heriot-watt university disability equality scheme 2006 -2009

HERIOT-WATT UNIVERSITY
DISABILITY EQUALITY
SCHEME
2006 -2009
1

Contents
Page
Foreword 3
1. Introduction 4
i. DES Process 4
ii. Social Context 6
iii. Organisational Context 7
2. Involving Disabled People 12
i. Disabled Population 12
ii. Heriot-Watt University’s Disabled
13
Population
iii. Issues emerging from DES process 18
3. Impact Assessment 19
4. Information Gathering and Challenges 21
i. Collecting and sharing data, keeping
21
users informed
ii. Challenges facing Heriot-Watt University 22
5. Appendix: 24
i. Legislative context and Wider Equalities
24
Issues
ii. Communicating the DES 26
iii. Information for people with disabilities
27
who are seeking employment with
Heriot-Watt University
iv. Monitoring and Reporting Mechanisms 29
v. Action Plan 33
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Foreword
At Heriot-Watt University, we are committed to delivering equality of
opportunity for all staff, students and service users. Our Disability Equality
Scheme and action plan is a crucial part of our work to achieve this. It is also
a fundamental and integrated element of our service and workforce strategy.
This is Heriot-Watt University’s first Disability Equality Scheme. It forms an
integral part of the University’s wider commitment to equality and diversity and
sets out how the University will ensure disability equality in its service
provision and in its responsibilities as an employer. This Disability Equality
Scheme sets out how we intend to reinforce this commitment.
As a University, we are aware of our obligations as a public body with regard
to the general duty to promote disability equality. Our commitment to equality
is not just confined to meeting our legal requirements, but to ensuring that we
provide the best possible service to our user population, regardless of
ethnicity, age, gender, disability, sexual orientation or religion and belief.
Our Disability Equality Scheme is about providing a service that recognises,
respects and responds to the diverse communities we serve. It is also about
developing, supporting and sustaining a diverse working, living and learning
environment where staff, students and guests are able to work and study to
the best of their ability without having to face discrimination or harassment
because of their disability. We are committed to promoting a working and
learning environment that values diversity.
To achieve this, we need to reflect on our current practices and where these
need to be improved, develop new approaches which achieve wider
accessibility and promote inclusivity. We are committed to the aims and
values outlined in this scheme and to supporting the work that will be needed
to achieve our goals.
Professor John Simmons
Acting Principal
3

1. Introduction
1.1 The DDA (2005) which will become DDA Part V, places a statutory
General Duty (Disability Equality Duty or DED) on all public
authorities to promote disability equality. The act provides an
increasingly robust legislative framework which requires the University
to actively promote disability equality.
1.2 In addition to the DED, the University has a Specific Duty to set out
what the University will do to plan, deliver and evaluate action to
eliminate discrimination and promote disability equality. One of the core
requirements is the preparation and publication of a Disability
Equality Scheme or DES.
1.3 Heriot-Watt University has produced this Disability Equality Scheme
(DES) in line with ‘The Duty to Promote Disability Equality: Statutory
Code of Practice’ published by the Disability Rights Commission in
January 2006. That Code of Practice outlines what should be included
in the DES and clearly states the Duties placed on Public Authorities
via the legislative framework. An outline of the responsibilities placed
on Public Authorities is outlined in Appendix i on page 24.
i. DES Process
1.4 The production of this DES has involved a wide range of stakeholders.
Led by the University Disability Adviser, the process began with a
presentation to the University’s Senate Committee in February 2005,
followed by an article in the University’s employee newsletter, ‘Network’
in March 2005. These activities raised awareness of the need to take
action to address disability issues and create a DES. The Disability
Advisory Group discussed the DES and in January 2006 it was agreed
that the Disability Adviser’s hours be increased to cope with the
demands of producing the DES.
1.5 Heriot-Watt University was keen to ensure that a broad range of
interested parties were involved in the production of the DES. The table
below outlines the activities which took place and how people were
able to contribute to the process.
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Outline of DES processes
March
2006
April
May
June
July
August
Invitation to Participate in DES published on HW
website. The invite is open to students and staff
E-Newsletter was produced, hard copies and electronic
copies were circulated inviting participation in DES
Presentation on DED to School of Life Sciences
Presentation of DED to Support Services Board
Staff / Student Questionnaire in e-newsletter
Posters distributed around campus
Disability Adviser Interview in Network - focus on DED
Presentation on DED to L & T Administrative Forum
Presentation on DED to Student Welfare Services,
Careers, Academic Registry
Presentation on DED to Scottish Borders Campus
Presentation on DED to Orkney Campus
Feedback Focus Groups with disabled students
Disabled Staff contacted by HR to give feedback
Meeting with Recruitment & Admissions Director on
involving prospective students
Equality & Diversity Advisor appointed
DED Newsletter distributed by e-mail + hard copy
DES Working Group established – first meeting 24 th July
Collation of feedback from focus groups / questionnaires
DES Working Group – 2 nd meeting 28th August
DED Newsletter distributed by e-mail and hard copy
September Draft Action Plan collated from feedback
DES Working Group – 3 rd meeting 20 September
October DES Working Group – 4 th meeting 30 October
November DES Working Group – 5 th meeting 27 November
agrees content of DES
DES circulated to Learning and Teaching Board and
Research Co-ordination Board
Disability Advisory Group agrees content of DES
Support Services Group agrees content of DES
December DES published - final version of DES
1.6 All the information gathered during the involvement phases of the DES
has been used to create the action plan contained in appendix v on
page 33. In addition to the DES action plan, wider equalities activities
are being taken forward within Heriot-Watt University which have been
informed by the DES process. This includes the development of
Equality Impact Assessment tools (outlined in section 3 on page 19)
and the processes for mainstreaming equalities throughout the work of
Heriot-Watt University. The action plan for the DES will alter during the
life time of this DES to take account of these additional activities as
well as progress toward our targets.
5

