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HERIOT-WATT UNIVERSITY<br />

DISABILITY EQUALITY<br />

SCHEME<br />

<strong>2006</strong> -<strong>2009</strong><br />

1


Contents<br />

Page<br />

Foreword 3<br />

1. Introduction 4<br />

i. DES Process 4<br />

ii. Social Context 6<br />

iii. Organisational Context 7<br />

2. Involving Disabled People 12<br />

i. Disabled Population 12<br />

ii. Heriot-Watt University’s Disabled<br />

13<br />

Population<br />

iii. Issues emerging from DES process 18<br />

3. Impact Assessment 19<br />

4. Information Gathering and Challenges 21<br />

i. Collecting and sharing data, keeping<br />

21<br />

users informed<br />

ii. Challenges facing Heriot-Watt University 22<br />

5. Appendix: 24<br />

i. Legislative context and Wider Equalities<br />

24<br />

Issues<br />

ii. Communicating the DES 26<br />

iii. Information for people with disabilities<br />

27<br />

who are seeking employment with<br />

Heriot-Watt University<br />

iv. Monitoring and Reporting Mechanisms 29<br />

v. Action Plan 33<br />

2


Foreword<br />

At Heriot-Watt University, we are committed to delivering <strong>equality</strong> of<br />

opportunity for all staff, students and service users. Our Disability Equality<br />

Scheme and action plan is a crucial part of our work to achieve this. It is also<br />

a fundamental and integrated element of our service and workforce strategy.<br />

This is Heriot-Watt University’s first Disability Equality Scheme. It forms an<br />

integral part of the University’s wider commitment to <strong>equality</strong> and diversity and<br />

sets out how the University will ensure <strong>disability</strong> <strong>equality</strong> in its service<br />

provision and in its responsibilities as an employer. This Disability Equality<br />

Scheme sets out how we intend to reinforce this commitment.<br />

As a University, we are aware of our obligations as a public body with regard<br />

to the general duty to promote <strong>disability</strong> <strong>equality</strong>. Our commitment to <strong>equality</strong><br />

is not just confined to meeting our legal requirements, but to ensuring that we<br />

provide the best possible service to our user population, regardless of<br />

ethnicity, age, gender, <strong>disability</strong>, sexual orientation or religion and belief.<br />

Our Disability Equality Scheme is about providing a service that recognises,<br />

respects and responds to the diverse communities we serve. It is also about<br />

developing, supporting and sustaining a diverse working, living and learning<br />

environment where staff, students and guests are able to work and study to<br />

the best of their ability without having to face discrimination or harassment<br />

because of their <strong>disability</strong>. We are committed to promoting a working and<br />

learning environment that values diversity.<br />

To achieve this, we need to reflect on our current practices and where these<br />

need to be improved, develop new approaches which achieve wider<br />

accessibility and promote inclusivity. We are committed to the aims and<br />

values outlined in this <strong>scheme</strong> and to supporting the work that will be needed<br />

to achieve our goals.<br />

Professor John Simmons<br />

Acting Principal<br />

3


1. Introduction<br />

1.1 The DDA (2005) which will become DDA Part V, places a statutory<br />

General Duty (Disability Equality Duty or DED) on all public<br />

authorities to promote <strong>disability</strong> <strong>equality</strong>. The act provides an<br />

increasingly robust legislative framework which requires the University<br />

to actively promote <strong>disability</strong> <strong>equality</strong>.<br />

1.2 In addition to the DED, the University has a Specific Duty to set out<br />

what the University will do to plan, deliver and evaluate action to<br />

eliminate discrimination and promote <strong>disability</strong> <strong>equality</strong>. One of the core<br />

requirements is the preparation and publication of a Disability<br />

Equality Scheme or DES.<br />

1.3 Heriot-Watt University has produced this Disability Equality Scheme<br />

(DES) in line with ‘The Duty to Promote Disability Equality: Statutory<br />

Code of Practice’ published by the Disability Rights Commission in<br />

January <strong>2006</strong>. That Code of Practice outlines what should be included<br />

in the DES and clearly states the Duties placed on Public Authorities<br />

via the legislative framework. An outline of the responsibilities placed<br />

on Public Authorities is outlined in Appendix i on page 24.<br />

i. DES Process<br />

1.4 The production of this DES has involved a wide range of stakeholders.<br />

Led by the University Disability Adviser, the process began with a<br />

presentation to the University’s Senate Committee in February 2005,<br />

followed by an article in the University’s employee newsletter, ‘Network’<br />

in March 2005. These activities raised awareness of the need to take<br />

action to address <strong>disability</strong> issues and create a DES. The Disability<br />

Advisory Group discussed the DES and in January <strong>2006</strong> it was agreed<br />

that the Disability Adviser’s hours be increased to cope with the<br />

demands of producing the DES.<br />

1.5 Heriot-Watt University was keen to ensure that a broad range of<br />

interested parties were involved in the production of the DES. The table<br />

below outlines the activities which took place and how people were<br />

able to contribute to the process.<br />

4


Outline of DES processes<br />

March<br />

<strong>2006</strong><br />

April<br />

May<br />

June<br />

July<br />

August<br />

Invitation to Participate in DES published on HW<br />

website. The invite is open to students and staff<br />

E-Newsletter was produced, hard copies and electronic<br />

copies were circulated inviting participation in DES<br />

Presentation on DED to School of Life Sciences<br />

Presentation of DED to Support Services Board<br />

Staff / Student Questionnaire in e-newsletter<br />

Posters distributed around campus<br />

Disability Adviser Interview in Network - focus on DED<br />

Presentation on DED to L & T Administrative Forum<br />

Presentation on DED to Student Welfare Services,<br />

Careers, Academic Registry<br />

Presentation on DED to Scottish Borders Campus<br />

Presentation on DED to Orkney Campus<br />

Feedback Focus Groups with disabled students<br />

Disabled Staff contacted by HR to give feedback<br />

Meeting with Recruitment & Admissions Director on<br />

involving prospective students<br />

Equality & Diversity Advisor appointed<br />

DED Newsletter distributed by e-mail + hard copy<br />

DES Working Group established – first meeting 24 th July<br />

Collation of feedback from focus groups / questionnaires<br />

DES Working Group – 2 nd meeting 28th August<br />

DED Newsletter distributed by e-mail and hard copy<br />

September Draft Action Plan collated from feedback<br />

DES Working Group – 3 rd meeting 20 September<br />

October DES Working Group – 4 th meeting 30 October<br />

November DES Working Group – 5 th meeting 27 November<br />

agrees content of DES<br />

DES circulated to Learning and Teaching Board and<br />

Research Co-ordination Board<br />

Disability Advisory Group agrees content of DES<br />

Support Services Group agrees content of DES<br />

December DES published - final version of DES<br />

1.6 All the information gathered during the involvement phases of the DES<br />

has been used to create the action plan contained in appendix v on<br />

page 33. In addition to the DES action plan, wider equalities activities<br />

are being taken forward within Heriot-Watt University which have been<br />

informed by the DES process. This includes the development of<br />

Equality Impact Assessment tools (outlined in section 3 on page 19)<br />

and the processes for mainstreaming equalities throughout the work of<br />

Heriot-Watt University. The action plan for the DES will alter during the<br />

life time of this DES to take account of these additional activities as<br />

well as progress toward our targets.<br />

5


ii.<br />

Social Context<br />

1.7 The aim of this Disability Equality Scheme is to facilitate the removal of<br />

barriers for all disabled people. This includes people who might not<br />

automatically identify themselves as disabled people, but who<br />

nevertheless face discrimination or barriers in their everyday life<br />

because of their impairment.<br />

1.8 Heriot-Watt University subscribes to the social model of <strong>disability</strong><br />

which is defined as:<br />

“the recognition that primarily it is the loss or limitation of<br />

opportunities, due to environmental and social barriers, that<br />

prevents people who have impairments from participating in<br />

society on an equal level with others.”<br />

1.9 Unlike the medical model which places responsibility for inability to<br />

participate on the individual’s impairment, the social model explains<br />

discrimination against disabled people as a result of environmental<br />

design, social organisation and practices and attitudinal barriers.<br />

Disability is caused by the society in which we live and is not the ‘fault’<br />

of an individual disabled person, or an inevitable consequence of their<br />

limitations. The removal of discrimination requires a change of<br />

approach and thinking in the way in which society is organised.<br />

1.10 The social model takes account of disabled people as part of our<br />

economic, environmental and cultural society. It has been developed<br />

with the aim of removing barriers so that disabled people have the<br />

same opportunity as everyone else to determine their own life styles.<br />

1.11 Barriers can be:<br />

prejudice and stereotypes<br />

inflexible organisational procedures and practices<br />

inaccessible information<br />

inaccessible buildings and<br />

inaccessible transport<br />

1.12 These barriers are unrelated to individual disabled people per se; they<br />

are created by society, which means it is possible to remove them.<br />

1.13 This DES seeks to ensure that this social model is applied across our<br />

policies and practices. In carrying out the activity outlined in the action<br />

plan and through a systematic process of <strong>equality</strong> impact assessment<br />

Heriot-Watt University is demonstrating a commitment to the pursuit of<br />

<strong>equality</strong> in outcome as well as access. This DES lays the ground work<br />

