Briefing 4 Final Version

Looking ahead - TechDis Senior Management Briefing 5.

Alternative Approaches to Accessibility - Making the Disability Equality Duty Work for you and your Learners Dissemination Date – Summer 2007 This briefing will contain information and advice from TechDis, along with other agencies, on how to: ◗ Make your disability equality statement more robust. ◗ Ensure available technologies are used to the best effect. ◗ Maximise staff buy-in to accessibility training. For further information on the Senior Management Briefing Series please visit www.techdis.ac.uk/getbriefings.

The Higher Education Academy Building Innovation Way, York Science Park York YO10 5BR Tel: 01904 717580 Fax: 01904 717505 www.techdis.ac.uk © TechDis 2007

[email protected] Page 16

TechDis Senior Management Briefing 4 www.techdis.ac.uk/getFEmarketing

Accessible Marketing and Admissions: Improving Business and Reducing Risk Introduction This document can be read as a freestanding briefing and also builds on the previous TechDis Senior Management Briefing Series: ◗ Briefing 1 - e-Learning as an Accessibility Investment.

opportunities to maximise the reach of their marketing, boast about the quality of the support they give and reduce their legal exposure under the Disability Discrimination Act. This guidance focuses on the mainstream aspects of accessibility as these have the greatest potential to improve retention and achievement.

◗ Briefing 2 - Accessibility in the Mainstream -

Consideration is also given to the following:

Roles and Responsibilities. ◗ How the accessibility specialists in your ◗ Briefing 3 - Transition Arrangements Partners, Processes and Funding

institution can contribute to improved learning experiences for all learners.

Issues. ◗ How a culture of accessibility and inclusion These initial briefings took a learner centred

can be positively marketed and promoted both

approach, identifying how college infrastructures,

within and outside the organisation.

systems and procedures could better support disabled learners. This briefing looks more widely - considering both the learner’s experience in accessing information and the college’s success

◗ How your Disability Equality Scheme (DES) provides a catalyst for positive practical changes.

at marketing its inclusivity. From the college websites and prospectuses reviewed for this briefing it has become apparent that many colleges are missing out on

TechDis, The Higher Education Academy Building, Innovation Way, York Science Park, York YO10 5BR. Tel: 01904 717580 Fax: 01904 717505. [email protected]. www.techdis.ac.uk © TechDis 2007

TechDis is an advisory service of JISC, the Joint Information Systems Committee

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Accessible Marketing and Admissions: Improving Business and Reducing Risk Marketing, Public Relations and Inclusion

Inclusion is a key element in all these aims. Where organisations succeed in teaching in an

Since the remit of TechDis is to advise on technology and disability this briefing will highlight aspects of marketing, public relations and inclusion that relate to these themes. Learners with additional needs have to be more discriminating in their choice of college. In addition to considering the courses on offer they need to consider the accessibility of the resources, the nature of the teaching and learning methods and quality of the additional learner support provided. The flexibility, creativity and adaptability needed to support

inclusive way they have higher retention rates, higher value added and higher achievement rates.

Many colleges are missing out on important opportunities to maximise the reach of their marketing, boast about the quality of the support they give and reduce their legal exposure under the Disability Discrimination Act.

disabled learners is nothing unusual. Accessibility needs are one part of a very broad

Tensions in Inclusive Marketing

spectrum of learner needs that include different

Realistically there are tensions in marketing

learning styles, different experiences and

accessibility and inclusion, for example:

cultural or language backgrounds. It is very difficult to find colleges inspection results that

◗ A ‘foundation-friendly’ open evening may not

score well on teaching and learning without

impress potential Oxbridge candidates so do

scoring well on inclusion. The more effectively

you have different open evenings targeted at

an organisation supports the needs of disabled

different groups or is this discriminatory?

learners in mainstream teaching, the more value

◗ If you advertise your expertise in one area (e.g.

it will add to all learners - an important

with visually impaired learners) do you risk

message for an organisation’s stakeholders.

attracting disproportionate numbers of

The Chartered Institute for Marketing defines

learners with other access needs where you

marketing as the ‘management function

have less expertise?

responsible for identifying, anticipating and

◗ A prospectus that meets accessibility

satisfying customer’s requirements at a profit’.

guidelines for font size, language levels and

In an educational context this often blurs into

design may be much longer, more expensive

public relations - ‘the deliberate, planned and

and, ironically, more difficult to navigate

sustained effort to establish mutual

through. Is it cheaper and more efficient to

understanding between an organisation and its

produce several alternative versions on

public’. The success of a college depends on:

demand, or, a single more accessible version

◗ Getting the mix of courses right.

at the start?

