Equalising the Student Experience? Chris Bradshaw Equality and Diversity Coordinator UWS

Purpose  History  Context  Services for disabled students  Improvement agenda  Mainstreaming

University of the West of Scotland  students  4 campuses and 20 FE delivery agreements  Local university for 1.5 million people  1800 staff- 800 academic  1400 students with disabilities

History  Former Technical College  University of Paisley  Merger with HE College in 2007 to form UWS  Restructuring in 2009  History of widening participation and support for disable students

Student Engagement Consultation- involvement- engagement  Key strategic objective  Student experience group  How to engage students?  STAR Group – disability

Context- Enabling Support The Enabling Support Team can provide support to disabled students in the following areas: 1. Pre-entry guidance 2. Provision of general advice and information 3. Conducting Study Aids and Study Strategies Assessments 4. Submission of Disabled Students’ Allowance claims for non- medical personal helpers and/or assistive technology

Context- Enabling Support 5. Assessing academic support needs 6. Assessing special arrangements for examinations 7. Help in organising personal support (note takers) 8.Liaison with external agencies, where appropriate 9. Access to, and demonstrations of, specialist software and equipment 10. Specialist support from Enabling Support Adviser in Dyslexia

Context- Enabling Support Based on the student’s medical evidence an Adviser will assess and implement the appropriate support for the student A Student Support Requirements form will be completed, highlighting support for lectures, assessments, class tests and physical access The role of School Enabling Support Co-ordinators and Personal Tutor support will be discussed Support recommendations never compromise academic standards

Context- Enabling Support An Educational Psychologist’s assessment report can be arranged, which is required to determine if a student is dyslexic Prospective students with serious or multiple disabilities are usually met during Trimester 2 for a September start. Input may be required from the University’s Occupational Therapist and/or Health & Safety Services to develop a Personal Evacuation Plan Students are supported throughout their entire programme of study by the same Adviser

Improvement Agenda  Smarter  Leaner  Pressure on funding  Support still needs driven?  Data driven?

Data “Intellectuals have regularly demonstrated their imperviousness to realism and common sense. When the data do not fit the theory, the data are morally inferior and should be ashamed of themselves” Bruce Anderson Independent April 2010

Mainstreaming  Single Equality scheme  Focus on outcomes not processes  Strategic and Business Planning  Improved internal communication  Strategic and operational networking

Mainstreaming Inclusion and diversity in curriculum design  Module descriptors  Portfolio Review  ELIR  Subject Health Review  Internationalisation  Reorganising academic structures around Subject Development Groups

Challenges  Engaging students  Engaging some academics  Enabling Support role or everyone’s role?  Identifying and spreading good inclusive practice  Funding/risk/ reasonable adjustment  Some people still don’t get it!

Questions ?

Contact details Chris Bradshaw University of the West of Scotland