1. Disability Removing barriers to curriculum access and promoting inclusive learning

2. The scale of disability One in five people of working age in the UK has a disability or long-term health condition. Around 3.5 million disabled people are in employment Approximately one in eight of all working-age people in employment. This represents an employment rate for disabled people of 50% Statistics from the Equality and Human Rights Commission,

4. Someone who has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities. The Disability Discrimination Act (DDA) (2005) (extended 1995 act) substantial means neither minor nor trivial long term means that the effect of the impairment has lasted or is likely to last for at least 12 months it impacts on normal day-to-day activities include everyday things like eating, washing, walking and going shopping Requires reasonable adjustments to be made

5. It affects an institution's core business such as teaching with two exceptions. From 1st September 2003 an institution has to make 'reasonable adjustments' involving the provision of auxiliary aids e.g. induction loops and of services e.g. provision of interpreters (Part 2). And from 1st September 2005 physical adjustments must be in place e.g. access to buildings (Part 3). Covers:- admissions and enrolments provision of other 'Student Services’ The Special Educational Needs and Disability Act (SENDA) 2001

6. ( DED) covers the full range of what public sector organisations do – including policy making and services that are delivered to the public. Public Sector has to consider the impact of their work on disabled people, and take action to tackle disability inequality. Should mean that disabled people have better employment opportunities and access to services Promotes positive attitudes towards disabled people in everyday life. The Disability Equality Duty

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8. Since 4 December 2006, significant public authorities like education have had to publish a 'Disability Equality Scheme. 'The scheme must include: a statement of how disabled people have been involved in developing the scheme. an action plan that includes practical ways in which improvements will be made. the arrangements in place for gathering information about how the public sector organisation has done in meeting its targets on disability equality. A year after the publication of the scheme, an annual report needs to be produced. It should contain a summary of the steps the organisation has taken to fulfil the duty, the results of the information-gathering exercise, and how the information has been used.

9. What is disability discrimination? Discrimination against disabled applicants or students can take place by treating them less favourably than someone without a disability for a reason relating to their disability failing to make reasonable adjustments to prevent them being placed at a substantial disadvantage in comparison with a person who is not disabled. The disabled applicant or student can also take a complaint against their institution to the County Court. If the complaint of discrimination is upheld the court may issue an injunction, make a declaration regarding the rights and responsibilities of the parties involved, and award compensation to the disabled person. The Disability Rights Commission (DRC) has set up a service to reconcile any The DDA requires ‘reasonable adjustments’ to be made by institutions in order to alleviate or remove the effects of a ‘substantial disadvantage’.‘reasonable adjustments’

10. In practice this means you should do things differently if the usual way would substantially disadvantage a disabled person. Or it might mean providing additional services or equipment. Reasonable adjustments could include: changing standard procedures, such as admissions or assessment procedures adapting the curriculum, modifying teaching delivery or providing alternative forms of assessment adapting facilities, such as those in laboratories, or library or IT facilities providing additional services, such as a sign language interpreter or learning materials in alternative formats training staff to understand their responsibilities under the DDA altering the physical environment to make it more accessible.

11. How to determine what is reasonable What is deemed reasonable depends on the individual circumstances of the case, including how important the adjustment is, how practical it is, and the financial or other resources of the institution. It is the financial resources of the institution as a whole and not the budget of an individual department or service area that counts. A student does not have to declare a disability. A college has to take reasonable steps to find out. There is a duty on the College to ensure the atmosphere makes the student feel confident they can disclose. The legislation does not over-ride health and safety legislation. Disability cannot compromise academic standards. Data protection act allows students to see their records. There must be no stereotyped judgements only individual ones.

12. The technologies available to support learners encompass everything from a coloured acetate sheet to reduce glare when reading black text on white paper to sophisticated computer software. You may see them described as assistive, adaptive, enabling or access technologies. M’bro college has a list of equipment. A good source of new technology is EmpTech, an online resource providing independent information on assistive technologies that can support disabled people to work and study more effectively. EmpTech includes descriptions of a huge range of products together with information about what they do and how they can be used to assist access. It also has links to manufacturers and suppliers, and advice and training guides.

13. Some further references Teachers’ T.V. Decoding Dyslexia Learning and Skills- Disability and Discrimination Disability and the role of FE Paper2 2005 Disabilty Discrimination Act code of Practice post 16 – Equality site.