Professional Documents
Culture Documents
Management Briefing 2
TechDis Self Assessment Resource for Senior Managers –
A Holistic Approach to Accessibility Issues.
Introduction
Many aspects of the learner's experience will require ◗ The induction process a learner will undertake.
input from a range of staff roles and the quality of ◗ The career or progression guidance a learner will
the learner's experience will depend on the sum of receive.
the different contributions. The tables overleaf
examine each key element of the learner’s life cycle ◗ The involvement different stakeholders will have in
along with the potential contribution from different independent learning.
staff roles. There is no blueprint that applies to every ◗ The assessment process a learner will undertake.
organisation but an organisation with many The process of mapping different contributions on
identifiable gaps in communication is clearly more the tables overleaf should help provide opportunities
vulnerable to things going wrong. to identify areas for improved communication and/or
As part of the examination of the learner life cycle strategy. More significantly, the process points to
the following elements will be considered: ways the ownership of accessibility can spread
across the whole organisation. It may also highlight
◗ The learner’s interactions with the organisations
important areas for staff development.
external website.
◗ The contact with the admissions service.
TechDis
The Higher Education Academy Building
Innovation Way, York Science Park
York YO10 5BR.
Tel: 01904 717580. Fax: 01904 717505
helpdesk@techdis.ac.uk
www.techdis.ac.uk
Marketing Team:
Advising on content.
Admissions Team:
Ensuring inclusive admissions procedures.
Network/IT Team:
Supporting accessible online applications.
Learner Representatives:
Feedback from disabled learners regarding the
admissions process and any potential for
improvement.
Network/IT Team:
Providing pragmatic accessibility statement – e.g.
signposting guidance on accessibility/personalisation
options on IT infrastructure. Providing contacts for
learners with access difficulties.
Learner Representatives:
Feedback from disabled learners on potential for
improvement.
Library/LRC Staff:
Signposting additional services (e.g. assistive
technology, alternative formats etc).
Network/IT Team:
Supporting assistive technologies; providing infrastructure
for learners to access resources from home.
Teaching/Tutorial Staff:
Liaising with Library/LRC staff on topics/resources
where alternative formats may be required.
Senior Practitioners:
Encouraging staff to develop a wide repertoire of
approaches and resources to support learners.
Teaching/Tutorial Staff:
Exploring e-learning resources to complement existing
practice – e.g. video, images, audio clips.
Library/LRC Staff:
Promoting online collections (e.g. JISC collections) to
teaching staff and learners. Alerting staff to new
resources or alternative formats.
Learner Representatives:
Include accessibility/usability of resources in course
evaluations. Assess specific issues with disabled
learners at regular points in the course.
Learner Representatives:
Follow up with past disabled learners to assess the
success of their transition/progression.
Teaching/Tutorial Staff:
Advice on potential accessibility issues on HE or
vocational courses.
Library/LRC Staff:
Where coursework relies heavily on background
research the accessibility of the library/LRC services is
significant. Timely marketing of Library/LRC services is
important – especially for disabled learners.
Learner Representatives:
Encourage disabled learners to give feedback – either
through specific user focus groups or other appropriate
mechanisms.
Teaching/Tutorial Staff:
Where assessment will take an alternative format for
disabled learners, ensure they can practice with the
appropriate materials and technologies.
Examinations Staff:
Ensure appropriate adjustments are discussed with
awarding bodies in good time. Where these involve
specific support or technology, ensure the learner
support staff, IT and teaching staff are involved.
www.techdis.ac.uk helpdesk@techdis.ac.uk