Alison Egan

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Alison Egan Associate Director Student
Services (Student Experience)
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• UEL Philosophy and Context
• Social Model of Disability
• The environment not the impairment leads to
  social exclusion
• Societys response to impairment disables
  individuals
• Social barriers need to be removed to ensure
  inclusion
• Disabilism Sexism Racism
• Discriminates, oppresses and prevents life
  choices and equality

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7.1 Assessment needs are supported.

• We have a duty to support the assessment needs of
  students with disabilities
• Disability Discrimination Act (DDA) 2005
• Disability Equality Scheme 2006
• QAA Code of Practice 1999

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.

• Disability Discrimination Act (DDA) 2005 places a
  legal duty on all public authorities to
• promote positive attitudes towards disabled
  persons
• promote equality between disabled persons and
  others
• eliminate discrimination that is unlawful under
  the Act
• eliminate harassment related to disability
• encourage participation in public life
• act to treat disabled persons even more
  favourably

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• We have an institutional duty to support the
  assessment needs of students with disabilities
• Disability Equality Scheme 2006
• Public commitment to disabled people
• To promote fair and equal access to our services
• To remove the barriers created by society
• To make our commitment a reality

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• We have an academic duty to support the
  assessment needs of students with disabilities
• QAA Code of Practice 1999
• disabled students should have the same
  opportunity as their peers to demonstrate the
  achievement of learning outcomes.

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7.2 Inclusive approach.

• We practise an inclusive approach to supporting
  disabled students. An inclusive approach
• Focuses on our capacity to respond to the needs
  of individual learners and not to locate the
  difficulty or deficit within the student
• Moves away from labelling to creating
  appropriate learning environments
• Matches individual requirements to provision.

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7.3 Coursework.

• Reasonable adjustments should be embedded into
  the coursework process.
• Academic staff should
• Set coursework at the beginning of the semester
  in which the assignment is to be handed in
• Ensure all time-frames have reasonable
  adjustments built-in.

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7.4 Examinations.

• A students needs are assessed by the Disability,
  Dyslexia and Access Centre (DDAC)
• Reasonable adjustments in examinations will be
  recommended
• Reasonable adjustments must ensure that academic
  standards are maintained
• All reasonable adjustments must be endorsed by
  the DDAC and supported by professional evidence.

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7.5 Shared responsibility/ Schools DDAC

• Schools and DDAC share joint responsibility for
  ensuring
• reasonable adjustments are put into place in an
  efficient and timely manner
• students are kept appropriately informed.
• (Appendix 6 for
  details)

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7.6 Eligibility for reasonable adjustments.

• In order for students to be eligible for
  reasonable adjustments they must
• Apply via the DDAC...and
• Provide valid professional evidence by the
  specified deadline date.

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7.7 Deadline dates.

• Deadline dates by which students must apply to
  the DDAC, in order to have reasonable adjustments
  in examinations, will be
• Set, for semester A B, by the Head of DDAC at
  the start of each academic year
• A minimum of three working weeks prior to the
  start of each examination period
• Published on/ in all relevant websites and
  materials for students, applicants and staff.

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7.8 Extenuation.

• If a student with a disability or specific
  learning difficulty is unable to complete a piece
  of coursework on time, due to the impact of an
  unpredictable or unavoidable event, then the
  student must appeal via the extenuation process
  in the usual way.

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For further advice/ information Eleanor
Girt Head of Disability and Dyslexia
Unit e.m.girt_at_uel.ac.uk www.uel.ac.uk/studentser
vices

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Thank You Any
Questions?