◗ Creating a culture that makes people want to be there. ◗ Creating learning experiences that maximise success and minimise failure. © TechDis 2007

◗ Is it ethical to use disability support as a marketing tool? ◗ Is it more cost effective to market to learners with low levels of need who can be taught in Page 2

large groups with minimal support? Or to train

low cost or free to install. The Eduserv Chest

staff to teach more inclusively, reducing the

agreements (www.eduserv.org.uk/chest) provide

need for individualised support?

high quality mindmapping software (e.g.

For most of these, and others like them - the answer is ‘it depends’. Compromises are inevitable however, it is important to acknowledge

Inspiration® or MindGenius® Education) at considerable savings for the education community.

that the compromise exists and what the

Standard college software packages (such as

justification was.

Microsoft® Word, Microsoft® Internet Explorer, Mozilla® Firefox and Adobe® Acrobat Reader)

Substance, Not Spin

have a range of accessibility benefits - for further

In order to ensure that claims about a college’s

information see ‘TechDis Accessibility Essentials

accessibility are supportable it is important to

1 - Making Electronic Documents More

investigate key areas where substantial

Readable’ available from

differences can be made very quickly and very

www.techdis.ac.uk/accessibilityessentials.

cheaply:

In addition, there are a range of free software

Staff Training:

packages available. These include text-to-speech

◗ Are mainstream teaching and learning staff aware of basic good practice in producing accessible resources? See ‘TechDis Accessibility Essentials 2 - Writing Accessible Electronic Documents with Microsoft® Word’ for free staff training resources: www.techdis.ac.uk/accessibilityessentials.

software and text to MP3 conversions through to magnification software. These free packages tend to offer less functionality than paid for packages but can provide a risk free way of trialling new approaches and software along with delivering wide benefits to the whole learner community with minimal cost. However, it is important to remember, software is only

◗ Are specialist additional learning support staff aware of the range of assistive technologies that can support learners and the many alternatives that can be provided for low or no cost? Visit the TechDis Staff Packs - e.g. ®

useful when used confidently. There is no point in having assistive technologies and not using them, or not training learners effectively. An important implication is the communication

‘Benevolent Bill - What Microsoft does for

and collaboration between IT staff, learner

Accessibility’ and ‘An Introduction to Assistive

support staff and e-Learning champions, each of

Technology’ available from www.techdis.ac.uk/

whom are important in ensuring the effective

staffpacks. See also the TechDis Assistive

use of any technology.

Technology Themes information available from www.techdis.ac.uk/index.php?p=6_5_7. ◗ Are IT and Network staff aware of the ways they can make systems more accessible for

Appropriate Support Different learners need different degrees of support and the best support is that which

learners, especially those with disabilities? See

fosters increasing independence. For learners

the joint TechDis and AbilityNet guidance

with higher support needs, a full assessment

available from www.techdis.ac.uk/gettechnical.

may be appropriate; depending on the extent of collaboration with the feeder school. But for

Assistive Technologies

many learners it would be helpful just to know

Many colleges have limited assistive technologies

what was available and how they could get hold

on their network despite many of them being

of it. This may range from:

© TechDis 2007

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◗ Realising that copies of course handouts are available online. ◗ Being confident at customising their browser display. ◗ Knowing what assistive software or hardware exists and how they can access it.

Cultural Catalyst When a college begins to adapt mainstream teaching practice to encourage wider inclusion and learner engagement the benefits begin to appear in the mainstream curriculum. Teaching and learning staff who ensure learning materials are available online to support dyslexic learners

It is common to hear anecdotes surrounding the

are also providing an additional service for all

purchase of expensive and complex pieces of

learners - including those who were never

assistive technology, bought for a specific

identified or chose not to disclose an additional

learner, turning out to be inappropriate and

learning need. Colleges that are inclusive and

never used effectively by any learners. Involving

accessible in practice are in an excellent

the learners in the decision making is important.

position to improve retention and achievement in

It is also important to consider the appropriateness

their adult and community classes - a marketing

of technologies alongside issues of location and

area which is strongly influenced by word of

availability. For example, for some learners a

mouth.

product that does the basics and is available widely may be more satisfactory than an ‘ideal solution’ that is only available in one specific location.

