Scottish
Disability
Team
Here are Guidance notes produced by the Scottish Disability Team on key strategic issues relating to provision for disabled students. Keep checking back for new additions to the collection!
Disclaimer: You are free to download and use SDT resources linked from this page so long as you recognise the source as being the Scottish Disability Team. Read our Copyright statement for more details. We try to keep all our resources up to date. Please note, though, that information changes over time, particularly with respect to the legal situation. Some information in older resources may therefore become obsolete. Date of publication is provided for all resources, but in case of any doubt, please contact us for clarification.
Understanding Dyslexia: Originally published by Glasgow School of Art as a resource for students with dyslexia, the SDT has been given permission to reprint the 'Understanding Dyslexia' resource online as a useful reference on dyslexia. Topics covered include the cognitive characteristics of dyslexia, and the assessment and support process within a Higher Education context.
Guidance on International Courses and Disability Issues: This guidance is aimed at providing assistance for Senior Managers with responsibility for international courses, Disability Co-ordinators/Advisers, international liaison officers and admissions officers of the university. It covers the following issues:-
Guidance on International Students with Personal Care Support Needs: These Guidance Notes cover the responsibilities of universities/colleges under the Disability Discrimination Act, the law concerning the duty of care as well as looking at issues of residency and reciprocal agreements for international students.
The Disability Equality Duty: Implications and Opportunities for ICT provision in Higher Education Institutions and Colleges of Further Education: The SDT and Digital Media Access Group have jointly produced this report. It explains the implication of the new Disability Equality Duty on provision of ICT in Post-16 Education.
Disability Impact Assessments - A Brief Guide: The purpose of this Guide is to provide brief, practical guidance on conducting Impact Assessments in advance of the implementation of the DDA 2005 in December 2006. It is hoped that the Guide will be useful both to Disability Co-ordinators/Advisors and to other staff in HEIs and Colleges with responsibility for strategy planning and service delivery.
Freedom of Information: Briefing Notes: The SDT have produced these Briefing Notes on aspects of the Freedom of Information Act which are specifically relevant to disability-related issues. They are primarily aimed at staff who have responsibility for Freedom of Information compliance in colleges and universities and assume wider knowledge of the Act itself.
Reviewing provision and building capacity: tools and audit processes: A report produced jointly by the Scottish Disability Team and the National Disability Team can help you to consider if the practice, policy and procedures at your institution are inclusive for disabled students. This report provides factual information about a range of audit tools and processes that focus on learning and teaching, and/or central Higher Education services. This report also addresses the scope of each tool or process, how it can be used (with practical examples from HE institutions), and signposts to further information.
Disability disclosure, confidentiality and evidence in a Higher Education context: Guidance Notes: These Guidance Notes have been devised to help Higher Education Institutions deal with the complex issues of disability disclosure, confidentiality and evidence gathering. These notes are aimed at staff with policy making responsibilities. An extended version of these notes containing worked examples will be available on our website shortly.
Auxiliary Aids and Services in Higher Education - Guidance Notes: These Guidance Notes have been devised to assist Higher Education Institutions to meet their duties under Part IV of the Disability Discrimination Act 1995 to provide auxiliary aids and services from 1 September 2003.
Guidelines for Creating an Accessible Environment: General advice on ensuring that the teaching and learning environment is as accessible as possible to disabled people. These guidelines include advice on preferred language and common courtesies, meeting disabled people, interviewing disabled people, guidelines for producing large print information and access guidelines for planning an event.
Has Unjustified Discrimination taken place? The 5-Step Test: This test presents 5 steps to help determine whether a disabled person in post-16 education has encountered unjustified discrimination on account of a disability, such that the Disability Discrimination Act has been breached. Guidance Notes for the 5-step test are also provided.