Looking Ahead - TechDis Senior Management Briefing 4

Accessible Marketing - Inclusive Practice from

Website to Induction
Dissemination Date: Early Spring 2007

This briefing will contain information in the following:

◗ The experience of disabled learners when investigating their attendance at an organisation.
◗ The role of marketing teams and materials in ensuring well publicised accessibility advice.
◗ The importance of accessibility and usability for pre-entry and induction processes.
◗ The different marketing materials (such as a prospectus or tasterdays) role in advertising and promoting an
organisation to potential learners.

For further information on the Senior Management Briefing Series please visit
www.techdis.ac.uk/getbriefings.

The Higher Education Academy Building

Innovation Way
York Science Park
York YO10 5BR

Tel: 01904 717580

Fax: 01904 717505

www.techdis.ac.uk helpdesk@techdis.ac.uk

© TechDis 2006 Page 12

 TechDis Senior
Management Briefing 3
www.techdis.ac.uk/gettransition

Transition Arrangements – Partners, Processes and Funding Issues

Introduction
Enclosed within this Briefing you will find the
following:
◗ The context as to why transition arrangements
are important and the types of transition which
will affect a Further Education College.
◗ An overview of the legal background to
transition within the UK, as provided by JISC
Legal.
◗ Sections covering the issues and good practice
advice on the following strategic themes:
◗ Legislative and Policy Frameworks.
◗ Roles and Responsibilities.
◗ Assessment of Need.
◗ Logistics.
◗ Assistive Technologies.
◗ Planning and Partners.
◗ Inclusive Curriculum.
◗ Information Systems and Recording.
◗ Transition in Practice - Information on selected
case studies and Learning and Skills Network
Projects.
◗ Further Resources – providing links to more
detailed resources from TechDis and partner
organisations.
The Context
Further Education Institutions have a pivotal role in
the progression of learners with disabilities or
learning difficulties. Evidencing effective transition
support for disabled learners is a significant element
of the Disability Equality Duty and yet transition can
be a complex and involved process for disabled
learners. This briefing is intended to provide an
overview of transition for Senior Managers within
Further Education. Detailed follow up material has
been created and is available from the TechDis
Website at www.techdis.ac.uk/gettransition.
TechDis has a particular remit to provide advice and
guidance on technology and disability issues,
promoting an accessible and inclusive experience for
learners and staff. Due to this, the original purpose of
this briefing was to focus on the issues of
assistive technology and transition. However, it
became clear that transition issues cannot be neatly
divided into separate remits and as such, this briefing
takes a holistic approach to transition drawing out
what we – and the partners we have worked with –
identify as key areas for Senior Management Teams.
In order to provide this briefing TechDis has consulted
with a range of organisations across the four UK
countries, including funding bodies, disability groups,
support agencies and colleges which have
recognised good practice in managing transition. This
briefing is designed to act as a roadmap to the
issues surrounding transition arrangements and the

TechDis, The Higher Education Academy Building, Innovation Way, York Science Park, York YO10 5BR.
Tel: 01904 717580 Fax: 01904 717505. helpdesk@techdis.ac.uk. www.techdis.ac.uk