Key Reasons for Marketing Accessibility - Reducing Risk and Leveraging Good Practice Despite the tensions outlined above there are

learners - even if for geographical reasons alone.

good reasons for taking the accessibility of your

If encouraged to disclose and receive appropriate

marketing and the marketing of your accessibility

support disabled learners are likely to have

seriously.

significantly higher retention and achievement

From the legal view point colleges are required to have Disability Equality Scheme (DES). These relate to all major strategies in the

rates. Disability-friendly marketing will encourage learners to access the help they need (and get achievements that reflect well on the college).

organisation and outline the ways in which the

Risk of exposure under the DDA is most likely to

experiences of disabled learners are monitored

come from learners who have been let down by

and improved. In a worst case scenario the

their support, whether in the classroom or the

evidence around the DES might be a central

learning support department. Learners who

defence in a Disability Discrimination Act (DDA)

know what help the college can give and how to

court case. A much more positive and proactive

access it (within a positive disability-friendly

approach would be to publicise the statement,

culture) are very low risks. Marketing plays a big

the processes and approaches implicit within it.

role in communicating the detail of the support

Some colleges have made their DES highly

and the more intangible qualities of the culture.

visible on their websites, sending a strong ‘pro-support’ message to disabled applicants.

Accessibility is about more than reducing risk exposure; it is also about leveraging good

Whether or not accessibility is promoted in your

practice. Accessibility is a key driver for

marketing, you are likely to attract disabled

improving practice by encouraging mainstream

© TechDis 2007

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staff to develop their repertoire of teaching approaches, embracing e-Learning opportunities and becoming more adept at personalising learning. If a college’s DES makes reference to the role of online resources to improve access for disabled learners, then e-Learning becomes less of a ‘take it or leave it’ option for techno-phobic staff and more of a learner entitlement.

Accessibility can be a key driver for improving practice by encouraging mainstream staff to develop their repertoire of teaching approaches, to embrace e-learning opportunities and become more adept at personalising learning.

Accessible Marketing: Issues for the learner The sections below cover the potential student’s exposure to your college from enquiry to enrolment. The order won’t be the same for all learners and the stages won’t necessarily be relevant for all learners. Learners with different disabilities will pay heed to different aspects of an organisation’s marketing. The suggestions below have been gleaned from both students and staff - in a wide range of UK colleges. For each stage of the learner’s exposure to the college’s good accessibility practices, typical beneficiaries and any other key information are considered. At the end of each section reference is made to more

detailed information on the TechDis website. This briefing will be divided into the following parts: ◗ The College Website - The Hidden Messages

You Send. ◗ Making the Most of Marketing Visits. ◗ Prospectuses - Serving Your Audience or Your

Designers? ◗ Open Evenings and Taster Days - Getting the

Flavour right. ◗ Applications and Enrolment interviews - People

Centred Process.

The College Website - The Hidden Message You Send: The first port of call for many learners, your website, may be accidentally sending messages you don't intend. Good practice is about more than ‘DDA compliance’ (though that is important) - it is also about the ease with which learners can get to information they need and the way the college projects information relevant to their needs. If this first encounter with the college is successful in meeting access needs, a learner will be more confident that subsequent

encounters will also work. Examples of Good Practice The College Website: ◗ A website accessibility statement, (it may be named differently - e.g. ‘customise view’) is available - and is plain English, non-technical and of practical benefit! The statement should inform visitors how to change font size and colours and how to access other usability and

‘I looked around at different colleges in the area. They all did the course I wanted but I chose this one because of [their online support]. My dyslexia makes me poor at note-taking in class but there’s loads of good stuff on the VLE for my subjects so I can go back to it in my own time’ Nik, A level student with Dyslexia. © TechDis 2007

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accessibility functions built into the site. ◗ Website designers have implemented basic accessibility practices - e.g. alternative text for images, logical keyboard navigation and use of proper heading styles. ◗ Accessibility awareness is signalled by ensuring relevant sections - Additional Learner Support and the Disability Equality Scheme are easily located. ◗ There is reference to generic support available for all learners. An Intranet, Virtual Learning Environment, college wide SMS system or wireless networks are all assistive technologies in the broadest sense, assisting all learners in their learning.

A site designed with accessibility in mind will benefit all learners ◗ There is reference to specific support available for learners with access needs - e.g. what software is available on the college network? What is available in specific areas? Is hardware available for loan, for example, alternative input devices or wireless keyboards? Can learners customise their network profile to the settings they need? ◗ Alternative communication routes for advice are provided - preferably with named contacts. Different organisations have different options available - the key is offering alternatives and knowing why this is beneficial. Some questions a learner may ask are as follows: ◗ Is it possible to email the learner support department directly? ◗ Is there a text phone?

accessible sites and screen reader users will benefit from proper heading styles and ALT tags. Accessibility also benefits the college in terms of: ◗ Providing concrete evidence for a DES. ◗ Sending messages about the college's awareness of learner support needs.

