four Colleges have prepared Learning & Teaching Development Plans (CLTDP) and the review meetings were held in May 2008. A formal report on the outcomes of these meetings was submitted to the Learning & Teaching Committee’s meeting in October 2008. Following approval by Senate in May 2008 of the broad principles for the review of academic standards policy and procedures, this review was progressed during the Summer of 2008 including the integration of the Teachability approach into programme and module approval and programme review procedures. Difficulties/Plans: The College of Medicine, Dentistry & Nursing plans to submit its CLTDP by the end of December 2008. Timescale: The first cycle of reviews and related reporting to University Committees will be completed by October 2009. Policies and procedures are expected to be approved by Senate by the end of December 2008. (Page 22 in original document) Area: 3.3 Learning and Teaching Action: 3.3.1 Monitor the implementation of the University’s Learning and Teaching Strategy 2006-2010, in particular the use of the Teachability approach to curriculum design and delivery (cont.) Responsibility: AS, CVPs, DQA, VPED, HDS Progress from School of Computing (cont.): - Modules are audited in terms of the Teachability guidelines and framework. Difficulties/Plans: School of Computing: Annual audit to be included in course reviews each year. A review of existing disability policies and procedures will be undertaken by Disability Services to clarify responsibility for making academic adjustments for disabled students and to develop new policies where appropriate to support this. Timescale: By December 2009 Action: 3.3.2 Monitor the University’s placement policy to identify any barriers to access by disabled students, in particular in relation to disability disclosure and risk assessments for work placement activity. Responsibility: AS, CVPs, DQA, VPED Progress: Following approval by Senate in late May 2008 of the outline report on the review of academic standards policy and procedures, this review was progressed during the Summer of 2008 including the integration of the Teachability approach into programme/module approval and programme review procedures. Guidance on inclusive risk assessment has been developed and circulated to all staff (see action 1.8.2). Timescale: Policy and procedure should be approved by Senate by end of December 2008. (Page 23 in original document) Area: 3.3 Learning and Teaching (cont.) Action: 3.3.2 Monitor the University’s placement policy to identify any barriers to access by disabled students, in particular in relation to disability disclosure and risk assessments for work placement activity (cont.) Responsibility: AS, CVPs, DQA,VPED Progress from School of Computing: - Reminders to students to register with Disability Services at beginning, midway and end of semesters. - Risk assessment made if disabled student undertakes work placement. Consultation between work placement coordinator and student as necessary. Action: 3.3.3 Clarify professional competence standards/fitness to practice issues for all University programmes accredited by external Professional Bodies. Responsibility: AS, CVPs Progress: The following relevant professional programmes that require fitness to practice guidance, now have that guidance: * Medicine * Dentistry * Nursing * Education & Social Work The new guidance did not require the approval of the Learning & Teaching Committee. Difficulties/Plans: Fitness to practice guidance will be monitored to ensure no unnecessary barriers are put in place for disabled students. Timescale: Ongoing Area: 3.4 Assessment and Examinations Action: 3.4.1 Monitor the University’s assessment policy to identify any barriers to access by disabled students, in particular in relation to computer-aided assessment, and to identify flexible/alternative assessment methods that meet academic standards. Responsibility: AS, CVPs, DLC, DR Progress: The Director of Quality Assurance considered this area as part of the review of the implementation of the University’s assessment policy. The report was submitted to the March 2008 meeting of the Learning & Teaching Committee. Report on accessibility of online assessment was completed by DMAG and submitted to the Director of the Learning Centre and subsequently to the Learning & Teaching Committee’s first meeting in academic session 2008/09. Timescale: Ongoing (Page 24 in original document) Area: 3.4 Assessment and Examinations (cont.) Action: 3.4.2 Monitor the University’s appeals process to ensure equality while maintaining academic standards. Responsibility: AS Progress: This issue is constantly under review by the Advisory Group on Student Complaints Appeals and Discipline. No disability-related issues have arisen to date. Timescale: Ongoing Area: 3.5 Services Action: 3.5.1 Review the range of services offered to students and identify any areas for improvement, particularly opportunities for improved communication between different service departments and availability of catering outlets to meet different dietary needs. Responsibility: DLC, DSS,HDS Progress: Disabled students