zilongwang/ReadingBank huggingface dataset:
An additional suggestion was for the development / provision of a ‘tick sheet’ of information / communication support options which could be linked to SNOMED CT codes and used by staff and patients to support identification and recording of needs. Feedback was also received on the Clinical Safety Case, which has informed the final version of this document. The Phoenix Medical Centre in partnership with Dynamic Health Systems Scope of pilot The scope of the pilot included: “Completion of review of systems, policy and procedure with regards to supporting patients / service users with information/communication needs and identification of changes / improvements needed.” “Implementation of changes necessary to enable proactive and routine identification and recording of patients’ / service users’ information and / or communication needs in line with the draft standard…to improve or establish systems for referring to or flagging a communication need…to introduce or improve flags or alerts.” “Implementation of changes necessary to improve or establish systems for meeting the information and communication needs of patients / service users with information / communication needs.” “Provision of training to any / all staff in order that they can effectively implement the Standard and participate in the pilot.” As part of the pilot, initial actions included: “Run searches and identify the number of patients affected by disabilities Assess policies and procedures to see how comprehensive they are Alert the 'patient participation group' and seek their involvement to inform and be part of the process.” “317 people had been coded as registered disabled, blind, deaf or with physical or sensory disability. Of these some may have been coded as e.g. 'temporary deafness or partial deafness'.” “The identified patients (with a READ code identifying the disability) were invited to feedback on their needs relating to their disability. Icons were created in the medical system (TPP SystmOne). These are clearly visible on opening a patient record. Admin staff would then know about the disability when dealing with these patients immediately on opening the record and know how to help e.g. the need to provide information in braille or using the hearing loop etc.” Additional actions taken as part of the pilot included:
Making health and social care information accessible Sense Workshop London 22.01.14 – Notes Introduction Liz Ball, Campaigns Involvement Officer at Sense, welcomed everyone to the workshop, and a round of introductions followed. Richard Kramer, Deputy Chief Executive at Sense, highlighted the need to improve deafblind people’s experience of health and care services and improve the provision of accessible information which enabled people to make choices. He pointed out that professionals often talk about ‘hard to reach people’ when really the focus should be on why organisations are ‘hard for people to reach.’ Sarah Marsay, Public Engagement Account Manager at NHS England, welcomed participants to the workshop, and talked through an introduction to the ‘making health and social care information accessible’ project. A question and answer session followed, with the opportunity for those present to query anything which was unclear or on which they wanted further detail. Following this, the 6 participants took part in discussions around their personal experiences and to offer views to shape the standard. The workshop was facilitated by Sarah Marsay from NHS England, and Sarah White, Policy Officer (Health) at Sense. Participants’ comments and queries are noted below. Workshop 1 – Discussion about personal experiences Thinking about when you use NHS or social care services: Do you usually get information in a format you can understand? Do you usually get the communication support you need? I have had a good experience with my doctor’s surgery. I get a taxi to the surgery, the driver takes me to reception then one of the reception staff take me to the waiting room. Then when it is my turn, the doctor takes me to my appointment and when this is over, escorts me back to reception. One of the reception staff will then order me a taxi.
NHS England Accessible Information Standard Pilot Study Berkshire Healthcare NHS Foundation Trust February – March 2015 Authors Warren Oldreive Specialist Speech and Language Therapist Mary Waight Clinical Specialist Occupational Therapist Background to pilot This document summarises how we have been modifying our practice to ensure that we maximise patient engagement and involvement though appropriate information provision. This work started through direct clinic practice and over time evolved into the creation of an ‘Information Pathway’ and a number of novel approaches and models. This report includes both work undertaken specifically during the trial period and preceding this frame. It also refers to related developments that are summarised below. This will include qualitative data comprising case studies and limited quantitative date before closing with lessons learned and implications for future practice and information planning. Key developments: These developments arose out of 5 years work looking at ways of making information accessible to people with learning disabilities principally using Computer Aided Information (CADI) – Process by which a voice output communication aid is used to provide information where people are unable to read. This includes the use of relevant multi-media including video and/or music. This approach was developed due to the poor to non-existent literacy skills of people with learning disabilities. Information pathway (publication a) – a process that can be used to inform the process of information provision. Crucially this to include a process of target setting and review to evaluate success – copy in appendix. Information Passport – The document that can be used to summarise key requirements that can support adequate provision and the record of previous targets. To include key details: sensory; physical literacy and other cognitive needs. This document aims to be shared digitally - copy in appendix.
panel in figure I.1 is also consistent with this finding, suggesting that CLCs located in high SEIFA deciles serve smaller proportions of low-income clients than their counterparts located in low SEIFA deciles. Figure I.1 Reported income by SEIFA decile of CLC client and CLC locationa 201112 a ‘na’ of SEIFA decile refers to those localities linked to postcodes for post-office box purposes only. Income is defined in CLSIS as no income, low income (‘under $500 per week or $26 000 per year’), medium income (‘between $500 and $1000 per week or $26 000 to $52 000 per year’), high income (‘$1000 per week or over or $52 000 per year or over’), not applicable or not stated. Data sources: Commission estimates based on unpublished CLSIS data and ABS (Census of Population and Housing: Socio-Economic Indexes for Areas (SEIFA), Australia, 2011, Cat. no. 2033.0.55.001). The issue of placement of CLCs is discussed in further detail in chapter 21.
