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Guidance for Co-ordinators of Adjustments. Part 1: Implementing Support* for Disabled Students - PDF
Guidance for Co-ordinators of Adjustments. Part 1: Implementing Support* for Disabled Students
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Maximillian Kelley
1 Guidance for Co-ordinators of Adjustments Part 1: Implementing Support* for Disabled Students (*recommended reasonable adjustments) Revised August 2013 Student Disability Service The University of Edinburgh Third Floor The Main Library Building George Square Edinburgh EH8 9LJ If you require this document in an alternative format please contact the Student Disability Service on or
2 Index 1. Introduction 2. The process, the legislative context and confidentiality 2.1 Process 2.2 The legislative context the Equality Act Confidentiality 3. Guidance for Co-ordinators of Adjustments (CoAs) 3.1 What is an adjustment? 3.2 What is a Learning Profile? 3.3 How are adjustments decided? 3.4 What does the Co-ordinator of Adjustments do? 3.5 Potential problems Appendix 1: Terminology Guide Appendix 2: Key people and services Appendix 3: University and College Admissions Service (UCAS) disability codes This guidance should be read in conjunction with the Radium User Manual, August 2012 Student Disability Service Our Vision Challenging attitudes. Mainstreaming equality. Our Mission Supporting students with impairments to fulfil their academic potential. Working with academics and other University colleagues to support to create an accessible learning and teaching environment Guidance for Co-ordinators of Adjustments Part1: Implementing Support for Disabled Students 2
3 1. Introduction This guidance is for Co-ordinators of Adjustments (CoAs) in Schools. It outlines the role of the CoA and the process for managing and implementing support for disabled students. Appendices give guidance on terminology and key people; part 2 of the guidance covers the effective use of Radium, the database which Coordinators of Adjustments use to manage the process of implementing adjustments. Support for disabled students is recommended by the Student Disability Service (SDS). UK legislation makes discrimination against disabled people, including students unlawful. Recommending support in the form of reasonable adjustments, is intended to ensure that disabled students, including those with mental health problems and specific learning difficulties, such as dyslexia, dyscalculia and dyspraxia, have an equal opportunity to fully access their course of study. 2. The process, the legislative context and confidentiality 2.1 Process The process of recommending adjustments is initiated by the Student Disability Service (SDS) following a meeting between an SDS Advisor and the student. The Advisor will prepare a Learning Profile, which is a list of the recommended, required support for that student. The Learning Profile is then sent electronically from the SDS to: the Coordinator of Adjustments in the relevant School the student the student s Personal Tutor (previously Director of Studies) or Supervisor to Academic Registry, if there are exam adjustments to the Library, if support is recommended for the student in using the Library. Please see section 3 for an example of a Learning Profile. This process applies to the management of support/ recommended adjustments for all students (undergraduate, postgraduate taught and research, visiting students and online distance learners) except where specified. 2.2 The legislative context the Equality Act 2010 When a student discloses to a member of University of Edinburgh staff that s/he has a disability, the University is deemed to know about the disability and has obligations under the Equality Act 2010, and the Data Protection Act (1998). This has implications for the University in relation to how it records such disclosures, how information is passed on and what happens in the event a student asks for a disclosure to be kept confidential. Guidance for Co-ordinators of Adjustments Part1: Implementing Support for Disabled Students 3
4 The Equality Act replaces the Disability Discrimination Acts and consolidates previous discrimination legislation for England, Scotland and Wales. The SDS offers training on the legislation, on request. Please see the Student Disability Service website: /overview 2.3 Confidentiality Information about disability is classed as sensitive personal data and will be processed by the University in accordance with the Data Protection Act 1998 and the University s Data protection Policy. Please also see the Student Disability Service website: Accessible and Inclusive Learning Policy 2013 The University has introduced an Accessible and Inclusive Learning Policy. This policy aims to make all students learning a more positive and inclusive experience. It mainstreams seven adjustments previously recommended only for disabled students. It can be viewed here: ing_policy.pdf Further guidance is available on the Institute of Academic Development s (IAD) website Mainstreamed adjustments and disabled students The seven adjustments listed in the Accessible and Inclusive Learning Policy will continue to be recommended by the Student Disability Service until the provisions are fully embedded. 3. Guidance for Co-ordinators of Adjustments (CoAs) 3.1 What is an adjustment? An adjustment or a reasonable adjustment (as it is referred to in the Equality Act) is a change to the student s course of study which enables her/him to participate fully in their education. An adjustment is intended to help ensure disabled students are not disadvantaged available to students with specific learning difficulties and other disabilities; and can also relate to temporary disabilities e.g. if a student suffers an injury or illness which impairs their ability to study and intended to address a disability related issue not an ability gap. 3.2 What is a Learning Profile? A Learning Profile (list of recommended adjustments or support) can be made for disabled students at any time during their academic career. Guidance for Co-ordinators of Adjustments Part1: Implementing Support for Disabled Students 4
