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SU Policy

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NUS SWD Campaign
Developing SWD policy for Student Unions

Student Unions usually have equal opportunities policies, which respect the needs and rights of all students. This may include groups such as mature students, students from ethnic minority groups and students with disabilities and learning difficulties. As well as considering their own provision, Student Unions are often in a very good position to improve facilities for certain groups of students within the university as a whole.

The Disability Discrimination Act Part 4

In September 2002, the 95 Disability Discrimination Act (DDA) was amended to include the Special Educational Needs and Disability Act. This means that Colleges and Universities have a duty to not to treat disabled people less favourably and to provide reasonable adjustments to ensure disabled students are not placed at a substantial disadvantage.

The DDA part 4 includes the provision of all student services, of which the SU is a part. The SU in a university will also be covered under parts 2 and 3 of the Act – 'employment' and access to 'goods and services'. SU Executives are also in a key position to ensure that not only the SU, but also the whole university is supporting and providing for disabled students.

Areas for action by student unions

1 Developing policy

If the SU executive does not already have a disabled students’ officer then think about creating this post. Look into creating a policy concerning disabled students or include disabled students in equal opportunities policy. Ensure that all SU policies are available to all students in a range of formats.
Find out if the University has a disability committee. If it does, then ensure that disabled students and the SU are represented. (If a committee doesn’t exist then look into establishing one.)
Find out who your University’s disabled students’ adviser, disability co-ordinator or equivalent staff member is.
Find out if your university has a disability statement and if this is up to date. A disability statement describes the institution’s current and future provision for disabled students. Make sure that it is accurate and check how widely the statement is publicised to current and potential students. Also check that the statement is available in accessible formats such as large print, tape and disc if needed.
Does the University (and SU) have any set budget for provision for disabled students? If not, then investigate the possibilities of one being established, either through the disability committee, if there is one, or the disabled students’ co-ordinator.
Does your University prospectus give useful information about policy and provision for disabled applicants? If not, find out who produces the prospectus and propose including such information. Try to make sure positive images and profiles of disabled students are included.

2 Safety and training Back to top

Do SU staff and executive receive disability equality or awareness training? If not, contact the staff development officer to organise this.
Check that there are fire safety and evacuation procedures for people with disabilities in all SU buildings. Take advice if necessary. Install flashing fire alarms.
Arrange disability awareness and equality events for other students and staff. These could take the form of disability equality weeks, meetings, video showings or art exhibitions.

3 Access to student union buildings

Access to buildings is also covered by the DDA part 4. By 2005, universities must show how they have, or have planned and budgeted, to improve access to buildings for disabled people.

Access to buildings under the DDA part 3 (goods and services) comes into force in September 2003, so SU buildings need to be made accessible.

If an access survey or audit has not been carried out in the University (including the SU), investigate getting one done. There are professional organisations which can carry out such audits or you could conduct your own. It may be possible to get help with this from a voluntary organisation such as a local access group. Skill’s information booklet ‘Improving access to the physical environment for all disabled students’ gives more information and lists of useful contacts.
Provide access maps which are relevant for all disabled students, not just wheelchair users.
Think about access issues in all areas of the student union and draw up a plan of action. Include:
o Good lighting
o Lines painted on steps
o Well identified colour contrasts for doors
o Braille markings on doors and lift buttons
o Audible floor announcements in lifts
o Chairs by phones and other resting places
o Vending machines, telephones, pigeon holes etc placed at an accessible height for wheelchair users
o Clear notices and signs
o Provision of accessible parking for disabled people

4 Access to student union events Back to top

Check that events and entertainment officers are aware of access issues when planning events.
Consult with disabled students regularly.
Ensure that SU meetings, including general meetings, are accessible to disabled students. This may include providing interpreters or communicators for deaf students who wish to participate, holding meetings in a room fitted with an induction loop, and ensuring that the venue is accessible to wheelchair users.
Ensure that meeting minutes are produced in accessible formats, for example large print, on disk, and on the intranet.
Make sure that you have access to Braille transcription services that you can use if necessary.