Providing alternative accessible formats requires good practice from initial authoring stage through to design and typesetting Who You May Need to Work With: For the benefits of the website to be fully developed, the marketing team will need to talk to both the learner support team and the IT/Network team. Marketing teams can be reluctant to allow their corporate image to be compromised by letting users change page fonts and styles but this is a false anxiety. With the appropriate knowledge of software learners could change the appearance anyway; the choice is whether you make it easy or hard for them to make the changes they need - and this says more about your college ethos than your corporate image ever could. More on Accessible Websites: See the ‘Accessible Marketing - Websites’ section of the TechDis website www.techdis.ac.uk/getFEmarketing for: ◗ Additional information on ensuring your website is accessible. ◗ Sample websites and what we liked about them.

◗ Is there a British Sign Language interpreter I could contact? ◗ Can I send an SMS? The Benefits: A website designed with accessibility in mind will benefit all learners but especially those with visual impairments and print impairments (e.g. customisable fonts and colours). Learners with motor difficulties will benefit from keyboard © TechDis 2007

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Making the Most of Marketing Visits A major way of advertising the college is through visits to feeder schools and attendance at career fairs. Many learners, not just disabled ones, will be nervous of moving to college and the question; ‘how will I be supported if I need additional help?’ is a valid question for any learner. It is important that the messages communicated on a marketing visit include positive inclusive signals about supporting learners. The simple measures below will communicate a message of well planned, disability-aware provision. Learners with specific access needs will have a clear route to finding out about the college in a format they can access and knowing who to speak to for additional information. Examples of Good Practice - School Visits and Career Fairs: ◗ Front-line staff involved in school or community visits and career fairs have training in disability awareness. ◗ Key marketing materials include named contact details for additional learner support needs. This includes as many communication channels as possible - for example email and SMS may best suit a deaf enquirer but telephone may be better for someone with a visual impairment. Some colleges produce a ‘Learner Support Pack’ containing information on support services, contact details, specialist software and, or hardware and teaching expertise. ◗ Potential learners are told that materials are available in alternative formats. This might include electronic versions - e.g. CDs, audio files, large print, Braille or simplified language (or even other language) as appropriate. In most cases there will be a limited need for alternative versions but the key is to have anticipated how you will provide them and any time delay that may be involved. ◗ At careers fairs, alternative formats are available - this could be a few enlarged leaflets © TechDis 2007

‘I never thought about college. I saw the DVD at the community centre. The video clips were sign-supported - I was surprised. It told me the college understood about deaf people.’ Maritsa, deaf ACL learner. (useful for the display or for handing to a visually impaired enquirer) or electronic copies available on a laptop enabling the enquirer to zoom in to an appropriate level. It is quick and simple to create an MP3 version of a handout that can be added to a promotional CD or played via an MP3 player on the stand. ◗ Where there are known learners with complex needs it is important that advice and planning opportunities take place earlier than normal, earlier involvement is more likely to lead to early commitment, allowing appropriate funding and equipment to be in place on time. The Benefits: For a disabled learner, knowing a college has good support systems in place is significant, but the proof of those systems is first encountered when the learner needs an alternative format to access information. Electronic versions of handouts, prospectuses and other marketing materials are more accessible to most visually impaired and print impaired learners because they can adapt the font size and colours or use text to speech or screen reader software to listen to the information. Learners with motor impairments may feel more comfortable working their way through a CD than large quantities of paper. Many learners, including those without disabilities, would prefer to listen to a podcast of your materials than to actually read them. A college that plans ahead and considers alternative formats can provide significantly enhanced service at minimal cost. It also boosts a college’s reputation for a disabled learner when their initial contact can offer them alternative formats without issue. Page 7

Who You May Need to Work With: Providing alternative accessible formats requires good practice from initial authoring stage (are resources created using proper heading styles?) through to design and typesetting (does your design firm know about accessible mark-up?). Your IT/Network team or e-Learning champions may also be involved in advising on MP3 or podcast production. Your additional learner support team should be able to advise on general accessibility good practice for enlarged copies or Braille (but see additional information on TechDis website for this: www.techdis.ac.uk/getFEmarketing).

Examples of Good Practice - School Visits and Career Fairs: See the ‘Accessible marketing - visits’ section of the TechDis website at: www.techdis.ac.uk/getFEmarketing for: ◗ Creative ideas on practising (and projecting) inclusion. ◗ Advice and information on alternative formats.