A right-in/out access may be required for safety and traffic flow purposes if other access options are not consistent with public safety and traffic flow. Access Design Criteria Table 2 provides design criteria for private access onto <Insert Agency>’s roadway, including width, grade, landing size, and side slopes. Table 2—Design Details for Access onto <Insert Agency> Roadways Design Criteria Residential Commercial - Industrial - Farm Field Approaches Min Max Desired Min Max Desired Min Max Desired Entrance Angle / skew (degrees) 70 110 90 70 110 90 70 110 90 Width (a) (feet) 16 24 24 24 32 32 20 32 20 Corner Clearance (b) (feet) 60 See Note b See Table 1 60 See Note b See Access Spacing 60 See Note b See Table 1 Radius (feet) (c) 5 to 15 35 25 5 to 25 40 25 5 to 10 40 20 Entrance Grade (percent) (d) 0 ± 14 -2.5 0 ± 8 -2.5 0 ± 14 -2.5 Landing (feet) (at 0.5 percent) 25 50 25 50 15 50 Side Slope (e) (feet:feet) 1:4 (6) 1:10 1:4 (6) 1:4 (6) 1:10 1:4 (6) 1:4 (6) 1:10 1:4 (6) See MnDOT’s Road Design Manual and Standard Plate 9000D for additional information Notes: (a) Urban residential widths are restricted to 24 feet wide. 32-foot double-wide field approaches are allowed at property lines when the access is shared between the two landowners. (b) The closest access point to an intersection may need to be outside the functional area of that intersection depending on the local geometric and traffic characteristics of the county roadways. Functional areas of an intersection may be up to 820 feet. (c)Minimum radius dependant on angle of driveway approach; see MnDOT’s Road Design Manual. (d) Entrance surface out to culvert or ditch line shall have a minimum drop of 6 inches at 20 feet from the edge of the driving lane. Maximum elevation drop is 15 inches at 20 feet from the edge of the driving lane. (e) New side slopes of 1:6 are required when other approaches on the roadway are 1:6.
Finance References: Administration, National Credit Union. 2010 Yearend Statistics for Federally Insured Credit Unions. 2010. Alden, Sharyn. "Payday Lending." Credit Union Magazine 77, no. 7 (2011): 30-34. Association, Credit Union National. The State of the Credit Union Industry: Statement Submitted by the Credit Union National Association to the Senate Banking Committee, December 9, 2010., 2010. ________. "Top Ten Trends." (2011). Corporation, Federal Deposit Insurance. Fdic National Survey of Unbanked and Underbanked Households, 2009. Grebener, Kristina. "Cus Need a Youth Movement." Credit Union Magazine 76, no. 2 (2010): 30-34. Mallow, Lisa. "Credit Unions Increase Lending by 8% and Grow Total Revenue [Press Release of Callahan & Associates]." Callahan & Associates, 2011. Manning, Robert D. "The Evolution of Credit Cards." Credit Union Magazine 75, no. 10 (2009): 35-38. Matz, Debbie. The State of the Credit Industry: Statement before the U.S. Senate Committee on Banking, Housing, and Urban Affairs, December 9, 2010. 2010. Merrick, Bill. "Could Alternative Capital Unleash Cus' True Potential?" Credit Union Magazine 76, no. 9 (2010): 30-35. Rick, Steve. "Meager Margins." Credit Union Magazine 77, no. 12 (2011): 16-16. ________. "A Sea of Liquidity." Credit Union Magazine 77, no. 7 (2011): 16-16. Services, New Jersey Department of Mental Health and Addiction. "Community Mental Health Services Block Grant Funding Agreement Application for Fiscal Year 2013. Retrieved from " (2011): 424.
Hawthorn Primary School Access Plan as at 1 September 2017 Access to the Physical Environment Targets Strategies Timescale Responsibility Short term To ensure Accessible Parking Space is located near school entrance Signage outside school to explain where accessible parking space is Improvements to accessible toilet Site management should undertake liaison with the Community Centre shared parking areas Purchase from online supplier According to BS8300 - An emergency assistance pull cord should be sited so that it can be operated from the WC and from an adjacent floor area. The emergency assistance pull cord, coloured red, should be provided with two red bangles of 50 mm diameter, one set at a height between 800 mm and 1000 mm and the other set at 100 mm above floor level. There should also be a reset button easily reached from the toilet. End the use of this room as storage Spring Term 2018 for contact with Highways Spring Term 2018 Spring Term 2018 AD AD AD
Set up INSET training for SLT/ all staff on Equalities/ Disability Equality Duty September 2017 ALNco Ensure all staff are aware of any disabled pupils’ curriculum access where applicable Set up system for information to be shared with appropriate staff (including lunchtime supervisors) where applicable Display information relating to individual pupils’ needs in staff room as appropriate As and when necessary As and when necessary ALNCO ALNCO Medium term Ensure all IT software and resources are adapted for use by people with visual impairments Curriculum Resources Audit all SEN ICT and other resources. Order further resources as necessary Run individual training sessions on use of SEN resources Audit – by end of Summer Term 2019 Resources and training – rolling programme to be completed by Summer Term 2020 Annual ALNCO