5 Providing information to disabled students

Produce posters and leaflets in clear, large print that is accessible to people who are partially sighted. This will also make them clearer for everyone.
Put notice boards in places that are well lit, easily found and accessible.
Ensure that the language used in the information produced by the University or SU is not offensive to disabled people. If you are not sure, contact organisations for disabled people for advice.
Use university radio, newspapers etc to publicise information for disabled students.
Encourage editors of student newspapers and magazines to include positive articles on disability and disabled students.
Ensure that the welfare services are accessible. Make specialist and general information available in a range of formats. Ensure that sign language interpreters can be made available if necessary.
Consider developing a resource of information that is specifically helpful for disabled students. Skill’s information booklet ‘Organisations offering advice and information to disabled people’ provides a list of local and national groups that can help and advise.

Getting advice

Your university should have a member of staff who has responsibility for helping disabled students. Their job title is often Disabled Students’ Adviser or Disabled Students’ Co-ordinator and they can be a useful source of advice and information to SU officers developing policy or working with disabled students.
The National Union of Students has a Committee of Disabled Students and a Students with Disabilities Officer. You can make contact via the NUS headquarters.
Build contacts with local groups for disabled people.
Join Skill - www.skill.org.uk

How can SUs respond and prepare for the DDA?

The implications of the DDA will be different for different providers and institutions. Much will depend on size, on budget, on the type of provision made available and the sort of student membership you have. Below are a few suggestions on how you can make your Union more accessible and inclusive.

Remember if a building or service or a product is inaccessible do something about it.
Stand up for the rights of students with disabilities, make a fuss and run a campaign. Often all that is needed to make something accessible is a simple letter. Campaigning is not difficult, it does not have to take up a lot of time and it can be very rewarding. It works and can help make society accessible to everyone.
Employment policies and practises including recruitment, promotion, training and support available to individuals may need to be audited and overhauled. This applies to Executive positions as well a selection material made available in alternative formats? Can your election procedures be changed if necessary to accommodate students with disabilities standing as candidates?
Run campaigns that raise awareness around the issues discussed in this briefing. For example get your Union to be, part of the ‘Are Your Freshers Free to Pee?’ campaign go to www.free2pee.org.uk to find out more.
Commercial services such as bars, shops, renting of rooms to local groups, art galleries or theatres, canteens or sports facilities may need to be checked to ensure they are accessible.
Ensure that all your democratic procedures are accessible. Hold all your AGMS, Councils etc. in accessible venues. Lead the way in demonstrating best practise.
Other non-educational services may also need to be audited to ensure that disabled people as users of the services, whether students or others, are not discriminated against. This may include catering, information material, and advisory and careers services.
Ensure that your web site is accessible.
Unions may find it helpful to review their complaints, grievance and appeals procedures to ensure that staff, students, customers or other people with disabilities with a complaint can find speedy redress without the need to pursue a case to tribunal/court.
Train all your Union staff, officers, sport captains and club & society presidents on the issues of accessibility, inclusively and disability.
You may need to review your Union buildings to ensure they do not pose obstacles to staff, service users or students with disabilities.
Ensure that you offer designated parking for people with disabilities.
Ensure that your Union information is available in formats other than standard print.
One of the best ways for your Union to meet the needs of students with disabilities is to create a Students with disabilities officer, representative or group. If you have more than one sabbatical officer it is also a good idea to place disability issues under the remit of the most appropriate one.
Try to get the opinions of students with disabilities on prospective changes by advertising on notice boards, your website or in magazines. This is not meant to be an exhaustive list of things you can do and you may well think of other areas in which your SU could make changes. If you organise any events or draw up any action plans, why not send a report for ‘Notes and Quotes’? There are probably lots of people who would be interested in reading about what your SU is doing.