ii.
Social Context
1.7 The aim of this Disability Equality Scheme is to facilitate the removal of
barriers for all disabled people. This includes people who might not
automatically identify themselves as disabled people, but who
nevertheless face discrimination or barriers in their everyday life
because of their impairment.
1.8 Heriot-Watt University subscribes to the social model of disability
which is defined as:
“the recognition that primarily it is the loss or limitation of
opportunities, due to environmental and social barriers, that
prevents people who have impairments from participating in
society on an equal level with others.”
1.9 Unlike the medical model which places responsibility for inability to
participate on the individual’s impairment, the social model explains
discrimination against disabled people as a result of environmental
design, social organisation and practices and attitudinal barriers.
Disability is caused by the society in which we live and is not the ‘fault’
of an individual disabled person, or an inevitable consequence of their
limitations. The removal of discrimination requires a change of
approach and thinking in the way in which society is organised.
1.10 The social model takes account of disabled people as part of our
economic, environmental and cultural society. It has been developed
with the aim of removing barriers so that disabled people have the
same opportunity as everyone else to determine their own life styles.
1.11 Barriers can be:
prejudice and stereotypes
inflexible organisational procedures and practices
inaccessible information
inaccessible buildings and
inaccessible transport
1.12 These barriers are unrelated to individual disabled people per se; they
are created by society, which means it is possible to remove them.
1.13 This DES seeks to ensure that this social model is applied across our
policies and practices. In carrying out the activity outlined in the action
plan and through a systematic process of equality impact assessment
Heriot-Watt University is demonstrating a commitment to the pursuit of
equality in outcome as well as access. This DES lays the ground work
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for a holistic approach to equality across the University which seeks to
eliminate unlawful discrimination and promote equality through
recognition of the value of diverse populations.
iii. Organisational Context
1.14 Student populations at Heriot-Watt University
The profile of Heriot-Watt University is distinctive. With an annual
turnover approaching £100 million, our 7,000 campus-based students
place us as a medium-sized UK university although we are actually
among the smaller institutions. Behind these broad parameters are
many features of a strongly focused profile and performance. Firstly,
the University displays a markedly specialised subject profile:
Figure 1: % students by subject area – Heriot-Watt on-campus student numbers compared
with UK HE student numbers
20
15
10
5
0
Combined
Business
Med-allied
Education
Soc Scis
Eng & Tech
Computer Sci
Art & Des
Languages
Bio Scis
Physical Scis
Humanities
Law
Medicine
Built Env
Maths
UK
HWU
3 Others
Source: Heriot-Watt University Strategic Plan 2005
1.15 The Scottish market
Students from Scotland currently account for just over half of the
University’s on-campus total (at the undergraduate level, it is about two
thirds). Heriot-Watt represents just over 4% (less than one twentieth) of
Scottish HE provision. However, by virtue of its focus, Heriot-Watt
provides a critical mass of 15-20% of the Scottish system in
Engineering & Technology, Mathematics and Built Environment.
Business and Management Education is also a relatively large
presence among the pre-1992 research-based universities. The
University’s provision is strongly characterised by its high academic
level, oriented towards 4-5 year honours degree programmes and,
increasingly, the postgraduate level. Notwithstanding this relatively
demanding profile, Heriot-Watt demonstrates a strongly inclusive wider
access and participation profile.
1.16 Internationalisation
In terms of the proportion of international students present on campus,
Heriot-Watt presents one of the strongest profiles in the UK and the
strongest in Scotland. More than one in four of our students are from
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outside the UK and one in six (17%) is from outside the European
Union (on-campus students, before including distance learners):
University institution % international students
1. LSE 60% 6. Luton 27%
2. Cranfield 31% 7. Heriot-Watt 27%
3. London Institute 31% 8. St Andrews 25%
4. Essex 30% 9. Royal Holloway 23%
5. UMIST 30% 10. Surrey 23%
Source: Heriot-Watt University Strategic Plan 2005
1.17 Our strategy foresees further steady internationalisation of the
University, in terms both of increased international recruitment to onand
off-campus programmes, enhanced international research
involvement, development of significant international partnerships and
a prominent role in trans-national education.
1.18 Postgraduate emphasis
The progress and extent of internationalisation is closely connected
with the increasing postgraduate emphasis of the University. Starting
with on-campus students, over a decade and largely within the last five
years, postgraduate numbers have more than doubled, currently
representing around one in five of our student population. Continuing
growth of postgraduate numbers, both absolutely and as a fraction of
the University’s population, is a central assumption of our plan, in
particular through further growth of our specialist postgraduate
Master’s portfolio.
1.19 Distance and distributed learning
In addition to campus-based students, Heriot-Watt provides probably
the largest international distance and distributed learning portfolio in
UK Higher Education. The main postgraduate programmes (counted
above on a consistent credit-based full-time equivalent basis) are
currently the Distance Learning MBA, eMBA and DBA of Edinburgh
Business School (2005 headcount ~8,000 students) and more
specialist MScs in a range of Built Environment disciplines, in
Petroleum Engineering and in Brewing and Distilling (2005 headcount
~1,000 students).
1.20 Heriot-Watt’s international focus presents particular challenges in
supporting disabled students on site who are not eligible for Disabled
Students Allowance and for those off site who do not have access to
the existing Campus based facilities.
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1.21 Heriot-Watt University’s Mission Statement
MISSION STATEMENT
The mission of Heriot-Watt University is to create and transfer knowledge,
to enable students and staff to fulfil their potential and to enrich all the
communities with which it engages.
.
Source: www.hw.ac.uk/foi
1.22 Heriot-Watt University’s Objectives relative to Wider Access and
Participation
1.3.2 Objective: To promote more flexible access and encouraging
successful participation from under-represented groups
1.23 The University seeks to promote wider and more flexible access and
successful participation from groups under-represented in higher
education. We demonstrate a strong socially inclusive participation
profile:
From State
Schools/ Colleges
From Social Class
IIIM, IV, V
From low
participation
neighbourhoods
HWU
HWU
"Bench
mark"
UK
Average
Scottish
Average
92%* 86.7% 86% 86%
29% 26.9% 26% 28%
19.3
%*
12.5% 13% 18%
* = level of performance above benchmark is statistically significant
1.24 Heriot-Watt University has consistently maintained a significantly
strong and inclusive profile in respect of recruitment from state schools
and from low participation neighbourhoods, exceeding both the
Scottish average and the institution’s benchmark. The University was
again exceeding its benchmark in 2002/3 for Social Classes IIIM, IV
and V following an unexplained one-year dip in 2001/2.
1.25 The University’s social inclusion activities continue to be co-ordinated
through the Wider Access Unit, comprising a Wider Access Manager
and a Wider Access Development Officer. During 2004/5, the Unit
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focused on developing a series of mechanisms designed to ensure that
continuous support is provided for entrants with HN qualifications.
1.26 In addition the Unit has worked closely with the University Disability
Service, specifically to support applicants with disabilities which are
typically under represented in Higher Education. This has been
achieved predominantly through the Peer Mentoring Scheme initiative.
1.27 The University also continues to be active in a range of collaborative
national and regional programmes in widening participation such as the
Scottish Wider Access Programme (SWAP), the Lothian Equal Access
Programme for Schools (LEAPS) and Community Learning
Partnerships.
1.28 1.6.1 Objective: To enhance the representation and support of
students at school and institutional level through an integrated
collaborative approach to the student learning experience.
1.29 Heriot-Watt University continues to focus on improving student
representation and support. Students are represented on the main
University committees responsible for quality assurance and quality
enhancement, and each internal review team features one School
Officer. Through the Learning and Teaching Board, an equitable, coordinated
approach is adopted to such aspects of the student learning
and support experience as:
• Equal opportunities
• Disability
• Retention
• Mentoring
• Personal Development Planning
• Student
feedback/representation
• Careers/employability
• Welfare issues
• Wider access
1.30 Future strategic planning will take account of the legislative
requirements placed on the University under the DDA 2005 and will
incorporate future objectives to reflect this.
1.31 Equal Opportunities at Heriot-Watt University
STATEMENT OF POLICY
Heriot-Watt University is committed to equal opportunities for all,
irrespective of sex, colour, ethnic origin, disability, age, marital status,
religious or political beliefs, trade union membership, sexual orientation
or any distinction deemed to be irrelevant. The University welcomes
diversity among all staff and students and will work to enable all
individuals to realise their full potential and contribute as fully as
possible to the University community. The University is always working
to create conditions whereby the treatment of students, staff and
applicants for employment or study is on the basis of their relative
merits, abilities and potential, relative to the genuine requirement of the
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job or course. The University recognises the negative impact on
individuals of the effects of discrimination in terms of educational
attainment, career progression, self-fulfilment and self-esteem.
The University believes that achievement of equality of
opportunity will be in the best interests of the organisation as a
whole and its individual members. Consequently, it is committed not
only to uphold the letter of the law, but also to promoting equality and
diversity throughout the organisation.
1.32 Other University policies and strategies which are relevant to achieving
equality of opportunity include:
Guidance papers on Sexual Orientation and Religion
Race Equality Policy
Equal Opportunities Selection Guidelines
Dignity at work – Bullying and Harassment Policy
Disability Policy
Human Resource Strategy
Grievance and Disciplinary Procedures
Review Board Procedures
Teaching and Learning Strategy
Strategy for Widening Participation
Student Complaints Procedures
Student Mentoring Systems
Procurement
Quality Assurance
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2. Involving Disabled People
i. Disabled Population
2.1 General
As the Department for Work and Pensions (DWP) observe, there is no
single or ‘gold standard’ measure or estimate of disability. As equalities
monitoring of disabled people, especially using the DDA definition, is
not widely carried out, we must therefore rely on indicative data.
2.1 The Department of Work and Pensions (DWP) estimates that 10 million
adults within Britain are disabled. This equates to 22% of the
population of Great Britain (1 in 5 people).
2.3 Information on disability in Scotland is collected by the Scottish
Executive and other public sector organisations using both
administrative and survey sources. These surveys rely on self definition
of disability or illness using questions based around the Disability
Discrimination Act definition of disability. Much of the information
presented here is sourced from the 2001 and 2002 Scottish Household
Survey (SHS).
2.4 The 2001/2002 SHS estimates that just under one in five adults in
Scotland have a disability and/or a long-term illness. The results in
Table 1.1 shows that 19 per cent of men and women consider
themselves to have a disability and/or a long-term illness. It is also
evident that older adults are significantly more likely to have a disability
than those in younger age groups; 46 per cent of adults aged 75 and
over, compared with only 4 per cent of those aged between 16 and 24
years report that they have a disability and/or a long-term illness.
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Table 1.1: Adults with a disability or long-term illness by sex and age,
2001 and 2002
Column percentages
Men Women 16 to
24
25 to
34
35 to
44
45 to
59
60 to
74
75
plus
Disability 7 7 2 2 4 6 11 19 7
Long-term
illness
Both
disability and
long-term
illness
No disability
or long-term
illness
8 8 2 3 4 8 14 18 8
4 4 0 1 2 4 7 9 4
82 81 96 94 91 81 68 55 81
All Adults 11,856 16,004 2,277 4,421 5,222 6,435 6,111 3,393 27,860
aged 16 and
over
Source: Scottish Household Survey
All
ii.
Heriot-Watt’s disabled population
2.5 (a) students
As of November 2006, approximately 380 students at Heriot-Watt
University (6%) had disclosed a disability, either on application,
enrolment or during the course of their time at the University. The
national benchmark for disabled students entering higher education is
5.7% 1 , which indicates that the University operates slightly above the
national average figure for the number of enrolled students who have
disclosed a disability. Students with specific learning difficulties such
as dyslexia and dyspraxia account for 53% of the students who have
indicated a disability at Heriot-Watt University. Year on year, the
number of disabled students has increased and students with a wide
range of disabilities now study at Heriot Watt. The increase in the
number of disabled students is shown below:
1 Higher Education Statistics Agency, 2004/05
13

