1. Tutor Training: October 2015 The Disability Resource Centre (DRC): Support for disabled students John Harding, Head of Service. jah214@cam.ac.uk DRC 1

2. 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 DRC

3. 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 DRC 3

4. The DRC Team DRC 4

5. The DRC Team Head of the DRC John Harding Disability Advisers Eleanor Girt-Izod Deb Taylor Sally Ivens SpLD Advisers Helen Duncan Ken Ewing Operations Manager Lara Gisborne SpLD Administrator James Keenoy Office Administrator Sarah Norman Disability Support Co-ordinator – NMH Scheme Aless McCann Administrative Assistant Alyson Grainger Disability Development Consultant Kirsty Wayland Asperger Syndrome Project Officer Ali Fawkes DRC 5

6. How many disabled students study at Cambridge? Current disabled students (total) 1876 Disabled Undergraduates 1230 Disabled Graduates 646 DRC 6

7. Disabled Students by HESA Category 7 DRC

8. Non-Medical Help (NMH) 9698 hours of NMH support coordinated by the DRC in 2014 - 15 The University of Cambridge Disability Service DRC

9. 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) DRC 9

10. Information and support? DRC Website: http://www.admin.cam.ac.uk/univ/disability/prospective/ 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 DRC 10

11. 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 DRC

12. How do students arrange appointments? Email disability@admin.cam.ac.ukdisability@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 DRC 12

13. 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 DRC 13

14. How are support requirements and adjustments identified? DRC 14

15. The Legislative Background DRC The Equality Act (2010) In October 2010 the Equality Act replaced the Disability Discrimination Act (DDA) and associated disability legislation. 15

16. 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 DRC 16

17. 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. DRC 17

18. 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 DRC 18

19. 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 19

20. 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 DRC 20

21. 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? DRC 21

22. 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 DRC

23. Useful Sources of Information DRC website: www.disability.admin.cam.ac.ukwww.disability.admin.cam.ac.uk Code of Practice: http://www.admin.cam.ac.uk/offices/education/support/reasonable_adjustments2014-15.pdf 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 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.pdfhttp://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 http://www.qaa.ac.uk/academicinfrastructure/codeofpractice/default.asp Disability Support in Higher Education: http://www.direct.gov.uk/en/DisabledPeople/EducationAndTraining/HigherEducation/DG_40009 17 http://www.direct.gov.uk/en/DisabledPeople/EducationAndTraining/HigherEducation/DG_40009 17 DRC 23

24. Changes to funding for Disabled Students Disabled Students’ Allowances (DSAs) ‘Modernisation’ ‘Rebalancing’ of responsibilities between Government and Higher Education Institutions (HEIs) 24 DRC

25. ‘Rebalancing’ 25 DRC

26. ‘Modernising’ 26 DRC

27. New DSAs ‘model’ DSA Institutional Reasonable Adjustments Inclusive teaching and learning environment DRC 27

28. 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 28 DRC