© TechDis 2006 TechDis is an advisory service of JISC, the Joint Information Systems Committee Page 1
 further links provide more detailed resources and
information from TechDis and partner organisations.
Transition Types and Degree of Risk
A typical Further Education Institution may be
involved in up to ten different types of transition (as
illustrated in the model below). Every type of
transition is a risk for a learner and well supported
transitions minimise the risk of failure for the learner
along with minimising potential risks for the
organisation under the Disability Discrimination Act.
Mainstream transitions (from a secondary school to
college, from a college to Higher Education or from a
college to work and work-based learning) have clear
protocols for mainstream learners but may need
significant adaptation or enhancement for disabled
learners.
Other transitions (for example, from special school
into discrete provision) are well supported by
statutory instruments and codes of practice but the
involvement of colleges in the process can be very
variable. Issues such as transfer of information,
F.E. - The Ten Transitions
Higher Education
Further Education Institution
Mainstream provision
Specialist
college
Discrete provision
Special schools
Figure 1 - Ten Common Transitions into and out of Further Education
© TechDis 2006
assessment of need or technology transfer can be
real and significant issues for colleges unless robust
plans are in place which involve both internal
collaboration and stakeholder communications.
Plan-led funding puts an increasing responsibility on
colleges to get transition right, to have well defined
relationships with potential learners and a clear
understanding of their support needs in advance.
Transitions out of Further Education into Higher
Education or a work environment may carry most
risk as different funding and assessment regimes
apply and different support services – such as social
workers and housing officers - may be involved.
Most significantly with this type of transition, there is
little guidance in terms of good practice.
The guidance that follows covers the key principles
governing any transition involving disabled learners.
Each theme covers the basic issues along with ‘good
practice’ as defined by the evolving community of
practice. In every country of the UK transition is an
area of strategic importance and policies are rapidly
evolving. This briefing is designed to support Senior
Managers in recognising the complexity of a newly
evolving area with legislative significance.
Work based learning
Key:
Mainstream
progression
routes
Additional
progression
routes
Secondary schools
Page 2
 JISC Legal Overview of the Legal Background in the UK
In force on 4 December 2006, the Disability
Discrimination Act 2005 introduces important new
duties for public authorities (including colleges and
universities) in the UK. The 2005 Act raises the legal
threshold institutions must meet in assisting learners
and staff with accessibility needs. Of course, moral
and economic considerations may dispose
institutions towards the adoption of higher standards,
but the legal baseline is a given, and compliance a
necessity. The original standards laid down by the
Disability Discrimination Act 1995 have been amended
by subsequent legislation, and in particular, by the
Special Educational Needs and Disability Act 2001
(SENDA) and the Disability Discrimination Act 2005.
Jurisdictions
The Disability Discrimination Act 1995 applies
throughout the United Kingdom. However,
institutions in Northern Ireland should note that
subsequent amendments to this are the
Assembly’s responsibility. Institutions in Scotland
should be aware that there are particular
provisions relating to Scotland’s particular
educational set-up. However, the substantive law
remains similar.
(Amendment) (Further and Higher
Education) Regulations 2006.
It is unlawful for providers of post-16 education and
related services to discriminate against disabled
persons in relation to:
◗ Admissions.
◗ Teaching and learning services.
◗ Related services such as the library, cafeteria,
learners accommodation, study trips and work
experience placements.
◗ Exclusion from a course or the institution.
Institutions should also remember that the relevant
duties under the legislation apply not only to the
provision of teaching and research supervision to
learners, but also to employees, and third parties
receiving services from the college or university.
Certain of the duties will also apply to disabled
persons after leaving the institution: for example, in
the provision of careers guidance assistance to
former learners.
JISClegal
information
© TechDis 2006
To define succinctly the legal provisions:
◗ Colleges and universities must not
discriminate on the basis of disability.
Discrimination occurs when a disabled person is
treated less favourably as a result of his or her
disability, without justification. Justification is not
available in cases of direct discrimination (where
the discriminatory treatment is based directly on
the fact of disability) (DDA 1995 as amended, Part IV).
◗ Colleges and universities must make
reasonable adjustments in order to facilitate
access to educational services. This includes an
anticipatory duty to make reasonable changes,
rather than simply to wait and see what disabilities
become relevant. The judgement as to whether a
particular adjustment is reasonable or not should
be taken according to factors such as effectiveness,
cost, the size of the institution, practicality, available
resources and grants, and possible alternatives
(DDA 1995 as amended, Part IV).
