Aberdeen College
Disability Equality Scheme
Aberdeen College Disability Equality Scheme: 2006-2009
Contents
Introduction by Principal
Section 1:
Promoting Disability Equality
General Introduction
a)
b)
c)
Section 2:
Context
a)
Section 3:
Legislative Framework
Development of the Disability Equality Scheme
(Information Gathering)
a)
b)
Section 4:
Principles of Disability Equality Scheme
Aims: Students
Staff
Aberdeen College Disability Equality Policy
Planning and organisation
Involvement of staff and students
Disability Equality - where we are now
a)
b)
c)
d)
e)
Benchmark data for staff
Disabled staff - current provision
Benchmark data for students
Disabled students - current provision
Key Findings
Section 5:
Equality Impact Assessment
Section 6:
Implementation –Disability Equality Action Plan
Section 7:
Monitoring, Publishing and review arrangements
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
The meaning of Disability - who is covered by the DDA 2005
Methods of involving staff and students in the development of the DES
Disabled staff monitoring and job applicant data
Disabled staff- summary of current provision
Disabled students- summary of current provision
1
Aberdeen College Disability Equality Scheme: 2006-2009
Introduction by Principal
The new Disability Equality Duty which comes into effect in December 2006
provides an excellent framework and opportunity for public bodies to promote
equality for people with disabilities.
Since its inception in 1991, Aberdeen College has been strongly committed to
offering an inclusive learning environment and an easily-accessible curriculum. That
commitment has been demonstrated by our actions over the years in ways much better
than mere words can intone. Indeed, it pre-dated the current emphasis being placed
on diversity and opportunity for Scottish and UK policy purposes. The new Duty is
helping us to build upon those efforts. They, in turn, make it much easier for us to
comply with the Duty to the fullest extent. We relish the challenge!
We will continue to do that which has proved successful, while addressing specific
needs and developing such new approaches as practical circumstances and local need
suggest are required. Central to our efforts – past, present and future – is the
commitment to act in concert with our students, staff and other bodies representative
of people with disabilities. Our aim is a simple one, which experience suggests is also
an important one: it is to work steadily and unremittingly, in partnership, to identify
and remove barriers to participation in further education locally.
As an educational body we are in a unique position to influence public and
individuals’ attitudes towards diversity. I believe this new Duty provides an important
impetus to make equality for people with disabilities increasingly a living reality for
the people who it is intended by policy-makers to benefit. In promoting the equality of
people with disabilities we also act to inform the knowledge and actions of others –
especially the staff, students and employer clients of Aberdeen College. The
promotion of equality depends crucially on changing people’s attitudes by raising
awareness and providing them with the information they need. Attitudes, in turn,
inform behaviours. The right attitude combined with appropriate behaviours lead to
the actions which count.
What follows is a fairly detailed account of our policy and approach. If you would
like to know more about them, please do not hesitate to contact us. At the College we
are, however, aware that words are among the cheapest of commodities and that
actions speak loudest. In addition to providing you with information on how we will
proceed, what follows will also be one way of measuring our achievements in the
future against our current aspirations and plans.
If you think you can contribute to our efforts, please do so.
Rae Angus
Principal
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Aberdeen College Disability Equality Scheme: 2006-2009
Section 1
Promoting Disability Equality
General Introduction
Aberdeen College is committed to promoting and embedding disability equality and
preventing discrimination in all areas of its work.
Through our Disability Equality Scheme we aim to:







provide an inclusive learning environment and accessible curriculum which
includes a high quality on-line learning experience;
increase opportunities for disabled students to follow coherent study pathways
and achieve maximum success in their studies;
demonstrate exemplary practice in disability equality across all areas of our
work;
provide support services which effectively meet the requirements of our
disabled students and staff;
provide an accessible physical and on-line environment enabling students and
staff to participate as fully as is realistic in all aspects of college life;
provide a learning environment and workplace where students and staff are
treated with dignity and respect;
have a diverse staff base which reflects the population and community we
serve where people are treated on their merits and receive fair and equal
treatment.
This Disability Equality Scheme sets out the framework within which the College will
promote equality for, and prevent discrimination against, our disabled students, staff
and visitors. We recognise that the diversity of our students and staff is one of our
greatest strengths. The commitment to delivering our Disability Equality Scheme is
embodied in the following principles:
1. Discrimination, direct or indirect, based on a person’s disability is unjust and
immoral, representing a waste of human resources and a denial of opportunity
for individual self-fulfilment.
2. The promotion of excellent practice in disability equality and the promotion of
the social model of disability across our functions will be core to our activities.
3. The creation of a culture in which the needs of disabled students and staff are
viewed as being of equal importance to those of other students and staff, will
form an integral part of our mainstream approach to learning, teaching, and
employment.
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Aberdeen College Disability Equality Scheme: 2006-2009
4. The creation of an inclusive learning environment and the provision of an
accessible curriculum will be at the centre of our delivery of disabled student
services.
5. The proportion of disabled students and staff will reflect, as far as is
reasonably possible, the proportion of disabled people in the community.
6. Students and staff will be treated with dignity and respect in the learning
environment and workplace
7. The commitment and involvement of students and staff is essential to the
implementation of our Disability Equality Scheme.
8. We aspire to be a model of best practice in terms of accessibility
9. Good practice in disability equality will be expected from external
organisations with which the College has partnership arrangements or service
contracts:

focussing on student need

enabling disabled students to gain maximum educational advantage from
the extensive learning opportunities offered by a diverse and rich
curriculum, however these are delivered

ensuring that there is clarity and coherence in all aspects of the learning
experience for disabled students

Enabling disabled students to participate as fully as possible in all
aspects of College life as independent members of the College
community.
Staff
Aberdeen College is committed to the creation of a diverse workforce, which reflects
the customers and community we serve. The College aims to create conditions where
staff are treated solely on the basis of their merits and to ensure that the College is
open to, and representative of, all sections of the community. It is College policy to
ensure that disabled applicants for vacancies and staff receive fair and equal
treatment.
4
Aberdeen College Disability Equality Scheme: 2006-2009
Students
The College will ensure an inclusive learning environment which:

anticipates and reflects the diversity of the collective and individual needs of
its disabled students

provides a high quality integrated service to disabled students where planning,
organisation and the allocation and use of resources are both efficient and
effective.
At the centre of our Scheme is the removal of barriers in the environment and in
attitudes that prevent disabled people from achieving their full potential. Our Scheme
is in line with the College’s strategic priorities and with the general and specific duties
of the Disability Discrimination Act.
In drawing together our Disability Equality Scheme and priorities for action we have
had discussions with disabled staff and students and managers across the College.
We have also surveyed students and organisations representing people with
disabilities. We have collected a significant amount of information about the services
and resources that are in place for our disabled students and staff and detailed trend
data.
This information will provide the baseline for measuring our future progress. We have
developed a three year Action Plan to deliver objectives focussed around specific
areas of our work. The key findings have helped us to identify priorities for action.
Resources and structures are in place to make sure that we can deliver our Disability
Equality Scheme and Action Plan, assess the impact of policies and practices for
disability equality relevance, and monitor progress on an annual basis.
5
Aberdeen College Disability Equality Scheme: 2006-2009
Aberdeen College Disability Equality Policy
Introduction
Aberdeen College is committed to providing a learning environment free from disability
discrimination and recognises the important role education has to play in preparing people for
life and employment in an increasingly diverse society.
The College will undertake the following:




Prepare and publish a Disability Policy
Assess the impact of the College’s policies, including its Disability Policy, on students
and staff with disabilities.
Monitor, by reference to those groups, the admission and progress of students and the
recruitment and career progress of staff
Publish the Disability Policy and publish annually the results of monitoring, impact
assessment and review.
In relation to employment the College will monitor by disability:




Staff in post
Job applicants
Promotion
Training
and will monitor by disability and analyse:




Grievances
Disciplinary action
Dismissals
Reasons for leaving
The College will also publish annually the results of this disability monitoring by way of an
annual Equal Opportunities Report and the categories determined by the Scottish Funding
Council.
Areas Relevant to Disability Equality
The College considers that the following areas are relevant to disability equality:





The Curriculum – Learning and Teaching
Access and Facilities
Admissions Procedures
Student Guidance and Support
Staff Recruitment and Selection
Aberdeen College Disability Equality Scheme: 2006-2009


Staff Induction and Development
Procurement and Outsourcing
Responsibilities for Disability Equality
The College’s Board of Management has the overall responsibility for ensuring that the College
complies with the legislation on disability equality.
The Board of Management is responsible for approving the Disability Equality Policy.
Responsibility for implementing the Policy is delegated by the Board of Management to the
Principal who will ensure that the College:




Implements the Policy and annual Disability Equality Action Plans
Provides training for all staff on disability equality and ensures that they are aware of
their responsibilities
Implements arrangements for monitoring, evaluating and reviewing the Policy
Implements arrangements to ensure that action are taken in relation to students or staff
who act in a discriminatory manner.
The College’s Vice Principal and Director of Human Resource Management and Development
will be responsible for developing, co-ordinating, disseminating, monitoring and reviewing the
Policy. He/she will also chair the College’s Equal Opportunities Committee and will provide
professional advice and guidance to the management and staff of the College on equality and
diversity issues.
Senior managers, heads of department and other managers are all responsible for ensuring that
the Policy is implemented within their areas in relation both to staff and students.
All staff have a responsibility to:
Attend training provided by the College on disability equality issues
Familiarise themselves with the requirements of this Policy
Challenge disability bias and stereotyping using established College procedures and channels of
communication
All students have a responsibility to respect the rights of others to be treated with dignity and
respect and study in an environment free from the threat of racial harassment, bullying or
intimidation.
The Students’ Association has a responsibility to promote this Policy and appropriate standards
of behaviour within the student body.The College expects its students and staff to observe
appropriate standards of behaviour and will use established disciplinary policies to take action
against individuals who breach the Disability Equality Policy.
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Aberdeen College Disability Equality Scheme: 2006-2009
Equal Opportunities Committee
The College’s Equal Opportunities Committee will comprise managers, staff and student
representatives and will:



Review the College’s Equal Opportunities policies and procedures
Identify best practice
Promote equality throughout the College
Procurement and Contractors
The College contracts out a number of functions. All contractors will be advised of the
College’s duty to promote disability equality and their requirement to comply with the Policy.
All will be given a copy of the Policy as part of the contracting process. Contractors’ staff are
invited to attend training provided by the College on disability equality issues.
The table below identifies the relevant functions and lists the actions the College will take – or is
taking – to ensure that it meets its duties.
Function
Actions
Priority
content
of
the Annually by way of audit
Curriculum – Learning and The
curriculum
will
be
Teaching
monitored to ensure there is
no disability bias or
stereotyping
Where appropriate, specific Ongoing
throughout
material
on
disability academic year
equality will be incorporated
in programmes of learning
The approaches of teaching Observed through annual
staff will be free from bias lesson
observation
and
and prejudice
annual student satisfaction
surveys
The College will ensure that Policy available to all
external agencies with an partners
interest
in
curriculum
matters are advised of the
provisions of the Disability
Equality Policy
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Aberdeen College Disability Equality Scheme: 2006-2009
Access and Facilities
All assessment criteria and
instruments of assessment
will be designed and
reviewed to ensure that they
are not discriminatory and
that,
where
possible,
reasonable adjustments have
been made to take account
of the needs of disabled
students.
All teaching staff will
receive training in equal
opportunities and disability
equality
All curriculum teams will
monitor enrolment, retention
and
achievement
by
disability
as part of the annual review
process and will identify and
implement
actions
to
address any issues arising
Course committees will
provide for representation of
students with disabilities
and will consult students to
ensure the curriculum meets
the needs of all students
Diversity focus groups will
be conducted to assess the
impact of College policies
on students with disabilities.
Students with disabilities
will
be
given
the
opportunity to discuss these
with guidance counsellors
prior to joining the College
College staff will ensure that
advice and support provided
to students on finding
accommodation will take
account of possible access
requirements
or
other
requirements
9
As part of internal and
external moderation and
verification process
Targets specified in annual
operational plan
Annually
Ongoing throughout
academic year
the
Pre-entry guidance
The Accommodation Officer
will ensure that this is
covered in any information
provided to students and in
procedures followed
Aberdeen College Disability Equality Scheme: 2006-2009
Admissions Procedures
Student
Support
Guidance
In all recruitment and The Head of Publicity and
publicity material it will be Marketing will ensure that
stated
that
Aberdeen this is regularly reviewed
College
is
an
equal
opportunities
college,
courses will be described in
such a way that no suitably
qualified person will be
excluded from applying and
any photographs or graphics
will be designed and used in
a way which does not
reinforce stereotyping
Application forms will only
include those questions
which are necessary for
selection for a course place
and
College
approved
monitoring forms will be
included
Questions on disability
will be asked on a separate
monitoring form and on
applications
to
ensure
reasonable adjustments can
be made for students.
All
admissions
and
receptions staff will receive
training
in
equal
opportunities and disability
equality
Entry qualifications will be
consistent and essential to
the requirements of courses
Associate Principal (Data
Management and Student
Administration) will review
content of forms annually
All staff involved in
selection interviews will
receive training in interview
techniques,
equal
opportunities
and
will
provide
feedback
if
requested
and All guidance staff will be
required
to
hold
a
recognised qualification in
guidance
Targets specified in annual
operational plan
10
Monitoring information will
be processed and produced
annually for each department
Targets specified in annual
operational plan
Director of Learning and
Teaching
will
review
annually
Targets specified in annual
operational plan
Aberdeen College Disability Equality Scheme: 2006-2009
Staff
Recruitment
Selection
Staff
Induction
Development
Guidance staff will be
regularly briefed on the
range of courses available
and alternatives available
from other providers
Guidance staff will liaise
with curriculum staff to
discuss
reasonable
adjustments
to
accommodate the needs of
students with disabilities
and All managers undertaking
interviews and making
recommendations on staff
selection will trained in
equal opportunities and
disability equality
Recommendations on all
appointments will be made
to the Vice Principal and
will contain a statement on
whether or nor a disability
has been disclosed and, if
so,
what
reasonable
adjustments are required
The College will obtain
professional
advice
on
reasonable
adjustments
where
necessary
e.g.
dyslexia assessments by
qualified assessor
All disabled applicants who
meet the minimum criteria
for a post will be invited to
interview
Special arrangements will
be made, where appropriate,
for disabled candidates e.g.
adapted equipment, location
of interview
and All new staff will have an
induction plan and this will
be adapted to take account
of any disabilities
11
Head of Student Support
Services
will
arrange
annually as minimum
Head of Student Support
Services will monitor that
this takes place.
HR Manager will run courses
and ensure material is
available via the VLE
All information on disability
will be collated and reported
to the Equal Opportunities
Committee
HR Manager will organise
HR Manager will collate
information and compile
monitoring reports
HR Manager will arrange
HR Manager and
Manager will arrange
SD
Aberdeen College Disability Equality Scheme: 2006-2009
All new staff will have a
performance review at the
end of 3 months and will
meet with the SD Manager.
SD Manager will check that
reasonable adjustments have
been implemented for staff
with disabilities and will
check
if
any
further
adjustments are needed and
will discuss with relevant
manager.
All staff will receive SD Manager will arrange and
training
in
disability will monitor attendance
discrimination and their
duties in this regard
All applications for staff SD Manager will prepare
development
will
be monitoring reports which
monitored by disability and will be submitted to Equal
monitoring reports provided Opportunities Committee
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Aberdeen College Disability Equality Scheme: 2006-2009
Section 2
Context
The remaining provisions of the Disability Discrimination Act 2005 come into effect in
December 2006 which requires public sector bodies such as the College to promote disability
equality across all of our functions.
The general duty requires that we have due regard to the need to:




Eliminate unlawful disability discrimination and harassment
Promote equality of opportunity and positive attitudes towards disabled people
Take account of people’s disabilities (even if this means treating them more favourably)
Encourage participation by disabled people in public life.
The Specific Duties
In addition, public bodies are required to comply with the specific duties
which are:
•
•
•
To publish a Disability Equality Scheme (DES), which includes a three-year
Action Plan
To involve disabled people in the development of the DES
To take the steps set out in the Action Plan (unless it is unreasonable or
impracticable to do so)
What is the difference between the new duties and our current duties?
The new duties require us to take a positive approach to promoting disability equality in all of
our practices, policies and procedures.
Legislative Framework
The Disability Discrimination Act (DDA) 1995 enacted measures to prevent discrimination
against disabled people in the areas of employment and in the provision of goods and services.
The Special Educational Needs Act 2001 (SENDA) amended the DDA 1995 to include
education and was further amended from 1 September 2006, under the DDA 1995(Amendment)
Act (Further and Higher Education) Regulations 2006.
Discrimination against disabled people can take place by treating them ‘less favourably’ than
other people and by failing to make a ‘reasonable adjustment’ where they are placed at a
‘substantial disadvantage’ compared with other people for a reason relating to their disability.
The DDA introduced a broad definition of a disabled person as having a physical or mental
Aberdeen College Disability Equality Scheme: 2006-2009
impairment, which has a substantial and long-term adverse effect on their ability to carry out
normal day-to-day duties.
The DDA 2005 introduced a new disability equality duty for the public sector, effective from
December 2006, to promote disability equality across all functions.
The general duty requires that every public authority shall in carrying out its functions have due
regard to the need to:

publish an annual report on progress with the Action Plan

promote equality of opportunity between disabled persons and other persons

eliminate discrimination that is unlawful under the Act

eliminate harassment of disabled persons that is related to their disabilities

promote positive attitudes towards disabled persons

encourage participation by disabled persons in public life

take steps to take account of disabled persons’ disabilities even where this means
treating disabled persons more favourably than other persons (this principle has always
been recognised in the DDA, particularly through the duty to make reasonable
adjustments, and, for example, in the provision of dedicated services to enable disabled
persons to access mainstream activities on equitable terms).
14
Aberdeen College Disability Equality Scheme: 2006-2009
Section 3
Development of the Disability Equality Scheme (Information Gathering)
A draft Scheme was produced together with an Action Plan, which incorporates all the future
work planned by the College to promote disability equality.
Suggestions for information gathering

Invitations to all staff and students to take part in an online survey to enable comments
and suggestions.

Full information on College website.

Invitations to disabled students and staff to apply to join a Disabilities Equalities Forum
charged with assisting in drawing up the scheme.