400
350
300
250
200
150
100
50
0
2001 2002 2003 2004 2005 2006
2.6 Well established procedures are in place to support our disabled
student population through the Disability Service and Disability Contact
Staff in Schools and service departments. The Disability Advisory
Group meets each term as does the Disabled Students Group.
2.7 The Disability Advisory Group consists of representatives from
Schools, Students and Service Departments from across the
University. Its remit is to monitor existing policies and practices, ensure
University compliance with existing disability legislation and make
recommendations for improved practice.
2.8 The Disabled Students Group consists of students who consider
themselves to have a disability. It has an elected Disabled Students
Officer and its remit is to review current practices, highlight areas of
concerns and make suggestions for improvement in relation to
disability and access.
2.9 Close links have been established with support agencies and Agency
staff are now routinely employed to provide academic and personal
support to disabled students who require this level of service.
2.10 (b) Staff
With reference to employment, figures provided by the University for
the 2004/05 Higher Education Statistics Agency (HESA) return
indicated that a total of 27 academic and non-academic staff declared
a disability. These individuals represent 1.6% of the University’s
workforce. The national figure for disabled people in employment is
given as 12.4% 2 and by comparison, the University’s figures would
seem to be very low. It is acknowledged that the University needs to
address this issue as a matter of priority.
2.11 The true nature of disability at Heriot-Watt University is, in fact, an
unknown quantity. The figures quoted above represent staff and
2 Labour market experiences of people with disabilities’ Allan Smith and Breda Twomey,
Office of National Statistics
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students who have disclosed a disability, rather than actual numbers of
staff and students who are covered by Disability Discrimination Act.
The University has been awarded the “two ticks” Positive about
Disabled People symbol, further details are contained in Appendix iii on
page 27.
2.12 (c) External Users
Heriot-Watt University provides not only a working and learning
environment for students and staff but living accommodation and
conference and sporting facilities. Therefore, a range of users access
the Edinburgh campus, as with the University’s campuses in the
Scottish Borders, Orkney and Dubai. As a result, this DES is aimed not
only toward students and staff but external users.
2.13 It is crucial in maximising use of the University’s facilities that they are
accessible and usable for all.
2.14 The Edinburgh Conference Centre
James Watt Centre 1 is a dedicated conference facility offering a
choice of conference, meeting and reception rooms. The main space is
a purpose-built auditorium with tiered seating for up to 600 delegates.
2.15 James Watt Centre 2 is a large flexible event space, which can be
utilised for exhibitions, conferences, gala dinners, award ceremonies,
product launches or receptions. It has a dedicated entrance with
registration desk, enquiry office, cloakroom, bars and spacious social
area. Both areas are wheelchair accessible.
2.16 Conference Support Services
Conference Coordinators: handle internal arrangements, providing
advice and personal support for guests with disabilities.
2.17 Interpretation Services: teams of interpreters are available for multilingual
meetings including BSL. State-of-the-art infra-red equipment is
available with a PA system to complement and enhance the
interpreting service.
2.18 Media Studio: dedicated on-site facility providing a range of services
from equipment hire to specialist and extensive AV technical support
and advice.
2.19 Conference Accommodation
There are 165 bedrooms: available throughout the year. These rooms
have a minimum VisitScotland 2-star campus classification and all
have en-suite facilities and telephone.
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2.20 The current Conference Customer Care Questionnaire does not
monitor feedback from disabled users and this should be amended as
a matter of priority.
2.21 Museum and Archive
The University Museum and Archive is situated in the Mary Burton
Centre which is on the ground floor of the Library building. Access is
via a ramp and the exhibition space and search room are both at
ground floor level as is the toilet which is fully equipped for wheelchair
users. The Disability Adviser is working with the Archive, Records
Management and Museum Service to consider further measures to
improve access to the Museum and Archive and its displays.
2.22 Currently the Centre has no mechanism for gathering feedback on its
services and this should be addressed as a matter of priority.
2.23 Sports and Exercise facilities at Heriot-Watt
The Centre for Sport and Exercise remains the generic name that
encompasses all facilities and activities for both sport and exercise at
Heriot-Watt University. The Sport and Exercise Centre is the 'new'
name for the existing buildings and facilities available prior to the
development of the Sports Academy. These include two multi-purpose
sports halls, a climbing wall, eight squash courts, cardiovascular and
conditioning suites, a free weights room, an indoor synthetic grass
football/tennis hall, three floodlit synthetic grass tennis courts and a
walking/jogging course.
2.24 Sports Academy
Opened on the 31st of May 2004, the Sports Academy encompasses
the Heart of Midlothian Football Academy and custom-built Sport and
Exercise Science and Medicine Centre (SESMC). The Sports Academy
is available for bookings from members and the general public and
includes a competition football pitch, synthetic pitch (suitable for
football and rugby training), indoor astrodome (comprising two indoor
five-a-side pitches), four grass football and two rugby pitches.
2.25 In order to ensure that all Centre users are able to maximise activity
time, the Centre has a well-developed and comprehensive Sport and
Exercise Science and Medicine Centre which is housed in the Sports
Academy.
2.26 The Centre for Sport and Exercise at Riccarton is accessible by
wheelchair users on the ground floor only. Regrettably entry to the first
floor involves the negotiation of eight steps at the rear of the building.
There is no lift access. However, the vast majority of the sporting
facilities are on the ground level - sports halls, nautilus suite, free
weights room, sports injury clinic and the squash courts (six of which
16

