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Anticipating reasonable adjustments in service provisionEquality and diversity training materials: handbook for trainers
IntroductionEquality Challenge Unit (ECU) utilises the social model of disability in order to properly understand the nature of exclusion, disadvantage and discrimination of disabled people. The social model distinguishes between impairment and disability to highlight that whether a person with an impairment is disabled depends on the physical, procedural and social barriers they encounter.
For a discussion on the social model of disability, including its relevance to practitioners in the higher education sector, see Martin, N (2012) ‘Disability identity – disability pride’. Perspectives: policy and practice in higher education, 16(1): 14–18.
Higher education institutions (HEIs) provide a variety of services for their staff and students, for example catering, careers advice and support, libraries and student accommodation. The way that these services are provided may present barriers which prevent people with impairments from fully accessing and benefiting from these services.
These disabling barriers may be physical (the design of the built environment), procedural (the way a service is delivered) and social (lack of awareness, negative attitudes towards disabled people – whether conscious or unconscious). People with different impairments, and people who disclose similar impairments, may experience different disabling barriers.
This training pack contains materials to encourage staff working in service provision to anticipate and remove disabling barriers so that their services are inclusive to all staff and students. They are designed for HEIs to adapt to meet their purposes and have been written in the context of the current equalities legislation in England, Scotland, Wales and Northern Ireland.
Recommendations for delivery
Accessibility
You will need to consider accessibility when organising and delivering the training, in particular:
Location and timing
= Room and facilities, including facilities for showing presentation slides, whether the room has an induction loop, whether the room can be accessed by a wheelchair user.
= Time of day – ECU recommends that the training is held between 10:00 and 16:00 to ensure that people with childcare and other caring responsibilities can attend the full session.
= Timing of the training in relation to religious days and festivals that are commonly observed by staff within your institution. Refer to a religious events calendar, such as this one from the BBC: www.bbc.co.uk/religion/tools/calendar
= Catering requirements
Materials/resources
When publicising the training, organisers should provide information about the training room and facilities and outline the workshop activities. When taking bookings, organisers should ask participants whether they have any individual access requirements, including whether materials need to be prepared in particular formats and then make these available to staff at the session.
For more detailed general guidance on organising and delivering accessible workshops, see the following guides from JISC TechDis www.jisctechdis.ac.uk/techdis/resources/detail/aboutus/Accessible_Events
Audience
Use of language
The session may be uncomfortable in some areas for delegates but should improve disability equality overall. It is therefore important that the training sets ground rules at the beginning around respect, and that it is clear on what terminology is generally accepted by disabled people.
It may also be helpful for trainers to provide anonymised anecdotes from their institution’s disabled staff and students around their thoughts on the language that they encounter around disability.
Confidentiality
To ensure freedom of discussion it is important to make staff attending the training aware that discussion in the room will be kept confidential. Participants should be free to use the information received, but neither the identity nor the affiliation of the speaker/s, nor that of any other participant, may be revealed.
Staff attending the training should be advised not to name individuals when using examples and to avoid using examples in which sensitive and personal information could easily be connected with an individual.
Selection of materials
All staff have a role to play in anticipating reasonable adjustments. However, some of these materials may only be of relevance to staff in particular roles; this is noted in this pack where appropriate. Trainers can select sections of the training materials and the accompanying activities to meet the training requirements of staff within their institution.
Institutional context
You will need to adjust the training slides and activities to ensure that they are reflective of your institutional context.
Timings
Approximate timings for each section are provided in the outline on page iv. Timings can be adapted by trainers, and options for extending activities and sections are included in the text.
Room setup
The activities will involve group work. We would recommend cabaret style seating with 4–8 people around each table or for smaller groups boardroom style will enable working in pairs.
Equipment
You will require:
= facilities for showing presentation slides
= copies of relevant activities, answer sheets and handouts
= flip charts and pens
Additional materials
The following materials may be of assistance when preparing for and delivering the training:
= your HEI or college’s equality policy/policies including details of any equality objectives which have implications for disability equality
= ECU (2010) Managing reasonable adjustments in higher education www.ecu.ac.uk/publications/managing-reasonable-adjustments-in-higher-education
= ECU (2010) Disability legislation: practical guidance for academic staff (revised) www.ecu.ac.uk/publications/disability-legislation-practical-guidance-for-academic-staff-revised
= ECU (2009) Sensory access in higher education: guidance report 2009 www.ecu.ac.uk/publications/sensory-access-in-higher-education-guidance-report-2009
= ECU (2011) Enabling equality: furthering disability equality for staff in HE www.ecu.ac.uk/publications/enabling-equality-staff
= ECU (2012) Equality Act 2010: implications for colleges and HEIs revised www.ecu.ac.uk/publications/equality-act-2010-revised
= EHRC (2011) Equality Act 2010 Code of practice on employment www.equalityhumanrights.com/legal-and-policy/equality-act/equality-act-codes-of-practice-and-technical-guidance
= EHRC (2011) Equality Act 2010 code of practice on services, public functions and associations www.equalityhumanrights.com/legal-and-policy/equality-act/equality-act-codes-of-practice-and-technical-guidance
National context
The materials highlight where legislation varies in England, Scotland, Northern Ireland and Wales. Trainers will need to select information that is appropriate to their country.
Outline of the training Introduction, aims and ground rules (5–10 minutes)
= Provide delegates with an overview of what they can expect to achieve through attending the session
= Detail the different parts of the session with approximate timings
= Set any ground rules (eg in terms of confidentiality and language used), with input from delegates
Presentation slides
What is ‘disability’? (35–55 minutes)
= Explore what is meant by the terms ‘disability’ and ‘impairment’
= Introduce delegates to the social and structural model of disability
= Raise awareness of the diversity of disabled people’s experiences
Presentation slides
Activity 1: word association
Handout 1: the social vs medical model of disability
Activity 2: what are the disabling barriers?
What is a reasonable adjustment? (45–90 minutes)
= Introduce the legal requirement to make reasonable adjustments
= Understand the difference between an anticipatory and an individual approach to reasonable adjustments, and introduce the concept of an inclusive environment
= Understand what factors may be taken into account in deciding whether a proposed adjustment would be ‘reasonable’
Presentation slides
Handout 2: individual, anticipatory and inclusive adjustments
Activity 3: removing and preventing barriers
Activity 4: anticipating barriers – scenarios
What role can I play in providing reasonable adjustments? (30–45 minutes)
= Understand that everyone can play a role in providing reasonable adjustments
= Gain insight of some specific actions people can take
Presentation slides
Activity 5: what role can I play in providing adjustments?