Prospectuses - Serving your Audience or your Designers? Every marketing department wants to create a relevant, recognisable house style, but it is important to keep to the forefront that a prospectus exists for the users. Without a good understanding of accessibility it is easy for the student’s need for clear information to be forgotten in the desire to create an artistic statement.

Without a good understanding of accessibility it is all too easy for the student’s need for clear, easily navigated information to be forgotten in the desire to create an artistic statement. One of the most common ways of presenting a prospectus is to make a Portable Document Format (PDF) available for download. This has several advantages such as allowing the user to peruse offline and letting them see the same quality layout as the paper version. The 2005 National Survey of Colleges’ Advertising and PR Practice by RCU Marketing Network showed 65% of respondents regarded the prospectus as ’Very Effective’ as a promotional method and the repeat survey in 2006 showed 50% of respondents increased their spend on the full time prospectus. © TechDis 2007

However, most prospectuses probably fail good practice guidelines for accessibility. In preparation for this briefing TechDis sampled PDF versions of prospectuses from over 5% of UK colleges, focusing on colleges with a good reputation for inclusion and accessibility awareness. In every case: ◗ Basic accessibility features of benefit to all learners (e.g. bookmarks) were missing. ◗ There were no instructions on how to reflow text to avoid having to scroll up, down, left and right across the columns. ◗ There were no instructions on how to change font sizes or colours. The PDF format has a high degree of accessibility built into it but if the documents aren’t properly created with accessibility in mind, all these potential benefits are lost, leaving only barriers in their place.

The PDF format has a high degree of accessibility built into it but if the documents aren’t properly created with accessibility in mind, all these potential benefits are lost, leaving only barriers in their place. Page 8

Examples of Good Practice - PDF Versions of the Prospectus: ◗ The file size is as small as possible - we sampled PDFs from 2 Mb to 16 Mb in size. The latter is just not worth downloading via a phone line! ◗ Simple instructions are provided on where users can download the free Adobe® Acrobat Reader software. ‘They sent me the prospectus on a CD.

It was a PDF format - whatever that is. It looked very professional but was impossible to navigate up and down the columns at the magnification I need so I gave up and went to the college that provided a large print paper version. Only later did someone tell me there’s a command to undo columns in PDFs.’ Jenny, visually impaired learner. ◗ Instructions are provided on making the most of PDF formats - they can be magnified, the columns can be reflowed into a single, reflowable document. They can read out content automatically and the colours can be changed. It’s all very simple, but learners still need to be told how to do this (see accompanying material on TechDis website for further details www.techdis.ac.uk/ getFEmarketing) and most of the functionality only works when viewed through Adobe® Acrobat Reader rather than viewing through the internet browser.

◗ Your ‘success stories’ include learning support users. The success stories of disabled learners often include some of the most significant achievements in the college.

Good practice: Your ‘success stories’ include learning support users. The Benefits: Whilst other alternative formats may be required by a very small minority of users, a paper prospectus and an accessible online PDF version should meet the vast majority of potential access issues - provided: ◗ The document has been constructed with accessibility in mind. ◗ You clarify to users what accessibility benefits are available in the document and how to access them. The more access needs you meet by good design, the less likely you are to be caught out having to field expensive individual requests resulting from open ended questions like ‘how would you like it?’. More on Making the Most of Your Prospectus: ◗ See the ‘Accessible marketing - prospectuses’ section of the TechDis website at: www.techdis.ac.uk/getFEmarketing for further information on how to check the accessibility of your prospectus.

◗ The PDF content has been structured to allow sensible navigation. Using heading styles instead of ‘eye-candy formatting’ ensures a series of bookmarks are available for the user to navigate through. See Figure 1. ◗ The PDF contains the actual text stream (rather than being an inaccessible image of the text). ◗ The designer marks up the reading order so that headers, footers, captions and callouts don’t merge into meaningless verbosity with the main text. ◗ Avoid text appearing in front of arty designs that reduce text clarity. © TechDis 2007

Figure 1: Bookmarking your prospectus makes navigation infinitely easier for all users. Page 9

Open Evenings and Taster Days - Getting the Flavour Right Open days and taster days can be bewildering for all learners but particularly so for a person with a disability. Often the learner support department has good enough links with feeder schools to know the needs of prospective candidates and organise effective support, but it may not just be students you need to cater for - disabled parents may come in under the radar and expect to know which buildings are accessible, where the disabled toilets are and whether or not there are larger print versions of the course information.