have glass rear walls, thus allowing viewing from the ground floor level
with special spectator provision for wheelchair users on the
championship court). The changing areas are also on the ground floor
and include a toilet and shower suite fully equipped for wheelchair
users.
2.27 Conference guests have access to the facilities available in the Centre
for Sport and Exercise. Currently the Centre has no mechanism for
gathering feedback on its services and this should be addressed as a
matter of priority.
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iii
Key issues emerging from the DES process
2.28 As outlined in the introduction, the production of this DES involved a
range of stakeholders in information gathering exercises and
overseeing the writing of this DES. Within that process a number of key
issues arose which are addressed in the action plan, but are worth
noting.
2.29 Mental Health Issues. Through consultation and participation it was
suggested that greater attention was needed in focussing on issues
relating to Mental Health. As a result efforts are being made to ensure
that suitable protocols exist for students and staff with mental health
problems in order to create a supporting working and learning
environment.
2.30 Hard of Hearing and Deaf issues. It has become clear via our
involvement of stakeholders that greater emphasis needs to be given
to the deaf community as a community in itself. Greater consideration
within the University to recognising this community is to be taken
forward.
2.31 Support and training. It is clear from our work that greater support
and training is required for students and staff, where necessary, in
order to meet the needs of diverse groups. This will inform the
University’s approach to the wider equalities agenda.
2.32 A holistic approach. Activities taken forward to produce this Scheme
and previous efforts in the creation of a Race Equality Policy have
demonstrated that much can be gained from a holistic approach to
equalities. Whilst recognising the importance of keeping each equality
strand distinct, Heriot-Watt University is committed to taking forward
activities that looks toward establishing equality of outcome for all.
2.33 External Stakeholders. The real involvement of external stakeholders
proved to be problematic with invitations to participate in the
formulation of the Heriot Watt University DES either being ignored or
declined. The University needs to seek to address this issue for future
Schemes.
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3. Impact Assessment
3.1 ‘The Duty to Promote Disability Equality: Statutory Code of Practice’
published by the Disability Rights Commission in January 2006 outlines
the key role impact assessment plays in taking steps to implement the
Disability Equality Duty. Heriot-Watt University sees impact
assessment as part of the process to mainstream equal opportunities
into the everyday working practices of the University. As a result,
Heriot-Watt University is developing a holistic approach to impact
assessment which focuses on assessing the impact of multiple equality
strands.
3.2 Equality Impact Assessment (EIA) is a thorough and systematic
analysis of policy or practice, provision or criterion to determine any
differential impact on particular individuals or groups. EIA can be used
as a quality control mechanism for higher Education Institutions (HEIs)
to evaluate their activities and take action to best meet the needs of
stakeholders. EIA can also contribute to better value for money,
increased productivity and maximisation of resources which all
contribute to creating a more efficient and effective working and
learning environment.
3.3 EIA is an anticipatory process to enable institutions to predict possible
barriers faced by equality groups and should be used to assess formal
and informal working mechanisms in order to address issues of nondirect
discrimination and also to allow HEIs to take forward the positive
duties placed on them via equalities legislation. EIA is also a tool to
review and monitor existing practice.
3.4 Changes to disability legislation ask public authorities to promote
positive attitudes to disability, encourage participation in public life by
disabled people and take steps to meet the needs of disabled people
even if this requires more favourable treatment. This is a challenge for
public authorities and Heriot-Watt University sees Equality Impact
Assessment as a key tool to meet our obligations and to go beyond
compliance.
3.5 EIA should be incorporated into the everyday working practices of
HEIs. A framework for taking forward EIA within Heriot-Watt University
is being developed at the time of writing this DES. The approach being
taken forward is a holistic one looking to cover a range of equality
strands that is gender, disability, sexual orientation, age, religious
belief, offending past, transgender and transsexual people, and people
with caring responsibilities. EIA responsibility lies with the policy
owner, that is, the person responsible for the
policy/practice/provision/criterion.
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3.6 The Heriot-Watt University EIA will follow a systematic process in 2
stages. The first stage is an initial and partial assessment of policy or
practice, provision or criterion and the second stage is a full EIA.
Issues of relevance and proportionality should be given primacy when
considering whether to undertake a full EIA.
3.7 It is likely that along with all new policies or practices, provisions or
criteria being subject to EIA before adoption, a programme of
retrospective EIA will be taken forward to monitor and review existing
mechanisms giving cognisance to issues of proportionality and
relevance across the equality strands, with particular weighting given to
legal requirements. The action plan of the DES makes reference to
taking forward EIA but it is likely that the EIA programme take place
along side activity specific to this DES.
3.8 Further development of EIA will take place over 2006/07 with the
production of full EIA guidance and pilot activity. Updates to these
processes are likely to be reported outwith DES reporting mechanisms.
20

4. Information Gathering and
Challenges
4.1 The success of this DES is dependent on an acceptance across the
University of the need to work in a way that gives full consideration to
issues relating to disabled students, staff and external users. In order
to demonstrate the impact of the DES it will be essential to collect and
share information in order to monitor change as well as to recognise
and overcome challenges.
i. Collecting and sharing data, keeping users
informed
4.2 In order to demonstrate progress, it is key that we gather information
about student, staff and external users of our services. Heriot-Watt
University is developing systems for gathering information across the
University as part of a wider approach to equalities. This will look at
collecting information on a wide range of equality strands so that
baseline data is available on a year-on-year basis for comparison.
4.3 Processes for gathering information, building on current systems and
the data already held by the University are to be the first step in
understanding who is using our services and the impact of our policies
and procedures on usage and access.
4.4 Information sharing protocols between departments and Schools are to
be established to remove artificial barriers from information sharing.
This is to be developed separately from this DES as it will form the
basis on ongoing wider equalities activity, as part of Heriot-Watt
University’s holistic approach to equalities.
4.5 As part of the process of gathering information it will be important to
demonstrate that the information will be used to lever change, so that
individuals feel that by sharing information they are contributing toward
the overall aim of promoting equality. It is important to continue to
develop ways of keeping students, staff and external users up-to-date
on the changes we have been making and also for us to widely
publicise our good practice.
4.6 The participation of individuals has enabled this DES to be produced
and we are keen to continue to pursue open dialogue that informs how
we take forward our work.
21

