Action Plan 2009-2012

NoActions from 1 January 2010TimescaleLead person or sectionOutputAnticipated outcome
1Teaching, Learning and Research
1a Update and distribute protocols for communicating information about students with impairments between central services and departments, and within and between departments Autumn 2010 Academic Registrar Revised and disseminated protocols Improved awareness of impairments and more consistent disclosure and communication of information about students with disabilities
1b Ensure that all staff involved in teaching, including postgraduate and undergraduate supervisors, have basic disability awareness training and update and effectively disseminate resources to support teaching staff to teach and interact with students with impairments. This includes:
  • Forum for the Enhancement of Learning and Teaching (FELT) face-to-face sessions on teaching students with impairments and online tutorials.
  • Reviewing the content of the PGCAP programme for new lecturers to ensure it provides the guidance required on students with impairments
 Ongoing PVC Teaching, Learning and Information Resources and their dissemination Improved staff awareness of needs of students with disabilities and resources to improve their learning experience
1c Update principles that should underpin the treatment of students with impairments (undergraduates, taught postgraduates and research postgraduates) in relation to learning and teaching, including assessment. This includes:
  • Review annually and make necessary changes to the booklet, Code of practice on research degree programmes and the Guide to Assessment
  • More advice on penalising spelling grammar and structure in open assessment for students with learning disabilities.
  • Ensure all students who are allowed extra time have sufficient supervision.
  • Provide invigilators with details as to why students require extra time and any health problems they should be aware of.
  • Ensure all staff in Disability Services and the Examinations Office are aware of the current policies and procedures with regards to treatment of students with disabilities in examinations
  • Ensure corrections to exam papers get to students who are allowed extra time before the start of the exam.
 2011 PVC Teaching, Learning and Information and PVC Research Updated principles Improved university experience for students with impairments
1d Ensure that disability is one of the criteria used in the equality audit relating to our REF submission, and that auditors are aware of the Disability Equality Duty. 2012 PVC for Research Revised equality audit process Non-discriminatory treatment of researchers
2Student and Staff Support
2a Ensure that all applicants for study at York who are invited for interview are asked in the invitation if they have any special requirements as a result of a disability Ongoing Director of Admissions and UK/EU Student Recruitment Revised policy and process Meet the needs of applicants with impairments
2b Implement recommendations of the review of Disability Services within available resources in order to ensure that it is are appropriately staffed and resourced. 2010 PVC for Students and Academic Registrar Implemented recommendations Improved Disability Services
2c Review the processes used within Disability Services and ensure there are satisfactory tracking mechanisms for the various steps involved when assessing and providing support for students and staff with disabilities. 2011 PVC for Students and Academic Registrar Report and implemented recommendations Improved Disability Services
2d Define the support available for staff, review the mechanisms by which this support is delivered and improve information for staff about what support is available. This includes:
  • Providing web-based information for staff with disabilities setting out the support available to them and the routes to that support.
  • Ensuring departments are aware of what is available for staff.
 Ongoing Director of Human Resources, Manager of Student Support Services, and Director of Health & Safety Services Report and implemented recommendations Improved support for staff with impairments
2e Improve communications between Disability Services, Human Resources, Occupational Health, Department of Facilities Management and academic departments by establishing:
  • protocols for communicating information about staff with impairments between central services and academic departments, and within and between central services
  • a more efficient reporting procedure between Disability Services and Human Resources and Occupational Health regarding staff with disabilities
 Ongoing Director of Human Resources, Manager of Student Support Services, and Director of Health & Safety Services Improved reporting procedure and protocols Improved communication between academic departments and central services for staff with impairments
2f Colleges to raise awareness and activities around needs of disabled students including:
  • action plans to promote positive attitudes towards students with impairments within their communities and encourage students with impairments to take leadership roles in college life.
