Tutor Training: October 2015

The Disability Resource Centre (DRC):Support for disabled students

John Harding, Head of Service. jah214@cam.ac.uk

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Overview

• DRC Services and Responsibilities

• Disabled students at Cambridge - data

• Support for Colleges

• The Equality Act (2010)

• Definition of disability

• What are ‘reasonable adjustments’?

• How are specific adjustments for students identified?

• Inclusive teaching and learning

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Core Services and Responsibilities

• Advice, Guidance, Assessment and Support for disabled students and those staff supporting them

• Resources, equipment and funding support

• Training: Bespoke and with PPD

• Disability equality related advice and guidance

• Development of institutional policy

• Disability Liaison Officers (DLOs)

• Events

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The DRC TeamDRC

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The DRC TeamDRC

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How many disabled students study at Cambridge?

Current disabled students (total)

1876

Disabled Undergraduates

1230

Disabled Graduates 646

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Disabled Students by HESA Category

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Non-Medical Help (NMH)

9698 hours of NMH support coordinated by the DRC in 2014 - 15

The University of Cambridge Disability Service

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Interesting numbers

• 350 SSDs produced each year

• 14% annual increase in disabled students

• 1:500, Disability Adviser: Disabled Student

• 9000 hours plus of human support arranged annually

• 80 temporary support workers (NMH)

• 150 Disability Liaison Officers (DLOs)

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Information and support?

• DRC Website: http://www.admin.cam.ac.uk/univ/disability/prospective/

• Application process disclosure

• Admissions: DRC advice and guidance (pre-admissions visits)

• College disclosure letters

• Post entry identification/disclosure – referral

• Training and advice for staff

• DSAs (Disabled Students Allowances)/ IDS Fund

• Other sources of funding e.g. Bursary Funds/Crane’s/Snowdon

• Interim support arrangements

The University of Cambridge Disability Service

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Support for Colleges

• Disability Advisers• Specific Learning Difficulties (e.g. dyslexia, dyspraxia) – initial

assessment, EP referral, Diagnostic Feedback

• Other disabilities (e.g. Physical/Sensory impairments, Mental Health Conditions)

• Asperger Syndrome – screening and referral/AS Officer

• College Visits• Cohort Summaries• Student Support Documents• Bespoke Training/ On-line resources and training• Disability Development Consultant

The University of Cambridge Disability Service

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How do students arrange appointments?

• Email disability@admin.cam.ac.uk

• Phone 01223 332301

• Address: Keynes House, 24a Trumpington Street, CB2 1QA (opposite the Fitzwilliam Museum, Old Addenbrookes Site)

• Advise the student to ask for an appointment with an adviser – we will do the rest.

• If you have any questions, please phone or email

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How are support requirements and adjustments identified?

DRC produces a Student Support Document (SSD) drawing information from:

• Student Information Form

• Professional diagnostic evidence

• External independent assessment of need (NAR)

• Funding information and approval (e.g. SFE)

• Discussions with the student, college/dept.

This document is shared with Departments/Faculties and Colleges

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How are support requirements and adjustments identified?

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The Legislative BackgroundDRC

The Equality Act (2010)

In October 2010 the Equality Act replaced the Disability Discrimination Act (DDA) and associated disability legislation.

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Definition of Disability

The Equality Act 2010 gives the definition of disability as follows:

‘A person has a disability if they have a physical or mental impairment, and the impairment has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities.’ (Equality Act 2010, Section 6)

Schedule 1 of the Equality Act 2010 provides determination of disability, stating the effect of impairment as long term if:

• it has lasted for at least 12 months,

• it is likely to last for at least 12 months, or

• it is likely to last for the rest of the life of the person

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Reasonable Adjustments

The Equality Act places a duty upon HEIs to make reasonable adjustments for staff, students and service users in relation to:

• a provision, criteria or practice

• physical features

• auxiliary aids

Education providers have a duty to make reasonable adjustments to ensure disabled people do not face ‘substantial disadvantage.’

The duty is anticipatory.

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Examples of reasonable adjustments

• Handouts in advance in appropriate formats

• Extensions to library loans

• Recording of lectures, seminars and supervisions (CoP)

• Availability of electronic versions of materials (CoP)

• Directed reading lists (CoP)

• Non-Medical Assistants (e.g. notetakers, mentors)

• Physical access/egress, seating/lighting

• Induction loops

• Examination access arrangements

• Timetable adjustments

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Code of Practice: Reasonable Adjustments for Disabled Students

• Sets out the legislative framework and legal duties

• Identifies specific reasonable adjustments

• Identifies responsibilities for reviewing implementation of recommended adjustments (DoS/Tutor).

• Disclosure

• Outlines process for requesting alternative modes of assessment

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Considering reasonableness

Factors to consider include:

• Competence standard or Provision, Criteria or Practice?

• Health and Safety considerations

• Efficacy

• The financial and other costs of making the adjustment

• The resources of the education provider

• Practice across the HE sector

• Relevant OIA and court judgements

• The costs of reasonable adjustments cannot be passed onto the disabled person

• No legal defence for not making a reasonable adjustment

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Key questions when considering requests

1. Is the student disabled (do they fall under the legal definition)?

2. Are they facing substantial disadvantage?

3. Is the requested/suggested adjustment ‘reasonable’?

• Is it possible to implement?

• Is there an unreasonable financial cost?

• Will the adjustment effectively reduce the disadvantage?

• Does it affect a competence standard?

• Are there any health and safety considerations?

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Inclusive Learning and Teaching

• Good teaching practice for disabled students is good practice for all

• Developing inclusive practice is easier than continually adjusting to fit needs of particular students

• Students disclose at different points within the academic cycle

The University of Cambridge Disability Service

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Useful Sources of Information

DRC website: www.disability.admin.cam.ac.uk

Code of Practice: http://www.admin.cam.ac.uk/offices/education/support/reasonable_adjustments2014-15.pdf

Managing Reasonable Adjustments in Higher Education Equality Challenge Unit: http://www.ecu.ac.uk/publications/managing-reasonable-adjustments-in-higher-education

Guidance on matters to be taken into account in determining questions relating to the definition of disability HM Govt, Office for Disability Issues: http://odi.dwp.gov.uk/docs/wor/new/ea-guide.pdf

QAA Code of practice for the assurance of academic quality and standards in higher education Section 3: Disabled students - March 2010: http://www.qaa.ac.uk/academicinfrastructure/codeofpractice/default.asp

Disability Support in Higher Education: http://www.direct.gov.uk/en/DisabledPeople/EducationAndTraining/HigherEducation/DG_4000917

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Changes to funding for Disabled Students

• Disabled Students’ Allowances (DSAs) ‘Modernisation’

• ‘Rebalancing’ of responsibilities between Government and Higher Education Institutions (HEIs)

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‘Rebalancing’

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‘Modernising’

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New DSAs ‘model’

DSA

Institutional Reasonable

Adjustments

Inclusive teaching and learning environment

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DSAs ‘modernisation’ 2015 - ??

• 2015/16 changes• Costs for PCs (£200 contribution)

• Missed sessions

• Accommodation

• Taxi Accounts

• Additional recommendations

• 2016/17 changes• Public Consultation

• NMH – bands 1&2

• Accommodation costs

• Ergonomic equipment and furniture

• Other issues:• NMH 2 quotes exemption

• Growing bureaucracy/delays

• 9 parallel systems

• Proposals for future Cambridge support systems

• Stricter interpretation of legal definition of disability

• More cases ‘pended’

• Future of NMH bands 3&4

• Loss of quality assurance and feedback mechanisms

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