ii.
Challenges facing Heriot-Watt University
4.7 There are challenges to fulfilling our legal obligations and promoting
equality. The Duty to Promote Disability Equality: Statutory Code of
Practice suggests that it is helpful to outline some of these barriers.
4.8 Disabled Students. Whilst a significant amount of financial support is
available to UK disabled students through Disabled Students
Allowance and Disability Premium Funding, there is no such financial
support available for our international students. Within a recruitment
climate which strongly encourages international enrolment, this places
an additional burden on the disability budget. There are particular
concerns around international students who require personal care and
our current admissions policy for disabled students is being reviewed to
reflect the current legislative position.
4.9 An international university. Heriot-Watt University is an international
institution not just in terms of reputation but also in terms of our
overseas campus in Dubai. Whist the students and staff who study at
our campus come under the banner of Heriot-Watt University differing
legal and cultural frameworks may have a differential impact on
equality related activity. Within these circumstances there are
challenges around providing support to our disabled students in Dubai.
Wider equalities activity is being undertaken with the premise that our
activities should be consistent across all of Heriot-Watt University’s
campuses. However, we recognise that there maybe issues that
require clarification in terms of implementing equality related strategies
specifically within the Dubai campus. Work is underway at the time of
writing this DES to provide that clarity.
4.10 Disclosure of Disability. Heriot-Watt is committed to collecting
reliable and up-to-date information and recognises that creating an
environment where people feel comfortable to disclose a disability is
not an overnight process. The limitations of the information we gather
may well, in the short term, affect the decisions we make. Whist Heriot-
Watt University is committed to taking steps to be a supportive
employer, learning and service provider our funds are not unlimited. As
a result our actions will be curtailed by some budget and proportionality
restraints.
4.11 Participation and involvement. Within the wider equalities agenda a
range of activities require us to take action to encourage active
participation. However, within this it must be recognised that
consultation fatigue and a right not to be involved are issues. We are
committed to providing the opportunity for those affected by the way we
work to be involved in helping us to spot the gaps and make necessary
changes, but we recognise that in some cases it will be difficult to
encourage participation.
22

4.12 Conflicting Priorities. In the pursuit of equality in processes and
outcome we must be mindful of the possibility of conflicting priorities
and making decisions based on robust systems will help us to make
fair decisions. Some of these issues will be tackled through thorough
Equality Impact Assessment procedures.
4.13 Organisational Culture. Heriot-Watt University is confident that we
have a culture that will support working toward equality and valuing
diversity. However, there will be challenges in changing the way we
work. This is something that we are keen to address as a medium-long
term objective.
23

Appendix i
Legislative Context and Wider Equalities Issues
The original Disability Discrimination Act (DDA) was introduced in 1995 and
had an explicit exclusion for education. It defines a disabled person as:
“someone who has a physical or mental impairment that has a
substantial and long-term adverse effect on his or her ability to carry out
normal day-to-day activities”.
For the purposes of the Act:
• ‘substantial’ means neither minor nor trivial
• ‘long term’ means that the effect of the impairment has lasted or is
likely to last for at least 12 months (there are special rules covering
recurring or fluctuating conditions)
• ‘normal day-to-day activities’ include everyday things like eating,
washing, walking and going shopping
• a ‘normal day-to-day activity’ must affect one of the 'capacities' listed
in the Act which includes mobility, manual dexterity, speech,
hearing, seeing and memory.
Later, the Special Educational Needs and Disability Act (SENDA 2001) -
known as the DDA Part IV - introduced duties specifically for education
providers. Within the act, the University had a responsibility not to discriminate
against disabled people by:
• treating someone less favourably than someone else for a reason
related to his/her disability without justification
• failing to make a reasonable adjustment
The DDA (2005) which will become DDA Part V, places a statutory General
Duty (Disability Equality Duty) on all public authorities to promote disability
equality. The act provides an increasingly robust legislative framework which
requires the University to actively promote disability equality. To do so, when
executing all its functions, the University must have due regard to the need to:
1. Promote equality of opportunity between disabled persons and other
persons.
2. Eliminate discrimination that is unlawful in the Act.
3. Eliminate harassment of disabled persons that is related to their
disabilities.
4. Promote positive attitudes towards disabled persons.
5. Encourage participation of disabled persons in public life.
6. Take steps to take account of disabled persons disabilities, even where
that involves treating disabled persons more favourably than other
persons.
24

In meeting the above, the University has a Specific Duty to set out what the
University will do to plan, deliver and evaluate action to eliminate
discrimination and promote disability equality. The core requirements are:
• The preparation and publication of a Disability Equality Scheme
• Implementation of the Disability Equality Scheme (via an action plan
in the scheme)
• Annual reporting
Heriot-Watt University’s Disability Equality Scheme meets these requirements
and contributes toward our aim of promoting good equality practices across
the University and ensures that we will meet the needs of our disabled
students, employees and other customers. This Scheme sets out our overall
objectives for improving and addressing disability inequalities and the action
plans for delivering improvements to access and services. It aims to help us
achieve the following:
• meeting the requirements of the Disability Discrimination Act and
set out our plans to improve disability access to employment and
services
• ensuring that we are taking the needs and views of disabled people
into account when we design or deliver services, make access
improvements or develop policies
• continuous monitoring and improvement of the ways in which we
deliver services to disabled people
• meeting the principles of the Social Model of Disability, adopted by
the University.
In addition to the Disability Discrimination Act, this Scheme supports
compliance with the Special Educational Needs and Disability Act 2001, the
Building Regulations 2000 (including amendments 2003) and the Fire
Precautions (workplace) regulations 1997 (as amended 1999). This Scheme
also anticipates future disability legislation and recognises that, as a public
body, the University’s duties in this area are likely to expand.
25

Appendix ii
Communicating the Disability
Equality Scheme
Over the past year, a number of strategies have been employed to heighten
awareness of the implications of the DDA 2005 across the University
population. This has included the following:
Information on DED sent to Heads of School and Heads of Depts
Raising awareness through:
1. University Committees
2. Network bulletins
3. Presentations
4. Posters
5. Disabled Students Group
6. E-newsletter
7. Staff development
The main focus during the process of developing our DES has been the active
involvement of disabled people from the start.
In order to seek the views of disabled people on current provision at Heriot-
Watt University and their priorities for change, the following strategies have
been employed:
Invitation to Participate in DES on web, E-Newsletter, Posters, Network
Formulation of on-line Staff/Student Questionnaire on current provision
for disabled people
Series of focus groups for Disabled students to identify barriers and
priorities for change.
Disability Equality Scheme Working Group established to consider the
practicalities for real involvement of disabled people
copy of questionnaire with pay slip for staff with no computer access
External consultation with Deaf users (CHESS)
Disabled Students Group feedback
Letters sent to all disabled staff inviting participation
26

Appendix iii
Heriot-Watt University – A 2-Tick Employer
Heriot-Watt University is positive about disabled people and as a 2-tick
employer has processes in place for ensuring equality of outcome for disabled
people. Our policy is detailed below.
Information for people with disabilities who are seeking employment
with Heriot-Watt University
GUARANTEED INTERVIEW SCHEME
If you have a disability and you fulfil, to the satisfaction of the Selection Panel,
all the minimum requirements for the job for which you are applying, you are
guaranteed an interview.
If you have a disability and wish to be included in this Scheme, please state in
your application any special provisions you would like for the interview (e.g.
special access: parking facility, sign language interpreter; etc.).
OUR POLICY
The University has a policy for the employment of people with disabilities.
The main elements are:
• The University is committed to ensuring that disabled people
receive full and proper consideration throughout the whole
recruitment process.
• Candidates who meet the minimum criteria will be guaranteed an
interview.
• Subject to available resources, the University will provide or obtain
through grants or aid from the Disability Employment Service any
practical equipment or modification which will enable disabled
people to undertake full employment.
WHY WE ASK QUESTIONS ABOUT DISABILITIES
We do this for the following reasons:
• To determine whether any help can be offered at interview or when
employment is taken up.
• To monitor our effectiveness as an employer of disabled people.
DEFINITION OF DISABILITY
For the purpose of our Policy we have used the definition of disability as used
in the 1995 Disability Discrimination Act, i.e. “a physical or mental impairment
which has a substantial and long term adverse effect on his or her ability to
carry out normal day to day activities”.
27

