staff disability disclosure in the lifelong learning sector

Disability Equality Implementation Group

Staff Disability Disclosure in theLifelong Learning Sector

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Contents

Staff Disability Disclosure in the Lifelong Learning Sector

Section One: Introduction 3

Section Two: Staff disability disclosure 6

Section Three: Managing an effective staff disclosure process 11

Section Four: From disclosure to adjustments 17

Section Five: Conclusion 19

References 20

Useful Resources 21

Appendix 1 23

Appendix 2 24

Appendix 3 26

AcknowledgementsLifelong Learning UK would like to thank the author of this work: Paul Brown, Director, Scottish Disability Team,University of Dundee.

Legal note This document is intended to give general guidance only. It does not constitute legal advice and is not anauthoritative statement of the law. Professional advice should be sought before acting on the material containedin this document, as it may not be appropriate to your circumstances. This document relates only to the generaldisclosure of disability information and does not cover legal obligations which may apply to an organisation withinthe lifelong learning sector including those imposed by the Disability Discrimination Act 1995 or other legislation.

Note on language In these guidance notes we use the language of ‘impairment’ and ‘disability’ as defined by the social model ofdisability. It is also the preferred language of the disabled people’s movement. Whilst people have impairments,for example deafness, blindness or muscular dystrophy, disability is the outcome of the interaction between aperson with an impairment and the environmental and attitudinal barriers they may face. The DisabilityDiscrimination Act 1995, however, uses the term disability to mean what the social model defines asimpairment. In these guidance notes, these terms occur in this way when direct quotations from either theDisability Discrimination Act or its associated Codes of Practice are used, or when directly quoting otherdocuments which follow the language of the Disability Discrimination Act.

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Section One: Introduction

1.1 IntroductionDisabled staff are under-represented in thelifelong learning sector, and under-disclosure ofimpairment is part of such under-representation.This was the uncompromising message in thereport of the Commission for Disabled Staff inLifelong Learning From Compliance to CultureChange (published in March 2008). Theintroduction of the Disability Equality Duty inDecember 2006 revealed that many staff withinthe lifelong learning sector were reluctant todisclose impairments to their employers, whilstthe Duty simultaneously gave a new impetus toemployers within the sector to seek to changeand understand this. It is only recently thatresearch into staff disability disclosure in thelifelong learning sector has taken place and thereis, as yet, a lack of good practice guidance onthis topic. If the lifelong learning sector is ever tohave a workforce that is representative ofsociety, then getting the process of disclosureright is essential.

1.2 Recommendations by the Commissionfor Disabled Staff in Lifelong Learning In its final report From Compliance to CultureChange1 the Commission for Disabled Staff in Lifelong Learning made a series ofrecommendations to all lifelong learningorganisations. Those most pertinent to staffdisability disclosure are included in thefollowing extract.

“We recommend that lifelong learningorganisations: embrace fully the DisabilityEquality Duty, ‘even where that involvestreating disabled persons more favourably than

other persons’ in order to transform theorganisation for staff as well as learners, by:

• Reviewing and revising policies, processes and procedures for disclosure, and removingbarriers to disclosure, to create a positiveand secure culture for disclosure.

• Signing up to schemes such as the ‘MindfulEmployers’ Charter’, and the requirements of the ‘Two Ticks’ scheme.

• Reviewing recruitment procedures in order toencourage applications from disabled people;guaranteeing interviews to disabled applicantsmeeting the job requirements; and adoptingopen and inclusive recruitment processes,especially for part-time and/or temporary staff.

• Ensuring that each lifelong learningorganisation sets out to achieve:

• sound policies and practices on disabilityabsence and on disclosure

• better promotion of disability equality instaff training for part-time and full-time staff

• full recognition of the need for individualresponses to staff disclosure, withindividual follow-up and supportarrangements.

• Financing reasonable adjustments centrally so that no section, department or faculty isdisadvantaged, financially or otherwise, inmeeting disability equality responsibilities.

