ACADEMIC SUPPORT FOR DISABLED STUDENTS POLICY

Policy guidance and procedures to support Disabled students

Name of Policy / Academic Support for Disabled Students Policy
Lead Department / Student Support and Wellbeing
Responsible Officer / Head of Student Support and Wellbeing
Date of approval / TBC
Corporate Strategy / This policy supports the University in achieving its Strategic Outcomes, particularly in relation to:
  • Maximise student and stakeholder satisfaction
  • Improve support for student retention and progression
  • Strengthen operational efficiency and effectiveness and foster a culture of continuous improvement

Key Contacts /
  • Levi Pay, Head of Student Support and Wellbeing

  • Karen Newton, Student Support Manager (Disability)

  • Simon Lee, Student Support Manager (Policy, Projects and Inclusion)

THIS POLICY IS CURRENTLY A DRAFT FOR CONSULTATION (August 2014)

The University has a duty of care to all students currently enrolled at Northumbria as well as our applicants and alumni. We have in place a suite of policies which guide how we discharge this duty and this Academic Support for Disabled Student Policy forms part of this. This version is a consultation draft which updates our existing and longstanding policy and processes. If you have any feedback on this policy you can let us know by contacting Simon Lee, Student Support Manager (Policy, Projects and Inclusion) at

CONTENTS

Page 3 / Introduction
Page 4 / Scope and Responsibilities
Page 6 / Policy Statement
Page 10 / Legal Context and Implications of Non-Compliance
Page 12 / Appendices

1.Introduction

1.1An increasing number of disabled students are coming to University. At Northumbria we have a large number of disabled students including those with physical or sensory impairments, Specific Learning Difficulties such as dyslexia or dyspraxia, Autistic Spectrum conditions or Asperger Syndrome, mental health issues and a range of medical conditions which require particular support.

1.2Many students will arrive at Northumbria already knowing what support needs they have and will have made contact with support services during their application process. However, many may not have a diagnosis, for example it is estimated that 43% of students with dyslexia do not know they have the condition. Students may also become disabled during their time at University. Many disabled students find that the previous strategies and coping mechanisms which served them well during their time at school are no longereffective for them in the Higher Education context and need some new approaches and additional support.

1.3The University has legal, moral and business reasons for offering the best support it can to disabled students. Given that we are supporting well in excess of 1700 disabled students at any given time, it is imperative that we have a clear, coherent and supportive policy in place which will support colleagues and guide their actions to ensure we are providing a personalised and inclusive experience for all our disabled students.

2.Scope and Responsibilities

2.1The Equality Act 2010 defines a disabled person as a person with a disability. A person has a disability for the purposes of the Act if he or she has 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. This means that in general:

  • The person must have an impairment that is either physical or mental
  • The impairment must have adverse effects which are substantial
  • The substantial effect must be long-term (i.e. lasting over 12 months or for the lifetime of the individual)
  • The long-term substantial adverse effects must be effects on normal day-to-day activities

2.2With this definition in mind, the University obtains information from students on enrolment in respect of disabilities so we are aware that the majority of students we support have one or more of the following disabilities:

  • Autistic Spectrum Disorder / Asperger’s Syndrome
  • Blind or serious visual impairment
  • Deaf or serious hearing impairment
  • Long standing illness or health condition
  • Mental health issues
  • Specific Learning Difficulty e.g. dyslexia, dyspraxia, ADHD
  • Physical impairment or mobility issues

Whilst most of our disabled students are covered by this list it is not intended to be exhaustive and we exceed both the letter and spirit of equality legislation by offering an inclusive support service for all disabled students including those whose disability or impairment is only temporary, such as a broken limb. This policy is intended to place a framework around the academic support we offer to students with all types of impairment and guides how the University makes “reasonable adjustments” in line with the Equality Act.

2.3 Throughout this policy the terms “impairment” and “disabled student” are used. These terms reflect the University’ssubscription to the social model of disability and it is expected that all staff and students do all they can in order to remove the barriers to disabled students participating fully in University life.

2.4Whilst the University is legally and morally responsible for making adjustments to support disabled students in participating fully in University life, it must be noted that the maintenance of academic competence and other prescribed standards is of paramount importance. In seeking to support disabled students appropriately and fully, the University recognises that it is not exhibiting leniency or applying lower standards to disabled students but is enabling them to compete on equal terms with their non-disabled peers.