APPLYING FOR A JOB
• The information that you give on your application form will be used
to determine whether you have the essential requirements for the
job and therefore should be interviewed, so please complete all
sections fully.
• If your disability makes you unable to complete the application form,
you may request a large print application form, obtain the form on
disk or submit a CV or a tape recording. If you ask someone to fill in
the form on your behalf, please state so within your application.
• If you require any assistance, or have any queries, please contact
Human Resources or the School to which you are applying.
THE INTERVIEW
• Candidates who have a disability and who can demonstrate that
they meet the minimum requirements for the job will be invited for
interview.
• If you are invited to attend for interview and have any special
requirements – e.g. access, parking needs or sign language
interpreter – you should let us know.
• The interview is also an opportunity for you to decide whether you
wish to work for us, so feel free to ask any questions.
• At the interview you should disclose information about your
disability that is relevant to the job or the work environment.
• If your application is unsuccessful and you wish to discuss the
reason, you may contact the Department to which you applied or
Human Resources within fourteen days.
SUPPORT AT WORK
• Before you start work you will be contacted to discuss any special
requirements you have - such as access, adapted seating, etc.
• You will be consulted about which colleagues will be made aware of
your disability in order to ensure your safety. We will respect your
judgement and wishes with regard to other colleagues and details of
information passed to colleagues.
• If you have any problems at work, your manager or member of
Human Resources will be happy to help you.
Further Information
If you would like further information or help regarding your application or the
University’s Disability Policy, please contact Human Resources.
Need more help?
The Disability Employment Adviser who gives advice for the area in which
Heriot-Watt University is located can be contacted at Wester Hailes Job
Centre.
28

Appendix iv
Monitoring and Reporting
Mechanisms
Monitoring
In order to assess the effectiveness of this DES we must employ effective
monitoring processes. Along with regular updates for the DES action plan, as
described below, Heriot-Watt University will use the Disability Rights
Commission check list during the first year of the DES to ensure that we are
taking appropriate action, at the appropriate level within the organisation to
meet our legal requirements. The check list is included on page 31.
Monitoring of progress is to be taken forward by the University’s Disability
Advisor and Equality and Diversity Advisor and reported and publicised as
outlined below.
Reporting Mechanisms
The DES covers a 3-year period. As part of this cycle is it critical that we
report on progress being made and highlight areas of difficulty so that we can
take corrective action.
It is important that we keep stakeholders informed of development and
demonstrate how disabled people can continue to be informed of what is
happening. It is therefore proposed that the Disability Equality Scheme
Working Group continue to be given the opportunity to contribute to the DES
during its lifespan. The Disability Advisory Group will take up a monitoring role
during the DES implementation.
The Duty to Promote Equality: Statutory Code of Practice (p94) states that;
“A public authority must, on an annual basis, publish a report containing a
summary of:
• the steps it has taken to fulfil its disability equality duty (the action
plan); what has the authority done over the past year to eliminate
discrimination and promote equality of opportunity and is it meeting
its targets?
• The results of the information-gathering which it has carried out –
what evidence has been obtained and what does it indicate?
• What the authority has done with the information gathered – what
action will be taken as a result of what the information indicates?”
29

The Code of practice suggests that reporting can be contained within other
annual reporting processes. Heriot-Watt University proposes to incorporate
updates on the DES into annual reporting procedures, but also that a full
annual report of progress is produced in December of each year of the DES to
give more detailed information about progress. During the first year of the
DES we will gauge how best to produce the Annual Report and consider its
final publication, or an abbreviated version, in alternative formats.
30

DRC Check List for Higher Education
1.Are any of your senior managers
leading your institution’s work on Disability
Equality and the Disability Equality
Scheme?
2.Does your institution have a training
plan in place to demonstrate how and
when staff will receive disability equality
training?
3.Have senior members of staff received
training on disability equality, particularly
to ensure that when they set budgets and
approve corporate plans they have due
regard to promoting disability equality?
4.Does your institution have mechanisms
in place for involving your disabled staff,
students and service users in key decision
making, particularly on issues relating to
disability equality?
5.Have funds and other resources been
allocated to enable your institution to
comply with the statutory requirement to
involve disabled people?
6.Has your institution identified a number
of data sources relating to the
experiences of disabled staff and of
disabled students?
7. Does your institution have a system in
place for capturing improvements made
as a result of disability equality impact
assessments of initiatives, policies and
practices?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Working
towards
Working
towards
Working
towards
Working
towards
Working
towards
Working
towards
Working
towards
No
No
No
No
No
No
No
31

8.Do your committees receive this
information when considering major
policies?
Yes
Working
towards
No
9.Have you started drawing up an action
plan to cover the next three years, which
will aim to bridge the gaps between the
experiences of disabled and non-disabled
staff, students and service users?
Yes
Working
towards
No
10. Have you set targets for employment
retention and career progression of your
disabled staff?
Yes
Working
towards
No
11. Have you set targets which aim to
improve the educational opportunities
available to, and achievements of,
disabled students?
Yes
Working
towards
No
12. Do you monitor and set targets for the
appointment of disabled people to your
advisory boards, committees, etc?
Yes
Working
towards
No
13. Could any of your strategic objectives
be better met by ensuring equality for
disabled staff, students and service users,
including people with long-term health
conditions?
Yes
Working
towards
No
14. And finally, have you visited the DRC
website to get more information,
www.drc.org or attended any DRC
events?
Yes
Working
towards
No
32

Appendix V: Heriot-Watt University DES Action Plan 2006-09
1. Ensure that teaching staff are supported to meet the needs of Disabled Students
Identified
Action
1.1 Training to
enable better
support
mechanisms for
disabled
students.
Training should
cover;
• Info re
Disability
Service
• How to
support
disabled
students
• Enhance
current ISS
system for
distributing
info i.e. email
alerts
Source
Disabled
Students
Priorities for
Change
Link to
general
duty
Promote
positive
attitudes
towards
disabled
persons
Priority
High
Responsible
Officer/Area and
Resources
Each School
responsible for
ensuring staff
receive the right
training support to
meet the needs of
Disabled Students
Target Update Deadline
100% staff and
relevant PG
students given
practical
awareness
training
• What training
has taken
place if any?
• SENDA
• Assessing the
Work of
Students with
disabilities
• Disability
included in
PGCAP
• Disability
included in
Induction
• More staff
support re
dyslexia to be
arranged. link
to stats on
disabled
students
November
2008
33

1. Ensure that teaching staff are supported to meet the needs of Disabled Students
Identified
Action
1.2 Lecture
notes/handouts.
Materials
prepared for
distribution
should be in
accessible
formats
1.3 Standard
size exam
question font
size to be
changed where
required
Source
Disabled
Students
Priorities for
Change
Disabled
Students
Priorities for
Change
Link to
general
duty
Promote
equality of
opportunity
between
disabled
persons
and other
persons
Promote
equality of
opportunity
between
disabled
persons
and other
persons
Priority
High
Medium
Responsible
Officer/Area and
Resources
Each School
responsible for
ensuring materials
are made available
Each School
responsible for
ensuring exam
papers are printed
with 12 point font
sizes. where
required
Target Update Deadline
100% student
needs met with
materials in
appropriate
format for
audience
100% of exam
materials in
larger formats
where required
• What are the
barriers to
producing
materials in
accessible
formats – are
there possible
alternatives that
could be used
• Cost
implications?
Sept 2008
May/June
2009
34