◗ In relation to the provision of education services,
colleges and universities must not
victimise disabled persons, nor harass
disabled persons. Victimisation entails subjecting a
person to less favourable treatment as a result of
that person seeking to exercise rights in relation to
disability discrimination. Harassment means acting
in a manner ‘violating the disabled person’s dignity
or creating an intimidating, hostile, humiliating or
offensive environment for him’. Non-compliance is
a criminal offence. (DDA 1995 as amended, s.55).
A civil action in the courts may be brought against an
institution in breach of these duties as a claim for
damages arising from the discrimination or failure to
make reasonable adjustments. Further, there is the
possibility of a court order requiring an institution to
take action to prevent repetition of the discriminatory
act. In certain circumstances, criminal liability may
arise which can ultimately result in a prison sentence.
Two further duties added by the Disability
Discrimination Act 2005 provide:
◗ Colleges and universities must actively
promote equality of opportunity between
disabled people and other people. This is known as
the ‘general duty’. Educational bodies need in
particular to consider the effect of their policies and
practices on the educational opportunities and
achievements of disabled learners.
◗ Colleges and universities must develop,
publish and implement a Disability
Equality Scheme (DES). The development of the
scheme must involve consultation with disabled
Page 3
 people, and the implementation of the scheme
must involve measurement of progress and impact
to ensure that a difference is being made, where
appropriate. Each college and university is required,
within its DES, to consider arrangements for
gathering information about the employment of
disabled persons within the institution, and about
the provision of the college or university’s services
to its learners. A report must made annually on the
progress being made, and the DES must be
reviewed at least every three years.
The Disability Rights Commission (DRC,
www.drc.org.uk) has published new DDA Post-16
Education Regulations and Code of Practice, which
Country Specific Legislation, Policy and Guidance
Country Specific Legislation, Policy
and Guidance.
Different national frameworks for education and
funding have resulted in a range of contexts for
transition. The list below highlights additional
country-specific legislation, policies or reports
which relate to transition. For more information see
the TechDis website at
www.techdis.ac.uk/gettransition.
England:
◗ The Education Act 1996; Learning and Skills Act
2000; Children’s Act 2004; Education Act 2002.
Related guidance/reports include Removing Barriers
to Achievement 2004; National Service Framework for
Children, Young People and Maternity Services 2004;
Harnessing Technology 2005; Through Inclusion to
Excellence 2005; Learning for Living and Work 2006.
© TechDis 2006
provide institutions with a clear explanation of the
obligations imposed by law in this area. Although the
Code of Practice is not law, its terms have been
approved by Parliament, and are admissible as
evidence in court when attempting to prove
compliance.
In legal terms, institutions need to ensure that a Senior
Manager understands the legal responsibilities in
relation to accessibility, to make sure the processes
necessary to comply with the Disability Equality Duty
and publication of the Disability Equality Scheme are
underway, and are being taken seriously.
Northern Ireland:
◗ A Survey of Provision for Pupils with Severe and
Profound Learning Difficulties 2000; Transitions
Inter-Departmental Working Group 2002; The
Review of Mental Health and Learning Disability
2005; Learning Equality Transitions Report 2006.
Scotland:
◗ Additional Support for Learning Act 2005;
Partnership Matters 2005.
Wales:
◗ SEN Code of Practice for Wales; National Service
Framework for Children, Young People and
Maternity Services in Wales; Learning Pathways -
14-19; NPFS: Planning Framework; Towards
E-Wales; Success for All: Support in FE Colleges and
Work Based Learning Companies for 16-19 year
olds with Additional Learning Needs.
Page 4
 Strategic Issues and Follow-Up Guidance
Legislative and Policy Frameworks
Selected Issues Good Practice
All Further Education Institutions in the UK work ◗ Ensure staff supporting learners have opportunities
within a legislative and policy framework that includes for current in-service training.
both national and regional elements. Nationally, the ◗ Ensure disability and inclusion issues are specifically
Disability Discrimination Act (the Disability supported at Senior Management or Governor level.
Discrimination Order in Northern
Ireland) and the Disability Equality Duty ◗ Be proactive in pointing out good
Selected Implications:
affect all four UK countries. However, practice to inspection teams – they
◗ Job descriptions. may not realise the significance of
additional legislative and policy
frameworks are rapidly evolving in each ◗ Documented policies. your work.
UK region. These provide important ◗ Staff training. ◗ Where resources are scarce, proactive
mechanisms for improving the quality colleges get them first.
◗ Designated SMT/
of the learning experience for disabled ◗ Ensure staff job descriptions and
Governor roles.
learners. However: timetabling allow for active monitoring
◗ Policy and practice requirements may be out of of resource and partnership
phase with inspector training. opportunities.
◗ As policies and practice evolve, resources and
requirements may be out of step.
◗ Recognised good practice may change.