• Developing support for disabled staff, suchas mentoring and work-shadowing, and adisability equality component in appraisalschemes – to contribute to raising theachievement of disabled staff.”2

1National Institute of Adult Continuing Education (2008) From Compliance to Culture Change. Disabled staff workingin lifelong learning. Final Report of the Commission for Disabled Staff in Lifelong Learning. Leicester: National Instituteof Adult Continuing Education.2IBID

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1.3 The guidance Lifelong learning organisations should encouragestaff or applicants to disclose informationregarding impairment(s) and adjustments. Theymust also ensure that they satisfy all aspects of thelaw regarding confidentiality and the handling ofpersonal, sensitive information and create andmanage an effective disclosure process.

Issues such as these highlight the complexitiesinvolved when dealing with matters ofdisclosure, confidentiality and theimplementation of an effective staff disclosureprocess. They also highlight the importance forlifelong learning organisations to have clearpolicies and procedures in place to avoid beingin breach of the Disability Discrimination Act1995, the Data Protection Act 1998, and thelaw on confidentiality, which is an emergingbody of law that is not yet covered by anysingle piece of legislation.

These notes are an attempt to offer guidanceon some of the issues surrounding staff disabilitydisclosure within the lifelong learning sector.The open-ended nature of the legal obligationsand the great variety of organisations’ policies,procedures and practice in the lifelong learningsector make it very difficult to draw out generalrules of procedure. However, by meeting therecommendations of the Commission forDisabled Staff in Lifelong Learning3 on staffdisability disclosure, an organisation is goingbeyond mere legal compliance. This guidance isintended to help organisations achieve this.

These notes are not intended as a substitute forprofessional advice on an organisation’s legalobligations. Their aim is to give examples of goodpractice and to make general recommendationsfor procedure and the development of

organisational systems relating to staff disabilitydisclosure. These notes also assume that thereader has some basic knowledge of theDisability Discrimination Act. Further informationregarding an organisation’s obligations under theDisability Discrimination Act is provided by theEquality and Human Rights Commission4. Inaddition, help, resources and other informationwill be available within your organisation, if notpertaining to staff then pertaining tolearners/students. Whilst experience of creatingand managing a system of staff disabilitydisclosure may be scarce there is a wealth ofexperience and expertise on such matters interms of handling and managing learner/studentdisability disclosure.

This guidance is primarily aimed at managerswithin the lifelong learning sector, including seniormanagers, human resources managers and linemanagers. It will also be of interest to disabledstaff working in the lifelong learning sector and toall who have an interest in increasing the numberof disabled staff in the sector.

1.4 Why produce guidance on staff disability disclosure? The Commission for Disabled Staff in LifelongLearning’s report From Compliance to CultureChange highlighted the low incidence ofdisability disclosure among staff working in thelifelong learning sector as a major issue. Fear ofdiscrimination was a concern raised by anumber of respondents to both theCommission for Disabled Staff in LifelongLearning and to research carried out by EqualityForward5 into disability disclosure by staff inScotland’s colleges and universities. Workforcedata published by Lifelong Learning UK in its

3National Institute of Adult Continuing Education (2008) From Compliance to Culture Change. Disabled staff workingin lifelong learning. Final Report of the Commission for Disabled Staff in Lifelong Learning. Leicester: National Instituteof Adult Continuing Education.4http://www.equalityhumanrights.com5Equality Forward (2007) Exploring Disability Disclosure amongst College and University Staff in Scotland. Stirling:Equality Forward. 6HESA, 2008

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Annual Workforce Diversity Profile and that byThe Higher Education Statistics Agency6 haveshown that figures for staff who have disclosedtheir disability status within the further andhigher education sectors are lower than wouldbe expected from the proportion of disabledpeople within the UK population. Within highereducation a study conducted by the EqualityChallenge Unit (ECU) into disability disclosureof staff in the higher education sector raisesfurther issues by stating that the number of staffdisclosing their disability status in highereducation is:

“Lower than the numbers of disabled staffworking in higher education as recorded in the2004 census. Figures from the Higher EducationStatistics Agency for 2004/05 showed 2.34 percent of disabled people working in highereducation, while the 2004 census indicated that9 per cent of people working in highereducation have disabilities”7.