Inclusive discussion of access to information in all annual reviews Consult with parents/carers and children about access to information and preferred formats in all reviews Develop strategies to meet needs As and when necessary As and when necessary AD/KGT AD/KGT Medium term School corridor and classroom displays are accessible to all Review any laminated (or similar) wall displays for reflections from windows or lighting and replace or move as necessary To be built into regular teaching assessment from Autumn 2018 AD/KGT Long term Heighten awareness of mainstream staff in relation to strategies and procedures employed by speech therapists for SLCD pupils Provide training in relation to SLCD issues, for all staff Speech therapist/ LEA SLCD Team
If you do not have a safe and permanent place to stay, we would like to meet with you at any of the following Access Points: City Side Agency Location Days/Hours NORTH Heartland Alliance Health (formerly Heartland Health Outreach) 4750 N. Sheridan, Suite 200, 60640 Mondays through Thursdays, 9am – 12pm WEST Heartland Alliance Health at Vital Bridges 4121 W Lake St., 60624 Wednesdays, 10am - 1pm (the first 15 people will be assessed) Westside Health Authority 5417 W. Division, 2nd Floor, 60651 Mondays and Wednesdays, 1pm-3pm, ask for Danielle Dixon at the front desk SOUTH Matthew House 3722 S. Indiana Ave, 60653 Mondays through Fridays, 8am – 1pm Featherfist 2255 E. 75th St., 60649 Mondays through Fridays, 1pm - 3pm
North Greenville University CSCI-1305 Intro to Information Technology Access Skill Enchancement Document 2-3 In an Access database, queries are the means of manipulating the data to display in a form or a report. Queries can sort, calculate, group, filter, join tables, update data, delete data, and more. The power of a query is amazing. The database query language is SQL (Structured Query Language). Getting Started Open the Access “Skill Enhancement Document 2” Save the document to your computer Observe the existing tables in the Navigation Pane Enable Content if necessary Open the Relationship Window On the Database Tools Ribbon, Relationships Group, click the Relationships Button Observe that there are no current relationships existing In a relational database (Access), the data in one table can be related to the data in other tables. In general, tables can be related in one of three different ways: one-to-one, one-to-many or many-to-many. The relationship is used to cross reference information between tables. Add a Table to the Relationship Window If necessary, click the Show Table Button to open the Show Table dialog box In the Show Table dialog box, select Customer Orders, click Add In the Show Table dialog box, select Customers, click Add Click Close Resize a Field List In the Customers table, position the mouse over the bottom border and drag to show all fields Create a Relationship between two tables In the Customer Orders Table drag CustomerID and place over CustomerID in the Customers Table Check Enforce Referential Integrity Click Create Table relationships must obey standards of referential integrity, a set of rules that control how you can delete or modify data between related tables. Referential integrity in table relationships keeps users from accidentally deleting or changing related data. You can apply referential integrity when: the common field is the primary table’s primary key; the related fields have the same format; or both tables belong to the same database.
MICROSOFT ACCESS COMI-1430 Mrs. Grande, Assistant Professor Computer Studies Department ALL students must purchase the book and a flash drive. Week Lecture Homework Date Due 1 Tutorial 1 Creating a Database Tutorial 2 Building a Database and Defining Table Relationships TUTORIAL 1 Pages AC1-AC40 UPLOAD DATABASE CASE 1 Pine Hill Music School Pages AC43-AC44 UPLOAD DATABASE TUTORIAL 1 EXTRA CREDIT Pages AC44-45 CASE 2 Parkhurst Health & Fitness Ctr. UPLOAD DATABASE TUTORIAL 2 Pages AC49-AC96 UPLOAD DATABASE CASE 1 Pine Hill Music School Pages AC99-AC101 UPLOAD DATABASE TUTORIAL 2 EXTRA CREDIT Pages AC102-103 CASE 2 Parkhurst Health & Fitness Ctr. UPLOAD DATABASE SEE BLACKBOARD 2 Tutorial 3 Maintaining and Querying a Database TUTORIAL 3 Pages AC109-AC157 UPLOAD DATABASE CASE 1 Pine Hill Music School Pages AC159 UPLOAD DATABASE TUTORIAL 3 EXTRA CREDIT Pages AC160-AC161 CASE 2 Parkhurst Health & Fitness Ctr. UPLOAD DATABASE SEE BLACKBOARD 3 Tutorial 4 Creating Forms and Reports TUTORIAL 4 Pages AC165-AC204 UPLOAD DATABASE CASE 1 SEE BLACKBOARD
Dr. Charles Moreland Chair Paramedic (Fire) Daniel Griffin Vice-Chair EMS Educator Darrel Donatto Secretary EMS Administrator (Fire) Angela Alban Naranjo Lay Person Jane Bedford Paramedic (Non-Fire) Ann Brown Emergency Nurse Michael Lozano, M.D. Physician Bari Conte Air Ambulance Operator Mark Postma Commercial Ambulance Operator Kingman Schuldt EMT (Fire) Isabel Rodriguez EMT (Non-Fire) Danita Allen Hospital Administrator Joe Nelson, D.O. State EMS Medical Director Trenda McPherson Department of Transportation Julie Bacon EMS for Children Liaison Preston Bowlin Department of Financial Services Charles F. Hagan, III Office of the Governor, Emergency Management James Swearingin Department of Highway Safety & Motor Vehicles Carlton Wells Department of Management Services Access to Care Meeting January 19, 2017 1pm – 3pm Daytona Beach Designated Membership: Jane Bedford, Chair, Angela Alban, Co-Chair Mike Patterson, Cory S. Richter, Don Hughes, John Simpson, Ann Brown, Gail A. Stewart, John R. Zaragoza, Tracey D. Vause, Patrick Husic, Kacy Mellis, Kendra Siler-Marsiglio, Mary Anne Kolar, D.O, Anita Overstreet, Evan Stack, Mike Hall, Melissa McNally, Rickie Stone, James Crutchfield AGENDA Welcome and Introductions New members State Plan Update on work completed on defined objectives for our committee Old Business Conference call Oct 11th: Jason Welty, Staff assistant for Senator Rob Bradley introduced himself and said he was participating to gather information as needed for Senator Bradley. Discussion was held on the Strategic Priorities assigned to Access to Care and the work that has been done so far. New Business Open discussion. Adjourn
