(Page 1 in original document) University of Dundee Disability Equality Scheme 2006-2009 (Page 2 in original document) CONTENTS (Note: Page numbers in Contents refer to original document) Foreword: Page 3 1. University Profile: Page 4 2. Management and Responsibilities: Page 5-8 3. Legislative Context: Page 8-10 4. Social Model of Disability: Page 10 5. Confidentiality and Disclosure: Page 11 6. Existing Disability Provision: Page 12-16 7. Development of Disability Equality Scheme: Page 16-18 8. Data Gathering and Impact Assessment: Page 18-19 9. Monitoring, Review and Publication: Page 19-20 10. Disability Equality Action Plan: Page 20-33 This document is available to download in text only, MS Word and pdf 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 3 in original document) Foreword The University of Dundee is fully committed to promoting disability equality for all staff, students and other members of the University community. This commitment is central to the University’s Corporate Vision and Strategic Plans. We aim to provide a truly inclusive and equitable learning environment that fosters a positive University experience of the highest quality for all members of our community. The University recognises the importance of involving disabled people in the development, monitoring and review of our Disability Equality Scheme, and welcomes contributions from all sections of the University community to our response. The University acknowledges our responsibility to ensure that the aims and values of disability equality are promoted through the implementation of this Disability Equality Scheme and associated Action Plan. This is a key element of our Equality and Diversity strategy and demonstrates our commitment to the removal of barriers to access, the elimination of discriminatory practice and the promotion of equality of opportunity. I am therefore happy to commend this Disability Equality Scheme and Action Plan. Signed: Sir Alan Langlands Principal and Vice Chancellor December 2006 (Page 4 in original document) 1. University Profile 1.1 The University of Dundee, with a population of over 18,000 students and 3,000 staff, is one of Scotland’s leading Universities with an international reputation for excellence in providing a diverse portfolio of undergraduate and postgraduate programmes of study, and an excellent record in Teaching Quality and Research Assessment Exercises (RAE). The University’s Schools of Medical and Life Sciences were both rated the highest possible 5* rating in the last RAE in 2001, and 95% of the University’s researchers work in areas of international and national excellence. 1.2 The University is a major employer in the region, attracting staff and students from a wide range of local, national and international backgrounds. The University is therefore committed to supporting a diverse environment in which all staff and students are treated fairly and equitably and individual differences are respected. 1.3 The University has four campuses (in Dundee City, Kirkcaldy, Gardyne Road and Ninewells Hospital) with the main campus based in a compact, accessible location in the centre of Dundee. There are plans to relocate the University’s operation at Gardyne Road to the main campus in the Summer of 2007. 1.4 The University underwent a major reorganisation of its academic management structure in 2006 resulting in a change from seven Faculties to four Colleges; the College of Art & Design, Architecture, Engineering and Physical Sciences, the College of Arts and Social Sciences, the College of Life Sciences, and the College of Medicine, Dentistry and Nursing. This included a change in the University’s senior management structure with the introduction of four Vice Principals each responsible for the academic operation of one College. 1.5 The University is governed by a University Court which includes representatives of staff, students and members of the local community. The University Court has ultimate responsibility for ensuring that the University meets it statutory duties and legal responsibilities across all areas of University activity. All academic matters are overseen and progressed through the University’s Senate which reports to the University Court. 1.6 The University is committed to equality for all, irrespective of sex, colour, ethnic origin, disability, marital status, religious or political beliefs, trade union membership, sexual orientation, age, or any other distinction. 1.7 The University embraces diversity among staff and students by encouraging all individuals to realise their full potential and to contribute as fully as possible to the University community. The University aims to create an environment where the treatment of students, staff and applicants for study or employment, is on the basis of their relative merits, abilities and potential. 1.8 In its commitment to promoting equality and diversity, the University will work collaboratively with the local community and external organisations to eliminate disability discrimination in its functions and structures while continuing to foster positive changes in behaviour and attitudes. The University will also ensure that due regard is given to disability equality in all of its relevant functions. (Page 4 in original document) 1.9 This Disability Equality Scheme is one of many policies and procedures which the University has in place to support its commitment to an institutional Equality and Diversity strategy. It sets out how the University intends to meet the statutory obligations of the Disability Equality Duty. 2. Management and Responsibilities 2.1 The University’s commitment to promoting disability equality is progressed through the University Court and by staff in management and leadership positions who are required to be proactive in tackling unlawful disability discrimination, promoting equality of opportunity and good relations between disabled and non-disabled people. All members of the University community are responsible for supporting the implementation of the Disability Equality Scheme (DES) and Action Plan, and individual responsibilities in this respect are set out in 2.2 to 2.14 below. 2.2 The University Court has ultimate responsibility for: * Ensuring that the University complies with the statutory requirements of the Disability Discrimination Act (1995), the Special Educational Needs and Disability Act (2001) and the Disability Discrimination Act (2005), and ensuring that the University meets the General and Specific Duties of the Disability Equality Duty. * Ensuring that the DES and Action Plan are implemented, monitored and reviewed. 2.3 The University Senate is responsible for: * Regulating and overseeing the academic work of the University to ensure consideration of disability equality issues in all academic-related services from admission through all teaching and research activities to graduation. 2.4 The Principal is responsible for: * Providing a consistent and high profile lead on issues that involve disability equality and for promoting an institutional culture that recognises the importance of equality of opportunity. 2.5 The University Secretary is responsible for: * Promoting and supporting the DES both within and outwith the University. * Ensuring that the promotion of disability equality is central to the University’s Corporate Vision and Strategic Plans. * Ensuring that Managers and Directors fulfil their role in delivering the DES. 2.6 Vice Principals, Heads of College, Deans, Directors, Managers and Heads of School are responsible for: * Ensuring that the DES, as it affects their areas of responsibility, is put into practice. * Ensuring that staff operate within the requirements of the Disability Equality Duty and the aims of the DES. (Page 5 in original document) * Giving a consistent lead on the mainstreaming of disability equality requirements within all their relevant functions. * Ensuring that appropriate action is taken whenever complaints of unlawful disability discrimination are raised by staff and students. * Taking action in response to staff or students who are acting in breach of the requirements of the Disability Discrimination Act and Disability Equality Duty. * Encouraging, supporting and enabling all staff and students to reach their full potential. * Ensuring that staff are aware of their responsibilities to promote disability equality and that they receive appropriate support, training and information to carry out their activities effectively and equitably. 2.7 The Equality and Diversity Working Group (EDWG) (a subgroup of the University’s Human Resources Committee) is responsible for: * Ongoing monitoring and development of the DES. * Ensuring the DES is published, promoted, monitored and reviewed and the results of the Action Plan are published in an accessible format, on an annual basis, to all staff, students and the external University community. * Ensuring all members of the University community are given appropriate support to enable them to implement the requirements of the DES within their area of activity and in line with their University role. * Ensuring that disability equality training opportunities and guidance are available and form part of the University’s staff development strategy. 