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For Easton College D Disability Equality Scheme (DES) for Easton College Introduction Easton College is a land-based institution with over 600 full-time learners and 230 employees. The College has courses from Entry and Foundation Levels to Level 3 and provides progression into Higher Education through seven Foundation Degree Programmes in partnership with the University of East Anglia. The College is very successful in terms of learner retention and achievement and this is especially so for disabled people. The support provided for disabled people and learners with impairments has developed considerably over the past five years, as have the procedures for disclosure and links with schools and other outside agencies. This, together with perhaps a greater willingness to disclose information and the development of courses specifically designed for such learners, is the key to the increase in numbers of disabled people. For those with the most significant impairments, who would be classed as disabled within the meaning of DDA, learners are directly involved in discussions about the support, the positive approach by the College to see that all ‘reasonable adjustments’ can provided. For the College there has been little formal involvement of disabled people in evaluating the possible impact of the resources in strategic and/or operational considerations that have implications for those with disabled people, unless directly implicated in providing suitable support. The College is involving disabled people and other organisations in the formulation, operation and monitoring of the DES. Purpose of DES In adopting a systematic, whole-organisation, approach to the Easton College Disability Equality Scheme (DES), it will be mainstreaming disability equality in the College and will promote disability equality as central to the work, study, activities and policies - by acting proactively and as an agency of change The Draft DES was presented at an AMT meeting to establish a Steering Group of key people to: drive forward change, set a clear remit, produce a final DES, set the timescale and associated set of priorities. The DES was then presented to a Governors’ meeting for review and confirmation of procedure and preparation of the 3 Year Action Plan. Membership of the Steering Group David Bale – Director of Learner Services and Skills (lead) Tricia Bell – Deputy Principal Christopher Nix – Director of Resources Julia Moss - Governor Marie Pacey – Head of Department for Skills for Life Jennifer Ainsworth – Head of Department for Sport and Public Services Janice Cowen – MIS Manager Hazel Weekes – Personnel Officer Josie Goldsmith – Learner (Hearing Impairment) Angus Smith – Learner (Mobility Issues) Rebecca Marr – Meridian East Ann Young – Disability Arts and Culture Officer (as Disability Equality Trainer/Consultant) The Duty (on Easton College) to Promote Disability Equality The key duty for the College is to promote disability equality, through DDA 2005, which comes into force with the College DES (and Disability Equality Duty [DED]) from 5th December 2006 and is “the most significant legislative development for the post-16 education sector’s duties towards disabled people”. This duty builds on progress by providers in their continuous improvement of disability equality in education and training – with all organisations becoming proactive agents of change. General duties require Easton College to eliminate unlawful discrimination (which may occur naturally within College policies, practices and proce d ures [PPP], which have been themselves, designed to eliminate such discr imination) and disability-related harassment. The n e w duty goes further with the responsibility (on the College) to: • promote equality of opportunity between disabled people and other people • promote positive attitudes towards disabled people • encourage disabled people to participate in public life and public bodies (and in particular colleges) • take account of people’s disabilities – even where this involves treating disabled people more favourably than others Disability Equality Scheme (DES) Key Elements Easton College Vision The C ollege is establishing its ‘vision’ for disability equality through the 3 Year Action Plan, and therein the outcomes to be achieved through the DES. There has been reflection on how the organisation has responded to, moved forward on and undertaken action as a consequence of DDA legislation and implementation. Actions for the Group ¾ Constantly review and monitor what the College changed as a consequence of DDA ¾ Act as a lead in the vision for disability equality within the College ¾ Set outcomes through a 3 Year Action Plan (and monitor) to improve disability equality Involving Disabled People in the College DES Responding to the needs of the DES/DED the College will seek active involvement from the very outset of disabled people in, and outside of, the College to actively encourage contributions to identifying appropriate monitoring processes as well as setting priorities for the DES 3 Year Action Plan. The Steering Group has set out to involve disabled people, always, wherever and whenever possible. In conjunction with the Steering Group’s work the College will prioritise policies for Impact Assessment and to work towards a contextualised and holistic outcome of di sa bility equality Indiv id uals, groups, organisations and stakeholders will be sought to contribute to the e valuation process: • (present) disabled staff, and applicants for all vacancies • (present) disabled learners, and additionally – o potential learners o learners who have dropped out of courses • local organisations of/for disabled people • learners in the College franchised provision (Meridian East) • learners in outreach/partnership provision (through the CSV) • the views of: o under-represented learners o learners in curriculum areas where EDIMs have identified under- representation o individuals with mental health difficulties o individuals with profound and complex impairments Through consultation the DES Steering Group, will address issues of participation and collate a range of data to review and avoid potential ‘skewing’ of information or favoured opinions and obtain timely and appropriate views through: • finding out about all existing networks which have a validity to contribute • identifying disabled people learning and working in the College and identify concerns and impacts which they wish to include and which are appropriate to the needs of the DES/DED • ensuring that individuals and organisations asked to be involved offer genuine, realistic and influential (within workable frameworks) information and support that is not just their superficial take on “disabilities”, not their particular area of need nor tokenistic Impact Assessments Having undertaken an initial Impact Assessment of the College “Recruitment and Selection” Policy for presentation to the Governors, it was agreed that through the DES Steering Group there will be an holistic College approach to reviewing all policies through Impact Assessments – detailed within the 3 Year Action Plan - to ensure policies, procedures, services and functions all respond to, and identify with, disabled people through elimination of (any current) discriminatory policies practices and practices. To achieve this the first action in the 3 Year Action Plan for the Steering Group is to identify all existing policies, practices and procedures (PPP) throughout the College, and following this: ¾ identify and prioritise PPP according to their actual and/or potential impact on disabled people, under-represented groups and those with profound impairments ¾ set a timetable to assess the impact of all PP&P ¾ ensure ALL new PPP are assessed prior to implementation ¾ build on DDA Part 4 implementation and audits through impact assessments, extending the process of IA on employment PPP and other areas ¾ by instilling a cross-College duty to eliminate disability related harassment and promote positive attitudes towards disabled people The College must ensure Impact Assessments will achieve appropriate outcomes, by: • Firstly, ensuring its Impact Assessments are robust • Secondly, identify who will/can carry out Impact Assessments – the need for training and use of external agents/inputs/support • Finally, for new PPP and subsequent changes – the process by which the College puts these in place to ensure appropriate assessment for their impact on disabled people Information The College will consider specific data within the DES/DED for disabled people: ¾ Recruitment, retention and career development ¾ Training/SD, promotion, qualifications achieved, educational opportunities and/or other achievements ¾ Competency, grievance and disciplinary procedures/policies ¾ Look at a broad interpretation, allowing access to a range of learner facilities and trips The data will be gathered from a wide range, quantitative and qualitative, gleaned through many different methods, analysed and used to inform and support the DES. Initially the College will establish its current data (2005/2006) on disabled people (learners and staff) as benchmarks, and from that set targets and criteria for information which will be needed for the DES. An example could be to look at the different barriers experienced by individuals with different impairments and how information would be established and how it could then be monitored. Training for Staff This is a twofold approach following initial draft proposals. Firstly, the College will move training on from the DDA
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