El Paso Ellis Fort Bend Galveston Grayson Gregg Guadalupe Harris Hays Hidalgo Hood Hunt Jefferson Johnson Kaufman Lubbock McLennan Midland Montgomery Nueces Orange Parker Potter Randall Rockwall Smith Tarrant Taylor Travis Victoria Webb Wichita Williamson Micro: Anderson Aransas Bastrop Caldwell Camp Chambers Cherokee Coryell Hardin Harrison Henderson Kendall Kerr Lamar Liberty Maverick Morris Nacogdoches Rusk San Patricio Starr Titus Tom Green Upshur Van Zandt Walker Waller Washington Wilson Wise Wood Rural: Andrews Archer Armstrong Atascosa Austin Bailey Bandera Baylor Bee Blanco Borden Bosque Brewster Briscoe Brooks Brown Burleson Burnet Calhoun Callahan Carson Cass Castro Childress Clay Cochran Coke Coleman Collingsworth Colorado Comanche Concho Cooke Cottle Crane Crockett Crosby Culberson Dallam Dawson Deaf Smith Delta DeWitt Dickens Dimmit Donley Duval Eastland Edwards Erath Falls Fannin Fayette Fisher Floyd Foard Franklin Freestone Frio Gaines Garza Gillespie Glasscock Goliad Gonzales
For Practice Use Only emisID Identity Verified By: Date: Method: Vouching Vouching with information in record Phot ID and proof of residence If the patient only wants access to appointments, medication and summary record then access can be granted as per standard procedures. If access to detailed coded medical record is required then the record needs to be checked for sensitive information before being enabled. Basic Access Ensure only the following options are enabled: Appointments Repeat Prescriptions Demographics Online Registration Allergies Medication Immunisations Date Registration Form Printed: Detailed Access The record needs to be checked for sensitive information appropriateness of access for patient. Initial Data Check By: Date: Result of Initial Check: Record Suitable for Access Record Requires GP Check GP to check:_________________ GP Check By: Date: Result of GP Check: Record Suitable for Access Record NOT Suitable for Access If not suitable reason: If suitable add the following options to patient services: Laboratory Tests, Problems, Consultations Access granted by: Date If not suitable contact the patient to discuss Patient contacted by: Date
Assessment Planning Access to Higher Education Diploma Provider Name Originator(s) Module Date Diploma Title Unit Title Assignment Type (essay, research etc.) Assessment Criteria for each Assignment Graded/ Ungraded (G/U) Grade Descriptors (1,2,3,4,5,6,7) If applicable Level Credit Value
Grade Descriptor: 7 Quality For a Merit your work or performance must: For a Distinction your work or performance must: Learner Guidance notes: Add or remove tables as appropriate No. Assessment Criteria The Learner can: Achieved? (Tutor Initial) First Submission Second Submission Referral
Does the planned assessment strategy address all of the assessment criteria for this unit and provide opportunities for differentiation? Have all of the approved grade descriptors been applied appropriately across the planned assignment strategy? (Graded Units only) Is/are the assignment(s) valid for assessing achievement of this unit and are they appropriate to the level and credit value of the unit? Are there any issues around equality and diversity that need to be addressed in the design of the planned assignment(s)? Assignment Title & Type GDs used Action needed before the assignments are used (if any) By When (date) Completed (and date) Assignment Review Date Yes No 1 Title: Type: Date: 2 Title: Type: Date: 3 Title: Type: Date: 4 Title: Type: Date: 5 Title: Type: Date: IV Signature Date Originator Signature Date Post-Delivery Verification of Assessment Learner Diploma Grade (P, M, D) or Ungraded OA and QAA Regulations Appropriately Applied Good Practice Action Required Internal Verifier Signature All AC’s Met Grade Decisions Accurate Feedback to Learner
Access to Records Application Form Your details First Name: Family Name: Previous Names: Address: Postcode: Phone No: Date of Birth: Details of the person whose records are required Details of the person whose records you are requesting (if different from above) First Name: Family Name: Previous Names: Address: Postcode: Phone No: Date of Birth: Details of records to be accessed Are you seeking any specific piece of information or documents relating to a particular period of time? YES / NO If YES, give details below: Are these your own records you wish to see? YES / NO If these are not your own records do you have written authority to act for someone else (e.g. letter of Authority, Lasting Power of Attorney)? YES / NO If YES, please attach your written authority to the application.