The Commission for Disabled Staff in LifelongLearning recommended that all lifelong learningorganisations seek to improve disclosureprocedures and processes. The HigherEducation Funding Council for England(HEFCE) has included as a goal in its StrategicPlan for 2006-11: “monitoring and increasingthe proportion of disabled people in seniorpositions in higher education institutions”8

HEFCE acknowledges that the figure fordisabled staff in higher education is rising, but allorganisations in the sector admit that due to theway statistics are collected and monitored, thisfigure does not accurately reflect the number ofdisabled staff actually working in the sector.

1.5 Context of disclosure – creating cultural change Increasing the numbers of disabled staff willingto disclose an impairment to their employer,however important, is only one element increating disability equality within anorganisation. All the research that has takenplace in this area highlights the fact that staffare more likely to disclose impairment if theorganisation is seen to be serious aboutcreating a culture of disability equality.

Such a culture is created when all policies,procedures and practices within anorganisation proactively promote disabilityequality and the organisation adopts an ethosthat welcomes and celebrates diversity. TheDisability Equality Duty, with its shift awayfrom resolving individual problems to changingan organisation’s culture to positively promotedisability equality in a structural way, is a driverfor all lifelong organisations to implement asustained cultural shift in this direction.Therefore, impact assessing all policies,procedures and practices, including those onstaff disability disclosure, will not only promotepositive change, but will also make it clear toall stakeholders within the organisation that itis serious about promoting disability equality.

Adopting and publicising policies on matters suchas disability leave and providing staff training onpromoting disability equality will further embedthis cultural change. A commitment to workingtowards creating an organisation that proactivelypromotes disability equality for all is requiredfrom the highest level of the organisation.However, it is important to remember that ifdisability equality is to be realised throughout anorganisation all stakeholders must agree to worktowards this goal.

7Equality Challenge Unit (2008) Disclosure and Support Issues for Disabled Staff in Higher Education. London:Equality Challenge Unit.8HEFCE (2006) Key performance target 19, in: HEFCE Strategic Plan 2006–11. Bristol/London: Higher EducationFunding Council for England, page 59


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Section Two:Staff disability disclosure


2.1 What is disability disclosure? Equality Forward provides a helpful definition of disability disclosure:

“The process of an employee informing theiremployer of a disability/impairment. This mayhappen in several ways, including anonymously,for example through a staff disability/impairmentsurvey, or ‘openly’, for example for thepurposes of achieving reasonable adjustmentsor specific support at work”9

They go on to describe disability disclosure as aprocess with staff at different stages – somedisclosing anonymously (through surveys etc),some disclosing to only discrete parts of theorganisation (e.g. human resources or a linemanager) and some being open to all abouttheir impairment(s). This process can be furthercomplicated by some staff disclosing some or allof their impairments, to some or all parts of theorganisation.

2.2 Importance of disability disclosure Disability disclosure is important for a numberof reasons. For disabled people, it ensures thatbarriers are removed and adjustments made totheir job and/or working environment. Moresignificantly, it allows them to embrace theiridentity as disabled people. For sector agenciessuch as Lifelong Learning UK, The HigherEducation Statistics Agency, local authorities andcentral government departments, it enablesthem to meet individual needs and allows formonitoring of the recruitment, retention andprogression of disabled staff. Its general use is toprovide an indication of an organisation’spolicies, practices and procedures concerningits disabled staff, learners/students, users andvisitors. It also gives vital benchmarkinformation for an organisation’s DisabilityEquality Scheme.

While an organisation’s figures on disclosure areimportant, the implementation of the DisabilityEquality Duty means that lifelong learningorganisations have an obligation to anticipatethe needs of disabled staff. As a result of this, itmay mean that, over time, the numbers of staffdisclosing an impairment actually drops asanticipatory reasonable adjustments areroutinely made. Staff disclosure figures are onlyone of several indicators of an organisation’sjourney to creating disability equality.

2.3 Adopting a social model approach The social model of disability contends that it isnot impairment that disables people, rather thedisability is the outcome of interaction between aperson with impairment and the environmentaland attitudinal barriers s/he may face.

Example 1. A college wishes to operate within theframework of the social model of disability. To this end, it provides mandatory disabilityequality training for its entire workforce.Each member of staff attends two full daysof training and has to fill in two shortquestionnaires at three and six months afterthe training so that the college can monitorhow the training has influenced individualpractice.