Materials can be downloaded from www.ecu.ac.uk/documents/reasonable-adjustments-training-pack
1 Introduction, aims and ground rules
Slide 1.1
Trainer notes
Introduce yourself and explain why the institution has invested in providing training around anticipating reasonable adjustments. This may be to:
= improve delegates’ disability confidence (see resources from the Business Disability Forum http://businessdisabilityforum.org.uk)
= ensure the institution provides an inclusive environment to its diverse staff and student body
= help delegates to ensure their services are inclusive to all staff and students
= ensure that the institution is a place where all staff and students are supported (improve the student experience)
= ensure that the institution meets its legal responsibilities around reasonable adjustments
The trainer may want to support these points with statistics outlining the disability profile of its student and staff body. The trainer may also want to take this opportunity for delegates to introduce themselves. Each delegate could give their name, the service they work in (eg catering, estates) and one goal they would like to achieve by the end of the session.
A series of drivers from government may also be of interest to delegates. Slides A1–A9: further key drivers.
Slide 1.2
Trainer notes
These aims should be tailored to the session, but may include the aims mentioned.
Slide 1.3
Trainer notes
These should be tailored to the session, but may include the points mentioned.
The trainer may also want to include an outline of timings.
Slide 1.4
Trainer notes
As the session may be uncomfortable in some areas, and delegates may be anxious about saying ‘the wrong thing,’ it is important for the group to offer some ground rules which can
be followed and referred to during the session. These may include speaking respectfully, listening and not interrupting others.
The trainer may also want to use this opportunity to explain that to keep to time, they may need to interject so that delegates remain focused and cover all the issues.
The What is disability? session will provide delegates with information about the language that the trainer will be using, which should further support them to improve their disability confidence.
2 What is ‘disability’?
Slide 2.1
Trainer notes
Outline the aims and the time you want to spend on this section.
Slide 2.2
Trainers notes
This introductory quote is from one of the pioneers of the social model, Mike Oliver. It is this conception of disability that the training will explore.
Slide 2.3
Trainer notes
Provide examples showing that whether someone is disabled depends on context (and encourage participants to come up with others). For example, someone who has literacy difficulties (for instance because of dyslexia) might be disabled by our society, which relies heavily on written text; but might not be disabled in a largely oral society.
Explain that this understanding of impairment and disability has been called the social or structural model of disability.
Option: activity 1
Activity 1: word association
This activity will introduce the terms ‘impairment’ and ‘disability,’ test existing knowledge, promote discussion about meaning, and provide short descriptions to establish a shared understanding.
Split the group into up to three teams, ideally of 3–5 people. More than three teams will require extra time for feedback.
Ask delegates to discuss what is meant b y the words ‘impairment’ and ‘disability’ and to write down their suggestions. Stress that you are not looking for dictionary definitions. It can be a bullet-point list of words or phrases to encourage flow. This may be a good point to remind delegates of any ground rules.
Collect feedback from the groups on a flipchart.
Slides 2.4 and 2.5
Trainer notes
These two slides outline the social or structural model, and highlight that the areas of the HEI in which delegates work may create barriers.
Highlight that this is the model that this training will adopt.
Complement these slides with handout 1 to re-enforce messages.
Handout 1: social model vs medical model
Adapted from DRC (2005) Citizenship and Disability. Lesson 3, Worksheet 2. Former Disability Rights Commission, London.
Medical or individual model
Perception of disabled people as the problem:
= ‘unable to get up steps’
= ‘unable to use their hands’
= ‘unable to see’
= ‘unable to hear’
= ‘ill and in need of a cure’
= ‘in need of help and carers’
= ‘having a specific learning difficulty’
= ‘having a mental health difficulty’
= ‘confined to a wheelchair’
Social or structural model
Realisation that societal barriers need tackling through:
= well-designed buildings
= assistive technology
= alternative formats
= sign language interpreters
= inclusive workplaces
= independent living
= inclusive methods of assessment
= positive and non-discriminatory attitudes
= accessible environments
Activity 2: what are the disabling barriers?
The purpose of this exercise is for delegates to gain an understanding of how disabling barriers are relevant to context.
Split the group into up to three teams, ideally of 3–5 people. More than three teams will require extra time for feedback. Provide each team with a large colour print of each of the slides.
For each illustration, ask delegates to discuss what the disabling barriers are in this context. Possible solutions may also be offered.
Example 1
Some answers (the group may think of others)
A. No safety rail (physical barriers)Steps, stairs and ramps should have safety/handrails which can be used with right and left hands. Some people may use the rail to pull themselves up and they may only have one useable hand (either because of using a walking aid or due to impairment).
B. No colour contrast on steps (physical barriers)Nosings on steps should have a colour-contrast strip on the edge.
C. Shadows look like obstacles (physical barriers)Bright, directional lighting may create strong shadows across floors if there are pillars or large objects in the area. For some people with visual impairments these can be confusing and look like obstacles across the floor. It is of course helpful to have good lighting, but check that it doesn’t create this effect.
D. Poor contrast on pillars (physical barriers)Pillars or fixed objects, particularly in large hallway type areas, need to be easily distinguishable for people with visual impairments or they may constitute serious hazards. Ensure the pillars have good contrast markings at a variety of heights (bearing in mind that some people may be unable to look up, may be wheelchair users or be very short). Similarly, mirrored or highly reflective surfaces on pillars or walls can be visually very confusing for people with limited sight.
E. No blinds on windows (physical barriers)Windows with natural lighting that may fluctuate a lot during the day can create varying lighting effects which may be difficult for some people. Bright sunlight can create the shadow effect (see C above) and low level natural light will need augmenting.
F. Raised obstacle on floor (physical and organisational barriers)Raised or textured obstacles on the floor present an obvious physical hazard, particularly for people with visual impairments or who are blind. Logos or artwork on floors can also be visually very confusing for people with partial sight (eg an unexpected dark shape can appear to be a hole in the floor).
G. Lift location indicator poor (information and physical barriers)Wayfinding to lifts (and stairs) to other levels needs to be clear. Good signage (at different height levels, in well contrasted lettering) will assist everyone and in particular will remove barriers for many disabled people.
H. Poor contrast between walls and floor (physical barriers – and potentially organisational barriers)Lack of colour contrast between walls and floors, or in corridors and walkway routes can create barriers and make orientation difficult for some people with visual impairments (and indeed, at times, people experiencing mental or emotional distress). Clear, well contrasted lines on main through routes in corridors, large hallways and to key facilities or reception points can help remove barriers by assisting wayfinding. Beware the use of any corporate colour schemes which reduce colour contrast.