Mode of training delivery The following table provides detail of the recommended training options to achieve required levels of competency. The available resources are detailed on the following pages of this document. Type of training recommended to achieve the required levels of competency Staff Training Level Multi Agency Training via LSCB Single Agency Training e.g. via national/local events/NSPCC/BASCPAN E-Learning Reading/Reflective Practice Level 1 e.g. Reception/Admin staff NO NO YES NO Level 2 e.g. HCA, Practice Nurse NO NO YES NO Level 3 e.g. GP, Nurse Practitioner, Practice Nurse YES YES YES YES
Grade: State Student ID: Provide a brief description of the accommodation for which you are requesting approval: Describe the evidence that supports the need for this accommodation, including how it is used by the student in the classroom to meet his or her English language proficiency needs: Describe the planning needed for provision of this accommodation on tests (e.g., school staff, space, and/or specialized tools or equipment needed): For SEA Use Only: Approval/Denial of Request Check one item below: This request has been approved. This request has been denied. Comments (Optional): SEA Staff Name and Position: SEA Staff Signature: Date:
Kim Maloney -Liaison to Juvenile Justice, JDAI - Human Trafficking -Liaison to Contracting, OOL, and IAIU -RTC, GH, TH, CW CSAP, EDRU Kathi Way Jennae Suiter -All IDD out-of-home programs, IDD CSAP Michael Higginbotham SRTU Staff Programmatic Oversight Staff Name E-mail Address Supervisor IRTS, CCIS, and Intermediate Units Liaison to Private Children’s Hospitals Iris Carter Michael Higginbotham Adolescent Substance Use OOH and Outpatient Treatment Programs Robin Federico Michael Higginbotham SPEC, SPEC-I/DD Frank Mulrine Tracie Harris nj.gov nj.gov Jennifer Bak SRTU Support Staff SRTU Consultation Assignments Terry Seremeta nj.gov Jennifer Bak PCH Andrea Lewis nj.gov Michael Higginbotham PCH-I/DD, IPCH, Liaison to Matheney and Woods Babayemi Aiyegbo nj.gov Michael Higginbotham DAP, EDRU, CW CSAP Liaison to Detention and Juvenile Court Hassan Ravenell nj.gov Kim Maloney Programmatic Oversight Staff Name E-mail Address Supervisor TH Liaison-OOL/IAIU/Contracting Trishan Jhummat nj.gov Kim Maloney RTC Special Needs Populations: HT, Pregnant and Parenting, Medical Selina Allen nj.gov Kim Maloney SSH GH I-I/DD DDD Special Projects Wendi Smith nj.gov Jennae Suiter RTC-BH/DD GH 2-I/DD Renee Moultrie nj.gov Jennae Suiter
Note: This Risk Assessment Form is a guide only and should be used in conjunction with other references such as: The Risk Assessment for National Work Experience Programme for Disability Employment Services Guidelines; Date Risk Description (including type e.g. organisational/Activity) Potential Impact/Hazards Risk Rating E, H, M, L (See Attachment A) Control Measures/Methods to mitigate risks. For DES provider monitoring purposes only Control measure in place? Y/N Monitoring Frequency (to ensure risk is not escalated) Action taken if control measure not in place Disability Employment Services Grant Agreement; and The Australian Standard for Risk Management AS 4360:2004.
AccessAbility Day Connecting jobseekers with disability and employers to explore new possibilities in the workplace for one day during the week Monday 26 to Friday 30 November 2018. Open your door To a new pool of talented and capable individuals, who are ready and willing to work. No obligation Just an exciting opportunity to see what a jobseeker with a disability has to offer. Supported by Your local Disability Employment Services (DES) provider. More information Visit the www.jobaccess.gov.au/accessabilityday Phone 1800 464 800 TTY users please phone 1800 555 677 and ask for 1800 464 800
Your DES provider is able to provide you with further information on the insurance policies and what to do in the case of any accidental damage or injury. Before AccessAbility Day Being prepared is the key to a successful AccessAbility Day experience. It is recommended that you: communicate expectations with the DES provider including the expected dress code, personal protective equipment (PPE) if appropriate and if the participant is required to bring anything to the workplace confirm the meeting place, time and contact person on the day for the participant with the DES provider, including parking and drop-off information let your employees know that you will being hosting AccessAbility Day placement(s) consider scheduling a team meeting on that day to welcome your participant have an understanding of any needs or special requirements that your AccessAbility Day participant may have agreed to disclose to their DES provider. Checklist Activity Completed Register your interest at or let your DES provider(s) know that you are interested in participating in AccessAbility Day Your DES provider has discussed your available AccessAbility Day placement/s with you Confirmation received that a participant has been allocated to your workplace Inform your DES provider of any participant requirements including arrival time, contact details, dress requirements if applicable Consider and plan activities for the AccessAbility Day participant Print out posters from the website to put up at your workplace Market and promote your involvement in AccessAbility on your website and through your social media channels
AccessAbility Day Provider Guidelines Document Change History Version Effective Date End Date Change & Location 1.0 1 July 2018 13 September 2018 Category: Original version 1.2 13 September 2018 5 September 2018 Category: Removed message from Assistant Minister for Social Services and Disability Services What is AccessAbility Day – added that it will be held across Australia The role of JobAccess – removed reference to webinars Role of DES providers- added ESSWeb registration, removed reference to webinars Organising placements – added ESSWeb registration, updated process for new employers Caseload management and reporting requirements – added ESSWeb registration instructions What to do if a participant cancels – updated ESSWeb instructions Information workshops – removed section DES provider checklist – added ESSWeb reference Voluntary recruitment process review – removed section 1.3 5 September 2018 Category: DES provider checklist – removed reference to webinars Background AccessAbility Day is a great opportunity for jobseekers with disability and employers to connect for a day and experience what each has to offer. It is available for one day in the week Monday 26 to Friday 30 November 2018.
