DISABLED STUDENTS. A variety of facilities and services are available for students with disabilities. Students with disabilities who require adapted facilities or services should contact the office of Disability Resources and Services in writing at 000 Xxxxxxx Xxxx Union, Pittsburgh, PA 15260, as soon as possible to document their disabilities and their needs or requests. Students with disabilities must meet the standard guidelines for housing eligibility. For additional questions or concerns, you can contact the Disability Resources and Services Center at 000-000-0000 or 000-000-0000.
DISABLED STUDENTS. During 2016-17 the University undertook a major review of our support for disabled students, which assisted us to identify ways we can strengthen the management of reasonable adjustments, as well as to manage accessibility of our estate. We have committed to a 5 year, £15m, programme of works to improve physical accessibility across the estate.
DISABLED STUDENTS. 6.1 If you have a disability you are encouraged to disclose this early so that support and/or access requirements can be considered in an effective and timely manner. Disclosing a disability will not impact on its selection of an applicant, as all admissions decisions are made on academic merit.
DISABLED STUDENTS. We have introduced pre-entry Get Sorted transition support events for disabled students, building on our successful models of our transition support for mature students and care leavers. We intend to embed these events and extend this activity, by contributing to a programme of events supporting young people with disabilities to learn more about university and college. We will increase the percentage of our full-time undergraduate students in receipt of DSA to meet or exceed HESA benchmark.
DISABLED STUDENTS. In accordance with HIPPA and FERPA, each teacher will be notified of every student with an IEP, 504 plan, or any type of written plan to address a special need. Before the child's placement in the teacher’s class, each teacher will be provided with a copy of the IEP, 504 plan, or any type of written plan specific to the child’s special needs. At the elementary level, the building principal shall be responsible for providing the teacher with a copy of the plan. At the secondary level, providing the teacher with a copy of the plan shall be the responsibility of the appropriate guidance counselor.
DISABLED STUDENTS. Students requiring accommodations for a medical condition and/or disability during the Program must submit an accommodation letter. CPCC shall have the right to deny any student from the Program or terminate any student’s participation in the Program for such student’s failure to disclose a medical condition and/or disability or failure to submit an accommodation letter in connection therewith.
DISABLED STUDENTS. TEF 3 metrics indicated 9% of students with a declared learning difficulty or disability (2016/17); thus showing a slight increase of 2% on 2015/16. Our 2017-18 enrolment data indicates that 14 Riverside College Higher Education students have declared a disability or learning difficulty on enrolment.
DISABLED STUDENTS. As already detailed in section 2, the University is performing well for disabled student numbers and the University wants to continue to see itself as a destination of choice for disabled students. A disability should not be a barrier to Higher Education and/or The University of Manchester. Support for disabled students is provided through the University’s Disability Advisory and Support Service and Counselling Service. In the context of the Government’s changes to the Disabled Students’ Allowance (DSA) the University has reviewed its approach to disabled student support. The defining principles for the University’s approach to supporting disabled students are: All interventions should be aimed at helping students become more independent and autonomous. All interventions should be supported by an accessible curriculum. Where appropriate and possible, for the benefit of efficiency and effectiveness, technological solutions should be implemented. Decisions should be based on supporting data. A key part of the University's plans is the development of a new Centre for Assistive Learning/Learning Differences & Inclusive Practice (note: title to be confirmed) where students and staff can go for support (e.g. advice or materials). This would, for example, include providing study techniques for students or how to make teaching materials more inclusive for staff. Such a facility will particularly be of assistance for students with Specific Learning Disabilities (e.g. Dyslexia) and Autism Spectrum Disorders (e.g. Asperger’s). This will be a welcoming place that builds students’ confidence and enables the development of individualised skills. Some of the solutions will involve more and/or better use of technology and the training of our students and staff to apply it.
DISABLED STUDENTS. For students declaring a disability or learning need, and those claiming DSA support, we “…forecast an increase in mental health issues amongst our student cohort; this will necessitate further investment to sustain and improve the services we can offer to encourage the retention of and support for this student group”. (2018-19 Access Agreement). Our ambition is to sustain our current position of no gap between success rates of students declaring a disability or learning need and those not doing so. We intend to improve the initial advice and guidance that students can access ensuring that a clear and evolving support plan can be in place for each individual. Extra support is automatically made available to all our Level 3 students with a pre- identified disability who will attend our Level 3 Progression Day. We are committed to providing all students in receipt of DSA with an initial 1.1 Information, Advice and Guidance (IAG) meeting to ensure an appropriate support plan is in place. Further support is available for internally and externally progressing students with making a DSA application via our Learner Services. The College are also committed to subsidising the overall cost of the assessment, to reduce the financial burden on the student (as set out in our Bursary and Hardship Fund Policy and Procedure). Evaluation of this ambition will be measured through monitoring take-up of these services and the DSA grant and canvassing students’ views about their ongoing experience via student surveys (internal SGS College surveys – First Impressions and End of Year, national surveys – NSS), and through the various opportunities to canvass applicants’ and students’ views in our collaborative, outreach and marketing activities.
DISABLED STUDENTS. Students requiring accommodations for a medical condition and/or disability during the Program must submit an accommodation letter. Central Piedmont shall have the right to deny any student from the Program or terminate any student’s participation in the Program for such student’s failure to disclose a medical condition and/or disability or failure to submit an accommodation letter in connection therewith.