6


for a holistic approach to <strong>equality</strong> across the University which seeks to<br />

eliminate unlawful discrimination and promote <strong>equality</strong> through<br />

recognition of the value of diverse populations.<br />

iii. Organisational Context<br />

1.14 Student populations at Heriot-Watt University<br />

The profile of Heriot-Watt University is distinctive. With an annual<br />

turnover approaching £100 million, our 7,000 campus-based students<br />

place us as a medium-sized UK <strong>university</strong> although we are actually<br />

among the smaller institutions. Behind these broad parameters are<br />

many features of a strongly focused profile and performance. Firstly,<br />

the University displays a markedly specialised subject profile:<br />

Figure 1: % students by subject area – Heriot-Watt on-campus student numbers compared<br />

with UK HE student numbers<br />

20<br />

15<br />

10<br />

5<br />

0<br />

Combined<br />

Business<br />

Med-allied<br />

Education<br />

Soc Scis<br />

Eng & Tech<br />

Computer Sci<br />

Art & Des<br />

Languages<br />

Bio Scis<br />

Physical Scis<br />

Humanities<br />

Law<br />

Medicine<br />

Built Env<br />

Maths<br />

UK<br />

HWU<br />

3 Others<br />

Source: Heriot-Watt University Strategic Plan 2005<br />

1.15 The Scottish market<br />

Students from Scotland currently account for just over half of the<br />

University’s on-campus total (at the undergraduate level, it is about two<br />

thirds). Heriot-Watt represents just over 4% (less than one twentieth) of<br />

Scottish HE provision. However, by virtue of its focus, Heriot-Watt<br />

provides a critical mass of 15-20% of the Scottish system in<br />

Engineering & Technology, Mathematics and Built Environment.<br />

Business and Management Education is also a relatively large<br />

presence among the pre-1992 research-based universities. The<br />

University’s provision is strongly characterised by its high academic<br />

level, oriented towards 4-5 year honours degree programmes and,<br />

increasingly, the postgraduate level. Notwithstanding this relatively<br />

demanding profile, Heriot-Watt demonstrates a strongly inclusive wider<br />

access and participation profile.<br />

1.16 Internationalisation<br />

In terms of the proportion of international students present on campus,<br />

Heriot-Watt presents one of the strongest profiles in the UK and the<br />

strongest in Scotland. More than one in four of our students are from<br />

7


outside the UK and one in six (17%) is from outside the European<br />

Union (on-campus students, before including distance learners):<br />

University institution % international students<br />

1. LSE 60% 6. Luton 27%<br />

2. Cranfield 31% 7. Heriot-Watt 27%<br />

3. London Institute 31% 8. St Andrews 25%<br />

4. Essex 30% 9. Royal Holloway 23%<br />

5. UMIST 30% 10. Surrey 23%<br />

Source: Heriot-Watt University Strategic Plan 2005<br />

1.17 Our strategy foresees further steady internationalisation of the<br />

University, in terms both of increased international recruitment to onand<br />

off-campus programmes, enhanced international research<br />

involvement, development of significant international partnerships and<br />

a prominent role in trans-national education.<br />

1.18 Postgraduate emphasis<br />

The progress and extent of internationalisation is closely connected<br />

with the increasing postgraduate emphasis of the University. Starting<br />

with on-campus students, over a decade and largely within the last five<br />

years, postgraduate numbers have more than doubled, currently<br />

representing around one in five of our student population. Continuing<br />

growth of postgraduate numbers, both absolutely and as a fraction of<br />

the University’s population, is a central assumption of our plan, in<br />

particular through further growth of our specialist postgraduate<br />

Master’s portfolio.<br />

1.19 Distance and distributed learning<br />

In addition to campus-based students, Heriot-Watt provides probably<br />

the largest international distance and distributed learning portfolio in<br />

UK Higher Education. The main postgraduate programmes (counted<br />

above on a consistent credit-based full-time equivalent basis) are<br />

currently the Distance Learning MBA, eMBA and DBA of Edinburgh<br />

Business School (2005 headcount ~8,000 students) and more<br />

specialist MScs in a range of Built Environment disciplines, in<br />

Petroleum Engineering and in Brewing and Distilling (2005 headcount<br />

~1,000 students).<br />

1.20 Heriot-Watt’s international focus presents particular challenges in<br />

supporting disabled students on site who are not eligible for Disabled<br />

Students Allowance and for those off site who do not have access to<br />

the existing Campus based facilities.<br />

8


1.21 Heriot-Watt University’s Mission Statement<br />

MISSION STATEMENT<br />

The mission of Heriot-Watt University is to create and transfer knowledge,<br />

to enable students and staff to fulfil their potential and to enrich all the<br />

communities with which it engages.<br />

.<br />

Source: www.hw.ac.uk/foi<br />

1.22 Heriot-Watt University’s Objectives relative to Wider Access and<br />

Participation<br />

1.3.2 Objective: To promote more flexible access and encouraging<br />

successful participation from under-represented groups<br />

1.23 The University seeks to promote wider and more flexible access and<br />

successful participation from groups under-represented in higher<br />

education. We demonstrate a strong socially inclusive participation<br />

profile:<br />

From State<br />

Schools/ Colleges<br />

From Social Class<br />

IIIM, IV, V<br />

From low<br />

participation<br />

neighbourhoods<br />

HWU<br />

HWU<br />

"Bench<br />

mark"<br />

UK<br />

Average<br />

Scottish<br />

Average<br />

92%* 86.7% 86% 86%<br />

29% 26.9% 26% 28%<br />

19.3<br />

%*<br />

12.5% 13% 18%<br />

* = level of performance above benchmark is statistically significant<br />

1.24 Heriot-Watt University has consistently maintained a significantly<br />

strong and inclusive profile in respect of recruitment from state schools<br />

and from low participation neighbourhoods, exceeding both the<br />

Scottish average and the institution’s benchmark. The University was<br />

again exceeding its benchmark in 2002/3 for Social Classes IIIM, IV<br />

and V following an unexplained one-year dip in 2001/2.<br />

1.25 The University’s social inclusion activities continue to be co-ordinated<br />

through the Wider Access Unit, comprising a Wider Access Manager<br />

and a Wider Access Development Officer. During 2004/5, the Unit<br />

9


focused on developing a series of mechanisms designed to ensure that<br />

continuous support is provided for entrants with HN qualifications.<br />

1.26 In addition the Unit has worked closely with the University Disability<br />

Service, specifically to support applicants with disabilities which are<br />

typically under represented in Higher Education. This has been<br />

achieved predominantly through the Peer Mentoring Scheme initiative.<br />

1.27 The University also continues to be active in a range of collaborative<br />

national and regional programmes in widening participation such as the<br />

Scottish Wider Access Programme (SWAP), the Lothian Equal Access<br />

Programme for Schools (LEAPS) and Community Learning<br />

Partnerships.<br />

1.28 1.6.1 Objective: To enhance the representation and support of<br />

students at school and institutional level through an integrated<br />

collaborative approach to the student learning experience.<br />

1.29 Heriot-Watt University continues to focus on improving student<br />

representation and support. Students are represented on the main<br />

University committees responsible for quality assurance and quality<br />

enhancement, and each internal review team features one School<br />

Officer. Through the Learning and Teaching Board, an equitable, coordinated<br />

approach is adopted to such aspects of the student learning<br />

and support experience as:<br />

• Equal opportunities<br />

• Disability<br />

• Retention<br />

• Mentoring<br />

• Personal Development Planning<br />

• Student<br />

feedback/representation<br />

• Careers/employability<br />

• Welfare issues<br />

• Wider access<br />

1.30 Future strategic planning will take account of the legislative<br />

requirements placed on the University under the DDA 2005 and will<br />

incorporate future objectives to reflect this.<br />

1.31 Equal Opportunities at Heriot-Watt University<br />

STATEMENT OF POLICY<br />

Heriot-Watt University is committed to equal opportunities for all,<br />

irrespective of sex, colour, ethnic origin, <strong>disability</strong>, age, marital status,<br />

religious or political beliefs, trade union membership, sexual orientation<br />

or any distinction deemed to be irrelevant. The University welcomes<br />

diversity among all staff and students and will work to enable all<br />

individuals to realise their full potential and contribute as fully as<br />

possible to the University community. The University is always working<br />

to create conditions whereby the treatment of students, staff and<br />

applicants for employment or study is on the basis of their relative<br />

merits, abilities and potential, relative to the genuine requirement of the<br />

10


job or course. The University recognises the negative impact on<br />

individuals of the effects of discrimination in terms of educational<br />

attainment, career progression, self-fulfilment and self-esteem.<br />

The University believes that achievement of <strong>equality</strong> of<br />

opportunity will be in the best interests of the organisation as a<br />

whole and its individual members. Consequently, it is committed not<br />

only to uphold the letter of the law, but also to promoting <strong>equality</strong> and<br />

diversity throughout the organisation.<br />

1.32 Other University policies and strategies which are relevant to achieving<br />

<strong>equality</strong> of opportunity include:<br />

Guidance papers on Sexual Orientation and Religion<br />

Race Equality Policy<br />

Equal Opportunities Selection Guidelines<br />

Dignity at work – Bullying and Harassment Policy<br />

Disability Policy<br />

Human Resource Strategy<br />

Grievance and Disciplinary Procedures<br />

Review Board Procedures<br />

Teaching and Learning Strategy<br />

Strategy for Widening Participation<br />

Student Complaints Procedures<br />

Student Mentoring Systems<br />

Procurement<br />

Quality Assurance<br />

11


2. Involving Disabled People<br />

i. Disabled Population<br />

2.1 General<br />

As the Department for Work and Pensions (DWP) observe, there is no<br />

single or ‘gold standard’ measure or estimate of <strong>disability</strong>. As equalities<br />

monitoring of disabled people, especially using the DDA definition, is<br />

not widely carried out, we must therefore rely on indicative data.<br />

2.1 The Department of Work and Pensions (DWP) estimates that 10 million<br />

adults within Britain are disabled. This equates to 22% of the<br />

population of Great Britain (1 in 5 people).<br />

2.3 Information on <strong>disability</strong> in Scotland is collected by the Scottish<br />

Executive and other public sector organisations using both<br />

administrative and survey sources. These surveys rely on self definition<br />

of <strong>disability</strong> or illness using questions based around the Disability<br />

Discrimination Act definition of <strong>disability</strong>. Much of the information<br />

presented here is sourced from the 2001 and 2002 Scottish Household<br />

Survey (SHS).<br />

2.4 The 2001/2002 SHS estimates that just under one in five adults in<br />

Scotland have a <strong>disability</strong> and/or a long-term illness. The results in<br />

Table 1.1 shows that 19 per cent of men and women consider<br />

themselves to have a <strong>disability</strong> and/or a long-term illness. It is also<br />

evident that older adults are significantly more likely to have a <strong>disability</strong><br />

than those in younger age groups; 46 per cent of adults aged 75 and<br />

over, compared with only 4 per cent of those aged between 16 and 24<br />

years report that they have a <strong>disability</strong> and/or a long-term illness.<br />