Note: This Risk Assessment Form is a guide only and should be used in conjunction with other references such as: The Risk Assessment for National Work Experience Programme for Disability Employment Services Guidelines; Date Risk Description (including type e.g. organisational/Activity) Potential Impact/Hazards Risk Rating E, H, M, L (See Attachment A) Control Measures/Methods to mitigate risks. For DES provider monitoring purposes only Control measure in place? Y/N Monitoring Frequency (to ensure risk is not escalated) Action taken if control measure not in place Disability Employment Services Grant Agreement; and The Australian Standard for Risk Management AS 4360:2004.
ACCESSIBILITY PLAN Reviewed: September 18 Next review: September 20 Diane Osborne Chair of Management Committee S Pritchard-Jones Head Teacher Contents 1 School Profile ……………….. Page 1 2 Barriers Check list ……………….. Page 2 3 Key Recommendations ……………….. Page 6 4 Activities 1 Disability Equality ……………….. Page 7 2 Physical access ……………….. Page 8 3 Curriculum access ……………….. Page 9 4 Information access ……………….. Page 10 5 Targets ……………….. Page 11 6 Reasonable adjustments required ……………….. Page 12 Appendix 1 Appendix 2 School Profile
Do lessons involve work to be done by individuals, pairs, groups and the whole class? √ Are all pupils encouraged to take part in music, drama and physical activities? √ Do staff provide alternative ways of giving access to experience or understanding for disabled pupils who cannot engage in particular activities, for example some forms of exercise in physical education? √ Do you provide access to computer technology appropriate for students with disabilities? √ Teaching and Learning. √ Classroom organisation. √ Timetabling. √ Assessment and exam arrangements. √ Preparation of pupils for the next phase of education. √ Information Access Do you provide information in simple language, symbols, large print, on audiotape or in Braille for pupils and prospective pupils who may have difficulty with standard forms of printed information? √ Do you ensure that information is presented to groups in a way, which is user friendly for people with disabilities e.g. by reading aloud, overhead projections and describing diagrams? √ Do you have the facilities such as ICT to produce written information in different formats? √ Do you ensure that staff are familiar with technology and practices developed to assist people with disabilities? √ School announcements. √ Access to information. √ Question Completed In Progress Under discussion Not yet addressed Organisational Are school visits, including overseas visits, made accessible to all pupils irrespective of attainment or impairment? √ Preparation for entry into school. √
To access eBucs through GoldLink: Your password for signing into eBucs via GoldLink will be your ETSU network password (the same password you use to sign into your computer). If you have difficulty signing in with your network password, please contact the ETSU . Click Goldlink on the ETSU homepage: Sign in to Goldlink with your username and password (the same you use to sign into your computer): Once signed in, click Administrative Staff on the left side of the screen: Click and expand the Administrative Tools box and you will see a link for eBucs: Alternative access to eBucs: If you do not have the Administrative Staff button in GoldLink, you will need to go to our website to login to eBucs: Click eBucs from the navigation menu on the left and enter your network username and password:
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Targets Strategies Outcomes Timeframe Short Term To plan the next steps needed to ensure the curriculum and extra – curricular activities are accessible to all students. To implement the 11-19 curriculum changes and the developments from the SEN Reform 2014 To extend the range of extra curricular activities. Student leaders to review the new curriculum and the SEN policy To develop parent/teacher forums to contribute to the SEN and Inclusion Policy Quality first teaching Curriculum planning continued for incremental learning and assessment Increased opportunities available to students with disabilities. Improved detail of policy Improved communication with and closer involvement of families of students with SEN. July 2017 Dec 2017 Dec 2017 July 2017 To develop additional teaching provision Increase provision of activities for DSEN students needing support at break and lunch times Increase Timetabling of activities for identified students Improved attendance and progress of students with a history of low attendance Improved social interactions July 2018 Dec 2017 Medium Term To plan and implement improvements and adaptations to the curriculum and activities. To put in place the SEN reform 2014 To review the new curriculum and arrangements in conjunction with student/parent/teacher feedback and make changes where appropriate. To introduce a more robust reading programme To continue to improve CPD to Teach First To train staff to support students with SEMH To develop the impact of intervention Improved student progress Parent Forum Improved availability of interventions Wider ranges of teaching styles used (e.g.differentiation). Teachers/TA’s continue training to support more effectively students with more pronounced needs for Sept 2017 Signing capability to support/cover in emegencies Monitoring systems for supporting K students reviewed April 2018 – ongoing Oct 2017 Dec 2017 June 2018
Increase access to the curriculum for pupils with a disability Improve and maintain access to the physical environment Improve the delivery of written information to pupils The table below sets out how the school will achieve these aims. Aim Current good practice Include established practice and practice under development Objectives State short, medium and long-term objectives Actions to be taken Person responsible Date to complete actions by Increase access to the curriculum for pupils with a disability The school operates a uniformed Display Policy. Key personnel in school are Makaton trained. Children have access to ICT in every classroom. Increase levels of communication amongst staff base. Increase number Makaton trained staff. Increase access to IT equipment across the Academy. FLy RGa Dec 2017 Dec 2017 Improve and maintain access to the physical environment Ramped areas around main entrances into school where necessary. Platform lift access to Hall. Ensure ‘shortest route’ access for individuals with any needs. Develop further ramped areas to rear yard. Move Nursery to allow ease of access for all pupils. RGa March 2017 Improve the delivery of written information to pupils SLT to coordinate responsibility for Displays. Use consistent fonts on displays where appropriate. Display policy to be completed and in place. RGa September 2017
