EXTRACT FROM CODE OF PRACTICE: STUDENTS WITH
1. Institutions should ensure that in all
their policies, procedures and activities including strategic
planning and resource allocation, consideration is given to the
means of enabling disabled students' participation in all aspects
of the academic and social life of the institution.
The physical environment
2. Institutions should ensure that disabled
students can have access to the physical environment in which
they will study, learn, live and take part in the social life
of their institution.
3. Institutions should ensure that facilities
and equipment are as accessible as possible to disabled students.
Information for applicants, students and staff
4. The institution's publicity, programme
details and general information should be accessible to people
with disabilities and describe the opportunities for disabled
students to participate.
The selection and admission of students
5. In selecting students institutions should
ensure equitable consideration of all applicants.
6. Disabled applicants' support needs should
be identified and assessed in an effective and timely way, taking
into account the applicant's views.
Enrolment, registration and induction of students
7. the arrangements for enrolment, registration
and induction of new entrants should accommodate the needs of
Learning and teaching, including provision for
research and other postgraduate students
8. Programme specifications should include
no unnecessary barriers to access by disabled people.
9. Academic support services and guidance
should be accessible and appropriate to the needs of disabled
10. The delivery of programmes should taken
into account the needs of disabled people or, where appropriate,
be adapted to accommodate their individual requirements.
11. Institutions should ensure that, wherever
possible, disabled students have access to academic and vocational
placements including field trips and study abroad.
12. Disabled research students should receive
the support and guidance necessary to secure equal access to research
Examination, assessment and progression
13. Assessment and examination policies,
practices and procedures should provide disabled students with
the same opportunity as their peers to demonstrate the achievement
of learning outcomes.
14. Where studying is interrupted as a direct
result of a disability-related cause, this should not unjustifiably
impede a student's subsequent academic progress.
15. Induction and other relevant training
programmes for all staff should include disability awareness/equality
and training in specific services and support.
Access to general facilities and support
16. Students with disabilities should have
access to the full range of support services that are available
to their non-disabled peers.
Additional specialist support
17. Institutions should ensure that there
are sufficient designated members of staff with appropriate skills
and experience to provide specialist advice and support to disabled
applicants and students, and to the staff who work with them.
18. Institutions should identify and seek
to meet the particular needs of individual disabled students.
19. Internal communications systems should
ensure that appropriate staff receive information about the particular
needs of disabled students in a clear and timely way.
20. Institutions should have a clearly defined
policy on the confidentiality and disclosure of information relating
to a person's disabilities that is communicated to applicants,
students and staff.
21. Institutions should ensure that information
about all complaints and appeals policies and procedures is available
in accessible formats and communicated to students.
22. Institutions should have in place policies
and procedures to deal with complaints arising directly or indirectly
from a student's disability.
Monitoring and evaluation
23. Institutional information systems should
monitor the applications, admissions, academic progress and nature
of impairment of disabled students.
24. Institutions should operate systems
to monitor the effectiveness of provision for students with disabilities,
evaluate progress and identify opportunities for enhancement.