  • Review and define reporting procedure between Disability Services and Colleges regarding students with disabilities and make this explicit to students
 2011 PVC for Students College action plans embodying new practices and clearly defined reporting procedure, communicated to students Improved service, awareness and understanding of, and opportunities for, students with impairments
2g Identify a funding source to support students with impairments who are not entitled to Disabled Students Allowance (DSA), e.g. international students or part time students on less than 50% and ensure that staff and students are aware that this funding is available. Ongoing PVC for Students and Academic Registrar Funding secured and polices and processes in place for its allocation and increased communication of funding. Students with impairments who are not covered by DSA able to have equipment and support needed to study
2h Complete the development of a University Mental Health Policy for students and develop a new software package to enable a more integrated case-management process for Student Support Services (including the Open Door Team and Disability Services and publish satisfaction survey. September 2010 Manager of Student Support Services Mental Health Policy for students, software package in use and student satisfaction data published, with service improvements identified Consistent and informed approach to students with mental health difficulties
2i Review induction talks, booklets and websites for new staff and students to ensure they contain all relevant information for students with disabilities, including:
  • What support is available
  • Information on who to contact in Disability Services and Estates Services with any problems.
  • What staff and students with disabilities should expect to happen in their department including information on departmental disability representatives
  • Where to find the disability portal.
 Ongoing PVC for Students and Manager of Disability Services Induction talk for students with impairments Meet the needs of students with impairments
2j Provide termly meetings and annual training for departmental disability representatives and provide a list of departmental disability representatives and contact details on the Disability Services web-pages Ongoing PVC Students and Manager of Disability Services Meetings, training and information on disability representatives online Increased departmental representation and support
3Employment and Training
3a Develop effective processes to support members of staff who develop impairments whilst employed and new members of staff with impairments, co-ordinating different aspects of the ‘new starter’ process. Adopt new guidelines on how the support provided should operate between different departments. This includes:
  • Completing the review of the support provided to new members of staff with disabilities
  • Pre-employment medical assessments, where required.
  • Issuing clear guidance for staff and managers mapping out the process and who to contact.
 2011 Director of Human Resources Process document with responsibilities and guidelines for support Improved support for members of staff with impairments
3b Review and develop training provision of disability awareness and incorporate into the Training and Development Operational Plan. Ensure that Heads of Department, departmental managers and others in senior roles in the University receive awareness and practical training in relation to the Disability Equality Duty and the University’s disability-related policies and processes. This includes:
  • Launching the ‘Guideline on Statutory and Compliance Training’
  • Monitoring completion rates on the online diversity module
  • Working with internal specialists to expand the programmes offered under the ‘Equality, Disability and Diversity’ banner
  • Provide courses to groups such as committees and departments.
  • Advertise the option of courses being presented to groups.
  • Introducing a managers briefing on Equality and Diversity
  • Reviewing the content of the overall induction programme for senior staff
 2010 Director of Human Resources and Director of Professional and Organisational Development Training programmes of disability awareness and provision Improved awareness, understanding and where necessary changed behaviour
4The Physical Estate
4a Incorporate the Corporate Level Access Statement into the Estates Strategy and bring to Council for approval 2010 Director of Estates Services Approved Corporate Level Access statement High-level institutional commitment to access and inclusivity
4b Allocate a funding resource annually to continue with disabled access improvement programme, identifying priorities through the Disability Equality Access Steering Group and make the information about alterations and future alterations available for staff and students to view. Ongoing PVC Estates and Director of Estates Services Prioritized list of access improvements; programme of works; information available for staff and students Improved physical access to buildings
4c Investigate and improve accessible routes around Heslington West, with particular attention to:
  • The length of accessible routes, particularly for those with walking disabilities.
  • Resting places on accessible routes.
  • Standing water
  • Gravel paths
  • Uneven surfaces on bridges.
  • The size of lifts.
  • Availability of lift codes or open access lifts including improving disabled access to the Chemistry Bridge lift.
  • Sufficient signage for projects such as bridge closures or out-of-order lifts.
  • Power assistance doors when necessary.
 2010 Director of Estates Services More accessible campus Improved physical estate
4d Ensure that all refurbishment and new building projects include Disability Discrimination Act consultants; and that contractors adopt the ‘Standards for Access Provision and Construction Sites and Disabled People’ guidelines; and that each project is overseen by a stakeholders Steering Group which inter alia is charged with monitoring in respect of the Disability Equality Duty. Ongoing PVC Estates and Director of Estates Services Disability Discrimination Act consultants appointed; contractors issued with guidelines by project managers; stakeholders group established for each project; all reported to Estates Committee Inclusive access to new buildings and refurbishment of existing ones
4e Ensure appropriate facilities in teaching and learning accommodation for students and staff with impairments. This includes:
  • Increasing the number of rooms that both are wheelchair accessible and have induction loops, and allow refreshments for courses and meetings.