Experience of commissioning or implementing information provision in alternative formats including easy read, British Sign Language, audio and video. Knowledge & Understanding Knowledge and understanding of equalities and human rights policy, including the Equalities Act 2010. Knowledge and understanding of the issues faced by and needs of older people. Knowledge of or existing relationships with equalities organisations in GM. Terms and Conditions Hours – 18.5 hours/week, with an expectation of very occasional evening or weekend work if necessary Annual Leave – 12.5 per annum plus Bank Holidays + a day for your birthday Probation Period – Post subject to successfully completing a 6 month probationary period Employers contributory pension – 10% of annual salary (applied the month following completion of the probationary period)
Targets Strategies Outcome Timeframe Achieved Equality and Inclusion To improve staff awareness of disability issues. Provide training for members of the school staff, as appropriate. Whole school raised awareness of disability issues June 2016 On-going Guest speakers booked To ensure all policies consider the implications of disability access. Consider during the review of policies. Policies reflect current legislation. On- going Physical Environment To ensure that all areas of the school buildings and grounds are accessible for all pupils and adults Audit of accessibility of school buildings and grounds by Directors. Suggest actions and implement as pupil necessity dictates and as budget allows. Modifications will be made to the school to improve access, as and when necessary Ongoing To improve the school environment for pupils with Sensory Processing difficulties. To make a sensory room. Source advice from an Occupational Therapist with a specialism in Sensory Integration. Source equipment and allocate a space Modifications will be made based on the recommendations. Pupils are able to access a sensory space when necessary Summer term 2016 Summer term 2016 OT sourced and booked. Room allocated and resources ordered.
Curriculum To continue to train staff to enable them to meet the needs of pupils with a range of SEN SENCo and Education Manager to review the needs of the pupils and provide training for staff as needed Staff are able to enable all pupils to access the curriculum On-going To ensure all pupils are able to access all off-site activities and learning Review off-site provision to ensure compliance with legislation All providers of offsite activities and education will comply with legislation to ensure that the needs of all pupils are met On-going To provide specialist equipment to promote participation in learning by all pupils Assess the needs of the pupils and provide resources as necessary Pupils will be able to fully access their curriculums On-going Written/Other Information To ensure that all parents/carers and other members of the school community can access information Written information will be provided in alternative or adapted formats as necessary Information is accessible for all As necessary To ensure parents/carers who are unable to attend school, due to a disability, to access reviews Venue to be changed to accommodate the parent/carer. Format of meeting to be changed to accommodate the need. Parent/Carer is enabled to have input at reviews and meetings. As necessary
Improving physical accessibility Buses & Coaches According to the Department’s most recent Annual Bus Statistics (published in September 2014), 95% of buses in England now have low floor designs, while 84% of the total bus fleet holds a Public Service Vehicle Accessibility Certificate (PSVAR) compared to 78% last year. The Government welcomes efforts by bus and coach operators to run fully accessible services before the relevant compliance deadlines. From 1st January 2015, all single decker buses weighing under 7.5 tonnes and carrying 22 or more passengers that are used on local or scheduled services have been required to be fully PSVAR compliant. The Department for Transport provides the Driver and Vehicle Standards Agency (DVSA) with a specific fund to enforce the requirements outlined in PSVAR and we will work with DVSA colleagues to ensure that PSVAR compliance continues to be monitored closely and that any bus operator found to be in breach of these Regulations is dealt with accordingly. We will also write to all bus companies who have indicated that they operate a vehicle in this category to remind them of their accessibility obligations and to explain that operating a non-accessible vehicle of this kind is now against the law. Community Transport The Government recognises that Community Transport can provide a wide range of people with vital access to public services, employment, education and training. In order to support the important contribution made by the Community Transport sector, the Department for Transport has created a £25 million Community Bus Fund. This fund has allowed community transport operators, who meet the necessary criteria, to bid for a new minibus to replace or expand their existing fleet. The Secretary of State for Transport formally launched the fund on 17th November 2014 and we have worked with the Community Transport Association (CTA) to ensure that details of the fund reached as many operators as possible. The bidding process for the Community Bus Fund closed on 15th January 2015 and Department for Transport officials will assess all bids received, before confirming those who have been successful. This fund will assist the community transport sector in continuing to deliver vital services to those communities who may not be served by
Is your setting inclusive? Question Yes If yes – where can the evidence be found? No If no - action to be taken and where recorded in Access Plan 1 Is accessible signage used, throughout the setting’s environment, at all activities and events? 2 Are pupils/students with SEND included in pupil/student forums e.g. school councils 3 Is personalised and creative support arranged so that pupils/students can access all activities including trips /visits and afterschool and breaktime activities? 4 Do you ensure that financial difficulties do not prevent pupils/students with SEND being included in activities and events 5 Do you ensure that transition from setting to setting is carefully planned and personalised for pupils/students with SEND? 6 Do you find creative and flexible solutions to ensure that pupils/students with SEND can move easily between classrooms? 7 Do you use targeted, small group and/or individual activities to improve self-esteem, confidence and social skills?