2.8 The Equality and Diversity Officer is responsible for: * Promoting, advancing and co-ordinating equality and diversity initiatives across the University for both staff and students according to legislative requirements and best practice. * Contributing to strategy and developing annual action plans for equality and diversity objectives. * Producing reports to appropriate committees and an annual report to the University Court outlining achievements. * Updating existing policies and developing new policies according to legislative requirements. 2.9 The Head of Disability Services is responsible for: * Acting as the main University contact for disability compliance issues. * Providing advice and guidance to senior management on inclusive practice and disability-related legislation. * Raising awareness of disability services, issues and inclusive practice with all members of the University community. * Monitoring and reviewing the University’s policies and procedures in response to disability-related legislation and quality assurance requirements. (Page 7 in original document) * Co-ordinating and delivering disability-related staff development opportunities. * Producing reports for University committees as appropriate, including an annual progress report on Disability Services’ Performance Indicators for the University Court. * Progressing the development of the University’s Disability Equality Scheme and response to the Action Plan. 2.10 All Teaching Staff, including part-time, visiting and temporary lecturers are responsible for: * Ensuring that curriculum design, delivery and assessment are inclusive, meet the requirements of the Disability Equality Duty and reflect the priorities of the University’s Disability Equality Scheme. * Supporting the provision of a learning environment that promotes equality of opportunity and good relations between disabled and non-disabled people. 2.11 All Employees of the University are responsible for: * Supporting the implementation of the Disability Equality Scheme and Action Plan and complying with the requirements of the Disability Discrimination Act and Disability Equality Duty. * Ensuring they are aware of disability-related issues by undertaking disability-related training and staff development opportunities as part of their continuous professional development. * Promoting disability equality and non-discriminatory practice. 2.12 All Students of the University are responsible for: * Ensuring that their behaviour promotes positive relationships between disabled and non-disabled people. * Supporting the aims of the University’s Disability Equality Scheme. 2.13 All members of the public, visiting or engaging with the University, are responsible for: * Supporting the aims of the University’s Disability Equality Scheme. 2.14 Contractors and Service Providers for the University are responsible for: * Complying with the statutory requirements of the Disability Equality Duty in the provision of services to the University. It is a requirement of the General Duty that, when institutions procure the services of other providers, and where those services are disability equality relevant, the institution remains responsible for ensuring that Contractors and Service Providers meet the requirements of the Disability Equality Duty. 2.15 The University requires all staff, students and others associated with the University to support the University’s obligations under the Disability Equality Duty and the aims of this Disability Equality Scheme. The University will take appropriate action in response to any person associated with the University who disregards these obligations and aims. (Page 8 in original document) 2.16 Any person who feels they have been treated in a way that is not consistent with the University’s obligations under the Disability Equality Duty should write to the University Secretary outlining their concerns. 3. Legislative Context 3.1 Under the Disability Discrimination Act (DDA), a disabled person is defined as someone who 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” (Sch1, Part 1). This definition covers a wide range of physical, mental and sensory impairments, including specific learning difficulties such as dyslexia, and includes people with chronic health conditions such as diabetes, epilepsy, and depression. Since December 2005, the definition also includes people with cancer, HIV and multiple sclerosis from the point of diagnosis, and the requirement for mental illness to be clinically well recognised has been removed. 3.2 The DDA (1995) (Part 2) places statutory duties on employers to make reasonable adjustments to meet the needs of disabled employees, including those who become disabled during the course of their employment, and makes it unlawful to discriminate against a disabled person in relation to staff recruitment and retention. It is also unlawful to subject a disabled employee to harassment for a reason which relates to his or her disability. The duty to make reasonable adjustments include adjustments to policies, practices and procedures and the physical environment. Following the introduction of the DDA Amendment Regulations in 2004, the DDA Part 2 also requires the University to liaise with work placement providers and external professional bodies to ensure that reasonable adjustments are made to work placements to meet disabled students’ needs and that professional competence standards do not create unnecessary barriers for disabled students. 3.3 The DDA (1995) (Part 3) places statutory duties on providers of goods, facilities and services to the public (and those selling, letting or managing premises), to make reasonable adjustments to meet the needs of disabled people accessing those services and makes it unlawful to treat disabled people less favourably than other people. The duty to make reasonable adjustments include adjustments to policies, practices and procedures, the provision of auxiliary aids and services and adjustments to the physical environment. These must be made in anticipation of the needs of disabled people. 3.4 The DDA was extended to education following the introduction of the Special Educational Needs and Disability Act (SENDA) in 2001 (Part 4 of the DDA). This legislation makes it unlawful for education providers (schools, colleges and universities) to treat disabled students less favourably than other students in admissions and exclusions, and in the services they provide ’wholly or mainly for students’. This includes, but is not restricted to, all aspects of recruitment, teaching and learning, research facilities, assessment and examination arrangements, library and IT resources, student support services, residential and leisure facilities and the physical environment. The legislation also requires education providers to make reasonable adjustments to provision where disabled students would otherwise be substantially disadvantaged. Reasonable adjustments must be made in anticipation of disabled students’ needs as far as possible and include adjustments to policies, practices and procedures, the provision of auxiliary aids and services and adjustments to the physical environment. (Page 9 - in original document) 3.5 The DDA (Amendment) (Further and Higher Education) Regulations 2006 amended the post-16 provisions of Part 4 of the DDA to implement the European Employment Framework Directive (2000/78/EC) in respect of vocational training in further and higher education from September 2006. The main changes are: a new direct discrimination duty, the removal of the justification defence for a failure to make reasonable adjustments, a new harassment duty, the reversal of burden of proof, a new duty prohibiting discriminatory advertisements, a new duty prohibiting instructions or pressure to discriminate, new specific duties that apply after the relationship between the student and education provider has ended, and new specific provisions in relation to qualifications and competence standards. The Code of Practice for post-16 education has been revised to take account of these changes. 3.6 The DDA (2005) extended the definition of disability (as noted in 3.1) and introduced the Disability Equality Duty (DED) from 5th December 2006 (Part 5a of the DDA). This legislation places a General Duty on public sector authorities, when carrying out their functions, to have due regard to the need to: * Promote equality of opportunity between disabled people and other people * Eliminate discrimination that is unlawful under the Act * Eliminate harassment of disabled people that is related to their disabilities * Promote positive attitudes towards disabled people * Encourage participation by disabled people in public life * Take steps to take account of disabled peoples’ disabilities, even where that involves treating disabled people more favourably than other people 3.7 Key public sector authorities (including universities) are also subject to Specific Duties under the DED. These duties require public authorities to publish a Disability Equality Scheme (DES) (by 4th December 2006) setting out how the authority intends to fulfil the requirements of the General Duty. Public authorities must: * Involve disabled people in developing the DES, identifying priorities and producing an action plan * Identify how they will gather and analyse evidence to inform their actions and monitor progress * Set out how they will assess the impact of their existing and proposed activities on disabled people * Produce an action plan for the next three years * Report on their progress every year and review and make appropriate revisions to the DES every three years 3.8 The Disability Rights Commission (DRC) has produced Codes of Practice to support the implementation of each Part of the DDA. These are available from the DRC’s website (http://www.drc.org.uk). 