12


Table 1.1: Adults with a <strong>disability</strong> or long-term illness by sex and age,<br />

2001 and 2002<br />

Column percentages<br />

Men Women 16 to<br />

24<br />

25 to<br />

34<br />

35 to<br />

44<br />

45 to<br />

59<br />

60 to<br />

74<br />

75<br />

plus<br />

Disability 7 7 2 2 4 6 11 19 7<br />

Long-term<br />

illness<br />

Both<br />

<strong>disability</strong> and<br />

long-term<br />

illness<br />

No <strong>disability</strong><br />

or long-term<br />

illness<br />

8 8 2 3 4 8 14 18 8<br />

4 4 0 1 2 4 7 9 4<br />

82 81 96 94 91 81 68 55 81<br />

All Adults 11,856 16,004 2,277 4,421 5,222 6,435 6,111 3,393 27,860<br />

aged 16 and<br />

over<br />

Source: Scottish Household Survey<br />

All<br />

ii.<br />

Heriot-Watt’s disabled population<br />

2.5 (a) students<br />

As of November <strong>2006</strong>, approximately 380 students at Heriot-Watt<br />

University (6%) had disclosed a <strong>disability</strong>, either on application,<br />

enrolment or during the course of their time at the University. The<br />

national benchmark for disabled students entering higher education is<br />

5.7% 1 , which indicates that the University operates slightly above the<br />

national average figure for the number of enrolled students who have<br />

disclosed a <strong>disability</strong>. Students with specific learning difficulties such<br />

as dyslexia and dyspraxia account for 53% of the students who have<br />

indicated a <strong>disability</strong> at Heriot-Watt University. Year on year, the<br />

number of disabled students has increased and students with a wide<br />

range of disabilities now study at Heriot Watt. The increase in the<br />

number of disabled students is shown below:<br />

1 Higher Education Statistics Agency, 2004/05<br />

13


400<br />

350<br />

300<br />

250<br />

200<br />

150<br />

100<br />

50<br />

0<br />

2001 2002 2003 2004 2005 <strong>2006</strong><br />

2.6 Well established procedures are in place to support our disabled<br />

student population through the Disability Service and Disability Contact<br />

Staff in Schools and service departments. The Disability Advisory<br />

Group meets each term as does the Disabled Students Group.<br />

2.7 The Disability Advisory Group consists of representatives from<br />

Schools, Students and Service Departments from across the<br />

University. Its remit is to monitor existing policies and practices, ensure<br />

University compliance with existing <strong>disability</strong> legislation and make<br />

recommendations for improved practice.<br />

2.8 The Disabled Students Group consists of students who consider<br />

themselves to have a <strong>disability</strong>. It has an elected Disabled Students<br />

Officer and its remit is to review current practices, highlight areas of<br />

concerns and make suggestions for improvement in relation to<br />

<strong>disability</strong> and access.<br />

2.9 Close links have been established with support agencies and Agency<br />

staff are now routinely employed to provide academic and personal<br />

support to disabled students who require this level of service.<br />

2.10 (b) Staff<br />

With reference to employment, figures provided by the University for<br />

the 2004/05 Higher Education Statistics Agency (HESA) return<br />

indicated that a total of 27 academic and non-academic staff declared<br />

a <strong>disability</strong>. These individuals represent 1.6% of the University’s<br />

workforce. The national figure for disabled people in employment is<br />

given as 12.4% 2 and by comparison, the University’s figures would<br />

seem to be very low. It is acknowledged that the University needs to<br />

address this issue as a matter of priority.<br />

2.11 The true nature of <strong>disability</strong> at Heriot-Watt University is, in fact, an<br />

unknown quantity. The figures quoted above represent staff and<br />

2 Labour market experiences of people with disabilities’ Allan Smith and Breda Twomey,<br />

Office of National Statistics<br />

14


students who have disclosed a <strong>disability</strong>, rather than actual numbers of<br />

staff and students who are covered by Disability Discrimination Act.<br />

The University has been awarded the “two ticks” Positive about<br />

Disabled People symbol, further details are contained in Appendix iii on<br />

page 27.<br />

2.12 (c) External Users<br />

Heriot-Watt University provides not only a working and learning<br />

environment for students and staff but living accommodation and<br />

conference and sporting facilities. Therefore, a range of users access<br />

the Edinburgh campus, as with the University’s campuses in the<br />

Scottish Borders, Orkney and Dubai. As a result, this DES is aimed not<br />

only toward students and staff but external users.<br />

2.13 It is crucial in maximising use of the University’s facilities that they are<br />

accessible and usable for all.<br />

2.14 The Edinburgh Conference Centre<br />

James Watt Centre 1 is a dedicated conference facility offering a<br />

choice of conference, meeting and reception rooms. The main space is<br />

a purpose-built auditorium with tiered seating for up to 600 delegates.<br />

2.15 James Watt Centre 2 is a large flexible event space, which can be<br />

utilised for exhibitions, conferences, gala dinners, award ceremonies,<br />

product launches or receptions. It has a dedicated entrance with<br />

registration desk, enquiry office, cloakroom, bars and spacious social<br />

area. Both areas are wheelchair accessible.<br />

2.16 Conference Support Services<br />

Conference Coordinators: handle internal arrangements, providing<br />

advice and personal support for guests with disabilities.<br />

2.17 Interpretation Services: teams of interpreters are available for multilingual<br />

meetings including BSL. State-of-the-art infra-red equipment is<br />

available with a PA system to complement and enhance the<br />

interpreting service.<br />

2.18 Media Studio: dedicated on-site facility providing a range of services<br />

from equipment hire to specialist and extensive AV technical support<br />

and advice.<br />

2.19 Conference Accommodation<br />

There are 165 bedrooms: available throughout the year. These rooms<br />

have a minimum VisitScotland 2-star campus classification and all<br />

have en-suite facilities and telephone.<br />

15


2.20 The current Conference Customer Care Questionnaire does not<br />

monitor feedback from disabled users and this should be amended as<br />

a matter of priority.<br />

2.21 Museum and Archive<br />

The University Museum and Archive is situated in the Mary Burton<br />

Centre which is on the ground floor of the Library building. Access is<br />

via a ramp and the exhibition space and search room are both at<br />

ground floor level as is the toilet which is fully equipped for wheelchair<br />

users. The Disability Adviser is working with the Archive, Records<br />

Management and Museum Service to consider further measures to<br />

improve access to the Museum and Archive and its displays.<br />

2.22 Currently the Centre has no mechanism for gathering feedback on its<br />

services and this should be addressed as a matter of priority.<br />

2.23 Sports and Exercise facilities at Heriot-Watt<br />

The Centre for Sport and Exercise remains the generic name that<br />

encompasses all facilities and activities for both sport and exercise at<br />

Heriot-Watt University. The Sport and Exercise Centre is the 'new'<br />

name for the existing buildings and facilities available prior to the<br />

development of the Sports Academy. These include two multi-purpose<br />

sports halls, a climbing wall, eight squash courts, cardiovascular and<br />

conditioning suites, a free weights room, an indoor synthetic grass<br />

football/tennis hall, three floodlit synthetic grass tennis courts and a<br />

walking/jogging course.<br />

2.24 Sports Academy<br />

Opened on the 31st of May 2004, the Sports Academy encompasses<br />

the Heart of Midlothian Football Academy and custom-built Sport and<br />

Exercise Science and Medicine Centre (SESMC). The Sports Academy<br />

is available for bookings from members and the general public and<br />

includes a competition football pitch, synthetic pitch (suitable for<br />

football and rugby training), indoor astrodome (comprising two indoor<br />

five-a-side pitches), four grass football and two rugby pitches.<br />

2.25 In order to ensure that all Centre users are able to maximise activity<br />

time, the Centre has a well-developed and comprehensive Sport and<br />

Exercise Science and Medicine Centre which is housed in the Sports<br />

Academy.<br />

2.26 The Centre for Sport and Exercise at Riccarton is accessible by<br />

wheelchair users on the ground floor only. Regrettably entry to the first<br />

floor involves the negotiation of eight steps at the rear of the building.<br />

There is no lift access. However, the vast majority of the sporting<br />

facilities are on the ground level - sports halls, nautilus suite, free<br />

weights room, sports injury clinic and the squash courts (six of which<br />

16


have glass rear walls, thus allowing viewing from the ground floor level<br />

with special spectator provision for wheelchair users on the<br />

championship court). The changing areas are also on the ground floor<br />

and include a toilet and shower suite fully equipped for wheelchair<br />

users.<br />

2.27 Conference guests have access to the facilities available in the Centre<br />

for Sport and Exercise. Currently the Centre has no mechanism for<br />

gathering feedback on its services and this should be addressed as a<br />

matter of priority.<br />

17


iii<br />

Key issues emerging from the DES process<br />

2.28 As outlined in the introduction, the production of this DES involved a<br />

range of stakeholders in information gathering exercises and<br />

overseeing the writing of this DES. Within that process a number of key<br />

issues arose which are addressed in the action plan, but are worth<br />

noting.<br />

2.29 Mental Health Issues. Through consultation and participation it was<br />

suggested that greater attention was needed in focussing on issues<br />

relating to Mental Health. As a result efforts are being made to ensure<br />

that suitable protocols exist for students and staff with mental health<br />

problems in order to create a supporting working and learning<br />

environment.<br />

2.30 Hard of Hearing and Deaf issues. It has become clear via our<br />

involvement of stakeholders that greater emphasis needs to be given<br />

to the deaf community as a community in itself. Greater consideration<br />

within the University to recognising this community is to be taken<br />

forward.<br />

2.31 Support and training. It is clear from our work that greater support<br />

and training is required for students and staff, where necessary, in<br />

order to meet the needs of diverse groups. This will inform the<br />

University’s approach to the wider equalities agenda.<br />

2.32 A holistic approach. Activities taken forward to produce this Scheme<br />

and previous efforts in the creation of a Race Equality Policy have<br />

demonstrated that much can be gained from a holistic approach to<br />

equalities. Whilst recognising the importance of keeping each <strong>equality</strong><br />

strand distinct, Heriot-Watt University is committed to taking forward<br />

activities that looks toward establishing <strong>equality</strong> of outcome for all.<br />