have been directed to the University’s generic academic support service available through the Academic Achievement Teaching Unit (AATU) where appropriate to ensure that they are provided with support for learning, particularly where specialist support is not required. This includes support with academic skills and exam-taking. The AATU has also provided one-to-one study skills tuition for students with dyslexia, in liaison with Disability Services, to support increased demand. This specialist tuition is funded through the DSA or Disability Premium as appropriate. Difficulties/Plans: Continue to work closely with the Academic Achievement Teaching Unit to ensure that students with specific learning difficulties can be provided with support appropriate to their learning needs, particularly where the requirement is for one-to-one assistance. Timescale: Ongoing Progress: Customers are encouraged to discuss dietary requirements with a catering manager – through leaflets and notice by service counter. A ‘gluten free’ menu has been introduced from December 2007. Difficulties/Plans: Catering staff are to undertake Food Allergy Awareness training. Dundee College are to advise when this training becomes available; expected within the coming year. Timetable: By December 2009 Area: 3.6 Induction Action: 3.6.1 Review student induction procedures to identify any areas for improvement, including IT induction, pre-session week and preparatory courses. Responsibility: AS, DASR, DSS Progress: A review of all induction communication has been undertaken and changes made to improve the efficiency, clarity and accessibility of the information/events for prospective and new students, including access to induction venues. Difficulties/Plans: A new two-week induction programme is planned for AY 09/10. This will be monitored to ensure the needs of disabled students are met. Timescale: Ongoing (Page 25 in original document) 4. MEMBERS OF THE PUBLIC Area: 4.1 Public Activities Action: 4.1.1 Review all public activities and services and identify methods for collating feedback from disabled users. Responsibility) CVPs, DCS, DER Progress: No formal feedback mechanisms are in place for public activities but feedback is occasionally received regarding access to the Duncan of Jordanstone (DOJ) Degree Show. A review of physical access to this public event has been undertaken and costs obtained to improve access for disabled people. Progress from School of Computing: - Organisers of external events (e.g. Strathmore Trophy), are made aware that participants may include disabled people. - Visitors are asked about special needs/dietary needs prior to events. Difficulties/Plans: Further action is required to identify methods for obtaining feedback from disabled users. Access to DOJ will be improved as part of refurbishment works (see action 5.1.1). School of Computing: Feedback forms for external events are being compiled to include section on accessibility. Timescale: By December 2009 Action: 4.1.2 Review procedures for arranging events/functions to identify any barriers to access and develop good practice guidance. Responsibility: DER, HDS Progress: Good practice guidance on arranging accessible events has been circulated to all DSOs and disseminated as appropriate. Catering staff have met with Disability Services to review provision of facilities to support different dietary needs (see also action 3.5.1). Timescale: Completed Area: 4.2 External Relations Action: 4.2.1 Review the University’s external profile to identify areas for increased publicity of the University’s response to equality and diversity issues. Responsibility: DER Progress: A review of information available to prospective students has been undertaken and the University’s website has been redesigned. Difficulties: Further action is necessary to raise awareness and improve access to the University’s response to equality and diversity issues. Timescale: By December 2009 Action: 4.2.2 Review links with external disability organisations and groups to identify areas for improved communication and opportunities for collaboration. Responsibility: HDS Progress: A review of existing links with disability organisations has been undertaken. Disability Services’ staff attend meetings of local and national disability groups, including Abertay University’s Disability Equality Task Group. Timescale: Ongoing (Page 26 in original document) 5. PHYSICAL ESTATE Area: 5.1 Campus and Buildings Action: 5.1.1 Review and improve the accessibility of the University campus and buildings and monitor campus development works, including plans for the new Campus Green. Responsibility: DCS Progress: The accessibility of the University campus is monitored by the DDA Estates Steering Group and improvements made on a priority basis as funding allows. Key improvements this year were: - upgrading of lifts within the Dalhousie building (formerly New Teaching Block) and DUSA to fire evacuation standard. - review of Matthew and Crawford buildings (DOJ) completed and major refurbishment of both buildings is planned over the next few years. - review of deaf alerter systems undertaken to