2.5The University employs a small team of Disabilities Advisers whose role is to offer information, advice, guidance and support to disabled students and to other staff who are working with disabled students. Where a student’s impairment is a diagnosed mental health condition the disability support process outlined in this policy will be implemented by a Mental Health Practitioner within the University’s Counselling and Mental Health Support Team. Where a student has a diagnosed mental health condition as well as a physical or sensory impairment, a Specific Learning Disability or medical condition the Disabilities Adviser and Mental Health Practitioner will work collaboratively to implement a holistic disability support package for the student. While the Disabilities Advisers have specific responsibilities, experience and knowledge with regard to disabled students the University recognises that in an inclusive educational environment all staff have responsibilities to all students, including adapting their approaches, pedagogy and practice to enable disabled students to participate fully. This policy guides the work of the Disabilities Advisers but its ethos and framework is applicable to all University staff.

2.6This policy focusses on academic support for disabled students, enabling them to make the most of their time at University, participating fully in their course. It deliberately does not cover admissions, accommodation and the other positive action provisions allowable under the Equality Act and the University’s response to these is outlined in our corporate equality policies and plans.

3.Policy Statement

3.1This policy is comprehensive and guides the University’s activities in respect of the academic support we offer disabled students. This support often begins before students arrive at Northumbria and continues throughout their time at University and in some cases as outlined inthe Equality Act, our responsibilities to them continue once they have become alumni.

Identification of disabled students

3.2It is very important that disabled students are identified as early as possible in order that their needs can be assessed and support arrangements put in place quickly to enable them to fully participate in University life. Many disabled students will have proactively made contact with the support team during their application process to discuss their needs and assess the suitability of our provision for themselves. Others will make a declaration of disability at either application or enrolment and the Disability Support Team will write to all disabled applicants or new students with details of the support available at the University and inviting them to make contact and discuss any particular needs or concerns.

3.3Some students may be reluctant to declare a disability or be unaware they have additional support needs. Further opportunities will be given to students to allow them to seek help including disabilities information during the online enrolment process and a media campaign using posters and the University’s plasma screens promoting the work of the Disability Support Team. Faculties are encouraged to provide students with as many opportunities to disclose disabilities as possible including registration for modules, accommodation, work placements, field trips and through encouraging an open, honest and trusting relationship between students and their guidance tutors where they are in place and other Faculty staff.

3.4There is a potential conflict between equalities legislation and the Data Protection Act given that once a student has informed anyone at the University that they have a disability, the whole University is deemed to be aware. Faculties and services should therefore have systems and processes in place for the student to sign and confirm either their consent or refusal for the information disclosed to be passed onto the Disability Support Team. In the latter case, Faculties should stress the benefits of the support the University can offer to students and the possible drawbacks not consenting for the information to be shared could have. Ultimately though, the decision rests with the student themselves. Any office which administers disabled students’ data must ensure that appropriate security and confidentiality arrangements are in place and that no unauthorised access to information on disabled students’ needs is allowed.

3.5There will always be a number of disabled students who do not disclose a disability and do not respond to our attempts at contacting them. As such all staff need to be proactive and anticipate the potential needs of disabled students in developing and delivering programmes and services as well as familiarising themselves with this policy and how to respond if a student discloses a disability.

Non-Academic Support

3.6This policy is concerned with the academic support provided to disabled students. However we recognise that academic life is only one part of the overall University experience for students. Increasingly the University’s response to other support needs for disabled students are mainstreamed into our provision. For example we have well established and agreed approaches for ensuring disabled students have access to appropriate transportation including dedicated car parking and have a large number of adapted rooms in our halls of residence which are of the highest quality, able to accommodate both disabled students and where necessary their personal assistants. Further details of these can be found throughout the University’s policy framework and website.

Evidence of disability

3.7When a student discloses a disability and requires reasonable adjustments or additional support, they are required to produce evidence of their impairment. This may take the form of a letter from a doctor or other professional. In the case of dyslexia or other Specific Learning Difficulty it should take the form of a report on a full diagnostic assessment carried out after the student reached the age of sixteen by an appropriately qualified person (such as an Educational Psychologist) and the report should show the results of a range of age appropriate tests of both underlying ability and actual achievement. This evidence should be provided to a Disabilities Adviser who will ensure its safe storage.

3.8Where a student suspects that they may have dyslexia or their last diagnostic assessment was carried out prior to their sixteenth birthday the University can, in most cases, arrange for a full diagnostic assessment to be carried out.

The Disabled Student’s Support Recommendations (DSSR) Report

3.9The DSSR report is the formal notification from the Disability Support Team to Faculty staff about a student’s disability. It contains the Disability Support Team’s recommendations for what Faculty staff need to do to support each disabled student, that is the “reasonable adjustments” required by the Equality Act (see 4.5 below) . The purpose of the support recommended is in line with this policy i.e. to level the playing field between disabled students and their peers rather than give them an unfair advantage. The student will be asked to sign the DSSR to confirm they have agreed the content and are happy for it to be shared with the Faculty, or to agree the content via email if they are unable to attend in person.