I. No soft furnishings to baffle acoustic noise (physical and communication barriers)While in some areas it is hard to avoid, be aware that large areas with only hard surfacing can create barriers for some disabled people. The cumulative effect of noise against hard surfacing can create a lot of noise distortion for people with hearing impairments and can increase confusion and distress for people under mental and emotional pressure. To avoid creating additional barriers, ensure that talks or verbal information-giving (particularly in groups) doesn’t take place in large areas with a lot of background noise.
J. No wayfinding signage (information, communication, organisational and physical barriers)Good ‘wayfinding’ signage can be very important for removing barriers – clear accessible information in each area of the building helps orientation for everyone, especially in large hallway type areas like the one illustrated. Signage should be in a sans serif font, high in contrast (black or very dark blue against white, cream or yellow is a generic combination which provides maximum visual accessibility for most people), as large as possible in lower case with leading capitals (not all capital letters) and at heights which would be visible without craning the neck too much (i.e. not close to ceiling height). The ‘corporate visual style’ should adhere to these principles in order to remove, rather than create, barriers.
K. Lack of accessible alarm system (communication and organisational barriers)The installation of fire/emergency alarm systems should take account of Deaf/deaf people and people with hearing impairments, particularly in areas of buildings where people may be alone (this would apply to staff and visitors as well as students). Usually flashing light systems would make emergency alarm systems more accessible, and there should always be well-publicised procedures in place to ensure safe egress for all in the event of an emergency, including visitors who may be unfamiliar with the layout of the building. Evacuation procedures must include safe egress for all disabled people, including people with mobility impairments on upper floors when lifts are out of action.
L. Lack of accessible seating (physical barriers)Having seating available in large hallway, reception or waiting areas can remove barriers for people who are unable to stand for longer periods, or who become tired after walking. Ideally, and of course depending on the space available, seating should be of different types (eg hard and softer chairs of different seat-heights; chairs with and without arms; note that lightweight plastic chairs which move easily can be awkward for some people to use; space should also be available for wheelchair users within the general seating area not stuck out on the end into a walkway, etc.).
Example 2
Some answers (the group may think of others)
A. Making assumptions (attitudinal, organisational and communication barriers)Making assumptions about what disabled people may or may not be capable of doing can create barriers and has historically been a major issue in limiting disabled people’s opportunities. Indeed, there are many examples of where such assumptions have been translated into life-limiting legislation affecting disabled people. For example the Juries Act 1974 put a blanket ban on ‘mentally disordered persons’ undertaking jury service, and the Companies (Model Articles) Regulations 2008 which stated that a person might cease to be a director of a public or private company ‘by reason of their mental health’. These pieces of legislation have since been amended by the Mental Health (Discrimination) Act 2013. Disabled people usually have to be consummate problem solvers to negotiate their way through the barriers of life, and it is important that other people facilitate this problem-solving rather than making negative assumptions about capability. Assumptions are usually made in rather more subtle ways than this cartoon suggests, of course, but the challenge remains to ensure that disabled people are given the same information about the same opportunities and that they are not restricted by negative assumptions.
B. Poor colour contrast (physical barriers – and potentially organisational barriers)Lack of colour contrast between walls and floors can create barriers and make orientation difficult for some people with visual impairments. Beware the use of any corporate colour schemes which reduce colour contrast.
C. No induction loop system (communication barriers)Reception desks, interview rooms etc. should normally be equipped with induction loop, infra red or similar systems to reduce barriers for people who use hearing aids. A sign that the facility is available should be displayed on or near the interview or reception area.
D. Communication support barriers? (communication and organisational barriers)Have this student’s communication support needs been addressed in this cartoon or are there communication barriers here? People who are Deaf/deaf/deafened or who have a hearing impairment will have different communication support needs which will need to be addressed in this situation as well as in the teaching and learning environment. This will also apply to people who have no speech for other impairment-related reasons and may have communication support.
E. No information in alternative formats? (Information and organisational barriers)Any printed information on display should also be available in a variety of accessible formats. Making information accessible could be part of the organisation’s policy and should be well publicised to students, staff and visitors. It is recommended that universities have an accessible information policy and/or procedures.
Trainer note
The distinction between Deaf, deafened and deaf may be important for many people and may assist with considering different barriers experienced. People who describe themselves as ‘Deaf’ (with a leading capital letter) are likely to be people whose first language is sign language (or BSL – British Sign Language) and who have probably been Deaf since birth or early childhood. They are likely to identify culturally with the Deaf community. As students they will almost certainly have sign language interpreters working with them. People who described themselves as ‘deaf’ (with a small d) are likely to be people who, if they were deaf as children, were probably educated in the ‘oral’ tradition with English (or their native first language) as their primary means of communication. They may use Sign Supported English (SSE) as their preferred communication (which, unlike BSL, follows the grammar and
structure of the spoken/written language). ‘Deafened’ people are likely to be those who became profoundly deaf as much older children or adults and their communication needs may be very different (eg speech-to-text transcription or needing spoken information in written form, such as lecture notes) since they may not have learned the skills of lip-reading or SSE.
‘Hearing impairment’ or ‘hearing loss’ is very common and may vary in degree. The degree/amount of hearing loss is not important – what is vital to know (in order to remove barriers for those students) is each individual’s communication needs. Some simple (no cost!) good practice in this area can have an enormously beneficial effect on removing barriers and can be used by everyone. Examples of good practice include facing the person and not covering the mouth (to facilitate lip reading); speaking normally, not with exaggerated mouth movements or facial expressions; not chewing gum or eating while talking; ensuring good lighting on the face of the person speaking, not behind them; having a plain background behind the person speaking so that there is not distracting ‘visual noise’, etc.
Example 3
Some answers (the group may think of others)
A. Some people using a crutch are unable to use ramp (physical barriers)While ramps are of course essential in some areas to create step-free access, be aware that for people with some types of mobility problems a few steps are easier than a long, gradual slope.
B. No handrail (physical barriers)Ramps (and steps/stairs) should always have handrails for support safety (and some people may use them to literally pull themselves up the ramp/steps). There should be a handrail on both sides since (as in this example) some people may only have one usable hand for the rail.
C. No safety rail on outer edge (physical barriers)As in B, above, handrails are necessary on both sides of a ramp or steps. On the outer edge of the ramp the rail is also there for safety as well as support.
D. Inaccessible signage (Information, communication and physical barriers)Good signage is very important for removing barriers. Signage should be high in contrast (black or very dark blue against white, cream or yellow is a generic combination which provides maximum visual accessibility for most people). In this example the white lettering against the pale blue-grey background does not provide sufficient colour contrast. Signage should be as large as possible in lower case with leading capitals (i.e. not all capital letters), as in this example, and at heights which would be visible without craning the neck too much (i.e. not close to ceiling height).