5 It is a list of required, recommended support which the Student Disability Service prepares for the student, following discussion with her/him, based on abilities and needs. Example of a Learning Profile, listing adjustments by heading: Teaching and Learning Provide outline of course content, if not in course handbook Comment on assignment plan in advance, if requested by the student. Tasks to be broken down into smaller chunks if requested Provide clear instructions for the task, either verbally or written as requested by student Provide additional supervision sessions with clear target setting - If requested by student Assessments (non exam) Provide coursework questions and deadlines at start of course/semester Changes to submission deadlines for assessed written work may be required to allow access to a proof reader. (The recommended extra time required for this purpose is 5 working days. Any changes to submission deadlines for this purpose must be requested by the student to the School Teaching Organisations or the Course Organiser. This recommendation does not apply to weekly hand-ins for formative continual assessments. Proof reading support has been recommended for the student based on evidence of specific need.) Library Adjustments Provide double loan time on reserve/short loan books. Essential Information for all staff working with this student Information regarding impairment should not be disclosed or discussed with placement providers 3.3 How are adjustments decided? Adjustments are recommended by an Advisor at the Student Disability Service, and with reference to relevant evidence (e.g. a letter from a medical professional or an Educational Psychologist report) following a discussion between the Advisor and the student. This discussion will explore the student s strengths and areas where s/he may need support. Students normally self-refer to the Student Disability Service, but may be also encouraged to do so by their Personal Tutor, Supervisor or other staff member. The Advisor will generally draw up a Learning Profile for the student after this meeting. The learning profile is then sent electronically to: the student the Coordinator of Adjustments in the relevant School the student s Personal Tutor or Supervisor Academic registry (if exam adjustments are recommended) The Library (if relevant) Guidance for Co-ordinators of Adjustments Part1: Implementing Support for Disabled Students 5
6 3.4 What does the Coordinator of Adjustments do? The Coordinator of Adjustments (CoA) is responsible for overseeing the process in Schools of implementing the student s learning profile. The CoAs duties are: reading through the student s learning profile when received and identifying any potential issues liaising with the Student Disability Service (SDS) to resolve any potential issues generating an Adjustment Schedule using the Radium system using Radium (or another mechanism) to forward the Learning Profile to relevant colleagues in the School eg those in subject areas and the Teaching Office Please note the CoA does not have to action adjustments recommended for Academic Registry (eg coloured exam scripts or extra time in exams) or for the Library. 3.5 Potential Problems A CoA may face a number of problems in their School. Examples are given below. Example 1 What to do if teaching staff object to a recommended adjustment. For example, a School may not deem the adjustment Notetaker to be permitted to attend classes alone to cover unavoidable period of absence, appropriate if attendance at lectures is a core competence. The CoA has no status to insist that it is made but should initiate a discussion with the appropriate post holder in their School (Head of Undergraduate Studies, Head of School etc) to do this for them, and (ideally) create a policy about best teaching practice which is then mainstreamed for all students. Many adjustments are best teaching practice and should be made available to all students. Example 2 An adjustment stating that a student must not be asked to participate in class discussions might be in conflict with a central outcome of the course, and something on which the student is to be assessed. This leads to the wider question of the core competences of the course. If it is felt that class discussion (for example) tests a skill fundamental to the course learning objectives then with discussion with the SDS this adjustment could be reconsidered and an alternative put in place. Please discuss all potential issues or problems with the Student Disability Service throughout the process. Guidance for Co-ordinators of Adjustments Part1: Implementing Support for Disabled Students 6
7 Appendix 1: Terminology Guide Accessible and Inclusive Learning Policy: A policy and on-going work being taken forward in the University of Edinburgh, to promote a mainstreaming approach and provide guidance for academics on how to make all aspects of learning and teaching accessible. See sections 2.4 and 2.5. Adjustment: A change that might be made to academic processes in order to alleviate barriers to participation in learning and teaching activities or assessments Adjustments schedule: Those agreed/decided adjustments which will be implemented in a particular School or support service for a disabled student Academic contact: The person with whom the disabled student discusses adjustments once he or she arrives at the University. This is usually the Personal Tutor (previously Director of Studies) for undergraduates, the Programme Director for taught postgraduates and the Principal Supervisor for research postgraduates. For convenience, in this document, the role is referred to as the Personal Tutor. Competence standard: The Equality Act defines a