6 of 9 Toilets Question Y N Action Point 1 Is WC provision made for people with disabilities? 2 Do all lavatory areas have slip-resistant floors? 3 Are all fittings readily distinguishable from their background? 4 Are all door fittings/locks easily gripped and operated? 5 Can ambulant disabled people manoeuvre and raise and lower themselves in standard cubicles? 6 Is provision made for wheelchair users in disabled toilets? 7 Is wheelchair approach free of steps/narrow doors/obstructions etc? 8 Is the location clearly signed? 9 Is there sufficient space at entry to the compartment for wheelchair manoeuvre and door opening? 10 Are the door fittings/locks and light switches easily reached and operated? 11 Is there an emergency call system and is someone designated to respond? 12 Can the emergency call system be operated from floor level? 13 Is the wheelchair WC compartment large enough to permit manoeuvre for frontal lateral/angled/backward transfer, with or without assistance? 14 Are the fittings arranged to facilitate these manoeuvres 15 Are handwashing and drying facilities within reach of someone seated on the WC? 16 Is the tap appropriate for use by someone with limited dexterity, grip or strength? 17 Are suitable grab rails fitted in all the appropriate positions to facilitate use of the WC?
Accessibility Design Guide: Universal design principles for Australia’s aid program A companion volume to Development for All: Towards a disability-inclusive Australian aid program 2009–2014 Accessibility Design Guide: Universal design principles for Australia’s aid program A Companion Volume to Development for All: Towards a disability-inclusive Australian aid program 2009-2014 With the exception of the Commonwealth Coat of Arms and where otherwise noted, all material presented in this document is provided under a Creative Commons Attribution 3.0 Australia (http://creativecommons.org/licenses/by/3.0/au/) licence. The details of the relevant licence conditions are available on the Creative Commons website (accessible using the links provided) as is the full legal code for the CC BY 3.0 AU licence (http://creativecommons.org/licenses/by/3.0/au/legalcode). The document must be attributed as AusAID, Accessibility Design Guide: Universal design principles for Australia’s aid program, January 2013, Registration Number 13. This document is online at: www.ausaid.gov.au/publications For further information about the Australian Government’s international development program, contact: Communications Section AusAID GPO Box 887 Canberra ACT 2601 Phone (02) 6178 4000 Facsimilie (02) 6178 4880 Internet www.ausaid.gov.au Edited by Clarity Communications, Canberra
Visual Impairment Can see with enlarged type High-resolution monitor Oversized monitor Screen magnifier Glare guard Talking calculator Telephone LED reader Closed Circuit TV Oversized keyboard Large button phone Visual Impairment Uses other senses Screen reader Braille display Telephone LED reader Talking calculator OCR system Tape recorder – telephone Tape recorder – notes Personal reader Table 4-5. Assistive Technology Decision Tree – Auditory Impairment Impairment Level of Functionality Suggested Technology Auditory Impairment Some audition Amplified telephone Computer-aided note taking Auditory Impairment Little or no audition – deaf TTY/TDD Light ringer Kinetic beeper Real time captioning Computer-aided note taking Personal translator Table 4-6. Assistive Technology Decision Tree – Speech Impairment
Notetaker • • Livescribe Pulse Smartpen and GW Sense Navigation One-handed keyboard • Maltron One-Handed Keyboard Optical character recognition system • • Scan and Read Pro** Oversized or undersized keyboard • BigKeys LX and WinMini Oversized monitor • HP w2338h 23" Diagonal Scanner • • Scan N Talk Ultra Screen magnifier/magnifier • Merlin Desktop LCD CCTV Switch • • Big Red Twist Switch Talking calculators • • Sci-Plus 300 Large Display Talking Calculator Touchscreens • • • Dell S2340T 23" Monitor TTY • Compact/C Voice synthesizer/ Speech to text • • • • TextSpeak TS Wireless AAC Speech Generator and iCommunicator*** * Requires PC to phone line connection ** Requires flatbed scanner (e.g. Scan N Talk Ultra) ***Requires installation on a PC
Table 4-9. Assistive Technology – Software Products Product Type Vision Mobility Hearing Language Learning Example Braille translator • Duxbury Braille Translator Communication aid • Overboard Graphical idea trees • Read & Write GOLD Macro writing software • ClaroRead Standard On-screen keyboard • ScreenDoors and SofType Reading aid • gh Player 2.2 Scanner software • • Scan N Talk Ultra Screen magnifier • ZoomText v9.1 Screen readers • Window-Eyes v8.1 Speech recognition/Voice dictation • Dragon Naturally Speaking Preferred Talking calculators • • Sci-Plus 300 Large Display Talking Calculator* Task organizer software • • • • • MyLifeOrganized Voice synthesizer/Speech to text • • • • TextSpeak TS Wireless AAC Speech Generator and iCommunicator Word prediction software • Read & Write GOLD and ClaroRead Standard * Includes a large-display calculator