3.9 The University as an employer, an education provider, a provider of goods, facilities and services, and as a public sector authority is subject to all Parts of the DDA (as noted in 3.2 to 3.7). 3.10 The University is committed to tackling disability discrimination across all its functions and activities and to being proactive in promoting disability equality to meet the requirements of the Disability Discrimination Act and Disability Equality Duty. The University also acknowledges that some people may unconsciously or unwittingly discriminate and will tackle any behaviour which may act as a barrier to specific individuals or groups. (Page 10 in original document) 3.11 The University recognises the need to respond to changes to legislative requirements and will review this Disability Equality Scheme in light of any such changes, in particular the introduction of the Equality Act (2006) and the new Commission for Equality and Human Rights. 4. Social Model of Disability 4.1 The Social Model of Disability states that the poverty, disadvantage and social exclusion experienced by many disabled people is not the inevitable result of their impairments or medical conditions, but rather stems from attitudinal and environmental barriers within society. This view recognises that disabled people have impairments but, unlike the medical model of disability, maintains that the exclusion they experience is caused by society not their individual impairments. 4.2 The Social Model of Disability uses the preferred language of disability that recognises that people have ‘impairments’, and that ‘disability’ is the outcome of the interaction between a person with an impairment and the attitudinal and environmental barriers they face. As such, the use of the term ‘disabled people’ is generally preferred over ‘people with disabilities’ as it places the emphasis on the disabling effect of barriers rather than on individual impairment. 4.3 The preferred language of disability also recognises that barriers can be reinforced by the use of terminology that creates a negative view or passive role for disabled people (as in the expressions ‘suffering from’ or ‘wheelchair bound’), or by the use of terminology that views people with the same impairment as a homogeneous group (as in the term ‘the disabled’). The use of such language should therefore be avoided and the preferred language of disability used in all communications with or about disabled people. 4.4 The University recognises the importance of identifying and removing barriers to disabled people by making systemic changes to its policies, practices and procedures that impact on disability equality. The University therefore supports the principles of the Social Model of Disability and will endeavour to eliminate all barriers to disabled people across all areas of University activity, including raising awareness and promoting the use of the preferred language of disability. 5. Confidentiality and Disclosure 5.1 Figures for academic year 2005-2006 indicate that almost 1,000 students (5.6% of the student population) disclosed a disability to the University. Of these students, 564 (56%) registered with the University’s Disability Services’ department for individual support. Current figures for disabled staff indicate that almost 100 staff (3.3%) have disclosed a disability either at recruitment or on the University’s Staff Record Form (SRF). The SRF is sent to staff on issue of a new contract or when the University undertakes a verification exercise for all staff to comply with a Higher Education Statistics Agency (HESA) return. (Page 11 in original document) 5.2 The University encourages disabled students to disclose and provides repeated opportunities to do so, for example on application forms for admission, at interview, at matriculation, and before field trips and examinations. Staff have the opportunity to disclose a disability at the recruitment stage on the University’s equal opportunities monitoring form. Following appointment, disabled staff may choose to disclose through several routes including to their line manager, the University’s Occupational Health Service or Disability Services. In addition, a staff data verification exercise is carried out every three years, during which staff can confirm or change their record in relation to their personal details, including those relating to disability. 5.3 Procedures are in place to enable the appropriate handling of disability information should a disabled student disclose to any member of staff. There is, as yet, no formal equivalent procedure for disabled staff. All personal and sensitive data that is disclosed is processed in accordance with the Data Protection Act (1998) and the University’s confidentiality policies. 5.4 Disclosure of a disability is encouraged to ensure that all reasonable adjustments are made to meet specific individual needs. However, the University recognises that there is no duty on disabled people to disclose that they have a disability, and that the incidence of disclosure may reduce as the University becomes more inclusive and barriers to access are removed. 5.5 The University also recognises the diverse, dynamic and often hidden nature of disability and that perception of disability can vary. Disabled members of the University community may not consider themselves to be disabled or may not consider their disability to be of relevance to their work, studies or their use of the University’s services and facilities. Disabled staff and students may also have concerns about the impact of disclosure for their employment and educational opportunities. 5.6 The University will therefore endeavour to create an institutional culture that encourages disability disclosure, linked with transparent policies on data protection, confidentiality and communication that clarify the purpose of requesting disability information and build confidence in the University’s response. 6. Existing Disability Provision 6.1 University’s Commitment: The University is committed to embedding disability equality in all relevant policies, practices, and procedures, and ensuring that disability issues are routinely considered in all decisions regarding strategic planning and resource allocation. 6.2 Progression of Disability Issues: General disability issues are progressed through the University’s Equality and Diversity Working Group (a subgroup of the University’s Human Resources Committee, which reports to the University Court) and forwarded to the appropriate University Committee for approval. The President of the Students’ Association is a member of the Equality and Diversity Working Group together with the University Secretary, the Director of Human Resources, the Director of Student Services, the Head of the Student Advisory Service, the Equality and Diversity Officer and the Head of Disability Services. (Page 12 in original document) 6.3 Physical Access: A physical access audit of the main University campus was undertaken in 2000 by the Joint Mobility Unit (JMU). Areas for improvement have been responded to on a priority basis, taking account of new developments on campus. Physical access issues are progressed through the University’s DDA Estates Steering and Implementation Groups. In addition, consultation groups involving disabled people play a key role in the development of the University’s Estates programme and planning for new projects and builds. Funding is set aside each year from the University’s capital programme budget to ensure that the accessibility of the University campus and buildings is prioritised and continuously improved in line with legal requirements and best practice guidance. This includes a commitment to the increased provision of accessible student accommodation on campus. New student residences available on the main campus from Academic Year (AY) 06/07 include four new wheelchair accessible rooms in addition to the existing accessible provision in other University residences. In relation to staff accommodation, a fully wheelchair-accessible office, complete with toilet facilities, was completed during the summer of July 2007 on the ground floor of the University’s Tower Building. 6.4 Parking and Transportation: Accessible parking bays are available on all four campuses and wheelchair accessible routes around the main campus are identified and publicised. Blue badge holders (whether staff, students or visitors to the University) are permitted to park anywhere on campus free of charge provided that their vehicle does not cause an obstruction to other road users. A free minibus service operates between the main campus and the University’s campuses at Gardyne Road and Ninewells Hospital. This minibus is currently not wheelchair accessible but alternative provision is arranged as required. There are plans to replace this minibus with a wheelchair accessible model by 2008. 6.5 Auxiliary Aids and Services: Induction loop systems are fitted in all of the University’s main lecture theatres and reception areas, and an annual maintenance programme is in place. Accessible toilets are provided in all main teaching and visitor areas, and there are plans to provide at least one accessible toilet on the main campus to meet the needs of people with profound disabilities. The University’s Fire Safety Policy includes emergency evacuation arrangements for disabled people and Personal Emergency Evacuation Plans (PEEPs) are prepared for individual students and members of staff as appropriate. A loan bank of equipment and ergonomic furniture is available and additional services (e.g. sign language interpretation) are arranged as required to meet individual needs for both staff and students. 