Further information on Legislative and Policy frameworks - information relevant for Senior Managers, Governors
and Learner Support Managers is available from the TechDis Website at www.techdis.ac.uk/gettransition.

Roles and Responsibilities

Selected Issues Good Practice
◗ There is always a risk that 'everyone's concern' ◗ Contributions to accessibility need to be recognised
becomes 'no-one's responsibility'! The Disability in all staff roles. Even though Learner Support Staff
Equality Duty makes effective proactive may negotiate and co-ordinate the adjustments and
inclusiveness a legal requirement, not a good- interventions, responsibility for effective transition
practice option. and inclusion cannot be solely their responsibility.
◗ Responsibility for implementing ◗ Provide staff with staff development
inclusiveness and facilitating effective Selected Implications: opportunities in disability awareness.
transitional support should be with ◗ Learner involvement Empower staff to be aware of how
Senior Management within the and clear they might take affirmative actions to
organisation. management of make reasonable adjustments in their
◗ Clarity of responsibilities is important expectations. own areas of work.
within an organisation. For example, ◗ Job descriptions. ◗ When working with other agencies
curriculum staff, administrators, site ◗ Staff training. consider formal service level
staff, refectory staff and IT technicians agreements where appropriate.
may all have a role to play if transition ◗ Agency liaison. Ensure inter-agency meetings result in
is to be supported. ◗ Explanatory recorded actions and timescales.
◗ Clarity of responsibilities between ‘Transition packs’. Ensure at least one staff member has
different stakeholders and agencies is dedicated time to facilitate transition.
vital yet easily lost.

Further information on Roles and Responsibilities - information relevant for Senior Managers, Learner Support
Staff and Marketing Staff is available from the TechDis Website at www.techdis.ac.uk/gettransition.

© TechDis 2006 Page 5

 Assessment of Need
Selected Issues Good Practice
◗ Effective and early intervention in assessing learner ◗ Assessment of need should be ongoing rather than
needs is crucial in ensuring that resources and a single snapshot in time, agreed solutions should
support strategies are in place in time for learners be monitored for effectiveness.
starting college. ◗ Work with other partners to develop a shared
◗ The process of assessing need can approach to assessment.
take a considerable amount of time ◗ Avoid impacts on time available for
and often involves collaboration with Selected Implications:
existing learners by anticipating the
a variety of individuals and agencies ◗ Job descriptions. time and planning pre-entry support
including Teaching and Learning Staff, and assessment can take.
◗ Documented policies.
families, support organisations or
health care professionals. ◗ Staff training. ◗ Ensure staff involved in assessing
need have the appropriate skills and
◗ No amount or intensity of learning ◗ Clear course
knowledge to undertake this task.
support will fully remediate a situation details/requirements.
where the learners and the course ◗ Make course details and requirements
are significantly mis-matched. available in alternative formats.

◗ Assessment criteria can vary between sectors and
agencies.
◗ Assessment of need can have implications for a
range of college systems from examinations to
timetabling and network access.
◗ Document policies concerning late applicants (after
deadlines for funding additional support). It would be
reasonable to expect an institution to have
contingency funds to support additional needs of late
applicants but there is a point where unreasonable
cost might be incurred. Ensure this is documented
and discussed with your funding provider.

Further information on Assessment of Need - with information relevant for Senior Managers, Assistive Technologists
and Learner Support Staff is available from the TechDis Website at www.techdis.ac.uk/gettransition.

Selected Issues
◗ Full and effective participation in learning may
require both educational support along with
additional resources that are not directly
'educational'.
◗ Transport, personal care, medication,
mobility between classes and leisure
support at refreshment times (e.g.
social signing) can be critical factors
in effective transition. Even though
the responsibility for sourcing and
funding of these resources may lie
with another agency, college staff
may have frontline responsibilities
when arrangements fail.
Logistics
Good Practice
◗ Fully involve the learner in logistics and assess their
needs as early as possible in the application
process.
◗ Clarify responsibilities between the
learner, the institution and other
Selected Implications: service providers.
◗ Job descriptions. ◗ Where possible consider contingency
◗ Agency liaison. arrangements in the planning.
◗ Learner involvement. ◗ Ensure the support workers and
◗ Internal learners clearly understand their
communications. relationship, the type of support to be
offered and the boundaries within the
remit of the learning assistant.