The key is to have anticipated likely issues. As always, the key is to have anticipated likely issues. This may involve specific intelligence e.g. what day a Sign Language user from a local school is coming - but it may also involve more general preparation - for example do teaching staff know not to speak to signers but to the learner? Examples of Good Practice - Open Evenings and Taster Days: ◗ Flyers advertising open evenings or taster days include a contact name and number for additional support needs. ◗ College site maps include disability related information - for example disabled parking bays, disabled toilets and accessible and, or non-accessible buildings. ◗ Subject areas have large print copies of key documents on wall displays. This provides useful information for people browsing and can also double as an alternative large print format if required. ◗ Learners with very specific accessibility needs are offered a pre-visit to familiarise themselves with the site. ◗ Where prospective learners have very specific accessibility needs, liaise with the learner in advance so permission can be obtained to brief relevant staff. This helps subject staff be prepared in terms of: © TechDis 2007

◗ Considering potential accessibility issues during the course - for example fieldwork or practical work - and gives an opportunity for more constructive and informed dialogue to take place. ◗ Alternative formats for information and resources. ‘I was really anxious beforehand but the open evening arrangements were brilliant. They arranged a visit the week before to show me the wheelchair friendly routes and on the night we had our own parking spot and a student guide to help me round.’ Doug, vocational student. ◗ Frontline staff (e.g. receptionists and guides) have training in disability awareness. ◗ There is a central point where learners with specific support needs can get help, advice or even just moral support. ◗ Wherever feasible, rooms with Public Address systems and induction loops are used for large scale gatherings (e.g. the Principal’s address). The Benefits: Disabled learners will benefit from open evenings and taster days that have had accessibility needs anticipated. There are also a subsequent benefits for staff, and other students, because reasonable adjustments make disabled learners more independent and self reliant, reducing the need for time spent troubleshooting difficulties. Who You May Need to Work With: Additional learning support staff are key personnel during open evenings and taster days, but their expertise is under-used if they are only dealing with known learners with known disabilities. Their expertise is needed to: ◗ Advise on the accessibility of both college level and departmental level marketing resources. Page 10

◗ Train frontline staff on basic disability awareness. Facilities staff are also significant people in advising on wheelchair access, parking, accessible facilities etc. More on Open Evenings and Taster Days:

Additional learning support staff are key personnel during open evenings and taster days but their expertise is under-used if they are only dealing with known learners with known disabilities.

◗ See the ‘Accessible marketing - open evenings and taster days’ section of the TechDis website at: www.techdis.ac.uk/getFEmarketing for further information on open evenings and taster days.

Applications and Enrolment Interviews People Centred Process The use of online application forms is increasing. Between 2005 and 2006, online applications to sixth form colleges increased by 500% (source: Marketing Network report). This is generally positive for accessibility because many disabled learners prefer online application forms. The advantages include custom magnification, text to speech or speech recognition support. But online forms designed without accessibility awareness can prove very difficult for assistive technology users.

The interview process provides opportunities for allaying learner anxieties and promoting a positive and inclusive culture. Similarly, the interview process provides opportunities for allaying learner anxieties and promoting a positive and inclusive culture. A well organised interview process also provides opportunities to maximise disclosure and encourages the sharing of information - to the benefit of all stakeholders.

A well organised interview process also provides opportunities to maximise disclosure and encourages the sharing of information - to the benefit of all stakeholders. © TechDis 2007

Examples of Good Practice Applications and Enrolment Interviews: ◗ Online web forms have been specifically designed for accessibility - e.g. using the tag. ◗ Online web forms have text or labels before the form control for text entry fields but after it for radio buttons and checkboxes. ◗ Online forms in PDF format have been designed with Adobe® accessibility guidelines. ◗ Application and, or enrolment forms invite potential learners to disclose additional support needs - ideally with: ◗ Examples of disabilities and, or support needs that might go on the form. ◗ The use to which the information is put. ◗ The benefits to the learner in disclosing. ◗ There are clear and robust systems for passing on information in application forms to additional support staff and enabling support staff to be involved in the interview process where appropriate. ‘When the learner support manager told the head of sports science I was signing onto the course he just laughed and said “We don’t take disabled people in this subject”’ Marika, visually impaired student. Page 11

◗ The interview process provides an additional formal opportunity for learners to: ◗ Disclose additional support needs. ◗ Define who the information can be passed on to. ◗ Frontline staff are trained in disability awareness and their responsibilities when handling sensitive information. For example if a learner has informally disclosed to a friendly receptionist the college is deemed to have been informed, even if the learner subsequently fails to disclose to a less approachable interviewer. ◗ Subject heads have received disability training and are aware of a range of reasonable adjustments available to support disabled learners.