3.10On receipt of a DSSR, a member of the Faculty Student Administration and Support Team, and where necessary programme leaders or tutors, will meet with the student to discuss the content of the report. In more complex cases a Disabilities Adviser should also be at the meeting and where necessary this will be stated in the report. It is expected that Faculty staff will make every effort to put in place the support identified in the DSSR. However, when this is not possible, this should be explained to the student and alternative ways of delivering the recommended support should be explored. It is also possible that some recommendations are already covered by inclusive teaching, learning and assessment practice in the Faculty. If this is the case, this should be outlined to the student.

3.11The DSSR makes strong recommendations for Faculty staff and complying with these are the easiest way for the Faculty to discharge its legal obligations to the student. Therefore if Faculty staff decide not to implement a recommendation they must be aware that should there be a complaint or appeal, they may be required to justify to oversight bodies why an alternative approach has been taken and how this meets the requirements of the Equality Act. However as mentioned above, it is possible that DSSR recommendations are covered by inclusive practice already in place in the Faculty. Where this is the case this should be communicated clearly, ideally in writing to the student.

3.12During their course of study, disabled students will be contacted by the Disability Support Team to review their package of support and as such the recommendations within the DSSR may be subject to change.

3.13Faculties should have in place effective procedures to identify disabled students going out on placement, to encourage appropriate and legal disclosure of the student’s impairment to the placement provider, to ensure implementation of any adjustments required and to carry out risk assessments (where necessary) involving the student and the placement provider.

Recording lectures

3.14It is University policy to allow disabled students to audio record lectures and other sessions where this is recommended in the DSSR report. It is helpful to the student and less onerous for the tutor if each tutor gives blanket permission for all of their lectures and other sessions to be recorded when the DSSR report is received, rather than the student having to ask permission at the start of each lecture or session. Good class management practice requires tutors to advise the group that the lecture may be being recorded by a disabled student but they should not identify that student. In the rare circumstances that lecture content or group discussion becomes confidential then instruction should be given for recording to stop until such time as confidentiality is no longer an issue.

Good practice in teaching, learning and assessment.

3.15As learning, teaching and assessment methods become more inclusive within a Faculty the Faculty will find that it needs to make fewer individual adjustments for disabled students. An example of this is the provision of clear and directed reading lists or lecture notes in advance, which are of benefit to all students. As a general principle the types of learning, teaching and assessment that enable disabled students to fully access their courses will be of benefit to all students and will be of particular benefit to other key groups such as students whose first language is not English. The University expects all Faculties to be working towards inclusive learning, teaching and assessment methods and away from more traditional, less inclusive forms of assessment. In the meantime the DSSR will outline reasonable adjustments required for individual disabled students.

DSSR Report, Late Authorisation and PEC Processes

3.16Sometimes disabled students might require a late authorisation for disability-related reasons for example if a disabled student has a condition which flares up in the week leading up to a deadline. Late Authorisation may often be a reasonable adjustment that a student requires from their Faculty and therefore Faculties should always take account of student’s DSSR reports or any information that a student provides in their Late Authorisation claim about their disability, when considering claims. Potential Late Authorisations may also be a recommendationin an individual student’s DSSR report.

3.17Students can submit a claim to their Faculty for “Personal Extenuating Circumstances” which have significantly affected their assessed work. These claims are submitted after assessed work has been completed. This would be relevant if, for example, a student has experienced a serious mental or physical illness or serious personal trauma and they feel this has affected the work they have just submitted. The circumstances would normally be unforeseen and not preventable.

3.18PECs should not normally be used for a disability for which a student has a DSSR report in place as their disability support requirements would normally be foreseeable and support would have been put in place. PECs could, however, be used in circumstances where there was an unforeseen and significant flare-up or deterioration in a condition (for which medial evidence would be required) or where a disability had been previously undiagnosed.

Funding

3.19Many adjustments required for disabled students will have either zero or minimal cost implications. Most UK disabled students will be eligible for Disabled Students Allowance. This funding may be used for additional costs incurred by the student because of theirimpairment such as IT equipment and assistive software to use in their home, additional travel costs and human support.[1] In many cases a student may either be ineligible for DSA funding or require a level of support which exceeds their DSA entitlement. In these instances the University still has a statutory requirement to make reasonable adjustments and these will often require funding. This funding is normally provided through the Academic Services budget.