Creating the necessary conditions for inclusion for disabled students in higher education depends on a multifaceted approach, integrating clear policies, effective training, enabling judgement and initiative from frontline staff and supporting psychological safety for both staff and students.
Providers may benefit from ensuring that there is a clear institutional approach to identifying, setting and reviewing competence standards across the organisation. This may include proactively communicating with and supporting academic to understand the Provider’s policy and approach. This can help ensure competence standards are consistently considered, set and published to applicants and students.
Providers should develop clear, comprehensive policies on both competence standards and reasonable adjustments, as well as how they interact, to ensure consistency and fairness across an institution. These policies should be communicated effectively to all staff and students, providing a uniform framework that outlines the responsibilities and expectations for everyone involved.
Regular training programs can equip staff with the knowledge and skills needed to apply these policies consistently. Policies and training may cover where staff are expected to exercise judgement and flexibility in applying policies and navigating urgent or emergency situations.
Staff and students should feel able to speak up about potential issues or risks related to competence standards and reasonable adjustments without concern of retaliation. It will be important to communicate clear expectations to staff and students, such as the EHRC recommendation that both staff and students are able to access and implement escalation procedures for adjustments in relation to urgent deadlines or assessments.