Good practice: Subject heads have received disability training and are aware of a range of reasonable adjustments available to support disabled learners. ◗ Disabled learners have choices as to whether to involve additional learner support at interview stage. Some disabled learners prefer to be ‘treated like everyone else’ but others may benefit from closer involvement of the learner support department. Choices benefit both the learner (who can opt for less support) and the college (who may have the pressure taken off during the interview and, or enrolment period). ◗ Enrolment processes and paperwork are accessible; this may involve alternative formats such as accessible online forms if a learner needs assistive technology instead of normal pen and paper. Alternatively large print versions may be necessary.

© TechDis 2007

The Benefits: Learners with disabilities or additional learning needs can benefit significantly from disclosure if it allows appropriate support to be put in place. Support is not necessarily one to one help or expensive hardware and software - it may simply mean being made aware of strategies, tips and techniques in everyday working practices or being trained in making the most of existing technologies (e.g. the Intranet or VLE). Where learners do disclose, the college benefits by being able to re-visit and re-evaluate practices in the light of the disclosed support need. Every disabled learner who discloses acts as a free feedback tool by which the college can gauge the extent to which they succeed in their general anticipatory duties. Who You May Need to Work With: Online forms may need specialist help from the IT/Network department or from external agencies such as AbilityNet, the Royal National Institute of the Blind (RNIB), SCOPE or Beattie Resources for Inclusiveness in Technology and Education (BRITE) (in Scotland). Additional learning support staff are also important allies for getting the content of forms right and advising on wording of both online forms and those used in the enrolment process. Frontline reception staff and the interview teams also need to have basic disability awareness training. More on Applications and Enrolment Interviews: ◗ See the ‘Accessible marketing - applications and enrolment interviews’ section of the TechDis website www.techdis.ac.uk/ getFEmarketing for further information on applications and enrolment interviews.

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Acknowledgements: TechDis wishes to acknowledge the invaluable help provided by the following organisations and individuals in the preparation of this briefing and the associated online support materials. AbilityNet - Jo Greenwell. Bolton Community College Paul McKean. Glasgow School of Art - Kerry Aylin. Learning Links - Liz Wood. National Institue of Adult Continuing Education (England and Wales) NIACE) - Alastair Clark.

Portsmouth College - Steve Frampton, Kevin Grieve, Phil Harris. Peter Symonds College - Sandra Showell, Demelsa Healy, Sarah Gibson, Paula Harding, Julia Anderson. SCOPE - Jean Merrilees. SKILL, The National Bureau for Students with Disabilities - Susan Hubbard. Totton College - Lotte Bakoji-Hume, Elaine Hanham, Kirsty Hayes. West Notts College - Linda Gration

Further References JISC TechDis Resources

◗ Accessible Marketing in Further Education - TechDis has produced complementary guidance to this briefing on accessible marketing and admissions - www.techdis.ac.uk/getFEmarketing ◗ Developing an Accessible Community Website - Adult and Community Learning Case Study on signalling the accessibility of ACL courses - www.techdis.ac.uk/index.php?p=1_30 ◗ TechDis Assistive Technology Themes - Information on the different types of assistive technology and their use within a learning environment. www.techdis.ac.uk/index.php?p=6_5_7 ◗ Accessibility Advice for Network Managers and Technicians - Information produced in support of the TechDis Senior Management Briefing 3, produced in collaboration by TechDis and AbilityNet. www.techdis.ac.uk/gettechnical ◗ TechDis Accessibility Essentials 1: Making Electronic Documents More Readable - This guide has been designed to give practical step-by-step information, to enable anyone reading material to amend its look and feel into a style which suits them. www.techdis.ac.uk/accessibilityessentials ◗ TechDis Accessibility Essentials 2: Writing Accessible Electronic Documents with Microsoft® Word This document is designed to outline the techniques people need to ensure the writing of accessible electronic information. www.techdis.ac.uk/accessibilityessentials ◗ TechDis Staff Packs - The staff packs CD includes all the presentations, activities and resources to enable delivery of any one of seven staff development sessions: www.techdis.ac.uk/staffpacks © TechDis 2007

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Recommended Resources from Further Agencies AbilityNet

Source of advice and information on website accessibility and alternative formats. Also provide training for reception staff- www.abilitynet.org.uk BRITE Initiative

