What is reasonable adjustment? Duties under the Equality Act 2010
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What is reasonable adjustment?
Duties under the Equality Act 2010
An education provider has a duty to make anticipatory ‘reasonable adjustments’ to make sure disabled students are not discriminated against.
There is a Duty to make reasonable adjustments
Where a disabled person is at a substantial disadvantage in comparison with people who are not disabled, there is a duty to take reasonable steps to remove that disadvantage by:-
changing provisions, criteria or practices,
altering, removing or providing a reasonable alternative means of avoiding physical features and
providing auxiliary aids
Ref: Equality and Human Rights Commission (2014)
What should HEIs do?
consider how to deliver support to students requiring little Non-Medical help.
provide accessible accommodation as part of Equality Act
lessen the need for student consumables via DSA
What should staff do ?
consider course delivery
identify the students with additional support needs
refer to and use the Student Support Documents
lead inclusive practice with advice from Disability Assist
ensure personal tutors support students with additional needs and know where to refer them for additional support.
Embed inclusive practice through :-
Provision of notes, journals and PPT in advance of lectures
Increased use of assistive technology
Considering support requirements around fieldwork and laboratory practicals
Considerations around group work
Support from Library, TIS and DAS
All students provided with a course overview or ‘road-map’ for the whole course, in a format that is accessible to them. This includes reading lists.
Teaching materials used in the learning and teaching environment are inclusive by design and available in advance of teaching
Teaching is delivered in an inclusive manner and is accessible for students to access afterwards online
Appropriate academic and generic support with preparing coursework is available.
Access to lectures
All venues are accessible
Learning outcomes stated at the outset of each lecture
Lectures recorded and available to download from VLE or available in the library
Students allowed to make personal recordings of lectures
Single note-takers provided for each lecture where disabled students are attending.
Student helpers or support workers available to act as scribes where necessary
Multi-sensory presentation to appeal to all learning styles
Handouts available in advance on the DLE
Clear font used (e.g. Arial) of at least 12 point
Non-glare cream/ivory paper used for handouts
A clear structure provided which offers a simplified version of the lecture
Handouts with reading lists give library class/shelf number
Access to tutorials
Students able to make a sound recording of the tutorial if they find note-taking difficult
A summary of the tutorial made available on DLE
References to literature written down rather than given verbally and names of authors spelt out
SpLD students not be asked to read aloud (without prior preparation)
Reasonable adjustments in relation to coursework
Advanced timetables in course outlines to assist with planning
Tutors give written essay feedback in a word processed format especially if their handwriting is difficult to read, when requested
Tutors provide recorded comments for students, when requested
Flexible access to tutors for follow up questions
Time Limits on Coursework
A rigorous whole institution policy so that (all) students know what to expect
Communication between departments to establish agreed time-limits is essential
Departments ensure that deadlines for assignments are staggered
If departments offer joint courses, deadlines are checked with the co-operating department
Extensions are not be automatic but granted if applied for and
supported by a good case as with all extenuating circumstances
Individual reasonable adjustments
Specific colour paper used for handouts where recommended for a particular student
Access to research
Named contact for disabled students in libraries to assist as necessary
Extended loans for library material
Provision of alternative format publications, free of charge, for disabled students where possible
Developing study skills
Named contact for disabled students in each academic department
Academic support available for all students in all academic schools
A dyslexia specialist available at each institution
Specialist one-to-one support for students with SpLDs available from the institution for one hour per week, per SpLD student
Access to IT and AT
Networked computer suites available for student use
Networked computers to have AT software installed as standard
Networked computers to have roaming profiles and facility to store student preferences
Quiet rooms available for priority booking by disabled students
AT trainers available in each institution
Free Wi-Fi available at different sites across institution
Practical support to be provided in workshops and laboratories, as required
Competence standards : An institution is not required to make any reasonable adjustments to the application of a competence standard.
A competence standard is an academic, medical or other standard applied for the purpose of determining whether or not a person has a particular level of competence or ability.
Institutions have genuine competence standards in place to ensure all candidates are able to demonstrate their ability in a particular area.
Institutions review entry, course and examination criteria to ensure they are not discriminatory and that appropriate anticipatory reasonable adjustments are in place.
Consideration of, and adjustment to, exam requirements where appropriate
Advance dates given for assessments.
Draft work accepted for checking well ahead of the deadline
Oral presentation of work allowed in the form of vivas, but both staff and students need training in the use of vivas to meet the learning outcomes of courses
When allowed, vivas recorded for external examiners
The option of students presenting coursework instead of doing examinations considered (but see competency standards)
Examinations with an open book or seen provision is considered
Audio or video presentations allowed for students who find direct presentation difficult (e.g. due to expressive language difficulties)
Mind mapped presentations may be acceptable for some assessment components
Practice assessment papers available with feedback and marked if requested
Projects and work of a more practical kind, may be acceptable alternatives to dissertations
Portfolios or presentations may be acceptable alternatives to essays
Short answer responses may be an acceptable alternative to essays in some contexts
The use of voice activated software allowed if needed
The use of text reading software, if needed
In examinations, students have additional time, and if necessary the use of information technology with the facility to change the background colour and font, access to large print versions of the questions and the services of a reader or amanuensis
All students have the opportunity to type exams
All alternative forms of assessment reviewed at Academic Progress Review Boards
Thursday, 17 March 2016
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