Recommendation for Practice 1. Lifelong learning organisations should adoptthe social model of disability, ensuringbarriers to all areas of employment areremoved and adjustments put in place.

A key reason for disclosure from theperspective of a current or prospectivemember of staff is to remove barriers andmake adjustments. Adopting and publicising

9Equality Forward (2007) Exploring Disability Disclosure amongst College and University Staff in Scotland. Stirling:Equality Forward.

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this approach for removing barriers will help tocreate a climate in which staff feel able todisclose disabilities or impairments, primarilybecause the benefits of such disclosure will bereadily apparent.

Example 2. After analysing data on the disability status ofits staff, a college believes that such data isunder-reported. In order to increase thenumber of staff disclosing impairments andseeking adjustments the college decides, inconjunction with the recognised tradeunions, to run a campaign on staff disabilitydisclosure. To encourage disclosure thecollege: puts up posters on campus informingstaff about the benefits of disclosure; sendsall staff an email referring them to the staffrecords page on the college website, whichinforms staff about disclosure andconfidentiality; and the college also uses staffpay slips to publicise disclosure processesand a web link to the staff records page.

Recommendation for Practice 2. Lifelong learning organisations should ensurethat disclosure processes are widely publicised,highlighting to staff the benefits of disclosure.

2.4 Disabled staff as agents for change If disability equality is to be created within anorganisation it is essential that disabled staff areactively involved in this process. Increasing thevisibility of disabled staff throughout theorganisation and encouraging the establishmentof groups and networks may encourage othersto disclose. Such groups and networks canprovide practical support to disabled colleaguesand act as a conduit for conveying concerns,ideas for improving support and promotingdisability equality to human resource staff andsenior managers.

Example 3. A college decides to set up a disabled staffgroup to help it meet its duties under theDisability Discrimination Act. The equalityand diversity manager sends out an email toall staff asking for their opinion on thesetting up of such a group and if they wouldbe willing to be involved with the group.Staff are informed that any replies theyprovide will be treated in the strictestconfidence and their details will not bepassed on.

A number of disabled staff express aninterest in being involved in the group andthe equality and diversity manager books aroom for a meeting during working hours.At the meeting the group elects a chair,tasks the equality and diversity manager withsetting up a closed email forum for thegroup and then agrees a number of areas inwhich they will require training. The equalityand diversity manager agrees to look intothe possibility for the college to providesuch training.

The college has an equality committee and it isagreed that the group should be representedon this committee and provide a bi-annualreport to the equality committee.

Recommendation for Practice 3: Lifelong learning organisations shouldencourage the setting up of disabled staffnetworks or groups. Such groups will needresourcing, training and should be enabled tofeed into the organisation’s planning process.

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2.5 Legislation around disability disclosure The key legislation impacting on disabilitydisclosure is the Disability Discrimination Act1995 and the Data Protection Act 1998.

2.5.1 The Disability Discrimination Act 1995Part II of the Disability Discrimination Actcovers employment. It prohibits discriminationin all areas of employment including adverts,recruitment and selection, working practices,training and promotion. It also includes the dutyto make reasonable adjustments in relation toall areas of employment so as to not place adisabled person at a substantial disadvantage.

The Act places a duty on employers to take allreasonable steps to find out about a person’simpairment(s). Therefore, implementing andmanaging an effective disclosure process is vitalto ensure that employers know who theirdisabled staff are and that reasonableadjustments are made for disabled staff to gainemployment, carry out their jobs effectivelyand efficiently and to further their careersincluding participating in training.

Part V of the Disability Discrimination Actplaces a duty on all public bodies to promotedisability equality. The specific duties of thisDisability Equality Duty, which covers mostorganisations in the lifelong learning sector,states that lifelong learning organisations mustmonitor the recruitment, retention andprogression of disabled staff.

Disability Equality Schemes should outlinewhat the provider intends to do to addressdisability equality and includes reporting onhow this is carried out and the results of suchmonitoring. Having in place an effective systemfor managing staff disability disclosure is centralto meeting this duty.

