Introduction to SENDA

1
Introduction to SENDA

• Is your department reasonably adjusted?
• Mike Wray National Coordinator NDT
• 24 June 2003

2
Aims

• Outline the work of the NDT
• Discuss the context of disability provision
• Introduce DDA part iv (SENDA)

3
Role of the NDT

• To provide advice, guidance and support to all
  projects funded under HEFCE/DELNI disability
  programme, Improving provision for disabled
  students
• To actively promote the dissemination and
  embedding of project outcomes

4
Improving provision for disabled students

• Strand one base level provision
• Strand two teaching and learning

5
Context

• Disability grounded within support services
• Dearing report emphasis on WP
• Increased status of Learning Teaching
• Disability Discrimination Act Part IV

6
Statistics

• Labour Force Survey 18 18-60
• 12 20 29 yr olds
• HESA approx 4.5
• Dyslexia 60
• Audit office report
• Disabled student only 40 as likely to be in
  higher education

7
Disability support

• Increase in Disabled Students Allowances
• Disability mainstream funding
• Capital funding

8
SENDA / DDA Part IV Education

• The changes introduce two new duties on education
  providers
• A duty not to treat disabled students less
  favourably, without justification, for a reason
  which relates to their disability and
• A duty to make reasonable adjustments to ensure
  that people who are disabled are not put at a
  substantial disadvantage in a accessing
  education.

9
SENDA / DDA Part IV Education

• Covers all educational services a university
  provides, such as
• Premises
• Course content, including work placements
• Teaching arrangements
• Communication support or services
• Access to materials and information
• Staff training
• Policies
• Academic and non academic services to students

10
DDA Part IV Judging Reasonableness

• The need to maintain academic or other prescribed
  standards
• The financial resources available to the
  University
• The financial resources likely to be available to
  the student such as DSAs
• The cost to the institution
• The practicality to taking a particular step
• Other aids or services available
• Health and safety implications
• Interests of other students

11
Good Practice

• The intention of legislation and the spirit of
  the act is not just to avoid litigation, or
  merely conform to the act, but to strive for good
  practice.

12
Ways forward

• Audit of provision
• Previous tools Teachability, SWANDS
• New projects - outcomes

13
Focus of Strand Two Projects

• Examinations and assessment
• Curriculum development
• On-line learning
• Employability
• Laboratory/studio based learning
• Staff development

14
Questions for departments

• What CPD is available?
• Is disability included in course development and
  validation processes?
• Do you have a clear admissions policy?
• Do you have clear policies on examinations and
  assessments?
• Does your grievance and appeals procedure take
  into account SENDA and potential claims of
  discrimination?

15
Conclusion

• Respond to SENDA should be in the light of good
  practice inclusive learning
• Improving knowledge and increasing resources
• Enhancing the learning experience of disabled
  students

16
NDT contact details

• Central Office Satellite Office
• National Disability Team National Disability
  Team
• APU OU in the North West
• Bishop Hall Lane 351 Altrincham Road
• Chelmsford Sharston
• Essex CM1 1SQ Manchester M22 4UN
• phone [phone] 955 6933
• fax [phone] 945 3356
• minicom 01245 607510 0161 955 6933
• website www.natdisteam.ac.uk
• email natdisteam_at_apu.ac.uk
• helpdesk ndt-helpdesk_at_apu.ac.uk