6.6 Learning and Teaching: The University’s Learning and Teaching Strategy 2006-10 requires all of the University’s Colleges to promote inclusiveness in their programme design and delivery, and to assess the impact of their inclusiveness strategies on disabled students. Progress is monitored by the College Boards and the University’s Learning and Teaching Committee. (Page 13 in original document) 6.7 Quality Assurance: All academic schools are required to undertake a Teachability audit as part of their programme approval and review process. Teachability is a SHEFC funded project based at the University of Strathclyde that provides a range of staff development materials and training opportunities designed to encourage reflection on, and evaluation of, the accessibility of the higher education curriculum. From AY 06/07, the use of the Teachability approach across all areas of teaching and assessment activity will be supported by the provision of targeted staff development opportunities and sharing of good practice across all University Colleges. Progress will be monitored by the University’s Academic Quality Committee which has a remit to support the maintenance of academic standards and quality enhancement across the University. 6.8 Staff Development: The University provides a range of disability-related staff development opportunities and web-based resources, including training through its staff development and Postgraduate Certificate in Teaching in Higher Education (Pg CertTHE) programmes, directly to specific groups of staff and schools, and online via the University’s virtual learning environment (VLE) ‘My Dundee’. Specific training on visual and deaf awareness is targeted at key staff, including staff in Disability Services, Disability Support Officers (DSOs) and front-line reception staff. Staff are also encouraged to attend external disability-related training opportunities, including those offered by the Scottish Disability Team and the Teachability Project, that will support the development of inclusive practice and their response to the Disability Equality Duty. 6.9 Disability Services: The University has a dedicated Disability Services department which provides a range of confidential services and facilities for disabled students, including specialist advice and support, dyslexia screening and diagnostic services, support with recruiting and managing support workers, and a loan equipment service. The department also includes a regional Access Centre offering assessment and training services for students studying at institutions throughout Tayside and North Fife who are in receipt of the Disabled Students’ Allowance (DSA). Disability Services also provides information and advice to all staff across the University on reasonable adjustments to support disabled students’ needs, and provides Access to Work assessments for disabled staff in liaison with the University’s Occupational Health Service. The department has developed a range of disability-related guidance for staff including, implications of the DDA, handling confidentiality and disclosure (including at interview and during Clearing), marking dyslexic students’ work, arranging student placements, and inclusive teaching and assessment practices, and regularly advises staff of disability-related training opportunities and web-based resources. The department is based within the University’s Student Services’ Directorate and has close links with the Mental Health Nursing Service and Peer Connections. (Page 14 in original document) 6.10 Student Support Services: Disabled students have access to the range of support services available to all students, including those offered through the University’s Student Services Directorate and Learning Enhancement Unit (LEU). The LEU has developed an extensive online study skills learning resource, Advance@Dundee, which provides undergraduate and postgraduate students with guidance on all aspects of learning and studying in a higher education environment and on developing personal transferable skills. 6.11 Careers Service: The University’s Careers Service provides a range of dedicated support services for disabled students and recently completed a project investigating the opportunities for enhancing the employability of disabled students through internship programmes and through the development of an online accessible Personal Development Planning resource, My PDP. Further details of the services offered to disabled students by the Careers Services are available at: http://www.dundee.ac.uk/careers/students/disabledstudents.htm 6.12 Disability Support Officers (DSOs): The University has established a network of Disability Support Officers (DSOs) in all academic schools and support departments across the University. Their role is to be the initial point of contact for disabled students in their school, to disseminate disability-related information to other staff in their school, including any adjustments to support disabled students’ individual needs, and to assist disabled students with any course-related problems. They work in close collaboration with Disability Services to ensure that disabled students’ needs are effectively and appropriately communicated in line with the University’s confidentiality and disclosure procedures. This includes restricted access to information on the reasonable adjustments required for individual disabled students using the University’s student management system, SITS. This information is available on a module basis to enable staff involved in the delivery of those modules to identify the required adjustments for each programme of study. 6.13 Information and Communication: Information on disabled applicants is communicated to Disability Services by University Admissions staff and follow-up procedures allow students to be contacted in advance of starting their course to identify and arrange any individual support requirements. Guidance on handling disability disclosure at the application and interview stage has been developed in consultation with individual Schools and the University is currently developing a University-wide Admissions Policy to ensure consistency of approach across all entry routes. The University’s Student Placement Policy has also recently been revised and guidance for staff produced to support the appropriate communication of disabled students’ needs, where necessary, for placement activity purposes. (Page 15 in original document) 6.14 Student Feedback: The University has established a range of feedback mechanisms for disabled students, including questionnaires and online open forums. All students also have the opportunity to comment on any aspect of the University’s operation via their student class representatives on the University’s staff/student liaison committees and online via the ‘My Representation’ resource on the University’s VLE. The University has a Student Complaints’ Procedure which aims to provide all students with an accessible, quick, and informal method of resolving complaints. Disabled students can seek support from Disability Services if their complaint is disability-related and are directed to other sources of support as appropriate. Students also have recourse to the Scottish Public Services Ombudsman if their complaint cannot be resolved through internal mechanisms. 6.15 Support for Disabled Staff: The University has established an Occupational Health Service to support the identification of adjustments for individual disabled staff and to support applications for ‘Access to Work’ funding, in liaison with the University’s Disability Services’ department. Systems have also been developed to identify any adjustments required for staff recruitment and development purposes. Formal opportunities for disclosure of a disability are currently requested at the application stage of the recruitment process and on the Staff Record Form following issue of a new contract, although staff can disclose a disability at any time after appointment. In addition, a staff data verification exercise is carried out every three years, during which time staff can confirm or change their record in relation to their personal details, including those relating to disability. 6.16 IT Provision: The University has expanded the availability of accessible IT facilities with the provision of E-Access areas on all four University campuses, the provision of networked assistive software in all IT suites and the provision of ergonomic computer workstations in some site libraries. An IT Disability Support Specialist has been appointed to ensure the University is advised of the accessibility of new and existing C&IT systems and to provide direct IT support to disabled students. The University’s IT induction procedures have been reviewed to ensure accessibility for disabled students and provision of individual adjustments where necessary. 6.17 Library Provision: The University Library has established an Accessibility Team that meets regularly to review provision for disabled users of the University’s library services, in consultation with disabled people, and has recently completed an audit of all of the University’s libraries. Development of an online disability awareness training package for library staff is also in progress. 