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Disability Discrimination Act Part IV (Education) & Nursing. Dr Lucy M. Foley Scottish Disability Team. DISABILITY DISCRIMINATION ACT: PART IV (Education).

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disability discrimination act part iv education nursing

Disability Discrimination ActPart IV (Education)&Nursing

Dr Lucy M. Foley

Scottish Disability Team

disability discrimination act part iv education
DISABILITY DISCRIMINATION ACT: PART IV (Education)
  • From September 2002, institutions have a duty not to discriminate against a person with disabilities for a reason which is related to the disability and which is without justification
further duties
Further duties
  • From 1 September 2003 - provision of auxiliary aids and services
  • From 1 September 2005 – adjustments to physical features of premises where these put disabled people at a substantial disadvantage.
who is responsible
Who is Responsible?
  • The institution is the responsible body. The governing body of the institution is legally responsible for all activities, including those of its employees and agents/contractors.
  • Individuals also have a responsibility not to aid an unlawful act
  • It is a criminal offence to knowingly give false information about the Act
who is protected by the act
Who is protected by the Act?
  • An individual is covered by the Act if he/she is:
    • Disabled under the terms of the Act

AND

    • An applicant, potential applicant or student. This

includes -

Full or part-time

Post-graduate or undergraduate

Home or International

who is disabled
Who is disabled?
  • An individual is disabled under the terms of the Act if he/she has a physical or mental impairment which has a
      • Substantial
      • Long term and
      • Adverse
    • effect on his/her ability to carry out ‘normal’ day-to-day activities.
what is discrimination
What is discrimination?
  • Treating someone less favourably for a reason related to his/her impairment and is without justification
  • Failing to make a reasonable adjustment to ensure that a disabled person is not placed at a substantial disadvantage in comparison to someone who is not disabled.
focusing in
Focusing in …
  • Discrimination by unjustifiably refusing admission or by admitting on less favourable terms
  • Discrimination by accepting followed by failure to make reasonable adjustment
what services
What Services?
  • All aspects of teaching and learning, including –
    • Lectures/Tutorials/Practicals/Fieldwork
    • Curriculum Design
    • E-learning
    • Distance learning
    • Information technology and other resources
    • Libraries & information centres
    • Examination & assessment procedures

Code of Practice 3.14

what is a reasonable adjustment
What is a ‘reasonable adjustment’?
  • A ‘reasonable adjustment’ is any action that helps alleviate a substantial disadvantage. It can include
    • Adapting curricula
    • Changing teaching/assessment practices
    • Changing procedures
    • Providing additional services
    • Adapting material
criteria for reasonableness
Criteria for ‘Reasonableness’
    • Academic and prescribed standards
    • Financial resources
    • Grants/loans
    • Cost
    • Practicality
    • Other available aids and services
    • Health and safety
    • ‘Interests’ of other students
  • Must not be used spuriously
  • Must be material and substantial
disclosure
Disclosure
  • According to the Act, you cannot discriminate against a student for a reason related to his/her disability if you did not know and could not reasonably have known that he/she was disabled.

But ……

ignorance v innocence
Ignorance V. Innocence
  • You must be able to demonstrate that you took all reasonable steps to find out and …..
  • You might not be covered if it is judged that anticipatory adjustments could have been made
disclosure to whom
Disclosure to whom?
  • If a student has disclosed a disability to any individual in the institution, the institution is deemed to know.
  • Implications for
        • Communication Systems
        • Confidentiality
        • Data Protection
specific issues
Specific Issues
  • Culture of inclusivity
  • Access/Egress
  • Access to technology
  • Reasonable Adjustments
  • Confidentiality/Disclosure
  • Professional Accreditation
strategies suggested by schools of nursing
Strategies suggested by Schools of Nursing
  • Develop a statement of core requirements
  • Make pre-course information more explicit
  • Ensure all relevant staff engage with disabled students/applicants in a manner which enables informed choice
  • Consider alternative pathways
  • Share good practice between institutions
  • Discuss with professional/validating bodies

Teachability Reports