2.33 External Stakeholders. The real involvement of external stakeholders<br />

proved to be problematic with invitations to participate in the<br />

formulation of the Heriot Watt University DES either being ignored or<br />

declined. The University needs to seek to address this issue for future<br />

Schemes.<br />

18


3. Impact Assessment<br />

3.1 ‘The Duty to Promote Disability Equality: Statutory Code of Practice’<br />

published by the Disability Rights Commission in January <strong>2006</strong> outlines<br />

the key role impact assessment plays in taking steps to implement the<br />

Disability Equality Duty. Heriot-Watt University sees impact<br />

assessment as part of the process to mainstream equal opportunities<br />

into the everyday working practices of the University. As a result,<br />

Heriot-Watt University is developing a holistic approach to impact<br />

assessment which focuses on assessing the impact of multiple <strong>equality</strong><br />

strands.<br />

3.2 Equality Impact Assessment (EIA) is a thorough and systematic<br />

analysis of policy or practice, provision or criterion to determine any<br />

differential impact on particular individuals or groups. EIA can be used<br />

as a quality control mechanism for higher Education Institutions (HEIs)<br />

to evaluate their activities and take action to best meet the needs of<br />

stakeholders. EIA can also contribute to better value for money,<br />

increased productivity and maximisation of resources which all<br />

contribute to creating a more efficient and effective working and<br />

learning environment.<br />

3.3 EIA is an anticipatory process to enable institutions to predict possible<br />

barriers faced by <strong>equality</strong> groups and should be used to assess formal<br />

and informal working mechanisms in order to address issues of nondirect<br />

discrimination and also to allow HEIs to take forward the positive<br />

duties placed on them via equalities legislation. EIA is also a tool to<br />

review and monitor existing practice.<br />

3.4 Changes to <strong>disability</strong> legislation ask public authorities to promote<br />

positive attitudes to <strong>disability</strong>, encourage participation in public life by<br />

disabled people and take steps to meet the needs of disabled people<br />

even if this requires more favourable treatment. This is a challenge for<br />

public authorities and Heriot-Watt University sees Equality Impact<br />

Assessment as a key tool to meet our obligations and to go beyond<br />

compliance.<br />

3.5 EIA should be incorporated into the everyday working practices of<br />

HEIs. A framework for taking forward EIA within Heriot-Watt University<br />

is being developed at the time of writing this DES. The approach being<br />

taken forward is a holistic one looking to cover a range of <strong>equality</strong><br />

strands that is gender, <strong>disability</strong>, sexual orientation, age, religious<br />

belief, offending past, transgender and transsexual people, and people<br />

with caring responsibilities. EIA responsibility lies with the policy<br />

owner, that is, the person responsible for the<br />

policy/practice/provision/criterion.<br />

19


3.6 The Heriot-Watt University EIA will follow a systematic process in 2<br />

stages. The first stage is an initial and partial assessment of policy or<br />

practice, provision or criterion and the second stage is a full EIA.<br />

Issues of relevance and proportionality should be given primacy when<br />

considering whether to undertake a full EIA.<br />

3.7 It is likely that along with all new policies or practices, provisions or<br />

criteria being subject to EIA before adoption, a programme of<br />

retrospective EIA will be taken forward to monitor and review existing<br />

mechanisms giving cognisance to issues of proportionality and<br />

relevance across the <strong>equality</strong> strands, with particular weighting given to<br />

legal requirements. The action plan of the DES makes reference to<br />

taking forward EIA but it is likely that the EIA programme take place<br />

along side activity specific to this DES.<br />

3.8 Further development of EIA will take place over <strong>2006</strong>/07 with the<br />

production of full EIA guidance and pilot activity. Updates to these<br />

processes are likely to be reported outwith DES reporting mechanisms.<br />

20


4. Information Gathering and<br />

Challenges<br />

4.1 The success of this DES is dependent on an acceptance across the<br />

University of the need to work in a way that gives full consideration to<br />

issues relating to disabled students, staff and external users. In order<br />

to demonstrate the impact of the DES it will be essential to collect and<br />

share information in order to monitor change as well as to recognise<br />

and overcome challenges.<br />

i. Collecting and sharing data, keeping users<br />

informed<br />

4.2 In order to demonstrate progress, it is key that we gather information<br />

about student, staff and external users of our services. Heriot-Watt<br />

University is developing systems for gathering information across the<br />

University as part of a wider approach to equalities. This will look at<br />

collecting information on a wide range of <strong>equality</strong> strands so that<br />

baseline data is available on a year-on-year basis for comparison.<br />

4.3 Processes for gathering information, building on current systems and<br />

the data already held by the University are to be the first step in<br />

understanding who is using our services and the impact of our policies<br />

and procedures on usage and access.<br />

4.4 Information sharing protocols between departments and Schools are to<br />

be established to remove artificial barriers from information sharing.<br />

This is to be developed separately from this DES as it will form the<br />

basis on ongoing wider equalities activity, as part of Heriot-Watt<br />

University’s holistic approach to equalities.<br />

4.5 As part of the process of gathering information it will be important to<br />

demonstrate that the information will be used to lever change, so that<br />

individuals feel that by sharing information they are contributing toward<br />

the overall aim of promoting <strong>equality</strong>. It is important to continue to<br />

develop ways of keeping students, staff and external users up-to-date<br />

on the changes we have been making and also for us to widely<br />

publicise our good practice.<br />

4.6 The participation of individuals has enabled this DES to be produced<br />

and we are keen to continue to pursue open dialogue that informs how<br />

we take forward our work.<br />

21


ii.<br />

Challenges facing Heriot-Watt University<br />

4.7 There are challenges to fulfilling our legal obligations and promoting<br />

<strong>equality</strong>. The Duty to Promote Disability Equality: Statutory Code of<br />

Practice suggests that it is helpful to outline some of these barriers.<br />

4.8 Disabled Students. Whilst a significant amount of financial support is<br />

available to UK disabled students through Disabled Students<br />

Allowance and Disability Premium Funding, there is no such financial<br />

support available for our international students. Within a recruitment<br />

climate which strongly encourages international enrolment, this places<br />

an additional burden on the <strong>disability</strong> budget. There are particular<br />

concerns around international students who require personal care and<br />

our current admissions policy for disabled students is being reviewed to<br />

reflect the current legislative position.<br />

4.9 An international <strong>university</strong>. Heriot-Watt University is an international<br />

institution not just in terms of reputation but also in terms of our<br />

overseas campus in Dubai. Whist the students and staff who study at<br />

our campus come under the banner of Heriot-Watt University differing<br />

legal and cultural frameworks may have a differential impact on<br />

<strong>equality</strong> related activity. Within these circumstances there are<br />

challenges around providing support to our disabled students in Dubai.<br />

Wider equalities activity is being undertaken with the premise that our<br />

activities should be consistent across all of Heriot-Watt University’s<br />

campuses. However, we recognise that there maybe issues that<br />

require clarification in terms of implementing <strong>equality</strong> related strategies<br />

specifically within the Dubai campus. Work is underway at the time of<br />

writing this DES to provide that clarity.<br />

4.10 Disclosure of Disability. Heriot-Watt is committed to collecting<br />

reliable and up-to-date information and recognises that creating an<br />

environment where people feel comfortable to disclose a <strong>disability</strong> is<br />

not an overnight process. The limitations of the information we gather<br />

may well, in the short term, affect the decisions we make. Whist Heriot-<br />

Watt University is committed to taking steps to be a supportive<br />

employer, learning and service provider our funds are not unlimited. As<br />

a result our actions will be curtailed by some budget and proportionality<br />

restraints.<br />

4.11 Participation and involvement. Within the wider equalities agenda a<br />

range of activities require us to take action to encourage active<br />

participation. However, within this it must be recognised that<br />

consultation fatigue and a right not to be involved are issues. We are<br />

committed to providing the opportunity for those affected by the way we<br />

work to be involved in helping us to spot the gaps and make necessary<br />

changes, but we recognise that in some cases it will be difficult to<br />

encourage participation.<br />

22


4.12 Conflicting Priorities. In the pursuit of <strong>equality</strong> in processes and<br />

outcome we must be mindful of the possibility of conflicting priorities<br />

and making decisions based on robust systems will help us to make<br />

fair decisions. Some of these issues will be tackled through thorough<br />

Equality Impact Assessment procedures.<br />

4.13 Organisational Culture. Heriot-Watt University is confident that we<br />

have a culture that will support working toward <strong>equality</strong> and valuing<br />

diversity. However, there will be challenges in changing the way we<br />

work. This is something that we are keen to address as a medium-long<br />

term objective.<br />

23


Appendix i<br />

Legislative Context and Wider Equalities Issues<br />

The original Disability Discrimination Act (DDA) was introduced in 1995 and<br />

had an explicit exclusion for education. It defines a disabled person as:<br />

“someone who has a physical or mental impairment that has a<br />

substantial and long-term adverse effect on his or her ability to carry out<br />

normal day-to-day activities”.<br />

For the purposes of the Act:<br />

• ‘substantial’ means neither minor nor trivial<br />

• ‘long term’ means that the effect of the impairment has lasted or is<br />

likely to last for at least 12 months (there are special rules covering<br />

recurring or fluctuating conditions)<br />

• ‘normal day-to-day activities’ include everyday things like eating,<br />

washing, walking and going shopping<br />

• a ‘normal day-to-day activity’ must affect one of the 'capacities' listed<br />

in the Act which includes mobility, manual dexterity, speech,<br />

hearing, seeing and memory.<br />

Later, the Special Educational Needs and Disability Act (SENDA 2001) -<br />

known as the DDA Part IV - introduced duties specifically for education<br />

providers. Within the act, the University had a responsibility not to discriminate<br />

against disabled people by:<br />

• treating someone less favourably than someone else for a reason<br />

related to his/her <strong>disability</strong> without justification<br />

• failing to make a reasonable adjustment<br />

The DDA (2005) which will become DDA Part V, places a statutory General<br />

Duty (Disability Equality Duty) on all public authorities to promote <strong>disability</strong><br />