6.18 Disability-Related Research and Web Accessibility The University has a strong reputation in a number of disability-related areas. This includes the White Top Research Unit, based in the School of Social Work, which undertakes research into profound and multiple intellectual disabilities, and PAMIS a voluntary organisation supporting people with profound disabilities and their families. PAMIS has been at the forefrount of a national ‘Changing Places’ campaign to highlight the need for fully accessible toliet facilities in public places that are suitable for people with profound disabilities. (Page 16 in original document) The University’s School of Computing contains one of the largest and most influential academic groups in the world researching into communication systems for disabled people and also houses the Digital Media Access Group (DMAG) who offer expert consultancy and advice to improve the accessibility of web and other digital resources. The University has recently seconded a member of staff from DMAG to review the accessibility of the University’s web pages and to provide support and guidance for departmental web administrators with the aim of improving the consistency of compliance with web accessibility standards across the University. 6.19 External Links: The Head of Disability Services is a member of the Scottish Executive’s Disabled Students’ Stakeholder Group (DSSG), is a consultant for the BRITE initiative (Beattie Resources for Inclusiveness in Technology and Education) providing mentoring support for staff involved in the needs assessment process, is a member of the Scottish Network of Disability Advisers, the National Association of Disability Officers and the British Psychological Society’s Division of Teachers and Researchers of Psychology. The University is a full member of SKILL (the National Bureau for Students with Disabilities) and maintains links with many external disability organisations, including the RNIB, the RNID and the BDA, and local disability groups. The University is also the base for the Scottish Disability Team who provide disability-related staff development opportunities and guidance for a range of staff across the HE sector in Scotland 7. Development of Disability Equality Scheme 7.1 The University has undertaken a range of activities in preparation for the introduction of the Disability Equality Duty (DED). The involvement of disabled people is recognised as central to this process and has been encouraged at every stage, and specifically through targeted opportunities. The importance of Senior Management involvement is also recognised. The University Secretary has taken lead responsibility for the University’s response and has been actively involved in preparations, including attending training events on the DED and raising awareness of the University’s responsibilities with staff and students. 7.2 The Head of Disability Services attended a DfES consultation event on the Disability Discrimination Bill in September 2004 and subsequently prepared a briefing paper on the new DED, including recommended preparatory action and a draft Disability Provision questionnaire, for consideration by the University’s Equality and Diversity Working Group. 7.3 The Head of Disability Services, Disability Adviser and the University’s Equality and Diversity Officer attended a SKILL conference on the DED in March 2005, and the Head of Disability Services and the University Secretary attended the Disability Rights Commission (DRC) consultation event on the draft Code of Practice for the DED in April 2005. 7.4 The University Secretary distributed an email message to all staff and students in April 2005 to advise of the new duties with links to a dedicated web page providing further information on the DED (http://www.dundee.ac.uk/studentservices/disabilityservices/dda.htm). (Page 17 in original document) 7.5 The University Secretary circulated a Disability Provision questionnaire and a memo on the DED to Heads of Department in all academic and support departments in April 2005 to raise awareness of the new duties, determine current level of provision for disabled students at departmental level and to identify staff training needs. 7.6 An online forum and email discussion list was established in May 2005 to involve staff and students with personal experience of disability and/or expertise in disability issues in developing the University’s Disability Equality Scheme. 7.7 During AY 2004/05 and 2005/06, the Head of Disability Services delivered staff training on the DDA and the new Disability Equality Duty to over thirty different groups of staff; including at induction for new staff, for staff undertaking the Pg CertTHE, to admissions tutors and staff in various academic and support departments across the University. 7.8 The Head of Disability Services and the Equality and Diversity Officer prepared an article for the University’s Contact magazine in April 2006, which is distributed to all staff and is available on the University’s website, outlining the University’s response to equality and diversity legislation, including the DED. 7.9 The University Secretary distributed an email message to all staff and students in April 2006 to raise awareness of the new DED and to invite contributions from all staff and students, and in particular disabled staff and students, to the development of the University’s Disability Equality Scheme. Two questionnaires were available on the University’s DED website to facilitate this response; one for staff and one for students. Completed questionnaires could be returned electronically or by post to preserve the anonymity of the response. 7.10 The University Secretary, Head of Disability Services and the Equality and Diversity Officer attended a training event in May 2006 organised by the Scottish Disability Team and the Equality Challenge Unit on ‘Managing the Disability Equality Duty’. This supported the University’s progress with action planning in preparation for the new duties and understanding of procurement issues. 7.11 The responses from the Disability Provision and Disability Equality Scheme questionnaires and feedback from the University’s online disability discussion forums were used to identify the University’s priorities for action and to develop a draft Disability Equality Scheme (DES) and action plan. 7.12 Focus groups of disabled staff and students were subsequently organised to consider the draft DES and action plan. Priorities for the first DES action plan were reviewed on the basis of this feedback and are detailed below: * Information for prospective students * Student admissions procedures * Teaching and assessment practices * Work placement activities * Fitness to practice issues * Staff recruitment procedures * Staff services, development and appraisal * Communication and information * Disclosure and confidentiality procedures * Physical environment (Page 18 in original document) 7.13 The draft DES and action plan were also distributed for comment to staff identified as having lead responsibilities for action, to Disability Support Officers, to Trade Union representatives and subsequently to the University’s Learning and Teaching Committee and Human Resources Committee. 7.14 The final versions of the DES and action plan were submitted for consideration and approval by the University Court in October 2006. 8. Data Gathering and Impact Assessment 8.1 The University intends to gather both quantitative and qualitative data on disabled students, staff and visitors to assess the impact of its DES action plan on disability equality. 8.2 The University currently gathers student disability data at application and annual matriculation. Students can also disclose a disability at any point during their academic career and are encouraged to do so before examinations and at different stages in their course, for example before field trips and work placements. Disability information is processed in accordance with the University’s disclosure procedures and the Data Protection Act (1998). All student feedback forms for programme evaluation purposes do not currently ask for disability data. 8.3 The University’s student management system, SITS, is regularly updated to reflect changes to students’ disability status and eligibility for disability-related funding. This data is submitted to the Higher Education Statistics Agency (HESA) on an annual basis. 8.4 Current data on SITS allows the University to analyse students’ admission, retention, progression, attainment and first destination by HESA disability category and course of study. 8.5 Staff have the opportunity to disclose a disability on application for employment through the University’s Equal Opportunities Monitoring form. This form does not currently break down disability information into categories but does request the individual to state the nature of their disability. In addition, when invited for interview for a job, the invitation to interview letter requests that, if the individual has a disability requiring practical arrangements to be made in connection with attending for interview, they should let the relevant HR Officer know. The information is used to monitor the effectiveness of the University’s Equal Opportunities Policy and to ensure that the University continues to promote equality of opportunity in its recruitment practices. There is currently no formal mechanism for monitoring disability data in the University’s promotion, appraisal and development of staff. 