E. No accessible steps as alternative (physical barriers)As in A, above, it is important to be aware that for people with some types of mobility problems a few steps are easier than a long, gradual slope provided by a ramp. Steps should have handrails on both sides (see B above) and colour contrasting nosings on the edge of each step.
F. Poor contrast between walls and floor (physical barriers – and potentially organisational barriers)
Lack of colour contrast between walls and floors, or in corridors and walkway routes can create barriers and make orientation difficult for some people with visual impairments (and indeed, at times, people experiencing mental or emotional distress). Clear, well contrasted lines on main through routes in corridors, large hallways and to key facilities or reception points can help remove barriers by assisting wayfinding. Beware the use of any corporate colour schemes which reduce colour contrast.
G. No wayfinding signage (information, communication and physical barriers)Good ‘wayfinding’ signage can be very important for removing barriers – clear accessible information in each area of the building helps orientation for everyone. A wayfinding sign on the wall at the bottom of the ramp in this example would be helpful. As in D, above, lettering should be high in contrast (black or very dark blue against white, cream or yellow is a generic combination which provides maximum visual accessibility for most people), as large as possible in lower case with leading capitals (not all capital letters) and at heights which would be visible without craning the neck too much (i.e. not close to ceiling height).
H. Lack of accessible alarm system (communication and organisational barriers)The installation of fire/emergency alarm systems should take account of Deaf/deaf people and people with hearing impairments, particularly in areas of buildings where people may be alone (this would apply to staff and visitors as well as students). Usually flashing light systems would make emergency alarm systems more accessible, and there should always be well-publicised procedures in place to ensure safe egress for all in the event of an emergency, including visitors who may be unfamiliar with the layout of the building. Evacuation procedures must include safe egress for all disabled people, including people with mobility impairments on upper floors when lifts are out of action.
I. Lack of accessible seating (Physical barriers)Having seating available in long corridors, large hallways, reception or waiting areas can remove barriers for people who are unable to stand for longer periods, or who become tired after walking. Ideally, and of course depending on the space available, seating should be of different types (eg hard and softer chairs of different seat-heights; chairs with and without arms; note that lightweight plastic chairs which move easily can be awkward for some people to use; space should also be available for wheelchair users within the general seating area not stuck out on the end into a walkway, etc.).
Slide 2.6
Trainer notes
As noted in the previous exercise, there are a variety of impairment types. People need to consider this when reviewing and implementing policies and procedures.
Slide 2.7
Trainer notes
This slide provides HESA statistics of disabled students which highlight that a range of impairment types. Percentages given are the percentage of disabled people with each impairment.
The trainer should ensure that they read the statistics to delegates.
The categories used are broad, and are not without debate. They include mental health difficulties, if they are long term or recurring, and people whose symptoms are controlled by medication or treatment.
Important to note that these figures only relate to people who have disclosed a disability, and so are likely to be underrepresentative.
The trainer may choose to include statistics of the local student populations to compare with these national figures.
Possible activities:
Discuss why people may not disclose.
Compare local data with national figures.
Slide 2.8
Trainer notes
This slide provides HESA statistics of disabled staff which highlight that a range of impairment types. Percentages given are the percentage of disabled people with each impairment.
The trainer should ensure that they read the statistics to delegates.
The categories used are broad, and are not without debate. They include mental health difficulties, if they are long term or recurring, and people whose symptoms are controlled by medication or treatment.
Important to note that these figures only relate to people who have disclosed a disability, and so are likely to be underrepresentative.
The trainer may choose to include statistics of the local staff populations to compare with these national figures.
Possible activities:
Discuss why people may not disclose.
Compare local data with national figures.
Slide 2.9
Trainer notes
It will be helpful to provide video testimonies of the experiences of disabled students. The link provides access to some video testimonies from disabled people about their
experiences. Trainers may wish to highlight particular examples that they believe will provide insight for delegates
Details of Youthhealthtalk.org, and the DIPEx Charity:www.youthhealthtalk.org/AboutUs
Details of terms of use: www.youthhealthtalk.org/TermsOfUse
Messages can be particularly powerful if they are students from your own institution. Trainers could consider working with your students’ unions and disabled students to provide testimonies in video, or in person, highlighting particular barriers they may encounter at university. See the following example from the University of Oxford www.ox.ac.uk/admissions/undergraduate_courses/about_oxford/living_in_oxford/disabilities.html
3 What is a reasonable adjustment?
Slide 3.1
Trainer notes
Outline the aims and the time you want to spend on this section.
Slide 3.2
Trainer notes
There is a legal duty under the Equality Act 2010, and the Disability Discrimination Act in Northern Ireland, to remove barriers by making reasonable adjustments. This applies to HEIs as employers, service providers and providers of education.
There may be many different barriers within higher education. The law in particular focuses on three areas (though ‘provision, criteria or practice’ is very broad).
It is also important to support changing attitudes, as discriminatory attitudes provide a barrier to disabled people accessing services.
Disabled people should be actively involved in making decisions regarding their individual reasonable adjustments.
Slide 3.3
Trainer notes
The extent of the duty to make adjustments will differ slightly depending on the context.
Disabled students, staff, and users of HEIs’ services are all entitled to individual reasonable adjustments to meet their own particular requirements
In addition, there is an anticipatory duty to provide reasonable adjustments for students, which means HEIs must plan ahead and take a strategic approach to addressing the barriers that potentially impede disabled students. This will involve institutions designing environments, technologies, policies, and the way services are provided to be inclusive from the outset.
Activity 3: removing and preventing barriers
The purpose of this exercise is for delegates to gain an understanding of how disabling barriers are relevant to context
Split the group into up to three teams, ideally of 3–5 people. More than three teams will require extra time for feedback. Provide each team with a large colour print of each of the slides.
This exercise builds on activity 2. Trainers should select a couple of cartoons depending on delegates, and ask people to:
= identify barriers
= identify how barriers could be removed
= identify how barriers could have been prevented
Answers should be applicable to a variety of situations within HE, so delegates should consider how this also applies to their role and service area.
Example 1
Some answers (the group may think of others)
A. Policies, procedures and practice (organisational or institutional barriers)Blanket policies may create barriers for some disabled people and should always be flexible to ensure disabled people are not disadvantaged. A policy such as the one illustrated in this cartoon could discriminate against disabled people for whom accommodation outside halls of residence is not accessible (either physically accessible or in other ways – see point C).