◗ Arrangements can change from one term to ◗ Ensure academic staff understand the role and remit
another and need to be anticipated, planned, of support workers who will be present within a
budgeted and sourced well in advance. learning and teaching environment.

Further information on Logistics -information relevant for Senior Managers and Learner Support Staff is available
from the TechDis website at www.techdis.ac.uk/gettransition.

© TechDis 2006 Page 6

 Assistive Technologies
Selected Issues Good Practice
◗ Provision of assistive technologies can be complex. ◗ Assistive technology training is essential for learners.
The technology is often expensive, sometimes Some organisations nominate specific technical staff
difficult to network or idiosyncratic in its functionality. for assistive technology support and train them
◗ Final dates for funding applications may not appropriately.
coincide with enrolment dates for ◗ Learner Support Staff should be given
part time courses. the opportunity to explore the
Selected Implications: suitability of free or mainstream
◗ Assistive technologies may need
troubleshooting support at both user ◗ Job descriptions. versions of assistive technology – this
level and technical level. could represent significant savings.
◗ Technical network
◗ High costs for specialist items may issues. ◗ Where specialist technology – such as
come from external agencies, such adapted laptops - is needed, consider
◗ Learner training.
as health and social services or investigating leasing arrangements
◗ Learner assessments. with existing providers.
specialist organisations, but time is
required to coordinate the desired ◗ Interagency ◗ For some equipment – such as hoists -
outcome. collaboration. it may be appropriate to pay for a
◗ Learners with assistive technology ◗ Staff training. service agreement with a specialist
needs may move in to the area at provider rather than take responsibility
short notice, making planning for for maintenance.
provision very difficult. ◗ Time invested in collaborative provision with other
stakeholders can lower costs for all.
◗ Many 'mainstream' learning technologies can offer
assistive benefits to a range of learners.
◗ Promote the potential of the assistive technologies
you have available across your organisation as
non-disclosed and non-disabled learners may
benefit.
◗ Ensure teaching and learning staff are aware of the
implications of assistive technologies. For example,
power sockets, speed of working and space
requirements will all require consideration.

Further Information on Funding Assistive Technologies - information relevant for Learner Support Staff; Technical
Staff and ILT/e-Learning Champions is available from the TechDis Website at www.techdis.ac.uk/gettransition.

© TechDis 2006 Page 7

 Planning and Partners
Selected Issues Good Practice
Multi-agency working is extremely important in ◗ Encourage disclosure but respect learner choice.
planning both transition into and out of Further ◗ Target resources not only at learner support
Education and central to the planning is the programmes but also at effective interview training
involvement of the learner. The partners supporting along the provision of well qualified advice and
the learner will differ depending on their transition guidance professionals.
route and few transitions will involve all those
partnerships but most will involve ◗ Build capacity – effective transition
several. Partners can include: may result in the organisation
Selected Implications: attracting more learners with more
◗ Educational partners – schools, support needs.
special schools, specialist colleges, ◗ Learner involvement.
university admissions tutors or ◗ Where possible formalise work with
◗ Strategies (marketing,
disability officers. external agencies. Utilise college
induction).
marketing strategies to engage
◗ Careers services or equivalent – ◗ Job descriptions. partners and promote your provision.
these have different structures and
◗ Staff training. ◗ Work with partners to create
responsibilities across the UK
countries but play a pivotal role in ◗ Timetables (meetings). ‘transition packs’ for learners on any
transitions out of college. transition route, providing key
◗ Agency liaison.
information and contacts. These packs
◗ Voluntary advocates and disability should be available in alternative
groups. formats.
◗ Health and Social Services – learners with high care ◗ Develop formalised taster or link programmes.
needs moving from home to university may need
both Health and Social Services involved at an early
stage to assess care arrangements, especially
where transitions are likely to cross geographical
boundaries.
◗ Local Authorities, Adult Care Services, Children’s
Services and Housing Services may have a role to
play for some learners.
◗ In England, the Learning and Skills Council has
increasing responsibility for transition. In Scotland
the BRITE initiative is a key partner in transition advice.