<strong>equality</strong>. The act provides an increasingly robust legislative framework which<br />

requires the University to actively promote <strong>disability</strong> <strong>equality</strong>. To do so, when<br />

executing all its functions, the University must have due regard to the need to:<br />

1. Promote <strong>equality</strong> of opportunity between disabled persons and other<br />

persons.<br />

2. Eliminate discrimination that is unlawful in the Act.<br />

3. Eliminate harassment of disabled persons that is related to their<br />

disabilities.<br />

4. Promote positive attitudes towards disabled persons.<br />

5. Encourage participation of disabled persons in public life.<br />

6. Take steps to take account of disabled persons disabilities, even where<br />

that involves treating disabled persons more favourably than other<br />

persons.<br />

24


In meeting the above, the University has a Specific Duty to set out what the<br />

University will do to plan, deliver and evaluate action to eliminate<br />

discrimination and promote <strong>disability</strong> <strong>equality</strong>. The core requirements are:<br />

• The preparation and publication of a Disability Equality Scheme<br />

• Implementation of the Disability Equality Scheme (via an action plan<br />

in the <strong>scheme</strong>)<br />

• Annual reporting<br />

Heriot-Watt University’s Disability Equality Scheme meets these requirements<br />

and contributes toward our aim of promoting good <strong>equality</strong> practices across<br />

the University and ensures that we will meet the needs of our disabled<br />

students, employees and other customers. This Scheme sets out our overall<br />

objectives for improving and addressing <strong>disability</strong> inequalities and the action<br />

plans for delivering improvements to access and services. It aims to help us<br />

achieve the following:<br />

• meeting the requirements of the Disability Discrimination Act and<br />

set out our plans to improve <strong>disability</strong> access to employment and<br />

services<br />

• ensuring that we are taking the needs and views of disabled people<br />

into account when we design or deliver services, make access<br />

improvements or develop policies<br />

• continuous monitoring and improvement of the ways in which we<br />

deliver services to disabled people<br />

• meeting the principles of the Social Model of Disability, adopted by<br />

the University.<br />

In addition to the Disability Discrimination Act, this Scheme supports<br />

compliance with the Special Educational Needs and Disability Act 2001, the<br />

Building Regulations 2000 (including amendments 2003) and the Fire<br />

Precautions (workplace) regulations 1997 (as amended 1999). This Scheme<br />

also anticipates future <strong>disability</strong> legislation and recognises that, as a public<br />

body, the University’s duties in this area are likely to expand.<br />

25


Appendix ii<br />

Communicating the Disability<br />

Equality Scheme<br />

Over the past year, a number of strategies have been employed to heighten<br />

awareness of the implications of the DDA 2005 across the University<br />

population. This has included the following:<br />

Information on DED sent to Heads of School and Heads of Depts<br />

Raising awareness through:<br />

1. University Committees<br />

2. Network bulletins<br />

3. Presentations<br />

4. Posters<br />

5. Disabled Students Group<br />

6. E-newsletter<br />

7. Staff development<br />

The main focus during the process of developing our DES has been the active<br />

involvement of disabled people from the start.<br />

In order to seek the views of disabled people on current provision at Heriot-<br />

Watt University and their priorities for change, the following strategies have<br />

been employed:<br />

Invitation to Participate in DES on web, E-Newsletter, Posters, Network<br />

Formulation of on-line Staff/Student Questionnaire on current provision<br />

for disabled people<br />

Series of focus groups for Disabled students to identify barriers and<br />

priorities for change.<br />

Disability Equality Scheme Working Group established to consider the<br />

practicalities for real involvement of disabled people<br />

copy of questionnaire with pay slip for staff with no computer access<br />

External consultation with Deaf users (CHESS)<br />

Disabled Students Group feedback<br />

Letters sent to all disabled staff inviting participation<br />

26


Appendix iii<br />

Heriot-Watt University – A 2-Tick Employer<br />

Heriot-Watt University is positive about disabled people and as a 2-tick<br />

employer has processes in place for ensuring <strong>equality</strong> of outcome for disabled<br />

people. Our policy is detailed below.<br />

Information for people with disabilities who are seeking employment<br />

with Heriot-Watt University<br />

GUARANTEED INTERVIEW SCHEME<br />

If you have a <strong>disability</strong> and you fulfil, to the satisfaction of the Selection Panel,<br />

all the minimum requirements for the job for which you are applying, you are<br />

guaranteed an interview.<br />

If you have a <strong>disability</strong> and wish to be included in this Scheme, please state in<br />

your application any special provisions you would like for the interview (e.g.<br />

special access: parking facility, sign language interpreter; etc.).<br />

OUR POLICY<br />

The University has a policy for the employment of people with disabilities.<br />

The main elements are:<br />

• The University is committed to ensuring that disabled people<br />

receive full and proper consideration throughout the whole<br />

recruitment process.<br />

• Candidates who meet the minimum criteria will be guaranteed an<br />

interview.<br />

• Subject to available resources, the University will provide or obtain<br />

through grants or aid from the Disability Employment Service any<br />

practical equipment or modification which will enable disabled<br />

people to undertake full employment.<br />

WHY WE ASK QUESTIONS ABOUT DISABILITIES<br />

We do this for the following reasons:<br />

• To determine whether any help can be offered at interview or when<br />

employment is taken up.<br />

• To monitor our effectiveness as an employer of disabled people.<br />

DEFINITION OF DISABILITY<br />

For the purpose of our Policy we have used the definition of <strong>disability</strong> as used<br />

in the 1995 Disability Discrimination Act, i.e. “a physical or mental impairment<br />

which has a substantial and long term adverse effect on his or her ability to<br />

carry out normal day to day activities”.<br />

27


APPLYING FOR A JOB<br />

• The information that you give on your application form will be used<br />

to determine whether you have the essential requirements for the<br />

job and therefore should be interviewed, so please complete all<br />

sections fully.<br />

• If your <strong>disability</strong> makes you unable to complete the application form,<br />

you may request a large print application form, obtain the form on<br />

disk or submit a CV or a tape recording. If you ask someone to fill in<br />

the form on your behalf, please state so within your application.<br />

• If you require any assistance, or have any queries, please contact<br />

Human Resources or the School to which you are applying.<br />

THE INTERVIEW<br />

• Candidates who have a <strong>disability</strong> and who can demonstrate that<br />

they meet the minimum requirements for the job will be invited for<br />

interview.<br />

• If you are invited to attend for interview and have any special<br />

requirements – e.g. access, parking needs or sign language<br />

interpreter – you should let us know.<br />

• The interview is also an opportunity for you to decide whether you<br />

wish to work for us, so feel free to ask any questions.<br />

• At the interview you should disclose information about your<br />

<strong>disability</strong> that is relevant to the job or the work environment.<br />

• If your application is unsuccessful and you wish to discuss the<br />

reason, you may contact the Department to which you applied or<br />

Human Resources within fourteen days.<br />

SUPPORT AT WORK<br />

• Before you start work you will be contacted to discuss any special<br />

requirements you have - such as access, adapted seating, etc.<br />

• You will be consulted about which colleagues will be made aware of<br />

your <strong>disability</strong> in order to ensure your safety. We will respect your<br />

judgement and wishes with regard to other colleagues and details of<br />

information passed to colleagues.<br />

• If you have any problems at work, your manager or member of<br />

Human Resources will be happy to help you.<br />

Further Information<br />

If you would like further information or help regarding your application or the<br />

University’s Disability Policy, please contact Human Resources.<br />

Need more help?<br />

The Disability Employment Adviser who gives advice for the area in which<br />

Heriot-Watt University is located can be contacted at Wester Hailes Job<br />

Centre.<br />

28


Appendix iv<br />

Monitoring and Reporting<br />

Mechanisms<br />

Monitoring<br />

In order to assess the effectiveness of this DES we must employ effective<br />

monitoring processes. Along with regular updates for the DES action plan, as<br />

described below, Heriot-Watt University will use the Disability Rights<br />

Commission check list during the first year of the DES to ensure that we are<br />

taking appropriate action, at the appropriate level within the organisation to<br />

meet our legal requirements. The check list is included on page 31.<br />

Monitoring of progress is to be taken forward by the University’s Disability<br />

Advisor and Equality and Diversity Advisor and reported and publicised as<br />

outlined below.<br />

Reporting Mechanisms<br />

The DES covers a 3-year period. As part of this cycle is it critical that we<br />

report on progress being made and highlight areas of difficulty so that we can<br />

take corrective action.<br />

It is important that we keep stakeholders informed of development and<br />

demonstrate how disabled people can continue to be informed of what is<br />

happening. It is therefore proposed that the Disability Equality Scheme<br />

Working Group continue to be given the opportunity to contribute to the DES<br />

during its lifespan. The Disability Advisory Group will take up a monitoring role<br />

during the DES implementation.<br />

The Duty to Promote Equality: Statutory Code of Practice (p94) states that;<br />

“A public authority must, on an annual basis, publish a report containing a<br />

summary of:<br />

• the steps it has taken to fulfil its <strong>disability</strong> <strong>equality</strong> duty (the action<br />

plan); what has the authority done over the past year to eliminate<br />

discrimination and promote <strong>equality</strong> of opportunity and is it meeting<br />

its targets?<br />

• The results of the information-gathering which it has carried out –<br />

what evidence has been obtained and what does it indicate?<br />

• What the authority has done with the information gathered – what<br />

action will be taken as a result of what the information indicates?”<br />

29


The Code of practice suggests that reporting can be contained within other<br />

annual reporting processes. Heriot-Watt University proposes to incorporate<br />

updates on the DES into annual reporting procedures, but also that a full<br />

annual report of progress is produced in December of each year of the DES to<br />

give more detailed information about progress. During the first year of the<br />

