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: Q The experience of disabled learners when investigating their attendance at an organisation. Q The role of marketing teams and materials in ensuring well publicised accessibility advice. Q The importance of accessibility and usability for pre-entry and induction processes. Q 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
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TechDis Senior Management Briefing 3

Transition Arrangements – Partners, Processes and Funding Issues
Enclosed within this Briefing you will find the following: Q The context as to why transition arrangements are important and the types of transition which will affect a Further Education College. Q An overview of the legal background to transition within the UK, as provided by JISC Legal. Q Sections covering the issues and good practice advice on the following strategic themes: Q Legislative and Policy Frameworks. Q Roles and Responsibilities. Q Assessment of Need. Q Logistics. Q Assistive Technologies. Q Planning and Partners. Q Inclusive Curriculum. Q Information Systems and Recording. Q Transition in Practice - Information on selected case studies and Learning and Skills Network Projects. Q 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

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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,

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.

F.E. - The Ten Transitions
Higher Education Work based learning Key: Mainstream progression routes Additional progression routes

Further Education Institution Mainstream provision Specialist college Discrete provision

Special schools Figure 1 - Ten Common Transitions into and out of Further Education

Secondary schools

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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: Q Admissions. Q Teaching and learning services. Q Related services such as the library, cafeteria, learners accommodation, study trips and work experience placements. Q 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. To define succinctly the legal provisions: Q 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). Q 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). Q 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: Q 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. Q Colleges and universities must develop, publish and implement a Disability Equality Scheme (DES). The development of the scheme must involve consultation with disabled

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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

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.

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: Q 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. Northern Ireland: Q 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: Q Additional Support for Learning Act 2005; Partnership Matters 2005. Wales: Q 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.

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Strategic Issues and Follow-Up Guidance Legislative and Policy Frameworks
Selected Issues Good Practice
Q Ensure staff supporting learners have opportunities All Further Education Institutions in the UK work for current in-service training. within a legislative and policy framework that includes both national and regional elements. Nationally, the Q Ensure disability and inclusion issues are specifically Disability Discrimination Act (the Disability supported at Senior Management or Governor level. Discrimination Order in Northern Q Be proactive in pointing out good Ireland) and the Disability Equality Duty Selected Implications: practice to inspection teams – they affect all four UK countries. However, Q Job descriptions. may not realise the significance of additional legislative and policy your work. Q Documented policies. frameworks are rapidly evolving in each Q Where resources are scarce, proactive UK region. These provide important Q Staff training. colleges get them first. mechanisms for improving the quality Q Designated SMT/ of the learning experience for disabled Q Ensure staff job descriptions and Governor roles. learners. However: timetabling allow for active monitoring Q Policy and practice requirements may be out of phase with inspector training. Q As policies and practice evolve, resources and requirements may be out of step. Q 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. of resource and partnership opportunities.

Roles and Responsibilities
Selected Issues
Q There is always a risk that 'everyone's concern' becomes 'no-one's responsibility'! The Disability Equality Duty makes effective proactive inclusiveness a legal requirement, not a goodpractice option. Q Responsibility for implementing inclusiveness and facilitating effective transitional support should be with Senior Management within the organisation. Q Clarity of responsibilities is important within an organisation. For example, curriculum staff, administrators, site staff, refectory staff and IT technicians may all have a role to play if transition is to be supported. Q Clarity of responsibilities between different stakeholders and agencies is vital yet easily lost.

Good Practice
Q Contributions to accessibility need to be recognised in all staff roles. Even though Learner Support Staff may negotiate and co-ordinate the adjustments and interventions, responsibility for effective transition and inclusion cannot be solely their responsibility. Q Provide staff with staff development opportunities in disability awareness. Empower staff to be aware of how they might take affirmative actions to make reasonable adjustments in their own areas of work. Q When working with other agencies consider formal service level agreements where appropriate. Ensure inter-agency meetings result in recorded actions and timescales. Ensure at least one staff member has dedicated time to facilitate transition.

Selected Implications: Q Learner involvement and clear management of expectations. Q Job descriptions. Q Staff training. Q Agency liaison. Q Explanatory ‘Transition packs’.

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.

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Assessment of Need
Selected Issues
Q Effective and early intervention in assessing learner needs is crucial in ensuring that resources and support strategies are in place in time for learners starting college. Q The process of assessing need can take a considerable amount of time and often involves collaboration with a variety of individuals and agencies including Teaching and Learning Staff, families, support organisations or health care professionals. Q No amount or intensity of learning support will fully remediate a situation where the learners and the course are significantly mis-matched.

Good Practice
Q Assessment of need should be ongoing rather than a single snapshot in time, agreed solutions should be monitored for effectiveness. Q Work with other partners to develop a shared approach to assessment. Q Avoid impacts on time available for existing learners by anticipating the time and planning pre-entry support and assessment can take. Q Ensure staff involved in assessing need have the appropriate skills and knowledge to undertake this task. Q Make course details and requirements available in alternative formats. Q 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.

Selected Implications: Q Job descriptions. Q Documented policies. Q Staff training. Q Clear course details/requirements.

Q Assessment criteria can vary between sectors and agencies. Q Assessment of need can have implications for a range of college systems from examinations to timetabling and network access.

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
Q Full and effective participation in learning may require both educational support along with additional resources that are not directly 'educational'. Q 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.