Example 4. A university sets up an impact assessmentgroup (with disabled staff amongst itsmembers) to map all its policies andprocedures. The group prioritise allrecruitment and selection policies andprocedures, including staff disability disclosure,to be impact assessed as a high priority.

The human resources department carries outthese impact assessments and produces areport, which is discussed at both the equalityand human resources committees. Followingdiscussion at both committees, a plan isdrawn up to ensure that such policies andprocedures promote disability equality. Thehuman resources director takes responsibilityfor ensuring that actions are met and reportedback to the two committees.

Recommendation for Practice 4. Lifelong learning organisations must undertakean equality impact assessment of all policies,practices and procedures that coverrecruitment, retention and progression of staff,to ensure they promote disability equality.

Part V of the Disability Discrimination Actstresses that disability status is dynamic; it canchange throughout the time a person is workingwith a particular organisation. Therefore,enabling staff to disclose an impairment at anypoint in their career is central to the accuracy ofmonitoring figures and the effectiveness of anyadjustments being made.

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Example 5. A local authority library encourages all staff to disclose impairment(s) on the equalitiesmonitoring form provided to applicants intheir recruitment pack. All applicants whoare called for interview are asked in theletter calling them for interview if they wishto disclose any impairment(s) or require anyadjustments to be made to the interviewprocess.

All staff can update their staff record on thelibrary intranet. An email is sent out bi-monthly to all staff to inform them how todo this. Staff who check the box stating thatthey require adjustments are contacted byoccupational health. All staff who disclose animpairment, regardless of whether they haveinitially asked for adjustments, are contactedannually to inform them how they can seekadjustments.

Recommendation for Practice 5. Lifelong learning organisations must ensure they have an effective disclosuremanagement policy to allow all staff andapplicants to disclose impairment(s) and,where necessary, seek adjustments at anytime throughout their recruitment andemployment with the organisation.

2.4.2 Data protection and confidentiality The Data Protection Act 1998 is concernedwith “personal data”. This is defined as anyinformation about an identifiable, livingindividual. The Data Protection Act alsoidentifies “sensitive personal data” as a sub-setof “personal data”. The Data Protection Actlists the types of information that areconsidered “sensitive personal data”, whichincludes information about “physical and mentalhealth”. Information regarding disability istherefore likely to be regarded as sensitivepersonal data.

The Data Protection Act applies only topersonal recorded data (i.e. data that is writtendown). It forbids the improper recording,storage and use of personal data and inparticular of sensitive personal data, which is atissue in the context of disability.

As a requirement of the Data Protection Act,an organisation must supply a generaldescription of the nature of the data it holds tothe office of the information commissioner. Itmust also supply a description of the dataprocessing taking place and details of thetechnical and organisational measures that aretaken to prevent (among other things) unlawfulprocessing of personal data. This is known as‘notification’. If an organisation is processingdata that is not covered by its notification, suchprocessing is likely to contravene the DataProtection Act. In most organisations, thesystems for meeting the obligations of the DataProtection Act and reporting requirements areadministered by specialist staff. Much thoughtwill already have gone into the matter of howstaff should be instructed to deal with sensitivepersonal information. However, it is worthchecking that all staff who are likely to dealwith disclosure by disabled staff are aware ofthe types of processing that are covered intheir organisation’s notification.

Example 6. A university reviews its Data Protection Actnotification annually to ensure that it issufficient to cover all data processingactivities, including those relating to staffdisability disclosure and adjustments.

Recommendation for Practice 6: Lifelong organisations should ensure that theirexisting Data Protection Act notification issufficient to cover processing activities.

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Organisations should make staff aware thatsensitive personal data, including data aboutimpairment(s), should normally be gathered,stored and used only in such a way as the staffmember has explicitly consented to; suchconsent needs to be well-informed and should,wherever possible, be secured in writing. Staffshould be aware that processing of such datawithout explicit consent may incur liability forthe organisation. Therefore, all documentation inwhich the personal information of a member ofstaff is collected, such as job application forms,equality monitoring forms or staff surveys,should be reviewed to ensure they contain adata protection statement. This should explainclearly what data is being collected, why it isbeing collected, what it will be used for andwhether it will be disclosed to any third parties.Ideally, the documentation should be signed anddated by the disabled staff member to showher/his consent to such processing.