DES we will gauge how best to produce the Annual Report and consider its<br />

final publication, or an abbreviated version, in alternative formats.<br />

30


DRC Check List for Higher Education<br />

1.Are any of your senior managers<br />

leading your institution’s work on Disability<br />

Equality and the Disability Equality<br />

Scheme?<br />

2.Does your institution have a training<br />

plan in place to demonstrate how and<br />

when staff will receive <strong>disability</strong> <strong>equality</strong><br />

training?<br />

3.Have senior members of staff received<br />

training on <strong>disability</strong> <strong>equality</strong>, particularly<br />

to ensure that when they set budgets and<br />

approve corporate plans they have due<br />

regard to promoting <strong>disability</strong> <strong>equality</strong>?<br />

4.Does your institution have mechanisms<br />

in place for involving your disabled staff,<br />

students and service users in key decision<br />

making, particularly on issues relating to<br />

<strong>disability</strong> <strong>equality</strong>?<br />

5.Have funds and other resources been<br />

allocated to enable your institution to<br />

comply with the statutory requirement to<br />

involve disabled people?<br />

6.Has your institution identified a number<br />

of data sources relating to the<br />

experiences of disabled staff and of<br />

disabled students?<br />

7. Does your institution have a system in<br />

place for capturing improvements made<br />

as a result of <strong>disability</strong> <strong>equality</strong> impact<br />

assessments of initiatives, policies and<br />

practices?<br />

Yes<br />

Yes<br />

Yes<br />

Yes<br />

Yes<br />

Yes<br />

Yes<br />

Working<br />

towards<br />

Working<br />

towards<br />

Working<br />

towards<br />

Working<br />

towards<br />

Working<br />

towards<br />

Working<br />

towards<br />

Working<br />

towards<br />

No<br />

No<br />

No<br />

No<br />

No<br />

No<br />

No<br />

31


8.Do your committees receive this<br />

information when considering major<br />

policies?<br />

Yes<br />

Working<br />

towards<br />

No<br />

9.Have you started drawing up an action<br />

plan to cover the next three years, which<br />

will aim to bridge the gaps between the<br />

experiences of disabled and non-disabled<br />

staff, students and service users?<br />

Yes<br />

Working<br />

towards<br />

No<br />

10. Have you set targets for employment<br />

retention and career progression of your<br />

disabled staff?<br />

Yes<br />

Working<br />

towards<br />

No<br />

11. Have you set targets which aim to<br />

improve the educational opportunities<br />

available to, and achievements of,<br />

disabled students?<br />

Yes<br />

Working<br />

towards<br />

No<br />

12. Do you monitor and set targets for the<br />

appointment of disabled people to your<br />

advisory boards, committees, etc?<br />

Yes<br />

Working<br />

towards<br />

No<br />

13. Could any of your strategic objectives<br />

be better met by ensuring <strong>equality</strong> for<br />

disabled staff, students and service users,<br />

including people with long-term health<br />

conditions?<br />

Yes<br />

Working<br />

towards<br />

No<br />

14. And finally, have you visited the DRC<br />

website to get more information,<br />

www.drc.org or attended any DRC<br />

events?<br />

Yes<br />

Working<br />

towards<br />

No<br />

32


Appendix V: Heriot-Watt University DES Action Plan <strong>2006</strong>-09<br />