8.6 Data on disabled visitors is currently not collated and there are no formal mechanisms for obtaining feedback from disabled users of our public services and facilities. (Page 19 in original document) 8.7 The University will monitor the following aspects of the student experience by disability category, School and College to assess the impact of its policies, practices and procedures on disabled students: * Enquiry handling and recruitment activities * Application, admission, progression, achievement and first destination * Transfer and retention rates * Disciplinary, grievances and complaints * Exclusions * Programme evaluation 8.8 The University will monitor the following aspects of the staff experience by disability category, School, College and Directorate to assess the impact of its policies, practices and procedures on disabled staff: * Applications, short-listed applicants, and appointments * Staffing by grade, length of service and contract status * Take up of training and development opportunities * Internal promotions/progressions * Retention * Probation and job evaluation * Disciplinary, grievances and complaints * Dismissals, resignations, redundancies and retirements * Sickness absence 8.9 The University will, as far as possible, monitor the following aspects of the experience of other members of the University community by disability category to assess the impact of its policies, practices and procedures on disabled visitors: * Attendance at, and feedback on, the University’s public events and functions * Use of, and feedback on, the University’s facilities and services 9. Monitoring, Review and Publication 9.1 Monitoring will be carried out at School, College and Directorate levels to assess the impact of this Disability Equality Scheme. Information and data gathered from the monitoring process will be used in the continuous implementation and review of the Disability Equality Scheme and Action Plan. 9.2 Monitoring will focus on whether particular policies, practices or procedures are having a disproportionate impact on disabled people. 9.3 Monitoring will be coordinated by the Equality and Diversity Working Group (EDWG) and the results will be used to assess the effectiveness of the University’s policies, practices and procedures in tackling disability discrimination and promoting disability equality. 9.4 Results will be published annually with recommendations to inform and influence institutional practice. 9.5 Policies, practices and procedures affecting staff will be revised where necessary in consultation with the Trade Unions and the University’s Human Resources department. (Page 20 in original document) 9.6 All policies, practices and procedures will be reviewed in line with the requirements of the Disability Equality Duty to ensure that they do not adversely affect disabled staff, students and visitors. (Page 20 in original document) 9.7 Impact assessments and progress reports on the implementation of the Disability Equality Scheme and Action Plan will be collated by the Head of Disability Services and circulated to the EDWG, Human Resources Committee and other University Committees as appropriate and presented to the University Court. They will also be made available on the University’s intranet. 9.8 The Disability Equality Scheme (DES) will be reviewed every three years and a progress report will be produced annually as part of the overall monitoring and review process. 9.9 Copies of the DES will be issued to all existing and new members of staff and included in staff induction training. 9.10 Copies of the DES will be issued to existing and new students upon matriculation with the University and reference will be made to the DES in student handbooks and induction packs. 9.11 Copies of the DES will be made available to all contractors, outside service providers and all those working in partnership with the University, particularly in functions deemed to be highly disability equality relevant. 9.12 The DES will be published in an accessible format on the University website and will be available in alternative formats on request. 10. Disability Equality Action Plan 10.1 Under the Specific Duties of the Disability Equality Duty, the Disability Equality Scheme is required to state how the University will ensure that institutional practice is implemented in such a way that it meets the requirements of the General Duty (as noted in 3.6). 10.2 The University is committed to: * Actively tackling disability discrimination, promoting disability equality and good relations between disabled and non-disabled people; * Encouraging, supporting and enabling all students and staff to reach their potential in an environment of equal opportunity; * Working with other institutions, local communities and organisations to tackle disability discrimination and to encourage and promote good practice in achieving disability equality; * Ensuring that this Disability Equality Scheme is embedded within institutional practice; and * Ensuring that disabled people are actively involved in the development, monitoring and review of this Disability Equality Scheme. 10.3 The following Action Plan is intended to deliver those commitments and to enable the University to meet the requirements of the Disability Equality Duty. (Page 21 in original document) DISABILITY EQUALITY ACTION PLAN 1. MANAGEMENT AND STRATEGIC PLANNING Area 1.1: Disability Equality Functions Action: Identify, prioritise and assess the impact of all disability equality relevant functions, policies, practices and procedures with the involvement of disabled people. Indicator: All University functions are identified for relevance to disability equality and prioritised for impact assessment. Lead Responsibility: Equality and Diversity Working Group Timescale: By December 2007, ongoing Area 1.2: Committee/ Decision Making Structure Action 1: Review University committee/decision making structure to clarify mechanisms for consideration and monitoring of disability equality issues. Indicator: Disability equality issues are routinely considered and monitored across all areas of University activity. Lead Responsibility: University Secretary, Academic Secretary Timescale: By December 2007 Action 2: Identify key staff and respective responsibilities. Indicator: Staff responsible for the implementation of the DES Action Plan are identified and regularly report on progress in their areas of responsibility. Lead Responsibility: University Secretary Timescale: By July 2007, Ongoing Area 1.3: Resource Allocation/ Financial Planning Action 1: Review resource allocation for disability equality functions and identify funding priorities. Indicator: Resources are allocated to promote disability equality and redirected as necessary to address priority areas. Lead Responsibility: University Secretary, Director of Finance, Finance and Policy Committee Timescale: By December 2007, Ongoing Action 2: Monitor the implementation of the DES Action Plan and review resource allocations (Page 21 in original document) Indicator: Resources are allocated to ensure ongoing implementation of the DES Action Plan. Lead Responsibility: University Secretary, Director of Finance Timescale: Ongoing Area 1.4: Data Gathering and Reporting Systems Action 1: Review quantitative and qualitative data gathering and reporting systems for students, staff and visitors. Indicator: University data gathering systems are robust and include mechanism for analyzing both quantitative and qualitative data by disability. Specifically, data management systems enable analysis by disability in relation to 8.7, 8.8. and 8.9 above for impact assessment purposes. Lead Responsibility: Director of Registry, Director of Human Resources, Director of External Relations Timescale: By December 2007 Action 2: Review confidentiality and disclosure procedures for staff and students. Indicator 1: Staff and students are provided with repeated opportunities to disclose and this information is processed in line with data protection requirements. The University’s confidentiality policies are effectively communicated to all staff. Lead Responsibility: Director of Human Resources, Equality and Diversity Officer, Head of Disability Services Timescale: By December 2007 Area 1.5: Communication/Information Action 1: Review communication and information systems for staff, students, and other users of the University’s services. Indicator: Communication and information systems are accessible and efficient. Lead Responsibility: Director of Information Services, Information Services Committee Timescale: By December 2008 Action 2: Review information available to prospective students and staff, and review information that conveys the University’s public profile. Indicator 1: Transparent, data protection compliant procedures are available that encourage disability disclosure, and confirm purpose of data collection and University’s response. (Page 22 in original document) Lead Responsibility: Director of Admissions and Student Recruitment, Director of External Relations, Director of Human Resources Timescale: By December 2007 Indicator 2: The University promotes positive attitudes towards disabled people in all publications and recruitment material. Lead Responsibility: Director of Admissions and Student Recruitment, Director of External Relations, Director of Human Resources Timescale: By December 2009, Ongoing Action 3: Raise awareness of web and electronic media accessibility and usability issues, and develop guidance for staff. Indicator: University webpages and content comply with minimum accessibility standards and take account of user requirements. Lead Responsibility: Director of Information Services, Information Services Committee Timescale: By December 2007, Ongoing Action 4: Raise awareness of the DES and Action Plan with all stakeholders. Indicator: The DES and Action Plan and associated progress reports are publicised in an accessible format and shared with all stakeholders. Lead Responsibility: Equality and Diversity Working Group Timescale: By December 2007, Ongoing Area 1.6: IT Support and Infrastructure Action: Review IT support and infrastructure and identify availability and level of accessible provision, removing any existing barriers to access by disabled people. Indicator: IT support, facilities and C&IT systems are accessible and available to all staff and students, and new acquisitions and upgrades take account of accessibility requirements. Lead Responsibility: Director of Information Services, Information Services Committee Timescale: By December 2009, Ongoing (Page 23 in original document) Area 1.7: Library Services Action: Respond to audit of library provision and services undertaken by Library Accessibility Team. Indicator: Library services are accessible to disabled users and staff are aware of inclusive practice. Alternative formats of library materials are arranged in a timely manner. Lead Responsibility: University Librarian, Library Accessibility Team Timescale: By December 2009, Ongoing Area 1.8: Health and Safety Action 1: Review health and safety procedures and guidance to identify any barriers to access by disabled people. Indicator: The University’s health and safety procedures do not create unnecessary barriers for disabled people. Lead Responsibility: Head of Safety Services, Head of Disability Services, Human Resources Committee Timescale: By December 2007, Ongoing Action 2: Develop guidance for staff on undertaking disability-related risk assessments. Indicator: Clear guidance is available to staff on appropriate risk assessment procedures for consideration of disability-related health and safety issues. Staff are provided with training to implement inclusive risk assessments. Lead Responsibility: Head of Safety Services, Head of Disability Services Timescale: By December 2007, Ongoing Area 1.9: Procurement Action: Review existing procurement arrangements for goods, facilities and services, including those relating to provision of teaching services e.g. external lecturers, work placement providers. Indicator: External providers of goods, facilities and services are selected on the basis of their ability to meet the University’s DDA responsibilities and are provided with clear guidance on the University’s disability equality requirements. Lead Responsibility: University Secretary, Purchasing Manager, College Vice Principals/ Directors, Finance and Policy Committee Timescale: By December 2008, Ongoing (Page 24 in original document) Area 1.10: Research and Innovation Action: Review research opportunities and facilities to identify any barriers to access by disabled people. Indicator: Research opportunities and facilities are accessible and are promoted to disabled people. Lead Responsibility: Director of Research and Innovation Services, Vice Principal (Research and Enterprise) Timescale: By December 2008, Ongoing 2. STAFF Area 2.1: Recruitment Action: Review recruitment procedures, including advertising, application and interview processes. Pursue employer two-tick disability symbol status. Indicator: Information for prospective staff is accessible and identifies the University as a disability friendly employer that has achieved two-tick disability status. The job application process is flexible and allows alternative formats of application to be submitted. Interview arrangements anticipate the needs of disabled people and respond to individual needs. Lead Responsibility: Director of Human Resources, Human Resources Committee Timescale: By December 2008 Area 2.2: Staff Development and Appraisal Action 1: Review range and frequency of staff development opportunities. Indicator 1: All staff have access to regular and accessible disability-related training opportunities. Lead Responsibility: Director of Academic Professional Development, Director of Management and Personal Development, Head of Disability Services Timescale: By December 2007, Ongoing Indicator 2: Specific training and guidance is provided to line managers and senior management to raise awareness of the Disability Equality Duty and their respective responsibilities. Lead Responsibility: Director of Academic Professional Development, Director of Management and Personal Development, Head of Disability Services Timescale: By December 2007, Ongoing (Page 25 in original document) Action 2: Raise awareness and recognition of importance of CPD activity for all staff and review staff appraisal processes. Indicator: Increase in staff uptake of disability equality-related training and requirement to evidence CPD activity is part of annual staff appraisal. Lead Responsibility: Director of Human Resources, Director of Academic Professional Development, Director of Management and Personal Development Timescale: By December 2008, Ongoing Area 2.3: Services Action 1: Review information and guidance on disability issues that is available for staff, including disability disclosure and Access to Work procedures. Indicator: Information is available to all staff on disclosure and Access to Work procedures. Staff are provided with repeated opportunities to disclose and this information is handled in line with data protection requirements and the University’s confidentiality policies. Lead Responsibility: Director of Human Resources, Head of Safety Services (Occupational Health), Head of Disability Services Timescale: By December 2007 Action 2: Review sickness absence procedures and monitor implementation across all University Colleges and Directorates. Indicator: Sickness absence procedures are consistently applied across all University Colleges and Directorates. Records are monitored to identify any patterns in absence of disabled staff. Lead Responsibility: Director of Human Resources, College Vice Principals/ Directors Timescale: By December 2008, Ongoing Action 3: Review mechanisms and responsibility for identifying and resourcing adjustments for disabled staff. Indicator: Adjustments for disabled staff are identified and responded to in a timely manner. Lead Responsibility: Director of Human Resources, College Vice Principals/ Directors Timescale: By December 2007, Ongoing Action 4: Monitor implementation of adjustments for disabled staff and availability of resources. Indicator: Adjustments for disabled staff are appropriate and responsive to individual needs. (Page 26 in original document) Lead Responsibility: Director of Human Resources, College Vice Principals/ Directors Timescale: Ongoing 3. STUDENTS Area 3.1: Recruitment Action 1: Review existing recruitment procedures, events and publicity material to identify areas for increased representation of disability-related information. Indicator: Prospective students are informed of the University’s provision for disabled students and the University is presented as an inclusive and equitable learning environment that welcomes applications from disabled people. Increasing numbers of disabled people apply for admission. Lead Responsibility: Director of Admissions and Student Recruitment Timescale: By December 2008 Action 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. Indicator: Recruitment material reflects the diverse range, backgrounds and experiences of prospective students, including any cultural differences in perceptions of disability. Staff in schools/ colleges are informed of the University’s provision for disabled students and provide accurate information to prospective students. Lead Responsibility: Director of Admissions and Student Recruitment Timescale: By December 2008 Action 3: Review information available to prospective students on core course requirements, including that available through the University’s website. Indicator: All staff involved in student recruitment provide prospective students with information on the University’s support for disabled people and clarify core course requirements. Lead Responsibility: Director of Admissions and Student Recruitment, College Vice Principals Timescale: By December 2009 Area 3.2: Admissions Action: Develop a University-wide admissions policy that covers all entry routes and stages, and includes procedures and guidance for handling applications from disabled students. (Page 28 in original document) Indicator 1: Admission to every University entry route is handled in a consistent manner and information on disabled applicants is shared appropriately and efficiently. Lead Responsibility: Director of Admissions and Student Recruitment, College Vice Principals, Learning and Teaching Committee Timescale: By December 2008 Indicator 2: Data on prospective students identifies non-selection criteria. Lead Responsibility: Director of Admissions and Student Recruitment, College Vice Principals, Learning and Teaching Committee Timescale: By December 2008 Area 3.3: Learning and Teaching Action 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. Indicator 1: The accessibility of programme design, approval, review and delivery is routinely considered and monitored to ensure the curriculum is as accessible as possible for disabled students. Lead Responsibility: Vice Principal (Educational Development), College Vice Principals, Academic Secretary, Director of Quality Assurance, Learning and Teaching Committee/ Academic Quality Committee Timescale: Ongoing Indicator 2: Programmes become more inclusive requiring less reactive adjustments to be made to meet disabled students’ needs. Lead Responsibility: Vice Principal (Educational Development), College Vice Principals, Academic Secretary, Director of Quality Assurance, Learning and Teaching Committee/ Academic Quality Committee Timescale: Ongoing Indicator 3: Staff have access to training opportunities and guidance to support the implementation of the University’s Learning and Teaching Strategy. Lead Responsibility: Vice Principal (Educational Development), College Vice Principals, Academic Secretary, Director of Quality Assurance, Learning and Teaching Committee/ Academic Quality Committee Timescale: Ongoing Action 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. (Page 28 in original document) Indicator 1: Placement activity is accessible to disabled students and disclosure is encouraged and handled appropriately. Lead Responsibility: Vice Principal (Educational Development), College Vice Principals, Academic Secretary, Learning and Teaching Committee Timescale: Ongoing Indicator 2: Risk assessments are undertaken on an individual basis as appropriate and no assumptions are made on the basis of disability category. Lead Responsibility: Vice Principal (Educational Development), College Vice Principals, Academic Secretary, Learning and Teaching Committee Timescale: Ongoing Action 3: Clarify professional competence standards/fitness to practice issues for all University programmes accredited by external Professional Bodies. Indicator: Students undertaking programmes leading to a professional qualification are provided with clear information on the required competencies for their programme of study and the extent of any adjustments that can be made to meet their individual disability-related needs. Lead Responsibility: College Vice Principals, Learning and Teaching Committee Timescale: By December 2009 Area 3.4: Assessment and Examinations Action 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. Indicator: Assessments are accessible and adjustments are made without compromising academic standards Lead Responsibility: Academic Secretary, Deputy Director of Registry, College Vice Principals, Learning and Teaching Committee Timescale: Ongoing Action 2: Monitor the University’s appeals process to ensure maintenance of academic standards. Indicator: Student appeals process is rigorous and equitable and staff have confidence that any reasonable adjustments made do not compromise academic standards. Lead Responsibility: Academic Secretary, Learning and Teaching Committee Timescale: Ongoing (Page 29 in original document) Area 3.5: Services Action 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. Indicator 1: Student services are accessible and information on the range of services available is regularly updated. Lead Responsibility: Director of Student Services, Head of Disability Services, Director of Learning Enhancement Unit Timescale: By December 2009, Ongoing Indicator 2: Staff responsible for delivering different services communicate on a regular basis to share good practice and to develop student services and initiatives. Lead Responsibility: Director of Student Services, Head of Disability Services, Director of Learning Enhancement Unit Timescale: By December 2009, Ongoing Area 3.6: Induction Action: Review student induction procedures to identify any areas for improvement, including IT induction, pre-session week and preparatory courses. Indicator 1: Induction processes are accessible and enable disabled students to access the same information as their non-disabled peers. Lead Responsibility: Director of Student Services, Head of Student Advisory Service, Director of Learning Enhancement Unit Timescale: By December 2007, Ongoing Indicator 2: Dedicated services are available to meet individual disabled students’ needs. Lead Responsibility: Director of Student Services, Head of Student Advisory Service, Director of Learning Enhancement Unit Timescale: By December 2007, Ongoing 4. MEMBERS OF THE PUBLIC Area 4.1: Public Activities Action 1: Review all public activities and services and identify methods for collating feedback from disabled users. (Page 31 in original document) Indicator: External users of the Universities facilities and services are able to comment on the accessibility of the service/facility used. Lead Responsibility: Director of External Relations, Director of Campus Services, College Vice Principals Timescale: By December 2008 Action 2: Review procedures for arranging events/functions to identify any barriers to access and develop good practice guidance. Indicator 1: All University events/functions are arranged in line with good practice guidance on accessibility, including availability of catering that meets different dietary needs. Lead Responsibility: Director of External Relations, Head of Disability Services Timescale: By December 2007 Indicator 2: All staff involved in arranging events are informed of the University’s accessibility requirements. Lead Responsibility: Director of External Relations, Head of Disability Services Timescale: By December 2007 Area 4.2: External Relations Action 1: Review the University’s external profile to identify areas for increased publicity of the University’s response to equality and diversity issues. Indicator: The University’s commitment to equality and diversity is reflected in all publications and publicity material. Lead Responsibility: Director of External Relations Timescale: By December 2008, Ongoing Action 2: Review links with external disability organisations and groups to identify areas for improved communication and opportunities for collaboration. Indicator: The University’s public services and activities are accessible to disabled users and are responsive to their needs. Lead Responsibility: Head of Disability Services Timescale: By December 2007 5. PHYSICAL ESTATE Area 5.1: Campus and Buildings (Page 32 in original document) Action 1: Review and improve the accessibility of the University campus and buildings and monitor campus development works, including plans for the new Campus Green. Indicator 1: The University campus and buildings are as accessible as possible and take account of good practice guidance on inclusive design. Lead Responsibility: Director of Campus Services, DDA Estates Steering Group, Campus Services Committee Timescale: Ongoing Indicator 2: Campus development plans and works take account of the needs of disabled people, particularly the continued availability of accessible routes and parking during period of works. Lead Responsibility: Director of Campus Services, DDA Estates Steering Group, Campus Services Committee Timescale: Ongoing Indicator 3: Accessible signage directs staff, students and visitors to key University buildings and public areas. Lead Responsibility: Director of Campus Services, DDA Estates Steering Group, Campus Services Committee Timescale: By December 2009 Action 2: Develop guidance for external contractors and service providers which specifies the University’s accessibility requirements for campus plans and works. Indicator : Architects and other external contractors employed by the University to design and progress new buildings/works are informed of the University’s accessibility requirements and are provided with instructions to meet those requirements as part of their contractual agreement. Lead Responsibility: Director of Campus Services, Capital Projects and Development Manager Timescale: By December 2007 Action 3: Provide training for Project Managers on inclusive campus and building design. Indicator : Project Managers are aware of inclusive design principals and good practice and ensure that all University building projects meet accessibility requirements as far as reasonably possible. Lead Responsibility: Director of Campus Services, Capital Projects and Development Manager Timescale: By December 2007 (Page 33 in original document) Area 5.2: Student Residences Action: 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. Indicator: The University’s residences provide accessible accommodation for disabled students and meet the recommended level of provision for wheelchair accessible rooms, as far as possible. Lead Responsibility: Director of Campus Services, DDA Estates Steering Group, Residences Officer and Allocations Manager Timescale: Ongoing Area 5.3: Parking Action: Monitor availability and use of accessible parking bays on campus. Indicator: Accessible parking bays are clearly identified and improper use is responded to appropriately and promptly. Lead Responsibility: Director of Campus Services, Head of Security Timescale: Ongoing Area 5.4: Health and Safety Action: 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. Indicator: Disabled people are able to safely access (and exit) all areas of the University campus and accessible information and guidance is available to advise of any changes to pedestrian and vehicular routes on campus. Lead Responsibility: Director of Campus Services, Head of Safety Services Timescale: By December 2007