Example 7. A college decides to review all material thatis connected with staff disability disclosure.Firstly, the human resource departmentconducts a mapping exercise to ensure thatthe review covers all such materials. A dataprotection statement to be contained withinall these materials is re-written to ensure itcomplies with the college’s data protectionresponsibilities.

Recommendation for Practice 7: Lifelong learning organisations should reviewall documentation used to collect thepersonal information of staff to ensure itmeets data protection requirements.

The law on confidentiality protects confidentialinformation from unauthorised disclosure andmisuse. The law on confidentiality originallyprotected against the misuse of any informationthat has been disclosed within a relationship oftrust and confidence, such as that betweendoctor and patient. Recent developments inthe law have laid more emphasis on the natureof the information concerned and rather lessupon the pre-existence of a relationship oftrust or confidence.

Staff who disclose an impairment or seek anadjustment may only want certain staff withinthe organisation to be informed of this.Therefore it is vital to ensure that all partiesunderstand to whom such information can andcannot be disclosed. It is always better ifagreements about whom information can bepassed on to are made in writing and signed bythe person disclosing and the person to whomthe information is being disclosed.

Example 8. An adult learning provider runs a course for allline managers on staff disability disclosure. Thecourse discusses the issue of confidentiality andpassing on information. All course participantsare given materials to take away detailing theorganisation’s policies and procedures onconfidentiality and passing on information.

Recommendation for practice 8:Lifelong learning organisations must make surethat staff who disclose impairments or seekadjustments to any area of their employmentunderstand what the organisation means by“confidential” and “confidentiality” and thatsuch an understanding is shared by andadhered to by all staff involved.

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Section Three:Managing an effective staff disclosure process


3.1 Encouraging disclosure If lifelong learning organisations are to increasethe numbers of staff disclosing impairment(s)and seeking adjustments, then getting theprocess of disclosure right is crucial. The fewstudies that have been carried out into staffdisability disclosure to an employer reveal avariety of barriers that make it difficult for staffto disclose impairment, or even prevent themfrom doing so completely. In order to create aneffective disclosure process it is important torecognise the barriers to disclosure faced bystaff and the work that needs to be done toremove them.

However, removal of barriers may not beenough to create a climate in which staff feelsafe, secure and willing to disclose animpairment or discuss their disability-relatedrequirements. This requires a proactive, non-threatening and welcoming ethos on the part ofan employer (see previous section 1.4).

3.2 Positive action and disclosurePositive action programmes can be usedeffectively to encourage disclosure. TheCommission for Disabled Staff in LifelongLearning identified a number of potentialpositive action initiatives. Those that willfacilitate disclosure include:

• outreach programmes

• accessible recruitment processes

• guaranteed job interviews.

3.2.1 Outreach programmes These should be developed with externalorganisations of disabled people and couldincluding job shadowing, mentoring, pre-interview training courses and job coaching.

Example 9. A college develops a partnership with a localcoalition of disabled people. The aims of thispartnership are to increase the number ofdisabled people applying for jobs andworking in the organisation. The college andthe coalition draw up a work plan for thefirst year. This includes: emailing all jobvacancies at the college to the coalition tobe advertised to their members; training forstaff at the coalition on recruitment policiesand procedures at the college; an agreementthat the coalition will work with fivedisabled people who will each receive a sixweek work placement at the college; andthe provision of pre-interview training jointly run by the college and the coalition staff.

Recommendation for Practice 9: Lifelong learning organisations should developeffective outreach programmes in partnershipwith disabled peoples’ organisations.

3.2.2 Accessible recruitment processes This must go further than simply providingapplication forms in non-standard formats. Thiswould include Braille, large print, easy read andaudio/visual versions, but would also includeinitiatives like facilitating disabled applicants tocomplete application forms over the phone aswell as online. The purpose of application formsshould be to elicit information from candidatesas to whether they meet the person/jobspecification, not whether they can fill in tablesand boxes.

Lifelong learning organisations may want tobecome part of the Two Ticks Schemeoperated by Jobcentre plus. This schemecommits employers who sign-up to meet fivecriteria for being positive about disabled people,including providing a guaranteed interviewscheme for disabled applicants that meet theminimum criteria of an advertised post.

