1. Implications of the DED for Learning and Teaching Shirley Hill Head of Disability Services University of Dundee s.hill@dundee.ac.uk

2. Disability Legal Framework Disability Discrimination Act (1995) Disability Discrimination Act (1995) Special Educational Needs and Disability Act (2001) Special Educational Needs and Disability Act (2001) DDA Amendment Regulations (2003) DDA Amendment Regulations (2003) Disability Discrimination Act (2005) (Disability Equality) Disability Discrimination Act (2005) (Disability Equality) DDA Amendment Regulations (2006) DDA Amendment Regulations (2006)

3. What is the Disability Equality Duty? From 5 th December 2006: Disability Discrimination Act (2005) expands the definition of disability and introduces a new Disability Equality Duty (DED) on public sector authorities to: Eliminate unlawful discrimination of disabled people Eliminate unlawful discrimination of disabled people Promote equality of opportunity for disabled people Promote equality of opportunity for disabled people Promote positive attitudes towards disabled people Promote positive attitudes towards disabled people Publish a Disability Equality Scheme (DES) Publish a Disability Equality Scheme (DES) Involvement of disabled people is central to new duty Involvement of disabled people is central to new duty More info at: www.dundee.ac.uk/disabilityservices/disability/DDA.html www.dundee.ac.uk/disabilityservices/disability/DDA.html

4. What is the University doing to meet the Disability Equality Duty? Preparation of draft DES involving disabled staff and students (approved by Court on 23 rd October) Preparation of draft DES involving disabled staff and students (approved by Court on 23 rd October) Review of disability-relevant functions, policies and procedures to assess impact on disabled people Review of disability-relevant functions, policies and procedures to assess impact on disabled people Awareness raising and staff development Awareness raising and staff development Ongoing improvement of physical access on campus Ongoing improvement of physical access on campus Focus on identifying and removing barriers to access Focus on identifying and removing barriers to access Participation in ‘Using Teachability’ Participation in ‘Using Teachability’

5. Teachability at Dundee University Three departments undertook Teachability audits in 2001: Applied Computing, Design, English Three departments undertook Teachability audits in 2001: Applied Computing, Design, English Four members of staff currently participating in ‘Using Teachability’: Four members of staff currently participating in ‘Using Teachability’: - Cowan Ervine (Law) – programme review - Lissa Monk (Accountancy)– programme review - Roland Ashcroft (Design)– course info, practicals - Shirley Hill (Disability) – QA, staff development Focus on identifying core programme requirements Focus on identifying core programme requirements

6. How will Teachability be embedded? Requirement to undertake Teachability audit part of programme approval and review process Requirement to undertake Teachability audit part of programme approval and review process Requirement to promote inclusiveness in programme design and delivery part of L&T Strategy 2006-10 Requirement to promote inclusiveness in programme design and delivery part of L&T Strategy 2006-10 DMAG secondment to support provision of core programme information via accessible web pages and to support accessible teaching/assessment via VLE DMAG secondment to support provision of core programme information via accessible web pages and to support accessible teaching/assessment via VLE

7. How will Teachability be embedded (cont)? ‘Using Teachability’ participants to support staff development across all Colleges on the Teachability approach to curriculum accessibility ‘Using Teachability’ participants to support staff development across all Colleges on the Teachability approach to curriculum accessibility Online good practice forum to be established with case studies together with online staff development module on “developing inclusive curricula” Online good practice forum to be established with case studies together with online staff development module on “developing inclusive curricula” Progress to be monitored via Learning and Teaching Committee, Equality and Diversity Working Group and University’s Disability Equality Scheme (DES) Progress to be monitored via Learning and Teaching Committee, Equality and Diversity Working Group and University’s Disability Equality Scheme (DES)

8. What are the DES’s priorities for L&T? Admissions Policy (3.2) Admissions Policy (3.2) Learning and Teaching Strategy (3.3) Learning and Teaching Strategy (3.3) Student Placement Policy (3.3) Student Placement Policy (3.3) Competence Standards/Fitness to Practice (3.3) Competence Standards/Fitness to Practice (3.3) Student Assessment Policy (3.4) Student Assessment Policy (3.4) Student Appeals Procedure (3.4) Student Appeals Procedure (3.4)

9. Useful Websites Action on Access: www.actiononaccess.org Action on Access: www.actiononaccess.orgwww.actiononaccess.org Disability Rights Commission: www.drc.gov.uk Disability Rights Commission: www.drc.gov.ukwww.drc.gov.uk Disability Services: www.dundee.ac.uk/disabilityservices Disability Services: www.dundee.ac.uk/disabilityserviceswww.dundee.ac.uk/disabilityservices Equality Challenge Unit: www.ecu.ac.uk Equality Challenge Unit: www.ecu.ac.ukwww.ecu.ac.uk Equality Forward: www.equalityforwardscotland.ac.uk Equality Forward: www.equalityforwardscotland.ac.ukwww.equalityforwardscotland.ac.uk Scottish Disability Team: www.sdt.ac.uk Scottish Disability Team: www.sdt.ac.ukwww.sdt.ac.uk SKILL: www.skill.org.uk SKILL: www.skill.org.ukwww.skill.org.uk Teachability: www.teachability.strath.ac.uk Teachability: www.teachability.strath.ac.ukwww.teachability.strath.ac.uk TechDis: www.techdis.ac.uk TechDis: www.techdis.ac.ukwww.techdis.ac.uk