1. Ensure that teaching staff are supported to meet the needs of Disabled Students
Identified
Action
1.4 Better use of
BSL signers for
specialist
services
Source
CHESS
conference
Link to
general
duty
Take
account of
disabled
persons
disabilities,
even where
that
involves
treating
disabled
persons
more
favourably
than others
Priority Responsible
Officer/Area and
Resources
Medium Schools 100% needs of
students/staff
and visitors to
be met
Target Update Deadline
• H-W Uni to audit
need for BSL
signers – need
to bare in mind
proportionality
and usage
November
2009
35

1. Ensure that teaching staff are supported to meet the needs of Disabled Students
Identified
Action
1.5 Take steps to
ensure
accessibility of
teaching rooms
for disabled staff
and students
Source
Disability
Advisory
Group
Link to
general
duty
Take
account of
disabled
persons
disabilities,
even where
that
involves
treating
disabled
persons
more
favourably
than others
Priority Responsible
Officer/Area and
Resources
Medium Estates Improved
availability of
accessible
teaching
accommodation
Target Update Deadline
• Concerns raised
over
accessibility of
teaching
accommodation
for disabled
staff/guest
lecturers
November
2009
36

2. Ensure accessibility of Heriot-Watt Campus Sites
Identified
Action
2.1 Ensure
Signage across
H-W is
appropriate
2.2 Ensure that
campus maps
clearly indicate
disabled
facilities, steps,
steep slopes,
lifts, accessible
toilets, parking
Source
Disabled
Students
Priorities for
Change
Staff/
Student
Disability
Questionnaire
2006
Disabled
Students
Priorities for
Change
Link to
general
duty
Promote
equality of
opportunity
between
disabled
persons
and other
persons
Promote
equality of
opportunity
between
disabled
persons
and other
persons
Priority Responsible
Officer/Area and
Resources
Medium Estates All signage
reviewed and
amended
where
necessary
High
Estates?
Corporate Comm?
Target Update Deadline
All maps to
show disabled
facilities clearly
• What is the
recent work that
has been taken
forward with
signage?
• Signage
streamlined
using gait
numbering
• Any new
signage to
conform to
disability
recommended
standards
• Ensure that the
designers of the
maps are aware
of the need to
sign-post
disabled
facilities
December
2008
February
2007
37

2. Ensure accessibility of Heriot-Watt Campus Sites
Identified
Action
2.3 Check height
of service
counters
2.4 Edinburgh
Campus: Bridge
Link at the Loch
to be resurfaced
Source
Disabled
Students
Priorities for
Change
DES
feedback
Link to
general
duty
Promote
equality of
opportunity
between
disabled
persons
and other
persons
Promote
equality of
opportunity
between
disabled
persons
and other
persons
Priority Responsible
Officer/Area and
Resources
Medium Estates All counter
heights
reviewed and a
programme for
physical
amendments
agreed on
replacement
Medium Estates Surface
replaced to
enable use by
disabled
persons
Target Update Deadline
• what is the
current position?
Are there ways
of altering
current practice
to ensure equal
access, e.g.
ensuring a
range of chair
heights at
reception areas
• work planned
March
2007
March
2008
38

2. Ensure accessibility of Heriot-Watt Campus Sites
Identified
Action
2.5 Edinburgh
Campus: all
main University
doors to be
made more
accessible
2.6 Edinburgh
Campus:
resolving issue
around location
of Cmttee Room
2
Source
Disabled
Students
Priorities for
Change
Disabled
Students
Priorities for
Change
Link to
general
duty
Promote
equality of
opportunity
between
disabled
persons
and other
persons
Promote
equality of
opportunity
between
disabled
persons
and other
persons
Priority Responsible
Officer/Area and
Resources
High Estates Installation of
push button or
automatic
doors on main
University
buildings
Medium Estates Accessibility of
all main
meeting spaces
Target Update Deadline
• How many
doors does this
mean and is this
feasible?
• Doors are
reviewed on a
needs basis and
through a
replacement
programme
• Ensure that
public meetings
or any meetings
being held with
disabled
participants are
in accessible
accommodation
November
2009
August
2009
39

2. Ensure accessibility of Heriot-Watt Campus Sites
Identified
Action
2.7 Edinburgh
Campus: ensure
all lifts are in
good working
order
2.8 Edinburgh
Campus: Review
access to
Chaplaincy and
installation of
accessible toilets
Source
Disabled
Students
Priorities for
Change
Disabled
Students
Priorities for
Change
Link to
general
duty
Promote
equality of
opportunity
between
disabled
persons
and other
persons
Promote
equality of
opportunity
between
disabled
persons
and other
persons
Priority Responsible
Officer/Area and
Resources
High Estates Regular
maintenance
schedule for lift
and possible
replacement if
problems
continue
Medium
Chaplaincy/
Estates
Target Update Deadline
Review access
for wheelchair
users to
Chaplaincy.
Identify
prescribed
route
• This is an
ongoing
problem which
has not yet been
satisfactorily
resolved.
Students
continue to miss
lectures as a
result.
• Are current
arrangements
suitable?
July 2007
(date for
problem
resolution)
April 2008
40

2. Ensure accessibility of Heriot-Watt Campus Sites
Identified
Action
2.9 Edinburgh
Campus:
Ensure
accommodation
access is
wheelchair
friendly
Source
Disabled
Students
Priorities for
Change
Link to
general
duty
Promote
equality of
opportunity
between
disabled
persons
and other
persons
Priority Responsible
Officer/Area and
Resources
Medium Estates Mapping of
accommodation
access and
programme of
development
produced
Target Update Deadline
• Are current
processes clear
and widely
understood?
March
2007
2.10 Edinburgh
Campus:
Improve library
signage
Disabled
Students
Priorities for
Change
Promote
equality of
opportunity
between
disabled
persons
and other
persons
Medium Library Part of signage
review already
outlined
• What is the
recent work that
has been taken
forward with
signage?
• Any new
signage to
conform to
disability
recommended
standards
December
2008
41

2. Ensure accessibility of Heriot-Watt Campus Sites
Identified
Action
2.11 Edinburgh
Campus:
increase the
availability of
library books
covering BSL for
Deaf Students
Source
Disabled
Students
Priorities for
Change
Link to
general
duty
Take
account of
disabled
persons
disabilities,
even where
that
involves
treating
disabled
persons
more
favourably
than others
Priority Responsible
Officer/Area and
Resources
High Library Increase by
50% BSL
books
Target Update Deadline
• Current
provision does
not meets of
BSL users on
BSL Tutors
Course
November
2007
42

2. Ensure accessibility of Heriot-Watt Campus Sites
Identified
Action
2.12 Scottish
Borders
Campus: ensure
widespread
understanding
of DES and its
implications
Source Link to
general
duty
Identified Gap Promote
equality of
opportunity
between
disabled
persons
and other
persons
Priority
High
Responsible
Officer/Area and
Resources
Scottish Borders
Campus
Target Update Deadline
Campus aware • DES materials
circulated
December
2006
2.13 Orkney
campus: ensure
widespread
understanding
of DES and its
implications
Identified Gap Promote
equality of
opportunity
between
disabled
persons
and other
persons
High Orkney Campus Campus aware • DES materials
circulated
December
2006
43