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Example 10. A visually impaired woman telephones thehuman resources department of a universityinforming them that she is unable tocomplete the electronic application form shehas downloaded from the university’swebsite, as it is full of complex tables,columns and boxes.

The human resources officer agrees to raisethe inaccessibility of the form with hermanager, but so that the woman can applyfor the currently advertised job shediscusses with her how best to move thingson. They decide that the easiest way to fill inthe form is to do it over the telephone.

Following this incident the university amendsits application form to make it moreaccessible, but also amends the form toinclude contact details to arrange to completethe form by phone, should this be areasonable adjustment.

Recommendation for Practice 10: Lifelong learning organisations will developinnovative and flexible recruitment policiesthat positively encourage disabled applicants.

3.2.3 Guaranteed job interviews Guaranteed interviews for disabled peoplemust be meaningful and non-tokenistic. Jobadvertisements should be sent to local andnational disabled peoples’ organisations thatpublicise guaranteed interview schemes. Itshould be borne in mind that guaranteedinterviews are given as a result of a disabledcandidate meeting the minimum requirementsfor a job, rather than being guaranteed aninterview solely for applying for a job.

Example 11. An archive service sends all its job vacanciesto a national disability website, a nationaldisability newspaper and to a number oflocal disability organisations.

With the involvement of a local disabledpeoples’ organisation, the archive servicedevelops a guaranteed interview scheme fordisabled people who meet the minimum joband person specification. Staff receivetraining on creating inclusive job and personspecifications and all staff who serve oninterview panels are required to undergo fair recruitment and selection training.

Recommendation for Practice 11: Lifelong learning organisations should developguaranteed interview schemes that aretransparent, understood throughout theorganisation and widely promoted toorganisations of disabled people. Additionally,any schemes should be reviewed and equalityimpact assessed on a regular basis.

3.3 Key barriers to disclosure To encourage staff disability disclosure it isimperative that lifelong learning organisationsfirst understand the barriers to disclosing animpairment or discussing the implementationof adjustments as perceived by disabledpeople. Research highlights three key barriers:

• social stigma and discrimination

• the lack of clarity surrounding disclosureprocesses

• issues of negative organisational culturessurrounding disability.

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3.4 Social stigma and discrimination Research from both Equality Forward and theCommission for Disabled Staff in LifelongLearning highlights that many disabled staffworking in the lifelong learning sector fear thatdisclosure of impairment(s) will inhibit theircareer progression, or they perceive that theorganisation views disabled people as a‘problem’ and are not able to perform as wellas their peers. If this is the case, then it is littlewonder that staff are reluctant to discloseimpairments. If the number of staff disclosingimpairments is to rise, it is vital that lifelonglearning organisations clearly state anddemonstrate that such fears are unfounded.

Example 12. The vice-chancellor of a university writes avery positive introduction to the university’sdisability equality scheme. At an event for newstaff she positively welcomes the contributionmade by disabled staff at the university.

Recommendation for Practice 12: Senior staff in lifelong learning organisationsshould make positive statements aboutdisability in general and the contributionmade by disabled staff in particular. Forexample, in the introductions of DisabilityEquality Schemes, in-house publications and atstaff induction events.

3.5 Lack of clarity around disclosure In order to create an organisational culturewhere staff feel willing and able to discloseimpairment, or disability-related requirements,there needs to be real clarity about the wholedisclosure process including who shoulddisclose what and to whom. Levels ofconfidentiality need to be explained and

questions need to be answered. For example,“how will such information be communicatedto those who need to know?”, or “what is the process for having disability-relatedrequirements met?”. Any lack of clarity orvagueness surrounding this process will lead to staff feeling unable or unwilling to discloseimpairment or discuss adjustments.

Example 13. A college uses the staff intranet to publishdetails of how it collects, stores andcommunicates information on staff disabilitystatus and adjustments. The college alsopublishes targets for responding to requestsfor and implementing adjustments.

Recommendation for Practice 13: There must be a well-designed and transparentsystem for communicating the right informationto the right people regarding staff disabilitydisclosure, so that staff have confidence inthe process and adjustments are made in atimely and supportive way.