B. No induction loop system or similar (communication barriers)Reception desks, interview rooms etc. should normally be equipped with induction loop, infra red or similar systems to reduce barriers for people who use hearing aids. A sign that the facility is available should be displayed on or near the reception area. In addition, it is helpful for staff to have Deaf/deaf equality and awareness training so that they are able to communicate effectively with Deaf/deaf people and those with hearing impairments. Some simple good practice in this area can have an enormously beneficial effect on removing communication barriers. (Examples of good practice include facing the person and not covering the mouth, to facilitate lip reading; speaking normally not with exaggerated mouth movements or facial expressions; not chewing gum or eating sweets etc. while talking; ensuring good lighting on the face of the person speaking, not behind them, a plain background behind the person speaking, etc.)
C. Hidden impairments? (attitudinal barriers – and potentially other barriers)The cartoon is designed to highlight the issue of non-visible impairments: the clue in this case being ‘Survivors’ Poetry’ on the student’s tee-shirt. Many people with mental health issues describe themselves as ‘mental health system survivors’ and there is a strong arts movement to which Survivors’ Poetry belongs. Other terms people may choose to describe themselves include living with ‘mental and emotional distress’, as well as the more traditional medicalised descriptions of mental health conditions. People described as being on the autistic spectrum or having Asperger’s syndrome may find it particularly challenging to make significant changes in their lives (such as searching for, and living in, privately rented accommodation without the routine and security of life in halls of residence), therefore flexibility in policies could be significant for them in removing barriers.
D. Lack of accessible fire/emergency alarm system (communication and organisational barriers)The installation of fire/emergency alarm systems should take account of Deaf/deaf people and people with hearing impairments, particularly in areas of buildings where
people may be alone (this would apply to staff as well as students). Usually flashing light systems would make emergency alarm systems more accessible, and there should always be well-publicised procedures in place to ensure safe egress for all in the event of an emergency. Evacuation procedures must include safe egress for all disabled people, including people with mobility impairments on upper floors when lifts are out of action.
E. No wayfinding signage (information, communication and physical barriers)Good ‘wayfinding’ signage can be very important for removing barriers – clear accessible information in each area of the building helps orientation for everyone. Signage should be in a sans serif font, high in contrast (black or very dark blue against white, cream or yellow is a generic combination which provides maximum visual accessibility for most people), as large as possible in lower case with leading capitals (not all capital letters) and at heights which would be visible without craning the neck too much (i.e. not close to ceiling height).
F. Poor colour contrast (physical barriers – and potentially organisational barriers)Lack of colour contrast between walls and floors, or in corridors and walkway routes can create barriers and make orientation difficult for some people with visual impairments (and indeed, at times, people experiencing mental or emotional distress). Clear, well contrasted lines on main through routes in corridors and to key facilities or reception points can help remove barriers by assisting wayfinding. Beware the use of any corporate colour schemes which reduce colour contrast. Similarly logos or artwork on floors can be visually very confusing for people with partial sight (eg an unexpected dark shape can appear to be a hole in the floor).
G. Lack of accessible information on display (Information and organisational barriers)Any printed information on display should also be available in a variety of accessible formats. Making information accessible should be part of the organisation’s policy and should be well publicised to students, staff and visitors. There should be policy and procedures within the organisation for the provision of information in various accessible formats.
H. No seating (physical barriers)Having seating available in reception or waiting areas can remove barriers for people who are unable to stand for longer periods, or who become tired after walking. Ideally, and of course depending on the space available, seating should be of different types (eg hard and softer chairs of different seat-heights; chairs with and without arms; note that lightweight plastic chairs which move easily can be awkward for some people to use; space should also be available for wheelchair users within the general seating area, not stuck out on the end into the walkway, etc.).
Example 2
Some answers (the group may think of others)
A. Deaf students (staff and visitors) and those with hearing impairments (physical, communication, organisational and attitude barriers) This cartoon is designed to raise awareness of some of the issues and barriers experienced by Deaf/deaf students (staff and visitors) and those with varying levels of hearing impairment. It may not be obvious who comes into this category so a general awareness and action on these potential barriers is likely to assist many more people than is immediately obvious. See note on page 15.
B. Background noise from loudspeaker (communication and organisational barriers) People with hearing impairments usually find background noise (especially recorded background music in public places) to be a serious barrier. It takes energy, effort and concentration to ‘tune in’ to speech and conversation. The interference of persistent background noise makes it much more difficult to do this. Organisational action can be taken via policies and procedures to ensure that barriers like background music in areas like canteens, lounges etc. are removed.
C. Poor contrast between tables and floor (physical barriers) Accessibility for people with visual impairments can be improved by ensuring maximum colour contrast between furniture and flooring. (Use of vinyl tablecloths in contrasting colours might be a less expensive alternative to changing furniture.)
D. Hard surface of tables (communication and physical barriers) The clatter of crockery and metal cutlery on hard tables will add to the general level of ambient noise, which may make communication even more difficult for people with hearing impairments. The use of softer vinyl cloths on tables can help cut down on this kind of noise.
E. General level of noise of conversations, etc. (communication and attitude barriers) Large, open, busy and noisy environments such as canteens are likely to create significant barriers for Deaf/deaf/deafened people and people with hearing impairments due to noise levels created in different ways depicted by this cartoon. (This is also likely to be true for people with mental health issues or similar.) People can feel excluded by being unable to participate in social time and conversations, and others may perceive this as ‘standoffishness’. However, many people who rely heavily on lip reading or who work with sign language interpreters may actually need some quiet time out to rest from the significant effort of concentrating on communication in lecture/seminar sessions, etc. The same applies to people who find busy, social situations adversely affect their ability to cope. A quiet area of a canteen or coffee bar (perhaps with softer materials for screening to baffle noise) or, better still, a designated quiet lounge or room will assist in removing barriers for these students. It is important that such quiet space is perceived as a positive provision, not an ‘exclusion zone’.
F. No soft furnishings to baffle ambient noise (physical and communication barriers) While in some areas it is hard to avoid, be aware that large areas with only hard surfacing can create barriers for some disabled people. The cumulative effect of noise against hard surfacing can create a lot of noise distortion for people with hearing impairments and can increase confusion and distress for people under mental and emotional pressure. As described above, a large open area with hard surfaces and no soft furnishings or materials will create a much higher level of ambient noise, creating more barriers.