 Ongoing Director of Estates Services Additional hearing loops, etc. Improved teaching and learning experience for staff and students with impairments
4f Ensure accessibility of the refurbished library and improve its accessibility, for those with physical disabilities or mobility problems, including:
  • Movement of the disabled access to the library.
  • Automatic entrance gates.
  • Aisles wide enough for wheelchair users.
  • The controls within the lift.
 2011 PVC Estates Accessible library Improved use of the library by students and staff with physical disabilities
4g Ensure that staff and students with impairments know how to report minor defects and impediments to Estates Services, and that these are quickly remedied. This includes:
  • Updating the central online system so that problems and jobs can be logged and followed up.
 2010 Director of Estates Services Communications point for reporting defects and impediments Staff and students with impairments enabled to go about their daily lives unhampered
4h Ensure that the development of the Sustainable Travel Plan considers the travel needs of people with impairments. This includes:
  • Ensuring that any barrier systems to car parks have appropriate measures for the Disability Discrimination Act.
  • Achieving PassMark Awards for existing and new car parks
  • Updating electronic information points, which are at the Information Centre bus stop and plasma screens in colleges, with information about events and transport.
  • Providing a safer crossing on University Road near the bus stop.
  • Provision of an appropriate path and crossing on University Road near Thief Lane.
  • Provision of lighting along Walmgate Stray in association with City of York Council.
  • Developing and implementing a travel plan between Heslington West, Heslington East and Kings Manor, which ensures there is sufficient provision for transport between the campuses on Heslington East and Heslington West for staff and students with disabilities.
 Ongoing PVC Estates and Director of Estates Services Disabled parking; university travel plan Meeting the needs of students and staff with disabilities in relation to parking and better accessibility
4i Minimise the challenge of travel between teaching sessions for both staff and students with physical disabilities or mobility problems. This includes:
  • The timetabling office using data on disabled students to develop the timetable.
 Autumn 2011 Director of Estates Services Improved timetable for students and staff with mobility impairments and an internal travel plan Meet the needs of students and staff with impairments
5The University and the Community
5a Ensure conference and letting services policies and processes support the Disability Equality Duty. Ongoing Director of Commercial Services Revised policies and processes Promotion of equality of opportunity
6Governance
6a Ensure that the University's Council and its subcommittees understand their obligations under the relevant legislation by briefing at a Council meeting and providing a briefing note to all committee chairs Annually Registrar and Secretary Presentation and briefing notes Informed governing body
7Communications
7a Publish a set of standards for printed publications, so that all University and departmental publications take into account the needs of readers with visual impairments and ensure people responsible for publications are trained. This includes:
  • Reviewing the current guidance to give further information on considerations required to make publications accessible to audiences with visual impairments.
  • Making the guidance available through the Communications Office webpages.
  • Promotion of the guidance through Campus Copy and Print, linked to other related areas of the web, and through the Equality and Diversity Office and Disability Services.
  • Reference to accessibility, including audiences with a visual impairment, in future editions of the University Style Guide and the Visual Identity.
  • Include a section on accessibility at editorial workshops to train staff within the University tasked with producing publications.
 2011 Director of External Relations Standards document in several forms; training Meeting the needs of people with impairments
7b Ensure university online resources are accessible and continue the work done by the E-Accessibility Forum. This includes:
  • Continuing to monitor and review any training materials provided by the Web Office with regards to any changes in accessibility legislation and standards.
  • Establishing a pool of trained audio typists to produce transcriptions of multi-media content.
  • Raising awareness of e-accessibility issues through an insert in staff induction packs.
  • Supporting a JISC bid to develop national standards for accessibility testing of major IT projects.
  • Completing the ‘Accessible Documents’ project to encourage all staff to use Microsoft Office in a way which maximizes accessibility.