Focus groups of disabled students and staff

Focus groups with representatives from organisations representing disabled people

Letters to disabled applicants

Customer feedback focus groups

A Disability and Diversity Group chaired by the Vice Principal whose terms of reference
include the progression and implementation of equality and diversity policy across the
College

A Disabled Students Advisory Group
Aberdeen College Disability Equality Scheme: 2006-2009
Section 4
Disability Equality - where we are now
Benchmark Data for Staff
The most recent full year information the College has relates to the academic year which ended
on 31st July, 2006. Information on the proportion of College staff with a disability over the last
3 years is as follows:
Academic Year
2003-04
2004-05
2005-06
% Disabled
1.34%
1.69%
2.00%
% Non Disabled
80.23%
79.37%
82.70%
% Not Indicated
18.43%
18.94%
15.30%
Under the Disability Discrimination Act 1995 a person has a disability if he/she has a physical or
mental impairment which has a substantial and long-term adverse effect on his/her ability to
carry out normal day to day activities.
The information provided above is based on details disclosed by staff on whether or not they
have a disability. Many people still choose not to disclose a disability and many people whose
condition(s) would come within the legal definition of a disability do not regard themselves as
disabled.
Employers are required, where possible and practical, to implement reasonable adjustments to
accommodate the needs of staff with disabilities. In 2005-06 Aberdeen College appointed 2
staff who disclosed disabilities and implemented adjustments for these staff.
Disabled Staff – Current Provision
Unfortunately, some employees become disabled in the course of their employment whether
through illness or injury. Employers also have a duty to implement adjustments for employees
who become disabled. In 2005-06 following referral to occupational health the College was
advised that four members of staff should be regarded as being disabled in terms of the Act.
Adjustments such as changes to working hours and provision of assistive technology were
implemented for these staff.
Benchmark Data for Students
The most recent full year information the College has relates to the academic year which ended
on 31st July, 2006. In 2005-06 a total of 1,780 students categorised themselves as having a
disability. This represented 5.70% of all enrolments. Dyslexia was the largest category of
disability with 388 students disclosing that they were dyslexic.
The retention rate for students with disabilities was high at 82.75%. The achievement rate at
76.30% was also very encouraging and suggests that the extensive support arrangements the
College has put in place have been effective. The College has worked hard to promote inclusive
practice and provides a range of aids and services to support students with disabilities.
Aberdeen College Disability Equality Scheme: 2006-2009
The College’s Student Development and ACCESS Centre continues to expand its support to
students with additional needs and has over the years increased the number of courses
specifically designed for students with additional learning requirements including those
delivered in the community as part of Community Lifelong Learning.
Details are as follows:
Year
2001-02
2002-03
2003-04
2004-05
2005-06
Number of Courses
89
143
147
201
208
Additional learning support is provided to students who experience difficulties with different
aspects of course work and the College’s ACCESS Centre also supports students studying in
higher education institutions.
Three years ago in 2003-04 the Student Development and ACCESS Centre developed
procedures and a Code of Conduct for carers employed by external agencies who support
students in the College. The aim was to assist carers employed or engaged by the Social Work
Departments of Aberdeen City and Aberdeenshire Councils ensure the health and safety of their
clients who were College students and maintain a high quality of service delivery in College.
Those procedures and the Code of Conduct have been incorporated in the Scottish Executive
publication “Partnership Matters” as examples of good practice and it has been recommended
that other colleges in Scotland adopt these procedures.
College staff work closely with colleagues in both Social Work Departments to ensure the
procedures are implemented.
Key Findings
The College provides a range of auxiliary aids and services to support students with disabilities
including a wide range of assistive technologies and personal support.
All teaching staff are required to anticipate the needs of students with disabilities and identify a
range of adjustments to accommodate the needs of students with disabilities. Details of these
are circulated regularly to curriculum teams to ensure best practice is disseminated widely.
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Aberdeen College Disability Equality Scheme: 2006-2009
Section 5
Equality Impact Assessment
The College will assess the impact of the activities it implements for disability equality and use
the information gathered to review the effectiveness of its action plan and prepare subsequent
revised disability equality schemes.
Impact assessment methods will include:
statistical analysis.
surveys, focus groups, monitoring reports and
Aberdeen College Disability Equality Scheme: 2006-2009
Section 6
Implementation - Disability Equality Action Plan
Aberdeen College is committed to providing a learning environment free from disability
discrimination and recognises the important role education has to play in preparing people for
life and employment in an increasingly diverse society.
The functions through which the College will ensure the integration and mainstreaming of
disability equality are:







Learning and teaching (the curriculum)
Access and facilities
Student recruitment, admissions and outcomes
Student guidance and support
Staff recruitment and selection
Staff induction and development
Procurement and contracted-out services
The Vice Principal (Human Resource Management and Development) will have overall
responsibility for the implementation of the annual disability equality action plan and all
managers and staff will have specific responsibilities.
Priorities for 2006-07 in each of the functions are as follows:
FUNCTION
ACTION
1
Ensure that all
staff involved in
pre-entry guidance
are trained in
disability equality
issues and are
aware of the need
to anticipate and
implement
reasonable
adjustments.
Conduct an audit
of
student
induction material
to ensure that
students
are
briefed
on
disability equality
issues.
Review the content
of
teaching
materials to ensure
they do not include
disability
stereotypes
and
reflect
the
Learning and
Teaching – the
Curriculum
OUTCOME
RESPONSIBILITY
INDICATORS OF
SUCCESS
Sector Managers and
other Heads of Teaching
Departments
Positive student
feedback.
Increasing number of
students with disabilities
attending the College
Induction
procedure is
followed.
Head of Student Support
Services
Positive student
feedback.
Positive employer
feedback.
Teaching materials
will reflect
diversity.
Head of Quality and Staff
Development
Positive audit results.
Good information
provided at preentry level
Aberdeen College Disability Equality Scheme: 2006-2009
diversity of current
society.
Implement a range
of presentations in
public areas of the
College on matters
relating to the
promotion
of
equality
of
opportunity
including
disabilities.
Ensure
that
disabled students
are
given
the
opportunity
to
participate in focus
groups to provide
feedback and make
suggestions
to
College managers
on improvements
to services for
students
with
disabilities.
Ensure that lesson
plans include a
section
on
differentiation
2
Access and
Facilities
Implement
arrangements
to
ensure that all
lecturers
are
advised if any
students in class
have disclosed a
disability
Make
College
facilities available
to disabled groups
to establish contact
and publicise the
facilities which are
available.
Host courses run
by other bodies for
people
with
disabilities
on
College premises.
Ensure that the
catering
service
considers
the
needs of people
with
different
dietary
requirements.
Students will gain
an awareness of the
importance of equal
opportunities.
Vice Principal
Positive student
comments.
Managers will have
a greater awareness
of issues affecting
students with
disabilities.
Director of Learning and
Teaching
Action plans for
improvements
Lecturers will plan
lessons with
reasonable
adjustments in
mind
Lecturers will be
aware of the
particular needs of
all students and will
be able to
implement
adjustments
Curriculum Managers
Lesson observations
Associate Principal
Student Administration
and Data Management
Staff and student
feedback
Head of Publicity and
Marketing
Number of events held in
College.
Head of Publicity and
Marketing
Number of events held in
College.
Catering Manager
Student satisfaction
results.
Greater awareness
of the facilities
offered by the
College.
Greater awareness
of the facilities
offered by the
College.
Greater choice of
menus available.
20
Aberdeen College Disability Equality Scheme: 2006-2009
3
Student
Recruitment,
Admissions
and Outcomes
4
Student
Guidance and
Support
6
Staff
Recruitment
and Selection
Run at least two
disability events in
the
course
of
2005-06 which are
designed
to
encourage
participation and
involvement from
people of different
disability groups.
Implement
a
marketing
plan,
which
is
specifically aimed
at
encouraging
more students with
disabilities
to
undertake courses
provided
by
Aberdeen College.
Monitor
and
analyse
student
enrolment,
retention,
achievement and
progression
by
disability
and
identify
any
trends, actions to
meet the specific
needs of disabled
students
and
targets to improve
retention
and
achievement
where appropriate.
Ensure that each
member of the
Guidance
Team
undertakes training
on
disability
equality in order
that they have an
understanding of
the
particular
difficulties faced
by students with
disabilities.
Continue
to
advertise
job
vacancies in the
College in a wide
range
of
publications and in
premises, which
are used by people
with disabilities.
High attendance at
and participation in
events.
Vice Principal
Positive feedback.
Head of Publicity and
Marketing
Information in
monitoring reports.
Sector Managers
Information in
monitoring reports.
Greater
understanding of
the needs of
students with
disabilities.
Head of Learner Support
Positive student
feedback.
Greater number of
applications from
with disabilities.
HR Manager
Information in
monitoring reports.
Increase in the
number of students
with disabilities
studying on
College courses
Improvements in
enrolment,