G. Bench-style seating not accessible (physical barriers) Bench-style seating is likely to be inaccessible for many disabled people, and the fixed bench/table arrangement will mean that wheelchair users are unable to sit with friends. Ideally, and of course depending on the space available, seating should be of different types (eg hard and softer chairs of different seat-heights; chairs with and without arms; note that lightweight plastic chairs which move easily can be awkward for some people to use; space should also be available for wheelchair users within the general seating area not stuck out on the end into a walkway, etc.).
H. Accessible cutlery options (physical barriers) Light, disposable cutlery can be difficult for many people to use and it may be appropriate
to have a store of more accessible cutlery available for regular users of the canteen who need it (eg curved handled cutlery for people with motor skills impairments, combination cutlery for people with use of only one hand etc.). There is also a range of crockery (with ‘lips’ at the plate edge etc.) which could be available for regular canteen users who need it.
I. Lack of accessible alarm system (communication, information and organisational barriers) The installation of fire/emergency alarm systems should take account of Deaf/deaf people and people with hearing impairments, particularly in areas of buildings where people may be alone (this would apply to staff and visitors as well as students). In this example, this might apply to the quiet, ‘chill out’ room (see E above). Usually flashing light systems would make emergency alarm systems more accessible, and there should always be well-publicised procedures in place to ensure safe egress for all in the event of an emergency, including visitors who may be unfamiliar with the layout of the building. Evacuation procedures must include safe egress for all disabled people, including people with mobility impairments on upper floors when lifts are out of action.
J. No wayfinding signage (information, communication, organisational and physical barriers) Good ‘wayfinding’ signage can be very important for removing barriers – clear accessible information in each area of the building helps orientation for everyone, especially in large areas like the one illustrated. Signage should be high in contrast (black or very dark blue against white, cream or yellow is a generic combination which provides maximum visual accessibility for most people), as large as possible in lower case with leading capitals (not all capital letters) and at heights which would be visible without craning the neck too much (i.e. not close to ceiling height). The ‘corporate visual style’ should adhere to these principles in order to remove, rather than create, barriers. In a canteen or coffee bar area, any daily signs (menus, ‘specials’ boards etc.) should still adhere as closely as possible to these principles.
Example 3
Some answers (the group may think of others)
A. Inaccessible writing (information and organisational barriers) In areas like canteens or coffee bars where there may be daily-changing signage, it still needs – as far as possible – to conform the principles of accessible information, i.e. in a sans serif font, high in contrast (black or very dark blue against white, cream or yellow is a generic combination which provides maximum visual accessibility for most people), as large as possible, in lower case with leading capitals (not all capital letters) and at heights which would be visible without craning the neck too much.
B. Dietary alternatives Provision of dietary alternatives (eg gluten free, low fat, dairy free, vegetarian, vegan, Kosher, Halal etc.) is fairly standard these days, but the availability of such alternatives should be clearly displayed (in accessible form). Staff in the canteen food service areas should always be able to provide information about the ingredients of prepared food, if asked (eg wheat flour used to thicken sauces, vegetarian stock used for soup etc. etc.).
C. Poor contrast between walls and floor (physical and organisational barriers) Lack of colour contrast between walls and floors, or along walkway routes (eg through
serving areas) can create barriers and make orientation difficult for some people with visual impairments (and indeed, at times, people experiencing mental or emotional distress). Clear, well contrasted lines on main through routes can help remove barriers by assisting wayfinding. Beware the use of any corporate colour schemes which reduce colour contrast.
D. Inaccessible serving systems (organisational, physical, information barriers) Unstaffed, self-service food areas or buffets can create huge barriers for many disabled people: blind and visually impaired people need to know what choices are available; carrying trays of food may not be accessible for people using mobility aids; the height and depth of food display/serving cabinets may be inaccessible to wheelchair users or short people, etc.
E. No staff (organisational, physical, attitudinal and information barriers) If such inaccessible self service systems are used, staff should be available to assist (see D above). Staff should always remember that disabled people are entitled to the same choices as non-disabled people, so may need to have patience in describing what is available to a blind or visually impaired person, for example.
F. Inaccessible sign (information barrier) Signage written in blocks of capital letters can be inaccessible because the word shape (on which some people rely) is lost. It can also appear to be ‘visual shouting’ to some people. See A above or J below for other tips on accessible information and signage.
G. Hard surfaces create high background noise (physical, communication and attitude barriers) While in some areas such as canteens and food service areas it is hard to avoid, be aware that large spaces with only hard surfacing can create barriers for some disabled people. The cumulative effect of noise against hard surfacing can create a lot of noise distortion for people with hearing impairments and can increase confusion and distress for people under mental and emotional pressure. Where staff may be assisting a disabled person with food service etc., staff should apply the good communication tips described elsewhere (eg include facing the person and not covering the mouth to facilitate lip reading; speaking normally not with exaggerated mouth movements or facial expressions; not chewing gum or eating while talking; ensuring good lighting on the face of the person speaking etc.). Just because someone is a wheelchair user, for example, doesn’t mean they don’t also have a hearing impairment!
H. Poor contrast between shelf and plates (physical barriers) In this example, the colour contrast between the shelf and plates is poor. The use of brightly coloured mats or boards can help in these sort of situations.
I. Lack of accessible alarm system (communication and organisational barriers) The installation of fire/emergency alarm systems should take account of Deaf/deaf people and people with hearing impairments, particularly in areas of buildings where people may be alone (this would apply to staff as well as students). Usually flashing light systems would make emergency alarm systems more accessible, and there should always be well-publicised procedures in place to ensure safe egress for all in the event of an emergency. Evacuation procedures must include safe egress for all disabled people, including people with mobility impairments on upper floors when lifts are out of action.
J. No wayfinding signage (information, communication, organisational and physical barriers) Good ‘wayfinding’ signage can be very important for removing barriers – clear accessible
information within each area of the building, or within specific areas such as that illustrated, helps orientation for everyone. Signage should be in a sans serif font, high in contrast (black or very dark blue against white, cream or yellow is a generic combination which provides maximum visual accessibility for most people), as large as possible in lower case with leading capitals (not all capital letters) and at heights which would be visible without craning the neck too much (i.e. not close to ceiling height). The ‘corporate visual style’ should adhere to these principles in order to remove, rather than create, barriers.
Example 4
Some answers (the group may think of others)
A. Inaccessible book shelves (physical barriers) The bookshelves illustrated are clearly inaccessible to many people. Could there an alternative means of both browsing and getting materials down from them? If it relies on a member of staff helping, would there always be someone available and could they leave the staff desk for periods of time to assist?
B. Poor colour contrast (physical barriers – and potentially organisational barriers) Lack of colour contrast between walls and floors can create barriers and make orientation difficult for some people with visual impairments. Beware the use of any corporate colour schemes which reduce colour contrast.