1. Ensure that teaching staff are supported to meet the needs of Disabled Students<br />

Identified<br />

Action<br />

1.1 Training to<br />

enable better<br />

support<br />

mechanisms for<br />

disabled<br />

students.<br />

Training should<br />

cover;<br />

• Info re<br />

Disability<br />

Service<br />

• How to<br />

support<br />

disabled<br />

students<br />

• Enhance<br />

current ISS<br />

system for<br />

distributing<br />

info i.e. email<br />

alerts<br />

Source<br />

Disabled<br />

Students<br />

Priorities for<br />

Change<br />

Link to<br />

general<br />

duty<br />

Promote<br />

positive<br />

attitudes<br />

towards<br />

disabled<br />

persons<br />

Priority<br />

High<br />

Responsible<br />

Officer/Area and<br />

Resources<br />

Each School<br />

responsible for<br />

ensuring staff<br />

receive the right<br />

training support to<br />

meet the needs of<br />

Disabled Students<br />

Target Update Deadline<br />

100% staff and<br />

relevant PG<br />

students given<br />

practical<br />

awareness<br />

training<br />

• What training<br />

has taken<br />

place if any?<br />

• SENDA<br />

• Assessing the<br />

Work of<br />

Students with<br />

disabilities<br />

• Disability<br />

included in<br />

PGCAP<br />

• Disability<br />

included in<br />

Induction<br />

• More staff<br />

support re<br />

dyslexia to be<br />

arranged. link<br />

to stats on<br />

disabled<br />

students<br />

November<br />

2008<br />

33


1. Ensure that teaching staff are supported to meet the needs of Disabled Students<br />

Identified<br />

Action<br />

1.2 Lecture<br />

notes/handouts.<br />

Materials<br />

prepared for<br />

distribution<br />

should be in<br />

accessible<br />

formats<br />

1.3 Standard<br />

size exam<br />

question font<br />

size to be<br />

changed where<br />

required<br />

Source<br />

Disabled<br />

Students<br />

Priorities for<br />

Change<br />

Disabled<br />

Students<br />

Priorities for<br />

Change<br />

Link to<br />

general<br />

duty<br />

Promote<br />

<strong>equality</strong> of<br />

opportunity<br />

between<br />

disabled<br />

persons<br />

and other<br />

persons<br />

Promote<br />

<strong>equality</strong> of<br />

opportunity<br />

between<br />

disabled<br />

persons<br />

and other<br />

persons<br />

Priority<br />

High<br />

Medium<br />

Responsible<br />

Officer/Area and<br />

Resources<br />

Each School<br />

responsible for<br />

ensuring materials<br />

are made available<br />

Each School<br />

responsible for<br />

ensuring exam<br />

papers are printed<br />

with 12 point font<br />

sizes. where<br />

required<br />

Target Update Deadline<br />

100% student<br />

needs met with<br />

materials in<br />

appropriate<br />

format for<br />

audience<br />

100% of exam<br />

materials in<br />

larger formats<br />

where required<br />

• What are the<br />

barriers to<br />

producing<br />

materials in<br />

accessible<br />

formats – are<br />

there possible<br />

alternatives that<br />

could be used<br />

• Cost<br />

implications?<br />

Sept 2008<br />

May/June<br />

<strong>2009</strong><br />

34


1. Ensure that teaching staff are supported to meet the needs of Disabled Students<br />

Identified<br />

Action<br />

1.4 Better use of<br />

BSL signers for<br />

specialist<br />

services<br />

Source<br />

CHESS<br />

conference<br />

Link to<br />

general<br />

duty<br />

Take<br />

account of<br />

disabled<br />

persons<br />

disabilities,<br />

even where<br />

that<br />

involves<br />

treating<br />

disabled<br />

persons<br />

more<br />

favourably<br />

than others<br />

Priority Responsible<br />

Officer/Area and<br />

Resources<br />

Medium Schools 100% needs of<br />

students/staff<br />

and visitors to<br />

be met<br />

Target Update Deadline<br />

• H-W Uni to audit<br />

need for BSL<br />

signers – need<br />

to bare in mind<br />

proportionality<br />

and usage<br />

November<br />

<strong>2009</strong><br />

35


1. Ensure that teaching staff are supported to meet the needs of Disabled Students<br />

Identified<br />

Action<br />

1.5 Take steps to<br />

ensure<br />

accessibility of<br />

teaching rooms<br />

for disabled staff<br />

and students<br />

Source<br />

Disability<br />

Advisory<br />

Group<br />

Link to<br />

general<br />

duty<br />

Take<br />

account of<br />

disabled<br />

persons<br />

disabilities,<br />

even where<br />

that<br />

involves<br />

treating<br />

disabled<br />

persons<br />

more<br />

favourably<br />

than others<br />

Priority Responsible<br />

Officer/Area and<br />

Resources<br />

Medium Estates Improved<br />

availability of<br />

accessible<br />

teaching<br />

accommodation<br />

Target Update Deadline<br />

• Concerns raised<br />

over<br />

accessibility of<br />

teaching<br />

accommodation<br />

for disabled<br />

staff/guest<br />

lecturers<br />

November<br />

<strong>2009</strong><br />

36


2. Ensure accessibility of Heriot-Watt Campus Sites<br />

Identified<br />

Action<br />

2.1 Ensure<br />

Signage across<br />

H-W is<br />

appropriate<br />

2.2 Ensure that<br />

campus maps<br />

clearly indicate<br />

disabled<br />

facilities, steps,<br />

steep slopes,<br />

lifts, accessible<br />

toilets, parking<br />

Source<br />

Disabled<br />

Students<br />

Priorities for<br />

Change<br />

Staff/<br />

Student<br />

Disability<br />

Questionnaire<br />

<strong>2006</strong><br />

Disabled<br />

Students<br />

Priorities for<br />

Change<br />

Link to<br />

general<br />

duty<br />

Promote<br />

<strong>equality</strong> of<br />

opportunity<br />

between<br />

disabled<br />

persons<br />

and other<br />

persons<br />

Promote<br />

<strong>equality</strong> of<br />

opportunity<br />

between<br />

disabled<br />

persons<br />

and other<br />

persons<br />

Priority Responsible<br />

Officer/Area and<br />

Resources<br />

Medium Estates All signage<br />

reviewed and<br />

amended<br />

where<br />

necessary<br />

High<br />

Estates?<br />

Corporate Comm?<br />

Target Update Deadline<br />

All maps to<br />

show disabled<br />

facilities clearly<br />

• What is the<br />

recent work that<br />

has been taken<br />

forward with<br />

signage?<br />

• Signage<br />

streamlined<br />

using gait<br />

numbering<br />

• Any new<br />

signage to<br />

conform to<br />

<strong>disability</strong><br />

recommended<br />

standards<br />

• Ensure that the<br />

designers of the<br />

maps are aware<br />

of the need to<br />

sign-post<br />

disabled<br />

facilities<br />

December<br />

2008<br />

February<br />

2007<br />

37


2. Ensure accessibility of Heriot-Watt Campus Sites<br />

Identified<br />

Action<br />

2.3 Check height<br />

of service<br />

counters<br />

2.4 Edinburgh<br />

Campus: Bridge<br />

Link at the Loch<br />

to be resurfaced<br />

Source<br />

Disabled<br />

Students<br />

Priorities for<br />

Change<br />

DES<br />

feedback<br />

Link to<br />

general<br />

duty<br />

Promote<br />

<strong>equality</strong> of<br />

opportunity<br />

between<br />

disabled<br />

persons<br />

and other<br />

persons<br />

Promote<br />

<strong>equality</strong> of<br />

opportunity<br />

between<br />

disabled<br />

persons<br />

and other<br />

persons<br />

Priority Responsible<br />

Officer/Area and<br />

Resources<br />

Medium Estates All counter<br />

heights<br />

reviewed and a<br />

programme for<br />

physical<br />

amendments<br />

agreed on<br />

replacement<br />

Medium Estates Surface<br />

replaced to<br />

enable use by<br />

disabled<br />

persons<br />

Target Update Deadline<br />

• what is the<br />

current position?<br />

Are there ways<br />

of altering<br />

current practice<br />

to ensure equal<br />

access, e.g.<br />

ensuring a<br />

range of chair<br />

heights at<br />

reception areas<br />

• work planned<br />

March<br />

2007<br />

March<br />

2008<br />

38


2. Ensure accessibility of Heriot-Watt Campus Sites<br />

Identified<br />

Action<br />

2.5 Edinburgh<br />

Campus: all<br />

main University<br />

doors to be<br />

made more<br />

accessible<br />

2.6 Edinburgh<br />

Campus:<br />

resolving issue<br />

around location<br />

of Cmttee Room<br />

2<br />

Source<br />

Disabled<br />

Students<br />

Priorities for<br />

Change<br />

Disabled<br />

Students<br />

Priorities for<br />

Change<br />

Link to<br />

general<br />

duty<br />

Promote<br />

<strong>equality</strong> of<br />

opportunity<br />

between<br />

disabled<br />

persons<br />

and other<br />

persons<br />

Promote<br />

<strong>equality</strong> of<br />

opportunity<br />

between<br />

disabled<br />

persons<br />

and other<br />

persons<br />

Priority Responsible<br />

Officer/Area and<br />

Resources<br />

High Estates Installation of<br />

push button or<br />

automatic<br />

doors on main<br />

University<br />

buildings<br />

Medium Estates Accessibility of<br />

all main<br />

meeting spaces<br />

Target Update Deadline<br />

• How many<br />

doors does this<br />

mean and is this<br />

feasible?<br />

• Doors are<br />

reviewed on a<br />

needs basis and<br />

through a<br />

replacement<br />

programme<br />

• Ensure that<br />

public meetings<br />

or any meetings<br />

being held with<br />

disabled<br />

participants are<br />

in accessible<br />

accommodation<br />

November<br />

<strong>2009</strong><br />

August<br />

<strong>2009</strong><br />

39


2. Ensure accessibility of Heriot-Watt Campus Sites<br />

Identified<br />

Action<br />

2.7 Edinburgh<br />

Campus: ensure<br />

all lifts are in<br />

good working<br />

order<br />

2.8 Edinburgh<br />

Campus: Review<br />

access to<br />

Chaplaincy and<br />

installation of<br />

accessible toilets<br />

Source<br />

Disabled<br />

Students<br />

Priorities for<br />

Change<br />

Disabled<br />

Students<br />

Priorities for<br />

Change<br />

Link to<br />

general<br />

duty<br />

Promote<br />

<strong>equality</strong> of<br />

opportunity<br />

between<br />

disabled<br />

persons<br />

and other<br />

persons<br />

Promote<br />

<strong>equality</strong> of<br />

opportunity<br />

between<br />

disabled<br />

persons<br />

and other<br />

persons<br />

Priority Responsible<br />

Officer/Area and<br />

Resources<br />

High Estates Regular<br />

maintenance<br />

schedule for lift<br />

and possible<br />

replacement if<br />

problems<br />

continue<br />

Medium<br />

Chaplaincy/<br />

Estates<br />

Target Update Deadline<br />

Review access<br />

for wheelchair<br />

users to<br />

Chaplaincy.<br />

Identify<br />

prescribed<br />

route<br />

• This is an<br />

ongoing<br />

problem which<br />

has not yet been<br />

satisfactorily<br />

resolved.<br />

Students<br />

continue to miss<br />

lectures as a<br />

result.<br />

• Are current<br />

arrangements<br />

suitable?<br />

July 2007<br />

(date for<br />

problem<br />

resolution)<br />

April 2008<br />

40


2. Ensure accessibility of Heriot-Watt Campus Sites<br />

Identified<br />

Action<br />

2.9 Edinburgh<br />

Campus:<br />

Ensure<br />

accommodation<br />

access is<br />

wheelchair<br />

friendly<br />

Source<br />

Disabled<br />

Students<br />

Priorities for<br />

Change<br />

Link to<br />

general<br />

duty<br />

Promote<br />

<strong>equality</strong> of<br />

opportunity<br />

between<br />

disabled<br />

persons<br />

and other<br />

persons<br />

Priority Responsible<br />

Officer/Area and<br />

Resources<br />

Medium Estates Mapping of<br />

accommodation<br />

access and<br />

programme of<br />

development<br />

produced<br />

Target Update Deadline<br />

• Are current<br />

processes clear<br />

and widely<br />

understood?<br />

March<br />

2007<br />

2.10 Edinburgh<br />

Campus:<br />

Improve library<br />

signage<br />

Disabled<br />

Students<br />

Priorities for<br />

Change<br />

Promote<br />

<strong>equality</strong> of<br />

opportunity<br />

between<br />

disabled<br />

persons<br />

and other<br />

persons<br />

Medium Library Part of signage<br />

review already<br />

outlined<br />

• What is the<br />

recent work that<br />

has been taken<br />

forward with<br />

signage?<br />

• Any new<br />

signage to<br />

conform to<br />

<strong>disability</strong><br />

recommended<br />

standards<br />

December<br />

2008<br />

41


2. Ensure accessibility of Heriot-Watt Campus Sites<br />

Identified<br />

Action<br />

2.11 Edinburgh<br />

Campus:<br />

increase the<br />

availability of<br />

library books<br />

covering BSL for<br />

Deaf Students<br />

Source<br />

Disabled<br />

Students<br />

Priorities for<br />

Change<br />

Link to<br />

general<br />

duty<br />

Take<br />

account of<br />

disabled<br />

persons<br />

disabilities,<br />