Further information on Planning and Partners - information relevant for Senior Managers, Learner Support Staff
and Marketing Staff is available from the TechDis Website at www.techdis.ac.uk/gettransition.

© TechDis 2006 Page 8

 Inclusive Curriculum
Selected Issues
An accessible curriculum benefits everyone, not just
disabled learners and making course materials
accessible need not be complicated or time-
consuming. Nonetheless there can be institutional
barriers. Recent research by the Disability Rights
Commission found disabled learners are frequently
excluded from certain subjects and often guided into
vocational routes based on invalid assumptions. The
curriculum can easily be made more inclusive and yet
barriers remain:
◗ Materials in a digital format usually offer more
flexibility than traditional resources
Selected Implications:
(e.g. paper handouts) yet many staff
still lack ICT skills. ◗ Staff training.
◗ Teaching and learning staff and learners ◗ IT and Network
may have limited access to ICT. policies.
◗ The ICT infrastructure may contain
barriers to disabled users.
◗ Teaching and learning staff may lack awareness of
accessibility issues.
◗ Assessment may lack flexibility and creativity.
◗ Disabled learners may face a lottery of support and
curriculum resources.
◗ There may be a low awareness of making reasonable
adjustments amongst staff and governors.
Good Practice
◗ Provide ongoing training and support for all academic
staff in creating inclusive materials.
◗ Ensure Network Managers are aware of their role in
reducing barriers (see briefing for network managers
in TechDis Senior Management Briefing 2 –
www.techdis.ac.uk/gettechnical).
◗ Ensure IT training draws out the pedagogical and
accessibility gains of e-learning approaches (see the
TechDis Accessibility Essentials Series –
www.techdis.ac.uk/accessibilityessentials).
◗ Ensure more course material is
available in digital format, enabling
them to be customised to suit
individual learning needs (for example,
background colour, text size,
formatting, text to speech).
◗ Make full use of services with e-learning expertise –
e.g. Regional Support Centre staff, the BRITE Initiative
in Scotland, AbilityNet, TechDis, Learning and Skills
Network and Becta.
◗ Ensure Teaching Staff and Learner Support Staff
understand each other’s role.

Further information on Inclusive Curriculum -information relevant for Senior Managers, Staff Developers and
Teaching and Learning Staff is available from the TechDis Website at www.techdis.ac.uk/gettransition.

Information Systems and Recording

Selected Issues Good Practice
◗ Good information recording and dissemination is ◗ Ensure tracking systems can effectively evidence
essential for good planning and support but there support provided.
are often difficulties. ◗ Ensure the Disability Equality Schemes links to
◗ The quantity and relevance of the information trackable data.
available varies widely from locality to locality. The ◗ Learning Support Managers in colleges need to
degree of information available often depends on collaborate with other stakeholders and agencies as
personal relationships built between early in the pre-entry process as is
an organisation and its staff. possible.
Selected Implications:
◗ Different stakeholders have different ◗ Support staff in supporting learners by
interpretations of data protection ◗ Job descriptions.
providing them with as much relevant
issues. ◗ Agency liaison. information as possible.
◗ Without careful management ◗ Learner involvement. ◗ Some organisations utilise database
learners can feel ‘over-assessed’. filters so different staff see different
◗ Data collection and
◗ Disability Equality Schemes need to information according to their role and
distribution.
be capable of verification. the permissions given by the learners.

Further information on Information Systems and Recording - relevant for Senior Managers, Learner Support
Staff and MIS Teams is available from www.techdis.ac.uk/gettransition.