The BRITE Initiative is a Scottish FE focused service with a major role in Scotland and excellent web resources available to all UK institutions - www.brite.ac.uk DRC - Disability Rights Commission

The DRC is an independent body established in April 2000 by Act of Parliament to stop discrimination and promote equality of opportunity for disabled people - www.drc.org.uk ◗ The DRC produces a downloadable guide (aimed at small businesses, but useful for everyone) to making services available to disabled customers and can be found at: www.drc.org.uk/library/ publications/services_and_transport/making_access_to_goods_and_ser.aspx EFD - Employers’ Forum on Disability

The EFD is the world's leading employers' organisation focused on disability as it affects business www.employers-forum.co.uk ◗ The EFD produce a guide for frontline staff on welcoming disabled customers. For more information see: www.employers-forum.co.uk/www/guests/publications/wdc-dcg.htm#wdc LSC - Learning and Skills Council

The LSC’s goal is to improve the skills of England’s young people and adults to ensure we have a workforce of world class standard - www.lsc.gov.uk ◗ The LSC have produced the following report ‘Guidance for post-16 providers on implementing the Disability Discrimination Act Part 4: Disclosure, Confidentiality and Passing on Information LSC 2003’ readingroom.lsc.gov.uk/pre2005/quality/goodpractice/disclosure-confidentialityand-passing-on.pdf LSN - Learning and Skills Network

The LSN is an independent not-for-profit organisation delivering quality improvement and staff development - www.lsneducation.org.uk A useful range of research projects cover disclosure and confidentiality themes. ◗ Disclosure, passing on of information and confidentiality - an implementation project www.lsneducation.org.uk/dda/files/projectreports/PLR1.doc ◗ Managing disclosure and meeting the needs of ACL learners - in Bracknell and Wokingham College report “In implementing the DDA, how can we reconcile the competing needs of individuals, organisations and legislation?” www.lsneducation.org.uk/dda/files/rarp20052006fr/ SouthEast/BW-Coll-fr-21st-Aug06.pdf ◗ Maximising opportunities for students to disclose additional support needs and developing alternative mechanisms of support for students and staff in Oxford and Cherwell Valley College report “In implementing the DDA , how can we reconcile the competing needs of individuals, organisations and legislation?” www.lsneducation.org.uk/dda/files/rarp20052006fr/ SouthEast/OCValley-fr-21st-Aug06.doc ◗ How to gather and use information to improve disability equality - Responding to the duty to promote disability equality in the post-school sector - Christine Rose, Learning and Skills Network. Booklet 2: www.lsneducation.org.uk/dda/files/pubs/B2_062486.pdf © TechDis 2007

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NIF - National Information Forum

NIF is a voluntary organisation committed to encouraging the provision of accessible information, by every means possible, for disabled people, anyone else disadvantaged in gaining access to information - nif.org.uk ◗ NIF publish useful advice on making information available to the widest possible audience: http://nif.org.uk/printpublications.html in particular we would recommend the section ‘How to provide information well’. RNIB - Royal National Institute of the Blind

The RNIB is a charity offering information, support and advice to blind or visually impaired people. A good source of advice on website accessibility and alternative formats is available from the RNIB www.rnib.org.uk. RNID - Royal National Institute of the Deaf

The RNID offer a range of services for deaf and hard of hearing people and provides information and support on all aspects of deafness - www.rnid.org.uk. Advice on technologies to aid communication with deaf enquirers is available from www.rnid.org.uk/information_resources/communicating_better/equipment_to_help _communication/ Scope

Scope is a disability organisation in England and Wales whose focus is people with cerebral palsy www.scope.org.uk ◗ Scope's training department are also able to offer training and consultancy on issues related to the inclusion of disabled people: www.scope.org.uk/work/det/ SAIF - Scottish Accessible Information Forum

SAIF works to improve accessible information for disabled people by producing and promoting standards and guidelines - www.saifscotland.org.uk. ◗ SAIF provide useful guidance on making information accessible, it is available from: www.saifscotland.org.uk/publications/publicat.htm SKILL: The National Bureau for Students with Disabilities

SKILL is a national charity promoting opportunities for young people and adults with any kind of impairment in post-16 education, training and employment - www.skill.org.uk SKILL has regional bodies in each of the 4 UK countries. Usability Exchange

The aim of the Usability Exchange is to improve the accessibility and usability of all websites, large or small. It was set up to address a number of problems with existing methods of tackling accessibility/usability issues. This service employs disabled users to provide user testing of websites or documents - www.usabilityexchange.com

© TechDis 2007

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