2. Ensure accessibility of Heriot-Watt Campus Sites
Identified
Action
2.14 Dubai
Campus: ensure
widespread
understanding
of DES and its
implications
Source Link to
general
duty
Identified Gap Promote
equality of
opportunity
between
disabled
persons
and other
persons
Priority Responsible
Officer/Area and
Resources
High Dubai Campus Campus aware • DES materials
circulated
Target Update Deadline
December
2006
2.15 Examine
usage of guest
bedrooms within
residencies for
disabled use
Staff/
Student
Disability
Questionnaire
2006
Take
account of
disabled
persons
disabilities,
even where
that
involves
treating
disabled
persons
more
favourably
than others
Medium Estates 5 % of student
and function
accommodation
set aside for
disabled use.
Also new
accommodation
processes to
take account of
disabled
persons needs
• Feasibility of
wheelchair
accessible guest
bedrooms
incorporated
into any plans to
upgrade
accommodation
or in building
new
accommodation
November
2009
44

2. Ensure accessibility of Heriot-Watt Campus Sites
Identified
Action
2.16 Examine
use of induction
loops,
throughout the
University
Source
Staff/
Student
Disability
Questionnaire
Link to
general
duty
Promote
equality of
opportunity
between
disabled
persons
and other
persons
Priority
High
Responsible
Officer/Area and
Resources
Media Studio
Conference Centre
Target Update Deadline
Look to
procurement of
portable
induction loops
• What is the
cost/feasibility of
induction loops.
Are portable
loops an option?
November
2008
45

3. Ensure that web-based technology is fit for use by Disabled People
Identified
Action
3.1 Standardise
and increase the
availability of PC
Caledonia and
ensure
accessibility for
web tests
Source
Disabled
Students
Priorities for
Change
Link to
general
duty
Promote
equality of
opportunity
between
disabled
persons
and other
persons
Priority Responsible
Officer/Area and
Resources
Medium IT Extend facility
to home use if
possible.
Ensure the
adjustments
can be made to
web tests to
accommodate
extra time
requirements.
Target Update Deadline
PC Caledonia will
continue to
operate as a
separate entity
from the VLE.
January
2008
3.2 HWUSA
website is
difficult to use –
look at
accessibility
options
Disabled
Students
Priorities for
Change
Promote
equality of
opportunity
between
disabled
persons
and other
persons
Medium
Heriot-Watt
Students Union
Need to be
aware of future
needs
HWSU website
developed and
incorporates
accessibility
options
• See DRC
website for e.g.
www.drc.org.uk
• Discussed at
HWSUA Nov 06
– funding
deemed
prohibitive
January
2008
46

3. Ensure that web-based technology is fit for use by Disabled People
Identified
Action
3.3 H-W main
website and
VLE – look at
accessibility
options
3.4 BSL use in
H-W website
Video footage
Source
Disabled
Students
Priorities for
Change
Disabled
Students
Priorities for
Change
Link to
general
duty
Promote
Equality of
opportunity
between
disabled
persons
and other
persons
Promote
equality of
opportunity
between
disabled
persons
and other
persons
Priority Responsible
Officer/Area and
Resources
Medium IT HW website
developed and
incorporates
accessibility
options
Medium IT/Schools All video clips
include BSL
Target Update Deadline
• See DRC
website for e.g.
www.drc.org.uk
Text only option
available
• Pilot activity
underway with
support from
Disability
Service
• Media Service
developing tools
May 2007
February
2008
47

3. Ensure that web-based technology is fit for use by Disabled People
Identified
Action
3.5 Look at the
possibility of
wireless
connections
across H-W, or
at least in
specific locations
3.6 Assess need
and possibly
procure screen
readers/
magnifiers
Source
DES
feedback
Staff/
Student
Disability
Questionnaire
2006
Link to
general
duty
Promote
equality of
opportunity
between
disabled
persons
and other
persons
Promote
Equality of
opportunity
between
disabled
persons
and other
persons
Priority Responsible
Officer/Area and
Resources
Medium IT/Schools Wider access
to wireless
connections
across all H-W
Campuses
Medium IT/Schools Incorporate
accessible
technology
throughout
schools &
computer labs
Target Update Deadline
• Raised via DES
• Presently
available in
Library and in
Schools with
blind/VI students
• How do the
screen
readers/magnifi
ers currently
work?
September
2009
August
2007
48

4. Promoting flexible access and encouraging successful participation
Identified
Action
4.1 International
Students
eligibility for
Disabled
Students
Allowance
4.2 Promote and
support
participation in
University
decision-making
Source
DES
Preparation
H-W Strategic
Plan
Link to
general
duty
Promote
equality of
opportunity
between
disabled
persons
and other
persons
Encourage
participation
of disabled
persons in
public life
Priority
Medium
Medium
Responsible
Officer/Area and
Resources
Equality and
Diversity
Advisor/International
Student Advisers
Equality and
Diversity Advisor
Target Update Deadline
Alternative
funding for
International
Students
identified
Active Student
(and Staff
Groups) for
equalities
strands
• Looking to
establish a
review of criteria
for the Disabled
Students
Allowance
against the
equalities
legislation
• Need to assess
feasibility and
demand for such
groups. Look to
establish
alternative
mechanisms if
required
December
2009
August
2007
49

5. Promoting a supportive working and learning environment
Identified
Action
5.1 Take action
to have more
appropriate
action to
respond to
employees and
students with
mental health
problems
5.2 Look to
developing
Access to Work
(AtoW)
procedures for
Deaf staff
5.3 Awareness
raising training
and support for
staff to improve
services to
disabled people
Source
Disability
Equality
Scheme
Working
Group and
SEE ME
campaign
CHESS
conference
CHESS
Conference
& Equality
Forward
report 2006
Link to
general
duty
Promote
positive
attitudes
towards
disabled
persons
Promote
positive
attitudes
towards
disabled
persons
Promote
positive
attitudes
towards
disabled
persons
Priority
Medium
Responsible
Officer/Area and
Resources
Equality and
Diversity
Advisor/HR/SWS
Target Update Deadline
Flexible
mechanisms in
place to be personcentred
High HR Systems in place to
provide BSL
interpreters for
conferences/training
Medium/High
dependent
on identified
needs
HR
Disability Adviser
Routine training on
disability offered
through staff
development
strategy
• Work currently
underway to
establish
mechanisms
for student
population.
Activity to meet
the needs of
staff as well.
• Link to being a
2-tick employer
• Link to being a
2-tick
employer?
January
2007
August
2007
January
2007
50

5. Promoting a supportive working and learning environment
Identified
Action
5.4 Look at
possibility of
targeting some
adverts toward
disabled people
Source
Equality
Forward
report 2006
Link to
general
duty
Promote
positive
attitudes
towards
disabled
persons
Priority Responsible
Officer/Area and
Resources
Medium HR Include specific
adverts in
Disability
publications
Target Update Deadline
• Does this link to
being a 2-tick
employer?
January
2007
5.5
Questionnaires
across the
University to
include equalities
profiling
questions
DES
feedback and
legislation
Promote
positive
attitudes
towards
disabled
persons
High ALL All
questionnaires
include profiling
questions
• Patchy across
the University.
Some work
required to
demonstrate
need and use of
data
August
2007
51