retention and
achievement of
students with
disabilities.
21
Aberdeen College Disability Equality Scheme: 2006-2009
7
Staff Induction
and
Development
Monitor staff
appointments,
promotions,
disciplinary and
grievance cases and
turnover by gender ,
race, disability and
identify any trends
and actions for
improvement.
Identification of
actions for
improvement.
Vice Principal
Information in
monitoring reports.
Ensure that all
managers
undertaking
interviews have
undertaking
disability
discrimination and
recruitment and
selection training.
Recruitment and
selection
procedures are fair
and reflect
legislation and best
practice.
HR Manager
Satisfaction with
recruitment process.
Ensure that 95% of
all permanent staff
have attended
mandatory training
sessions on disability
discrimination
Staff awareness of
disability equality
issues.
Head of Quality and Staff
Development
Information in
monitoring reports.
Vice Principal
Information in
monitoring reports.
Staff Development
Manager
Staff awareness of
disability discrimination
issues
Ensure that all
temporary lecturers
who work regularly
in the College
undertake disability
discrimination
training
Ensure that training
materials on
disability
discrimination are
available on the VLE
8
Procurement
and
ContractedOut Services
Staff awareness of
disability equality
issues.
Staff access to
training materials
Monitor staff
development uptake
by disability and
identify any trends
and actions for
improvement.
Identification of
actions for
improvement.
Staff Development
Manager
Information in
monitoring reports.
Promote the use of
mediation
to
encourage
effective informal
dispute resolution.
Enhanced skills of
managers in
dealing with
difficult staffing
issues and
encourages
informal resolution
of disputes.
The College will
only contract with
organisations that
demonstrate a
commitment to
disability equality.
HR Manager
Resolution of disputes.
Vice Principals
Acceptance of contracts
with this clause by
contractors.
Ensure that all
contracts for
services, including
professional services
and service delivery,
entered into by the
College contain a
clause regarding the
promotion of
disability equality.
Please note this is a draft plan and may be subject to amendment following analysis of survey
results.
22
Aberdeen College Disability Equality Scheme: 2006-2009
Section 7
Monitoring, Publishing and Review Arrangements
The College will publish an annual report indicating what information has been gathered and
what use has been made of the information, as well as what steps have been taken. This report
will be submitted to the College’s Board of Management and published on its website.
Aberdeen College Disability Equality Scheme: 2006-2009
Appendix A
Disability Discrimination
Meaning of Disability
1. When is a person considered to be disabled?
A person has a disability if he/she has a physical or mental impairment which has a substantial and longterm adverse effect on his/her ability to carry out normal day to day activities.
2. What does the term “impairment” cover?
It covers physical or mental impairments including sensory impairments such as those affecting sight and
hearing.
3. Are all mental impairments covered?
The term “mental impairment” is intended to cover a wide range of impairments relating to mental
functioning, including what are often classed as learning difficulties.
4. What is a “substantial” adverse effect?
A substantial adverse effect is something which is more than a minor or trivial effect. The requirement
that an effect must be substantial reflects the general understanding of disability as a limitation going
beyond the normal differences in ability which might exist among people.
5. What is a “long-term” effect?
A long-term effect of an impairment is one:
 which has lasted at least 12 months; or
 where the total period for which it lasts is likely to be at least 12 months; or
 which is likely to last for the rest of the life of the person affected; or
 if it is likely to recur if in remission which mirrors the schedule of the 1995 Act.
Effects which are not long-term would, therefore, include loss of mobility due to a broken limb which is
likely to heal within 12 months and the effects of temporary infections, from which a person would be
likely to recover within 12 months.
6. What if the effects come and go over a period of time?
If an impairment has had a substantial adverse effect on normal day to day activities but that effect ceases,
the substantial effect is treated as continuing if it is likely to recur; that is, if it is more probable than not
that the effect will recur. To take the example of a person with rheumatoid arthritis whose impairment
has a substantial adverse effect, which then ceases to be substantial (i.e. the person has a period of
remission). The effects are to be treated as if they are continuing, and are likely to continue beyond 12
months, if:


the impairment remains; and
at least one recurrence of the substantial effect is likely to take place 12 months or more after the
initial occurrence.
This would then be a long-term effect.
24
Aberdeen College Disability Equality Scheme: 2006-2009
7. What is meant by “normal day to day activities”?
These are activities which are carried out by most people on a fairly regular and frequent basis. The term
is not intended to include activities which are normal only for a particular person or group of people, such
as playing a musical instrument, or a sport, to a professional standard or performing a skilled or specialist
task at work. However, someone who is affected in such a specialised way but is also affected in normal
day to day activities would be covered by this part of the definition. The test of whether an impairment
affects normal day to day activities is whether t affects one of the broad categories of capacity listed in
Schedule 1 of the Act. These are:








mobility
manual dexterity
physical co-ordination
continence
ability to lift, carry or otherwise move everyday objects
speech, hearing or eyesight
memory or ability to concentrate, learn or understand
perception of the risk of physical danger
8. What if someone is receiving treatment?
Someone with an impairment may be receiving medical or other treatment which alleviates or removes
the effects (though not the impairment). In such cases, the treatment is ignored and the impairment is
taken to have the effect it would have had without such treatment. This does not apply if substantial
adverse effects are not likely to recur even if the treatment stops (i.e. the impairment has been cured).
9. Does this include people who wear spectacles?
No, the sole exception to the rule about ignoring the effects of treatment is the wearing of spectacles or
contact lenses. In this case, the effect while the person is wearing spectacles or contact lenses should be
considered.
10. Are people who have disfigurements covered by the Act?
People with severe disfigurements are covered by the Act. They do not need to demonstrate that the
impairment has a substantial adverse effect on their ability to carry out normal day to day activities.
11. What about people who know their condition is going to get worse over time?
Progressive conditions are conditions which are likely to change and develop over time. Examples given
in the Act are cancer, multiple sclerosis, muscular dystrophy and HIV infection. Where a person has a
progressive condition he/she will be covered by the Act from the moment the condition is diagnosed.
12. What about people who are registered disabled?
Those registered as disabled under the Disabled Persons (Employment) Act 1944 both on 12th January,
1995 and 2nd December, 1996 were treated as being disabled under the Disability Discrimination Act
1995 for three years from the latter date. At all times from 2nd December 1996 onwards, they are covered
by the Act as people who have had a disability. This does not preclude them from being covered as
having a current disability any time after the three year period has finished. Whether they are nor not
will depend on whether they, like anyone else, meet the definition of disability in the Act.
25
Aberdeen College Disability Equality Scheme: 2006-2009
13. Are people with genetic conditions covered?
If a genetic condition has no effect on ability to carry out normal day to day activities, the person is not
covered.
Diagnosis does not in itself bring someone within the definition.
If the condition is
progressive, then the rule about progressive conditions applies.
14. Are any conditions specifically excluded from the Act?
Yes, certain conditions are to be regarded as not amounting to impairments for the purposes of the Act.
These are:







addiction to or dependency on alcohol, nicotine or any other substance (other than as a result of the
substance being medically prescribed)
seasonal allergic rhinitis (e.g. hay fever, except where aggravates the effect of another condition
tendency to set fires (pyromania)
tendency to steal (kleptomania)
tendency to physical or sexual abuse of other persons
exhibitionism
voyeurism
Also, disfigurements which consist of a tattoo, non-medical body piercing or something attached through
such piercing, are to be treated as not having a substantial adverse effect on the person’s ability to carry
out normal day to day activities.
October, 2006
26
Aberdeen College Disability Equality Scheme: 2006-2009
Appendix B
Methods of Involving Staff and Students in the Development of the Disability Equality
Scheme
1. Discussion groups with students
2. Discussion groups with staff
3. Survey of students using questionnaire in association with Careers Scotland
4. Survey of organisations representing people with disabilities using questionnaire
5. Survey of all contractors working in College regularly
6. Consultation with recognised trade unions
27
Aberdeen College Disability Equality Scheme: 2006-2009
Appendix C – Disabled staff monitoring and disabled job applicant data
28
Aberdeen College Disability Equality Scheme: 2006-2009
Appendix D
Staff Disability Profile 2006-07
Category
Disability
Yes
No
Not Indicated
Technicians
0
14
3
Librarians
0
15
0
Admin/Clerical/Managers
8
197
30
Manual
0
12
2
Cleaners
0
14
4
TOTAL
8
252
39
Lecturing Staff
2
161
37
Instructing Staff
1
40
8
Total
3
201
45
Overall Total
11
453
84
0.020073
0.8266
0.15
Support Staff
Teaching Staff
Total %
29
Aberdeen College Disability Equality Scheme: 2006-2009
Appendix E
Student Disability Profile 2006-07
Disability
01: No known disability
02: Dyslexia
03: Blind/partially sighted
04: Deaf/hearing impairment
05: Wheelchair/mobility difficulties
06: Personal care support
07: Mental health
08: Unseen disability
09: Multiple disabilities
10: Not listed above
97: Information refused
98: Information unknown
99: Refused/not known
(blank)
Grand Total
FT
4,673
163
13
16
11
16
27
10
54
4
69
1
1
5,058
% of total
FT
enrolments
92%
3.22%
0.26%
0.32%
0.22%
0.00%
0.32%
0.53%
0.20%
1.07%
0.08%
1.36%
0.02%
0.02%
30
PT
9,750
103
16
64
63
6
55
71
42
135
6
110
5
22
10,448
% of total
PT
enrolments
93%
0.99%
0.15%
0.61%
0.60%
0.06%
0.53%
0.68%
0.40%
1.29%
0.06%
1.05%
0.05%
0.21%
Grand Total
14,423
266
29
80
74
6
71
98
52
189
10
179
6
23
15,506
% of total
ALL
enrolments
93.02%
1.72%
0.19%
0.52%
0.48%
0.04%
0.46%
0.63%
0.34%
1.22%
0.06%
1.15%
0.04%
0.15%