C. No wayfinding signage (information, communication and physical barriers) Good ‘wayfinding’ signage can be very important for removing barriers – clear accessible information in each area of the building helps orientation for everyone. Signage should be in a sans serif font, high in contrast (black or very dark blue against white, cream or yellow is a generic combination which provides maximum visual accessibility for most people), as large as possible in lower case with leading capitals (not all capital letters) and at heights which would be visible without craning the neck too much (i.e. not close to ceiling height).
D. Lack of information about accessible formats (information barriers) No signage is shown which directs people to formats other than standard printed books.
E. Lack of accessible alarm system (communication and organisational barriers) The installation of fire/emergency alarm systems should take account of Deaf/deaf people and people with hearing impairments, particularly in areas of buildings where people may be alone (this would apply to staff as well as students). Usually flashing light systems would make emergency alarm systems more accessible, and there should always be well-publicised procedures in place to ensure safe egress for all in the event of an emergency. Evacuation procedures must include safe egress for all disabled people, including people with mobility impairments on upper floors when lifts are out of action.
F. Lack of accessible seating (physical barriers) Having a variety of seating available in the library area is important in removing barriers. Ideally, and of course depending on the space available, seating should be of different types (eg hard and softer chairs of different seat-heights; chairs with and without arms; note that lightweight plastic chairs which move easily can be awkward for some people to use; space should also be available for wheelchair users within the general seating area, not stuck out on the end into the walkway, etc.
G. Lack of width between racks (need room for two people abreast) (physical barriers) Wherever possible, circulation space should allow for 2 people abreast to access (eg where a support worker might be operating the control on a disabled person’s power chair or where a disabled person may be using someone’s arm as a support or guide).
H. Poor lighting and contrast (physical barriers) Lack of colour contrast between walls and floors can create barriers and make orientation difficult for some people with visual impairments. Beware the use of any corporate colour schemes which reduce colour contrast. Some areas of this library seem to be darker than others (eg around the staffed desk): to minimise barriers, lighting should be even and bright throughout.
I. Terrible pun! The ‘short stories’ terrible pun has to be acknowledged! But it creates an opportunity to note that some people are happy to describe themselves as short (or may use Short with a leading capital as a ‘political’ term), others may use the term ‘restricted growth’. Old fashioned and derogatory words such a ‘dwarf’ or ‘midget’ should be avoided.
Slide 3.4
Trainer notes
Disabled staff and students should be actively involved in strategically identifying anticipatory adjustments.
Because this is a duty to disabled students at large, it applies regardless of whether the HEI knows that a particular person is disabled or whether it currently has disabled students.
Anticipating also involves putting in place systems that can be activated as appropriate for disabled students, staff and/or visitors.
Further points
HEIs can monitor and evaluate the range of individual adjustments that have been made, in order to effectively resource and implement anticipatory adjustments across the whole institution, which may diminish the need for individual adjustments. HEIs should, however, be aware that individual adjustments may still be required.
Slide 3.5
Activity 4: anticipating barriers – scenarios
The following scenarios aim to promote discussion of potential barriers that disabled staff and students face and how these can be removed. The scenarios should be tailored to specific issues that the trainer wants delegates to consider.
With all the scenarios, expertise will come from delegates working in the particular service areas. The scenarios aim simply to highlight an issue, and the professionals working in the area input how this can be resolved, including detail of any further consequences. The
scenarios aim to further reiterate the message that issues could have been anticipated through pro-active work with disabled staff and students and disability services.
Split the group into up to three teams, ideally of 3–5 people. More than three teams will require extra time for feedback. Provide each team with a large colour print of each of the slides. Allocate a series of scenarios to each group, allowing approximately five minutes for each scenario.
Ask delegates to discuss the questions outlined for each scenario. Collect feedback from the groups.
Finish the session by asking, for all the situations, who should be involved in developing and reviewing the policies so that they are inclusive to all students. This should illicit answers such as disability services, disabled students and disabled student societies, disabled staff and disabled staff networks.
Note that ECU will be adding examples to its website which delegates may want to look at. www.ecu.ac.uk/subjects/disability
Scenario (estates)
A university has a policy whereby only staff are allowed to use car parking spaces.
= What are the issues here?
= How can the policy be amended so that there are no barriers for disabled students attending lectures?
Trainer notes
= What are the issues here?
Potentially discriminatory policy as some students, eg students with mobility impairments, may require the use of their own vehicle to attend lectures.
= How can the policy be amended so that there are no barriers for disabled students?
Flexibility in the policy so that students who require a parking space have access to one.
Scenario (accommodation services)
A hall of residence has a strict no-dogs policy.
= What are the issues here?
= How can the policy be amended so that there are no barriers for disabled students?
Trainer notes
= What are the issues here?
Potentially discriminatory policy as some students may be accompanied by assistance dogs to aid mobility
= How can the policy be amended so that there are no barriers for disabled students?
Flexibility in the policy so that assistance dogs are allowed in halls of residence.
Scenario (accommodation services)
In its allocations procedures, a university does not consider which floors students are allocated to.
= What are the issues here?
= How can the situation be resolved?
Trainer notes
= What are the issues here?
Some students with mobility impairments may be unable to effectively access, or effectively exit, rooms on higher floors
= How can the situation be resolved?
The access requirements of students should be considered when allocating rooms
Scenario (catering)
Catering staff feel that a student is rude and disruptive when queuing for her meal. Because of this the catering staff refuse to serve her.
= What are the issues here?
= How can the situation be resolved?
= Could the situation have been prevented?
Trainer notes
= What are the issues here?
The student may be behaving in a way that others deem rude and disruptive as something arising from a disability. To refuse to serve the student may be discriminatory.
= How can the situation be resolved?
A member of staff could discuss with the student the conduct that is expected when interacting with staff. Any reasons for the student’s behaviour can be discussed, with potential triggers managed. The environment can be accessed to determine whether it is accessible to students with sensory impairments. Catering staff could be trained on disability awareness.
Slide 3.6
Trainer notes
The slide is based on information provided by the EHRC and the Equality Commission for Northern Ireland.
For English, Scottish and Welsh institutions, see pp 91–100 of the EHRC publication Technical guidance on further and higher education for further detail (www.equalityhumanrights.com/advice-and-guidance/information-for-advisers/equality-act-codes-of-practice/#FEHE).
For institutions in Northern Ireland, pages 97–100 of the Equality Commission for Northern Ireland’s Disability Discrimination Code of Practice for Further & Higher Education (www.equalityni.org/archive/pdf/FHECOP(SENDO).pdf).