even where<br />

that<br />

involves<br />

treating<br />

disabled<br />

persons<br />

more<br />

favourably<br />

than others<br />

Priority Responsible<br />

Officer/Area and<br />

Resources<br />

High Library Increase by<br />

50% BSL<br />

books<br />

Target Update Deadline<br />

• Current<br />

provision does<br />

not meets of<br />

BSL users on<br />

BSL Tutors<br />

Course<br />

November<br />

2007<br />

42


2. Ensure accessibility of Heriot-Watt Campus Sites<br />

Identified<br />

Action<br />

2.12 Scottish<br />

Borders<br />

Campus: ensure<br />

widespread<br />

understanding<br />

of DES and its<br />

implications<br />

Source Link to<br />

general<br />

duty<br />

Identified Gap Promote<br />

<strong>equality</strong> of<br />

opportunity<br />

between<br />

disabled<br />

persons<br />

and other<br />

persons<br />

Priority<br />

High<br />

Responsible<br />

Officer/Area and<br />

Resources<br />

Scottish Borders<br />

Campus<br />

Target Update Deadline<br />

Campus aware • DES materials<br />

circulated<br />

December<br />

<strong>2006</strong><br />

2.13 Orkney<br />

campus: ensure<br />

widespread<br />

understanding<br />

of DES and its<br />

implications<br />

Identified Gap Promote<br />

<strong>equality</strong> of<br />

opportunity<br />

between<br />

disabled<br />

persons<br />

and other<br />

persons<br />

High Orkney Campus Campus aware • DES materials<br />

circulated<br />

December<br />

<strong>2006</strong><br />

43


2. Ensure accessibility of Heriot-Watt Campus Sites<br />

Identified<br />

Action<br />

2.14 Dubai<br />

Campus: ensure<br />

widespread<br />

understanding<br />

of DES and its<br />

implications<br />

Source Link to<br />

general<br />

duty<br />

Identified Gap Promote<br />

<strong>equality</strong> of<br />

opportunity<br />

between<br />

disabled<br />

persons<br />

and other<br />

persons<br />

Priority Responsible<br />

Officer/Area and<br />

Resources<br />

High Dubai Campus Campus aware • DES materials<br />

circulated<br />

Target Update Deadline<br />

December<br />

<strong>2006</strong><br />

2.15 Examine<br />

usage of guest<br />

bedrooms within<br />

residencies for<br />

disabled use<br />

Staff/<br />

Student<br />

Disability<br />

Questionnaire<br />

<strong>2006</strong><br />

Take<br />

account of<br />

disabled<br />

persons<br />

disabilities,<br />

even where<br />

that<br />

involves<br />

treating<br />

disabled<br />

persons<br />

more<br />

favourably<br />

than others<br />

Medium Estates 5 % of student<br />

and function<br />

accommodation<br />

set aside for<br />

disabled use.<br />

Also new<br />

accommodation<br />

processes to<br />

take account of<br />

disabled<br />

persons needs<br />

• Feasibility of<br />

wheelchair<br />

accessible guest<br />

bedrooms<br />

incorporated<br />

into any plans to<br />

upgrade<br />

accommodation<br />

or in building<br />

new<br />

accommodation<br />

November<br />

<strong>2009</strong><br />

44


2. Ensure accessibility of Heriot-Watt Campus Sites<br />

Identified<br />

Action<br />

2.16 Examine<br />

use of induction<br />

loops,<br />

throughout the<br />

University<br />

Source<br />

Staff/<br />

Student<br />

Disability<br />

Questionnaire<br />

Link to<br />

general<br />

duty<br />

Promote<br />

<strong>equality</strong> of<br />

opportunity<br />

between<br />

disabled<br />

persons<br />

and other<br />

persons<br />

Priority<br />

High<br />

Responsible<br />

Officer/Area and<br />

Resources<br />

Media Studio<br />

Conference Centre<br />

Target Update Deadline<br />

Look to<br />

procurement of<br />

portable<br />

induction loops<br />

• What is the<br />

cost/feasibility of<br />

induction loops.<br />

Are portable<br />

loops an option?<br />

November<br />

2008<br />

45


3. Ensure that web-based technology is fit for use by Disabled People<br />

Identified<br />

Action<br />

3.1 Standardise<br />

and increase the<br />

availability of PC<br />

Caledonia and<br />

ensure<br />

accessibility for<br />

web tests<br />

Source<br />

Disabled<br />

Students<br />

Priorities for<br />

Change<br />

Link to<br />

general<br />

duty<br />

Promote<br />

<strong>equality</strong> of<br />

opportunity<br />

between<br />

disabled<br />

persons<br />

and other<br />

persons<br />

Priority Responsible<br />

Officer/Area and<br />

Resources<br />

Medium IT Extend facility<br />

to home use if<br />

possible.<br />

Ensure the<br />

adjustments<br />

can be made to<br />

web tests to<br />

accommodate<br />

extra time<br />

requirements.<br />

Target Update Deadline<br />

PC Caledonia will<br />

continue to<br />

operate as a<br />

separate entity<br />

from the VLE.<br />

January<br />

2008<br />

3.2 HWUSA<br />

website is<br />

difficult to use –<br />

look at<br />

accessibility<br />

options<br />

Disabled<br />

Students<br />

Priorities for<br />

Change<br />

Promote<br />

<strong>equality</strong> of<br />

opportunity<br />

between<br />

disabled<br />

persons<br />

and other<br />

persons<br />

Medium<br />

Heriot-Watt<br />

Students Union<br />

Need to be<br />

aware of future<br />

needs<br />

HWSU website<br />

developed and<br />

incorporates<br />

accessibility<br />

options<br />

• See DRC<br />

website for e.g.<br />

www.drc.org.uk<br />

• Discussed at<br />

HWSUA Nov 06<br />

– funding<br />

deemed<br />

prohibitive<br />

January<br />

2008<br />

46


3. Ensure that web-based technology is fit for use by Disabled People<br />

Identified<br />

Action<br />

3.3 H-W main<br />

website and<br />

VLE – look at<br />

accessibility<br />

options<br />

3.4 BSL use in<br />

H-W website<br />

Video footage<br />

Source<br />

Disabled<br />

Students<br />

Priorities for<br />

Change<br />

Disabled<br />

Students<br />

Priorities for<br />

Change<br />

Link to<br />

general<br />

duty<br />

Promote<br />

Equality of<br />

opportunity<br />

between<br />

disabled<br />

persons<br />

and other<br />

persons<br />

Promote<br />

<strong>equality</strong> of<br />

opportunity<br />

between<br />

disabled<br />

persons<br />

and other<br />

persons<br />

Priority Responsible<br />

Officer/Area and<br />

Resources<br />

Medium IT HW website<br />

developed and<br />

incorporates<br />

accessibility<br />

options<br />

Medium IT/Schools All video clips<br />

include BSL<br />

Target Update Deadline<br />

• See DRC<br />

website for e.g.<br />

www.drc.org.uk<br />

Text only option<br />

available<br />

• Pilot activity<br />

underway with<br />

support from<br />

Disability<br />

Service<br />

• Media Service<br />

developing tools<br />

May 2007<br />

February<br />

2008<br />

47


3. Ensure that web-based technology is fit for use by Disabled People<br />

Identified<br />

Action<br />

3.5 Look at the<br />

possibility of<br />

wireless<br />

connections<br />

across H-W, or<br />

at least in<br />

specific locations<br />

3.6 Assess need<br />

and possibly<br />

procure screen<br />

readers/<br />

magnifiers<br />

Source<br />

DES<br />

feedback<br />

Staff/<br />

Student<br />

Disability<br />

Questionnaire<br />

<strong>2006</strong><br />

Link to<br />

general<br />

duty<br />

Promote<br />

<strong>equality</strong> of<br />

opportunity<br />

between<br />

disabled<br />

persons<br />

and other<br />

persons<br />

Promote<br />

Equality of<br />

opportunity<br />

between<br />

disabled<br />

persons<br />

and other<br />

persons<br />

Priority Responsible<br />

Officer/Area and<br />

Resources<br />

Medium IT/Schools Wider access<br />

to wireless<br />

connections<br />

across all H-W<br />

Campuses<br />

Medium IT/Schools Incorporate<br />

accessible<br />

technology<br />

throughout<br />

schools &<br />

computer labs<br />

Target Update Deadline<br />

• Raised via DES<br />

• Presently<br />

available in<br />

Library and in<br />

Schools with<br />

blind/VI students<br />

• How do the<br />

screen<br />

readers/magnifi<br />

ers currently<br />

work?<br />

September<br />

<strong>2009</strong><br />

August<br />

2007<br />

48


4. Promoting flexible access and encouraging successful participation<br />

Identified<br />

Action<br />

4.1 International<br />

Students<br />

eligibility for<br />

Disabled<br />

Students<br />

Allowance<br />

4.2 Promote and<br />

support<br />

participation in<br />

University<br />

decision-making<br />

Source<br />

DES<br />

Preparation<br />

H-W Strategic<br />

Plan<br />

Link to<br />

general<br />

duty<br />

Promote<br />

<strong>equality</strong> of<br />

opportunity<br />

between<br />

disabled<br />

persons<br />

and other<br />

persons<br />

Encourage<br />

participation<br />

of disabled<br />

persons in<br />

public life<br />

Priority<br />

Medium<br />

Medium<br />

Responsible<br />

Officer/Area and<br />

Resources<br />

Equality and<br />

Diversity<br />

Advisor/International<br />

Student Advisers<br />

Equality and<br />

Diversity Advisor<br />

Target Update Deadline<br />

Alternative<br />

funding for<br />

International<br />

Students<br />

identified<br />

Active Student<br />

(and Staff<br />

Groups) for<br />

equalities<br />

strands<br />

• Looking to<br />

establish a<br />

review of criteria<br />

for the Disabled<br />

Students<br />

Allowance<br />

against the<br />

equalities<br />

legislation<br />

• Need to assess<br />

feasibility and<br />

demand for such<br />

groups. Look to<br />

establish<br />

alternative<br />

mechanisms if<br />

required<br />

December<br />

<strong>2009</strong><br />

August<br />

2007<br />

49


5. Promoting a supportive working and learning environment<br />

Identified<br />

Action<br />

5.1 Take action<br />

to have more<br />

appropriate<br />

action to<br />

respond to<br />

employees and<br />

students with<br />

mental health<br />

problems<br />

5.2 Look to<br />

developing<br />

Access to Work<br />

(AtoW)<br />

procedures for<br />

Deaf staff<br />

5.3 Awareness<br />

raising training<br />

and support for<br />

staff to improve<br />

services to<br />

disabled people<br />

Source<br />

Disability<br />

Equality<br />

Scheme<br />

Working<br />

Group and<br />

SEE ME<br />

campaign<br />

CHESS<br />

conference<br />

CHESS<br />

Conference<br />

& Equality<br />

Forward<br />

report <strong>2006</strong><br />

Link to<br />

general<br />

duty<br />

Promote<br />

positive<br />

attitudes<br />

towards<br />

disabled<br />

persons<br />

Promote<br />

positive<br />

attitudes<br />

towards<br />

disabled<br />

persons<br />

Promote<br />

positive<br />

attitudes<br />

towards<br />

disabled<br />

persons<br />

Priority<br />

Medium<br />

Responsible<br />

Officer/Area and<br />

Resources<br />

Equality and<br />

Diversity<br />

Advisor/HR/SWS<br />

Target Update Deadline<br />

Flexible<br />

mechanisms in<br />

place to be personcentred<br />

High HR Systems in place to<br />

provide BSL<br />

interpreters for<br />

conferences/training<br />

Medium/High<br />

dependent<br />

on identified<br />

needs<br />

HR<br />

Disability Adviser<br />

Routine training on<br />

<strong>disability</strong> offered<br />

through staff<br />

development<br />

strategy<br />

• Work currently<br />

underway to<br />

establish<br />

mechanisms<br />

for student<br />

population.<br />

Activity to meet<br />

the needs of<br />

staff as well.<br />

• Link to being a<br />

2-tick employer<br />

• Link to being a<br />

2-tick<br />

employer?<br />

January<br />

2007<br />

August<br />

2007<br />

January<br />

2007<br />

50


5. Promoting a supportive working and learning environment<br />

Identified<br />

Action<br />

5.4 Look at<br />

possibility of<br />

targeting some<br />

adverts toward<br />

disabled people<br />

Source<br />

Equality<br />

Forward<br />

report <strong>2006</strong><br />

Link to<br />

general<br />

duty<br />

Promote<br />

positive<br />

attitudes<br />

towards<br />

disabled<br />

persons<br />

Priority Responsible<br />

Officer/Area and<br />

Resources<br />

Medium HR Include specific<br />

adverts in<br />

Disability<br />

publications<br />

Target Update Deadline<br />

• Does this link to<br />

being a 2-tick<br />

employer?<br />

January<br />

2007<br />

5.5<br />

Questionnaires<br />

across the<br />

University to<br />

include equalities<br />

profiling<br />

questions<br />

DES<br />

feedback and<br />

legislation<br />

Promote<br />

positive<br />

attitudes<br />

towards<br />

disabled<br />

persons<br />

High ALL All<br />

questionnaires<br />

include profiling<br />

questions<br />

• Patchy across<br />

the University.<br />

Some work<br />

required to<br />

demonstrate<br />

need and use of<br />

data<br />

August<br />

2007<br />

51

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