Creating Accessible Teaching and Support

Universities are required by law to observe policies and procedures that protect all staff, students and visitors from injuries and illness. Some staff members are concerned that the participation of students with disability, particularly in practical classes, somehow increases the risk of accidents, or places themselves at risk of being sued for negligence. 

Participation of people with disability in practical classes does not increase the risk of accidents and in fact their safety record is better than average.  While the presence of disability does not in itself pose a safely hazard adjustments sometimes have to be made to safely accommodate the needs of students with disabilities in laboratory or field-work.

It is essential that education and training organisations have adequate plans and processes in place to facilitate safe evacuation of all staff, students and visitors. If people with a disability can get into a building then, given appropriate planning, they will be able to get out again in an emergency.  These evacuation procedures must include all people and be practiced regularly.The DDA requires universities to provide an environment free from harrassment. 

Staff commonly are concerned about safety issues in regard to practical and laboratory work. To maximise the safety of people with disabilities, ensure that:

• Guidelines for accessibility have been applied to security points and pathways. For instance, ensure that contact phones are within reach of someone using a wheelchair and that they have tactile markings for people with vision impairment
• Safety systems address the needs of people with disability (e.g. visual fire-warning devices and emergency evacuation refuges)
• Security staff has been trained to respond to the needs of people with disability
• Emergency evacuation procedures take account of the needs of people with disability
• The fact that a student has a disability does not excuse the student from complying with reasonable application of reasonable rules.
  

Under the DDA university staff are responsible for:

• ensuring that students (and other staff) are advised not to harass or victimse students with disabilities
• taking appropriate action if harassment or victimisation occurs
• providing complaint mechanisms for students. 
  

The university can be held liable for harassment as a result of the action or inaction of supervisors or teachers. In order to prevent this we all should:

• become familiar with university policies on harassment and discrimination;
• promote a more tolerant culture by actively celebrating the diversity in your classroom/workplace
• make sure that acceptable standards of conduct are observed at all times and that harassment is not tolerated;
• take early corrective action to deal with behaviour that may be offensive or intimidating, even if a complaint has not been made;
• ensure that all complaints of harassment are dealt with promptly, fairly, sensitively and in accordance with the university's procedures
• take steps to prevent victimisation and respond quickly to any complaints of victimisation which follow a complaint of harassment.

Grievance procedures should deal fairly with grievances arising directly or indirectly from a person's disability, and in a timely manner. However, just because a complainant has a disability, this is not necessarily what the complaint itself is about. Complaints should be viewed as valuable prompts to review policies, procedures and staff conduct. 

Procedures for fire and other emergencies should be adapted to include the evacuation of people with disability. Your emergency procedures consultant should be able to advise on appropriate procedures but here are a few suggestions:

• A nominated individual can be given the responsibility to ensure the safe evacuation of people with disabilities. A reserve should also be nominated to deputise in the event of absence due to illness or or other leave.
• Check evacuation routes for obstacles particularly if wheelchairs are involved.
• People with reduced mobility are likely to take longer to evacuate and may have difficulty in using stairs so the identification of a refuge may be appropriate. 
• For Deaf students who may not be aware of a fire alarm sounding,  it may be appropriate to have flashing lights as part of the alarm system in toilets and in study rooms . A vibrating pager could also be used as part of the alarm system.
• In the event of evacuation always consult with people about the best way to assist - they may be able to manage independently or have a preferred technique. 
• If the person is blind, offer your arm for guidance and, as you walk, inform the person of their location and where obstacles are located.
• If the person is Deaf you may have to write down instructions.
• Regular fire evacuation drills should be undertaken and these should include practice for evacuating those people with disability.