Each of the factors should be illustrated by an example which is relevant to the audience (see the EHRC and Equality Commission for Northern Ireland publication for examples).
Ultimately it will be for a court of law to determine whether or not an adjustment is reasonable. ECU advises HEIs to set aside funding for reasonable adjustments – it is unlikely that a lack of available funds will be considered a defence for not making an adjustment.
Case law does exist on what is ‘reasonable,’ though (as with any case law) decisions are always based on the individual circumstances. Some delegates with strategic or management responsibilities, or leadership roles in relation to research or teaching, may benefit from looking at a few examples of case law to get a further feel for the factors the courts take into consideration.
Slide 3.7
Trainer notes
This slide is intended for staff with strategic responsibilities:
Conduct ongoing evaluations to assess the impact of individual and anticipatory reasonable adjustments to develop future objectives. This should incorporate an assessment of whether the reasonable adjustments are fit for purpose and sufficiently resourced.
Produce anonymised progress reports on the number, range and effectiveness of reasonable adjustments implemented for staff and students.
Gather examples of effective anticipatory and individual reasonable adjustments and share them with staff responsible for implementation to achieve consistency of provision. This could include sharing best practice among relevant staff, as well as providing examples to prospective and current staff and students about the types of adjustment that can be, and have been, made.
Slide 3.8
Trainer notes
This slide is intended for staff with strategic responsibilities.
Actively seek feedback from disabled staff and students to identify necessary improvements and develop effective future planning.
Consider publishing the results of evaluations to ensure transparency, aid planning and meet the requirement of the public sector equality duty to gather, monitor and analyse institutional evidence relating to disabled people.
4 What role can I play in providing anticipatory adjustments?
Slide 4.1
Trainer notes
Refer to activity 5
Activity 5: what role can I play in providing anticipatory adjustments?
This final exercise should consolidate all the learning to date so that delegates have a list of actions.
Ask delegates to spend 5 minutes individually answering the questions, and then spend 10-15minutes on feedback, encouraging delegates to add to their answers
This exercise should promote key messages that adjustments should be anticipated through discussion with staff working in disability services, and disabled staff and students.
Note that ECU will be adding examples to its website which delegates may want to look at. The ECU website also has a list of resources which may be of use.
Answer the following questions:
= What changes to the way I work will I make to ensure that my service anticipates adjustments for service users?
= Where should I go for advice on how to ensure my practices are inclusive to all service users?
Additional materials: key drivers
Slide A1
Slide A2
Slide A3
Slide A4
Slide A5
Slide A6
Slide A7
Slide A8
Slide A9
Trainer notes
The following provides detail of articles 24 and 27. For further information refer to the Office for Disability Issues’ Roadmap 2025 http://odi.dwp.gov.uk/docs/res/annual-report/roadmap-full.pdf
Article 24 – Education
States Parties recognize the right of persons with disabilities to education. With a view to realizing this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels and lifelong learning directed to:
= the full development of human potential and sense of dignity and self-worth, and the strengthening of respect for human rights, fundamental freedoms and human diversity
= the development by persons with disabilities of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential
= enabling persons with disabilities to participate effectively in a free society
In realizing this right, States Parties shall ensure that:
= persons with disabilities are not excluded from the general education system on the basis of disability, and that children with disabilities are not excluded from free and compulsory primary education, or from secondary education, on the basis of disability
= persons with disabilities can access an inclusive, quality and free primary education and secondary education on an equal basis with others in the communities in which they live
= reasonable accommodation of the individual’s requirements is provided
= persons with disabilities receive the support required, within the general education system, to facilitate their effective education
= effective individualized support measures are provided in environments that maximize academic and social development, consistent with the goal of full inclusion
States Parties shall enable persons with disabilities to learn life and social development skills to facilitate their full and equal participation in education and as members of the community. To this end, States Parties shall take appropriate measures, including:
= facilitating the learning of Braille, alternative script, augmentative and alternative modes, means and formats of communication and orientation and mobility skills, and facilitating peer support and mentoring
= facilitating the learning of sign language and the promotion of the linguistic identity of the deaf community
= ensuring that the education of persons, and in particular children, who are blind, deaf or deafblind, is delivered in the most appropriate languages and modes and means of communication for the individual, and in environments which maximize academic and social development
In order to help ensure the realization of this right, States Parties shall take appropriate measures to employ teachers, including teachers with disabilities, who are qualified in sign language and/or Braille, and to train professionals and staff who work at all levels of education. Such training shall incorporate disability awareness and the use of appropriate augmentative and alternative modes, means and formats of communication, educational techniques and materials to support persons with disabilities.
States Parties shall ensure that persons with disabilities are able to access general tertiary education, vocational training, adult education and lifelong learning without discrimination and on an equal basis with others. To this end, States Parties shall ensure that reasonable accommodation is provided to persons with disabilities.
Article 27 - Work and employment
States Parties recognize the right of persons with disabilities to work, on an equal basis with others; this includes the right to the opportunity to gain a living by work freely chosen or accepted in a labour market and work environment that is open, inclusive and accessible to persons with disabilities. States Parties shall safeguard and promote the realization of the right to work, including for those who acquire a disability during the course of employment, by taking appropriate steps, including through legislation, to, inter alia:
= prohibit discrimination on the basis of disability with regard to all matters concerning all forms of employment, including conditions of recruitment, hiring and employment, continuance of employment, career advancement and safe and healthy working conditions
= protect the rights of persons with disabilities, on an equal basis with others, to just and favourable conditions of work, including equal opportunities and equal remuneration for work of equal value, safe and healthy working conditions, including protection from harassment, and the redress of grievances
= ensure that persons with disabilities are able to exercise their labour and trade union rights on an equal basis with others
= enable persons with disabilities to have effective access to general technical and vocational guidance programmes, placement services and vocational and continuing training
= promote employment opportunities and career advancement for persons with disabilities in the labour market, as well as assistance in finding, obtaining, maintaining and returning to employment
= promote opportunities for self-employment, entrepreneurship, the development of cooperatives and starting one’s own business
= employ persons with disabilities in the public sector
= promote the employment of persons with disabilities in the private sector through appropriate policies and measures, which may include affirmative action programmes, incentives and other measures
= ensure that reasonable accommodation is provided to persons with disabilities in the workplace
= promote the acquisition by persons with disabilities of work experience in the open labour market
= promote vocational and professional rehabilitation, job retention and return-to-work programmes for persons with disabilities
States Parties shall ensure that persons with disabilities are not held in slavery or in servitude, and are protected, on an equal basis with others, from forced or compulsory labour.
