Creating Accessible Teaching and Support

At least one person in five has a disability, so it makes sense that recruitment information and events are accessible to prospective students with disability. Students with disability may also need to know about additional services and requirements. 

We should provide opportunities for students to discuss any disability related support needs that they have.  Once a student has disclosed a disability this information must be treated confidentiality.

Most people with disability can be admitted to a course in the same way, and using the same criteria, as any other applicant. In some cases, however, it may be necessary to consider adjustments to the program, so it is important to ensure that course requirements and expectations are clearly documented. 

Enrolment and induction are important opportunities for students to learn about support services and the institution’s expectations, and for staff to find out about a student's support needs.  Enrolment and information activities should be well planned to ensure that they are accessible to students with disability. 

Staff should be aware that it is unlawful under the DDA to refuse to admit a person to a course on the basis that they are unlikely to be able to gain employment because of their disability.

The learning requirements of students with disability should be established soon after enrolment to ensure, as far as possible, that the any adjustments or services are in place before the start of the course. Under the DDA, students are not required to provide information about any disability or health condition (except when there are particular health and safety requirements). But institutions can provide opportunities for students to disclose and encourage them to do so, to ensure that their support needs are met and they are not discriminated against. 

Some students with disability will identify themselves to the university prior to enrolment and necessary support can be quickly arranged; in other cases, a student may be more reluctant to disclose their disability.  Once a student has disclosed a disability this information must be treated confidentiality.

If you think a student might have a disability that is impacting their studies, you may wish to take the them aside and offer assistance.   Don't be overly concerned about talking with students with disability, about invading their privacy or using the wrong terminology. If in doubt just ask the student how they would like to be treated and remember that it is not the disability itself, but its effect on the student's learning which is relevant.

When providing advice about educational pathways and future employment you are not required (or legally permitted) to act as a “gate keeper” to the workforce. It is unlawful under the DDA for a university to refuse to admit a person to a course on the basis that the person is unlikely or unable to gain work because of their disability.

It is important that admission policies, practices and procedures provide students with disabilities with the same opportunities as their peers.

Some suggestions for how to achieve this:

• Include a welcome message to students with disability to encourage applications (see University of Edinburgh as an example)
• Ensure that recruitment, marketing, scholarship and course information is accessible
• Take an inclusive approach to planning recruitment and transition activities
• Provide staff with disability-awareness training and ensure that they are aware of their responsibilities under legislation
• Provide clear information about course requirements and expectations
• Provide information about specialised services that students with disability may need
• Meet with prospective students early to discuss learning support needs and any accommodation required
• Review any disability-related documentation in conjunction with the disability service
• Make students aware of information and resources that may assist them
• Ensure that selection processes are equitable