Good Practice
Q Fully involve the learner in logistics and assess their needs as early as possible in the application process. Q Clarify responsibilities between the learner, the institution and other service providers. Q Where possible consider contingency arrangements in the planning. Q Ensure the support workers and learners clearly understand their relationship, the type of support to be offered and the boundaries within the remit of the learning assistant.

Selected Implications: Q Job descriptions. Q Agency liaison. Q Learner involvement. Q Internal communications.

Q Arrangements can change from one term to another and need to be anticipated, planned, budgeted and sourced well in advance.

Q Ensure academic staff understand the role and remit of support workers who will be present within a 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.
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Assistive Technologies
Selected Issues
Q Provision of assistive technologies can be complex. The technology is often expensive, sometimes difficult to network or idiosyncratic in its functionality.

Good Practice
Q Assistive technology training is essential for learners. Some organisations nominate specific technical staff for assistive technology support and train them appropriately. Q Learner Support Staff should be given the opportunity to explore the suitability of free or mainstream versions of assistive technology – this could represent significant savings. Q Where specialist technology – such as adapted laptops - is needed, consider investigating leasing arrangements with existing providers. Q For some equipment – such as hoists it may be appropriate to pay for a service agreement with a specialist provider rather than take responsibility for maintenance.

Q Final dates for funding applications may not coincide with enrolment dates for part time courses. Selected Implications: Q Assistive technologies may need Q Job descriptions. troubleshooting support at both user level and technical level. Q Technical network issues. Q High costs for specialist items may come from external agencies, such as health and social services or specialist organisations, but time is required to coordinate the desired outcome. Q Learners with assistive technology needs may move in to the area at short notice, making planning for provision very difficult. Q Learner training.

Q Learner assessments. Q Interagency collaboration. Q Staff training.

Q Time invested in collaborative provision with other stakeholders can lower costs for all. Q Many 'mainstream' learning technologies can offer assistive benefits to a range of learners. Q Promote the potential of the assistive technologies you have available across your organisation as non-disclosed and non-disabled learners may benefit. Q 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.

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Planning and Partners
Selected Issues Good Practice
Q Encourage disclosure but respect learner choice. Multi-agency working is extremely important in planning both transition into and out of Further Q 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 Q Build capacity – effective transition partnerships but most will involve may result in the organisation several. Partners can include: attracting more learners with more Selected Implications: Q Educational partners – schools, support needs. Q Learner involvement. special schools, specialist colleges, Q Where possible formalise work with university admissions tutors or Q Strategies (marketing, external agencies. Utilise college disability officers. induction). marketing strategies to engage Q Careers services or equivalent – Q Job descriptions. partners and promote your provision. these have different structures and Q Staff training. Q Work with partners to create responsibilities across the UK ‘transition packs’ for learners on any Q Timetables (meetings). countries but play a pivotal role in transition route, providing key transitions out of college. Q Agency liaison. information and contacts. These packs Q Voluntary advocates and disability should be available in alternative groups. formats. Q Health and Social Services – learners with high care Q 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. Q Local Authorities, Adult Care Services, Children’s Services and Housing Services may have a role to play for some learners. Q 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.

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Inclusive Curriculum
Selected Issues
An accessible curriculum benefits everyone, not just disabled learners and making course materials accessible need not be complicated or timeconsuming. 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:

Good Practice
Q Provide ongoing training and support for all academic staff in creating inclusive materials. Q 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). Q 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). Q 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).

Q Materials in a digital format usually offer more flexibility than traditional resources Selected Implications: (e.g. paper handouts) yet many staff Q Staff training. still lack ICT skills. Q Teaching and learning staff and learners may have limited access to ICT. Q The ICT infrastructure may contain barriers to disabled users. Q Teaching and learning staff may lack awareness of accessibility issues. Q Assessment may lack flexibility and creativity. Q Disabled learners may face a lottery of support and curriculum resources. Q There may be a low awareness of making reasonable adjustments amongst staff and governors. Q IT and Network policies.

Q 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. Q 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
Q Good information recording and dissemination is essential for good planning and support but there are often difficulties.

Good Practice
Q Ensure tracking systems can effectively evidence support provided. Q Ensure the Disability Equality Schemes links to trackable data.

Q The quantity and relevance of the information available varies widely from locality to locality. The Q 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: Q Different stakeholders have different Q Support staff in supporting learners by Q Job descriptions. interpretations of data protection providing them with as much relevant issues. Q Agency liaison. information as possible. Q Without careful management Q Learner involvement. Q Some organisations utilise database learners can feel ‘over-assessed’. filters so different staff see different Q Data collection and information according to their role and Q Disability Equality Schemes need to distribution. the permissions given by the learners. be capable of verification. 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.

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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. Q 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. Q 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. Q Case study 3: Technical Transitions Taking two learners with specific technology needs, this case study examines the implications for a smooth transition.

Selected LSN projects
Q 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. Q 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. Q 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. Q 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).

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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. Q Key resource – LSN Disability Discrimination Act publications www.lsneducation.org.uk/dda/publications.aspx Action research on different aspects of transition: Q LSN phase 1 projects: www.lsneducation.org.uk/dda/p1actionresearchprojects0305/projects.aspx Q LSN phase 2 projects: www.lsneducation.org.uk/dda/p2actionresearchprojects0506/ Q 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: Q Applying for further education. Q A guide to the Disability Discrimination Act and the 5-step Test. Q Thinkpad: Making choices about leaving school. Q Improving access to the physical environment for students with disabilities. Q 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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