© TechDis 2006 Page 9

 Case Studies – Transition in Practice
These case studies can be followed up in more detail
using the links on the TechDis website available from
www.techdis.ac.uk/gettransition.
◗ Case study 1: Inter-Agency Cooperation
Transition planning for a learner with high physical
support needs. This covers transition into and out of
FE with emphasis on the inter-agency collaboration
that ensured successful transition.
◗ Case study 2: Effective Practice in
Progression to Higher Education
Providing a transition workshop for learners
considering HE and developing strong progression
routes with other local providers.
◗ Case study 3: Technical Transitions
Taking two learners with specific technology needs,
this case study examines the implications for a
smooth transition.
© TechDis 2006
Selected LSN projects
◗ Disclosure, passing on of information and
confidentiality
This project selected providers with effective and
interesting policies, to work with them on how good
practice can be achieved.
◗ Promoting progression and effective
transition
This project examined what is needed to ensure
effective transition both to and from college/adult
and community learning and work based learning.
◗ Promoting access to employment through
work experience
This project looked at ways of enhancing the
experience of work placement or work experience
for disabled learners.
◗ Developing a whole organisation approach
to staff development involving learners
This phase 2 report summarises the experiences of
several colleges seeking to raise staff awareness of
disability issues and evaluating the current
challenges.
Acknowledgements:
TechDis is particularly indebted to Margaret McKay
from RSC Scotland South and West and Alison Cox
of the BRITE Initiative for their help in shaping the
nature and direction of the briefing.
Thanks due also to valuable contributions by:
Wendy Bird (Career Wales), Jason Campbell (JISC
Legal), Bethan Cowan (Welsh Assembly), Sally Elliot
(Pembrokeshire College), Linda Gration (West Notts
College), Jo Greenwell (AbilityNet), Catherine Guy
(RSCni) Alistair Lockhart-Smith (Learning and Skills
Network), Hessie McMullan (SKILL NI), Lucy Rylatt
(Learning and Skills Council), Sally-Anne Saull
(AoC/NILTA); Amy Sweeney (SKILL).
Page 10
 Further References
Please note these are generic UK wide references. For specific country focused and theme focused
information please visit www.techdis.ac.uk/gettransition.

AbilityNet

AbilityNet offer a range of services with a focus on assistive technology advice and assessment. They are
accredited Access to Work providers for ICT assessments for transitions to work - www.abilitynet.org.uk

ACE Centres

ACE Centres provide assessments and recommend assistive technology primarily for school audiences but
they can be important partners in transition into FE - http://ace-centre.hostinguk.com/

BRITE Initiative

The BRITE Initiative is a Scottish FE focused service with a major role in Scotland and excellent web resources
available to all UK institutions - www.brite.ac.uk/

Disability Rights Commission

Test your EQ - tool for Principals to use to assess your institution’s progress on disability equality -
www.drc.org.uk/pdf/DED_Further_Education_checklist06.pdf.
Review of the literature on accessible curricula, qualifications and assessment:
www.drc-gb.org/library/research/education/new_review_of_the_literature_o.aspx

LSN - Learning and Skills Network

The Learning and Skills Network is an independent not-for-profit organisation delivering quality improvement
and staff development programmes to support specific government initiatives.
◗ Key resource – LSN Disability Discrimination Act publications -
www.lsneducation.org.uk/dda/publications.aspx

Action research on different aspects of transition:

◗ LSN phase 1 projects:
www.lsneducation.org.uk/dda/p1actionresearchprojects0305/projects.aspx
◗ LSN phase 2 projects: www.lsneducation.org.uk/dda/p2actionresearchprojects0506/
◗ Promoting progression and effective transition:
www.lsneducation.org.uk/dda/files/projectreports/PLR11.doc

Remploy Ltd

The leading provider of employment services for disabled people in England, Wales and Scotland. Remploy is
developing a new service to support SLDD learners in making the transition to employment and looking for FE
colleges to work with, especially in the West Midlands - http://www.remploy.co.uk;
gareth.parry@remploy.co.uk

SKILL: The National Bureau for Students with Disabilities

The following SKILL information booklets can be found online for free at www.skill.org.uk:
◗ Applying for further education.
◗ A guide to the Disability Discrimination Act and the 5-step Test.
◗ Thinkpad: Making choices about leaving school.
◗ Improving access to the physical environment for students with disabilities.
◗ Funding for disabled students in further education.
See also some of the SKILL publications such as ‘Enhancing Quality of Life Resource Pack: Facilitating
transitions for people with profound and complex learning difficulties’ and Into HE 2007.

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