support evacuation of deaf/hard of hearing people from University buildings. - completion of Main Library extension and associated accessibility works (see action 1.7.1). - funding for backlog maintenance has been allocated and includes provision for accessibility-related improvements. - Campus Green has been established; seating pods to be created around the Green to provide rest areas. Difficulties/Plans: The glass door at entrance to Student Services Reception in DUSA is to be fitted with a push pad opening. Signage also to be improved. Estates to liaise with DUSA. Timescale: By July 2009 Upgrading of lift in Belmont residence to fire evacuation standard is planned by start of AY 09/10. Timescale: By September 2009 Accessibility of DOJ will be improved as part of refurbishment works. Provision of deaf alerter systems to be pursued by Estates in liaison with Disability Services. Timescale: By December 2009 Push pad openings to be progressively fitted to doors in key student/public access areas throughout Dalhousie. Timescale: Ongoing Difficulties/Plans: Minor accessibility works to be undertaken in Dalhousie in response to feedback from external users. Timescale: By July 2009 Difficulties/Plans: Minutes of DDA Estates Steering Group to be routinely sent to Campus Services Committee to raise awareness and promote strategic development of campus accessibility issues. Timescale: From January 2009 (Page 27 in original document) Area: 5.1 Campus and Buildings(cont.) Action: 5.1.2 Develop guidance for external contractors and service providers which specifies the University’s accessibility requirements for campus plans and works. Responsibility: DCS Progress: Accessibility requirements have been written into pre-tender information for contractors. Designers are briefed to ensure works comply with BS8300. Timescale: Completed Action: 5.1.3 Provide training for Project Managers on inclusive campus and building design. Responsibility: DCS Progress: Training has been provided for Estates staff and consultants. Timescale: Ongoing Area: 5.2 Student Residences Action: 5.2.1 Monitor use of the accessible rooms within the University’s student residences and increase capacity as required in anticipation of, and in response to, disabled students’ needs. Responsibility: DCS, RO Progress: The number of accessible rooms in University Residences is monitored by the DDA Estates Steering Group. There may be insufficient rooms for AY 09/10 and this will be reviewed again once information on prospective students’ needs is confirmed. Allocation issues are reviewed on a regular basis and good communication is encouraged between accommodation management staff and University Student Services departments. Accommodation staff have also been encouraged to participate in Personal Development involving disability awareness issues. Difficulties/Plans: Last minute accommodation applications can prove problematic and requirements fluctuate from year to year. Uncertainties regarding budget responsibility for certain items e.g. moving hoists, purchasing fridges. Timescale: Ongoing (Page 28 in original document) Area: 5.3 Parking Action: 5.3.1 Monitor availability and use of accessible parking bays on campus. Responsibility: DCS, HS Progress: The availability and use of accessible parking bays is continuously monitored. New bays have been created at two locations to accommodate new developments on the City campus. Balfour Street accessible parking has been relined. Complaints are quickly responded to and unlawful parking is dealt with promptly by the issue of charge notices. Timescale: Ongoing Area: 5.4 Health and Safety Action: 5.4.1 Review health and safety procedures in relation to traffic management on campus, particularly during building works, and provide guidance to contractors on safe modes of working that take account of disabled people’s needs and meet accessibility requirements. Responsibility: DCS, HSS Progress: Requirements are included in Contractors’ Health and Safety Plans and tender agreements. Difficulties/Plans: Changes to accessible routes are published on website and via Hermes, but occasionally urgent needs can cause delay. Timescale: Ongoing Abbreviation Key - Lead Responsibility: AS = Academic Secretary CVPs = College Vice Principals DAPD = Director of Academic and Professional Development DASR = Director of Admissions and Student Recruitment DCS = Director of Campus Services DER = Director of External Relations DF = Director of Finance DHR = Director of Human Resources DIRs = Directors DIS = Director of Information Services DLC = Director of Learning Centre DMPD = Director of Management and Personal Development DQA = Director of Quality Assurance DR = Director of Registry DRIS = Director of Research and Innovation Services DSS = Director of Student Services EDO = Equality and Diversity Officer EDWG = Equality and Diversity Working Group HDS = Head of Disability Services HS = Head of Security HSS = Head of Safety Services RO = Residences Officer UL = University Librarian US = University Secretary VPED = Vice Principal (Educational Development) VPRE = Vice Principal (Research and Enterprise)