“By creating we think, by living we learn” Patrick Geddes
| AREA | ACTION | INDICATOR | LEAD RESPONSIBILITY | TIMESCALE |
|---|---|---|---|---|
| 3.1 Recruitment | Review existing recruitment procedures, events and publicity material to identify areas for increased representation of disability-related information. | 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. | Director of Admissions and Student Recruitment | By December 2008 |
| 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. | 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. | Director of Admissions and Student Recruitment | By December 2008 | |
| Review information available to prospective students on core course requirements, including that available through the University's website. | All staff involved in student recruitment provide prospective students with information on the University's support for disabled people and clarify core course requirements. | Director of Admissions and Student Recruitment, College Vice Principals | By December 2009 | |
| 3.2 Admissions | Develop a University-wide admissions policy that covers all entry routes and stages, and includes procedures and guidance for handling applications from disabled students. | Admission to every University entry route is handled in a consistent manner and information on disabled applicants is shared appropriately and efficiently. Data on prospective students identifies non-selection criteria. | Director of Admissions and Student Recruitment, College Vice Principals, Learning and Teaching Committee | By December 2008 |
| 3.3 Learning and Teaching | 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. | 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. Programmes become more inclusive requiring less reactive adjustments to be made to meet disabled students' needs. Staff have access to training opportunities and guidance to support the implementation of the University's Learning and Teaching Strategy. | Vice Principal (Educational Development), College Vice Principals, Academic Secretary, Director of Quality Assurance, Learning and Teaching Committee/ Academic Quality Committee | Ongoing |
| 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. | Placement activity is accessible to disabled students and disclosure is encouraged and handled appropriately. Risk assessments are undertaken on an individual basis as appropriate and no assumptions are made on the basis of disability category. | Vice Principal (Educational Development) , College Vice Principals, Academic Secretary, Learning and Teaching Committee | Ongoing | |
| Clarify professional competence standards/fitness to practice issues for all University programmes accredited by external Professional Bodies. | 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. | College Vice Principals, Learning and Teaching Committee | By December 2009 | |
| 3.4 Assessment and Examinations | 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. | Assessments are accessible and adjustments are made without compromising academic standards. | Academic Secretary, Deputy Director of Registry, College Vice Principals, Learning and Teaching Committee. | Ongoing |
| Monitor the University's appeals process to ensure maintenance of academic standards. | Student appeals process is rigorous and equitable and staff have confidence that any reasonable adjustments made do not compromise academic standards. | Academic Secretary, Learning and Teaching Committee. | Ongoing | |
| 3.5 Services | 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. | Student services are accessible and information on the range of services available is regularly updated. Staff responsible for delivering different services communicate on a regular basis to share good practice and to develop student services and initiatives. | Director of Student Services, Head of Disability Services, Director of Learning Enhancement Unit | By December 2009, Ongoing |
| 3.6 Induction | Review student induction procedures to identify any areas for improvement, including IT induction, pre-session week and preparatory courses. | Induction processes are accessible and enable disabled students to access the same information as their non-disabled peers. Dedicated services are available to meet individual disabled students' needs. | Director of Student Services, Head of Student Advisory Services, Director of Learning Enhancement Unit/ | By December 2007, Ongoing |
Next - Action Plan 4. - Members of the Public
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