competence standard as an academic, medical, or other standard applied by or on behalf of an education provider for the purpose of determining whether or not a person has a particular level of competence or ability. For academic purposes, a competence standard is not subject to recommended adjustments, but the way that a student may demonstrate ability to meet the competence standard may be adjusted. Example 1: The requirement for students studying for a law degree to demonstrate a particular standard of knowledge of certain areas of law in order to gain their degree is a competence standard. Example 2: A requirement that a student completes a test in a certain time period in not a competence standard unless the competence being tested is the ability to do something within a limited time period. Co-ordinator of Adjustments: The individual in each School who, with the delegated authority of the Head of School, decides the adjustments to be made to the academic processes in that School for a disabled student, and oversees their implementation through the Adjustments Schedule for that School. Kelso: Not a Borders town, but the database which Advisors in the Student Disability Service use to record a student s learning profile and to send it electronically to all recipients. Kelso is also used to record any contact with the student or his/her academic or support services contacts which may impact on the student s course of study. Learning Profile: A profile of the student s disability together with a list of recommended adjustments and support resources such as IT equipment. Radium: The database used by Coordinators of Adjustments (and key staff in the Student Disability Service) to manage adjustment schedules effectively and oversee the implementation of adjustments for students. Reasonable adjustment: As outlined in the Equality Act, a reasonable adjustment is an action that helps to alleviate a substantial disadvantage and which the institution can reasonably be expected to implement. Reasonableness is not defined in the legislation, Guidance for Co-ordinators of Adjustments Part1: Implementing Support for Disabled Students 7
8 but the Equality and Human Rights Commission note that what is reasonable in each case will depend on the individual and suggests that the following factors can legitimately be considered all the individual circumstances of the case, including the importance of the service, the financial or other resources of the institution and the practicality of the adjustment. Other issues, such as the need to maintain academic standards, health and safety and the relevant interests of other people including other students are also important Recommended Adjustment: An adjustment that the Student Disability Service has recommended be implemented to accommodate the student s requirements. Teachability: A project and series of guidance booklets produced in by the University of Strathclyde and funded by the Scottish Funding Council. The guidance covered areas including Creating accessible lectures for disabled students and Creating accessible examinations and assessments for disabled students. The guidance has been updated by the University of Edinburgh and is available on the Institute of Academic Development s (IAD) website. See sections 2.4 and 2.5. Guidance for Co-ordinators of Adjustments Part1: Implementing Support for Disabled Students 8
9 Appendix 2: Key People and Services Student: in this context, a disabled student, as defined by the Equality Act The Equality Act says that someone has a disability if they have a physical or mental impairment which has a long term or substantial adverse effect on their ability to carry out normal day to day activities. Physical or mental impairment includes sensory impairment such as those affecting sight or hearing. Impairments covered by the Act also include dyslexia, long term health conditions such as diabetes, cancer or HIV. Personal Tutor (PT): The student s academic contact (in some Schools this may be the Student Support Officer or, for postgraduate students the Supervisor or Programme Director Coordinator of Adjustments (CoA): The individual in each School who, with the delegated authority of the Head of School, finalises the adjustments to be made to the academic process, and oversees the implementation of adjustments. Student Disability Service (SDS): The service which will meet with most disabled students to discuss their needs (if necessary in conjunction with the student s academic contact), compile and distribute a Learning Profile, help those eligible to apply for Disabled Students Allowance, and match students with Student Support Assistants (note takers etc.) as required. Student Support Officers (SSOs): CoAs may designate additional academic delegates or administrative support, often Student Support Officers, to receive and act on Learning Profiles on their behalf. Whilst it is helpful to have an academic contact involved, the decision on who should take forward the process of implementing academic adjustments is one for each School. Guidance for Co-ordinators of Adjustments Part1: Implementing Support for Disabled Students 9
10 Appendix 3: University and College Admissions Service (UCAS) disability codes UCAS Codes Code Description A B C D E F G H I J No disability Social communication impairment e.g. Asperger s syndrome/autistic spectrum Blind/serious visual impairment uncorrected by glasses Deaf/serious hearing impairment Long standing illness or health condition e.g. cancer, HIV, epilepsy Mental health condition e.g. depression, schizophrenia or anxiety disorder Specific learning difficulty e.g. dyslexia, dyspraxia or ADHD Physical impairment or mobility issues Disability or medical condition not listed above Two or more impairments or disabling conditions Guidance for Co-ordinators of Adjustments Part1: Implementing Support for Disabled Students 10
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