  • Investigating the feasibility of having computers exclusively reserved for students with disabilities in computer rooms.
  • Providing more guidance on PDFs and compatibility with specialist software.
  • Revision of the document ‘Promoting equal opportunities on the web’ with the assistance of Disability Services and the Equality and Diversity Office.
  • Revision of guidance to web authors on the update in Web Content Accessibility Guidelines (WCAG 2.0).
 Ongoing Director of External Relations Updated standards of on-line resources and improved e-accessibility Meeting the needs of people with impairments
7c Review the usefulness of and update the web portal that provides a single point of access to the multiplicity of services, guidance and support available for students, staff and visitors with impairments. This includes:
  • Revising the Disability Services website and putting it into the Web Content Management System (CMS).
  • Updating the portal after this revision has taken place.
  • Including an interactive campus map.
  • Producing a ‘Frequently Asked Questions’ web page for staff, students and visitors.
  • Advertising the portal’s existence to staff and students.
  • Considering other ways in which the information could be appropriately presented to staff, students and visitors
 Annually Director of External Relations Updated web portal; advertisement Meeting the needs of people with impairments
8 York University Students’ Union and Graduate Students’ Association
8a York University Students’ Union and Graduate Students’ Association to update their Disability Equality Strategies Annually Welfare Officer, YUSU and Welfare Officer, GSA YUSU and GSA Disability Equality Strategies Ensuring that the Disability Equality Duty is embedded in student organizations
8b Active participation of student representatives on the various University bodies with responsibility for developing and implementing policies relevant to the Disability Equality Duty. Ongoing Disability Officer, YUSU, Welfare Officer, YUSU, Disability Representative, GSA, and President, GSA Representation of students with disabilities Ensuring students with disabilities are represented on University committees
8c Hold a termly meeting between YUSU, GSA, college representatives and Disability Services Ongoing Disability Officer, YUSU, Disability Representative, GSA and Manager of Disability Services Termly meetings More informed Disability Services and Disability Representatives
9Impact assessments on policies and practices
9a Monitor results of impact assessment being carried out in University to identify aspects relevant to disability that require changes to policy or practice 2011 Members of SMG Impact assessments Meet the needs of people with impairments
10Monitoring
10a Annual monitoring of:
  • Academic performance of all home, EU and overseas undergraduate and postgraduate students with impairments, including; offer rates of applicants, entry qualifications, student satisfaction scores (e.g. in NSS), degree results, non-completions, PhD completion rates (and time to completion)
  • Students with impairments involvement in international exchanges and placements and feedback from them
 Ongoing Director of Corporate Planning and Director of Internationalisation Data relating to applications, success rates and performance of students with impairments, to inform decisions on remedial actions and participation of disabled student on international exchanges and placements Identification of unmet learning needs of students with impairments and actions to address these and non-discriminatory treatment of students
10b Review policies and procedures in student support services based upon equality impact assessments. Ongoing PVC for Students and Manager of Student Support Services Revised policies and procedures Improved service to students with impairments
10c Collect views of staff and students with disabilities on attitudinal and environmental barriers to their full participation in teaching, learning, research and University life and awareness of existing services through:
  • Separate focus groups of students and staff with impairments, at least annually
  • Surveys
 Ongoing PVC for Students and PVC for Teaching, Learning and Information Knowledge on the views of students and staff with impairments Improved understanding of the needs of students and staff with impairments. Revision of actions to better meet their needs.
10d Continue to monitor job applicants, interviewees and successful applicants, with impairments, for:
  • Different impairments, using HESA categories
  • Percentages of staff with impairments promoted/regraded
  • Percentages of staff with impairments taking out a formal grievance/harassment claim
  • Percentages of staff with impairments who leave the University including reasons (e.g. redundancy, dismissal, ill-health, retirement)
  • Percentages of applications for staff development and employees undertaking staff development, by impairment.
 Ongoing Director of Human Resources Data on numbers of staff with impairments, types of impairments, and performance of staff with impairments, to add to data already collected on recruitment and inform decisions on remedial actions Policy development based on information about recruitment and performance of employees with impairments; increased employment of people with impairments.