Code of practice for access to the curriculum for
disabled students
INTRODUCTION
All the following arrangements are analogous to the reasonable adjustments that
employers are obliged to make in respect of the Disability Discrimination Act (1995).
It should be recognised that in choosing to offer these arrangements the University is
being proactive in preparing disabled students to experience a policy and practice
that will be theirs, as of right, when in employment.
1. SCOPE OF THE CODE OF PRACTICE
This Code of Practice governs all students, both undergraduate and postgraduate,
with permanent or long-term disabilities. It is intended to facilitate their access to the
curriculum on an equal basis with non-disabled peers. It is recognised therefore that
facilities and/or arrangements, within established policies and procedures, are
required to enable them to demonstrate their ability by having equal access to the
curriculum.
This Code of Practice does not govern access to the curriculum for students with
illness or temporary disabilities.
2. ISSUES RELATING TO ACCESS TO THE CURRICULUM
Examples of equipment, aids and facilities/arrangements to be allowed in lectures
and seminars include:
2.1 Tape Recordings
The use of a tape recorder for note taking for students who cannot physically take
notes.
Examples include:
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a blind/partially sighted student who is unable to use a Braille note taker or
laptop;
a student with RSI, or other physical disability, who cannot write or type;
a student who has dyslexia to the extent that the written or typed word is a
jumble before their eyes;
a student, who for reasons relating to physical and/or mental disability cannot
attend lectures/seminars at certain times or requires significant breaks or
withdrawal from a class;
a student who is hard of hearing or a lip reader.
These tapes should be wiped at the end of each semester, if the lecturer concerned
deems this necessary. If the student needs to keep them for future reference they
should agree not to make them available to any other students.
2.2 Overheads
There are a number of situations in which students with specific disabilities will not
be able to take notes from overheads at the same speed expected of non disabled
students. Examples include:
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students who are partially sighted and literally cannot see the detail in the
overhead;
students who have dyslexia to the extent that they cannot process information
at the speed required;
students who are physically disabled to the extent that they write slowly or
may need to use an amanuensis;
students who are deaf/hard of hearing and need to lipread at the same time
as the overhead is on or may need to watch a BSL interpreter whilst the
lecturer is speaking about the overhead.
In such instances departments should make arrangements to supply copies of
overheads to disabled students who require them before the lecture begins.
2.3 Lecture Notes
Where lecture notes are provided, alternative formats should be made available
where necessary before the lecture begins.
2.4 Duration of Practicals
In the event of a lengthy practical, some disabled students may need to have a
significant break or to withdraw from the session. In such cases, arrangements
should be made for the practical to reconvene at a convenient time for the
tutor/technician and the student.
3. FINANCIAL IMPLICATIONS
For full-time undergraduates with disabilities many of the extra costs relating to study
can be covered by the Disabled Students Allowance. From the academic year
beginning 1998 all full-time undergraduates are eligible to apply for this allowance,
which has grants to cover the cost of equipment such as computers and tape
recorders and non-medical assistance such as note takers and readers. The
Disability Office can work with disabled undergraduates to produce the
documentation required by those eligible to apply for this allowance.