3.6 Organisational culture The messages that an organisation sends outabout disability and impairment, whetherexplicit, implicit or done unwittingly, can haveeither a positive or negative effect on staffdisclosure. The message sent out by seniormanagement is particularly important in thisregard. If staff perceive that managers, forexample, see disabled people as a ‘nuisance’ orthat the organisation is marketing itself as aplace for young, dynamic, healthy and fit peopleto work in, this may have a negative effect onstaff disability disclosure.

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Example 14. When updating its marketing materials auniversity asks its disabled staff group fortheir suggestions for increasing the visibilityof disabled staff in their published materials.The disabled staff group provides an articleabout their work and a few members of thegroup provide case studies to be used in such materials.

Recommendation for Practice 14: Lifelong learning organisations should reviewall staff marketing materials to ensure thatthey portray the organisation as one whichboth welcomes and celebrates diversity.

3.7 A disclosure process As already stated, it is crucial to ensure that staffhave confidence in any disability disclosureprocess by ensuring that the process is clear,easy to follow and transparent. This means thatall disclosure material, including forms used tocollect information about disability, impairmentand adjustments, staff surveys on equality anddisability and electronic staff records clearlystate the following:

• why such information is being sought

• what information is required

• what response the provision of suchinformation will trigger

• how this information will be kept secure

• how and to whom it will be communicated

• what specific information will they be given.

3.8 The disability question The work carried out by the Equality ChallengeUnit has highlighted barriers to disclosure as aresult of the language used by organisations toelicit information on staff impairments andadjustments. Whilst we recommend thatorganisations work within the framework of thesocial model of disability using the language ofdisability and impairment (see note on languageon page 1), we recognise that this language isfairly new and still evolving. Therefore it isimportant to provide a clear definition ofimpairment when using it to collect informationabout staff impairments and adjustments.

In addition the language issue is further muddledby the fact that the Disability Discrimination Actdoes not use the language of the social modeland is very inconsistent in its use of languagearound disability and impairment. (See appendix2 for a sample staff disability disclosure form.)

Example 15. A college asks its disabled staff group toassist in devising a new staff disabilitydisclosure form. The group makes a numberof recommendations on clarifying thelanguage around impairment and disabilitywhich are incorporated in the new revisedform. (See Appendix 2 for a sample staffdisability disclosure form).

Recommendation for Practice 15: Lifelong learning organisations must provide aclear definition of impairment on all forms andsurveys used to collect information about staffimpairment and disability-related requirements.

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Furthermore, some people with impairmentsdefine themselves as disabled people in a morepolitical sense, in a similar way as many black,lesbian, gay, bisexual and trans people seethemselves as part of a movement for liberationand civil rights. Therefore, simply using theDisability Discrimination Act definition ofdisability is unlikely to elicit information aboutthe full extent of staff impairment. (See appendix2 for a sample staff disability disclosure form.)

Example 16. After consultation with the disabled staff group,recognised trade unions and the local Coalitionof Disabled People a college re-writes its staffdisability disclosure materials. This includes theaddition of a paragraph recognising that disabledpeople define themselves as such through theadoption of definitions different to thatcontained within the Disability DiscriminationAct and encouraging them to disclose.

Recommendation for Practice 16: Lifelong learning organisations must ask staff onall forms used to collect data on impairmentwhether they self-define as a disabled person –don’t simply use the Disability DiscriminationAct definition of a disabled person.

Be aware that in terms of the DisabilityDiscrimination Act a court or employmenttribunal will ultimately decide whether or not a person is disabled according to the definitionof disability contained in the DisabilityDiscrimination Act. It is unwise for anemployer not to provide adjustments for adisabled staff member simply on the basis ofwhether or not an employer believes theymeet the narrow definition of disabilitycontained in the Disability Discrimination Act.

It is always better to have a discussion withstaff before refusing an adjustment when thereis any doubt about, or a difference of opinion

on, a persons’ disability-status. In addition,lifelong learning organisations should be strivingfor more than mere legal compliance. Makingadjustments for staff who may not definethemselves as disabled under the DisabilityDiscrimination Act, or who may not meet thelegal definition of disability, but who require anadjustment to some area of their job orworking environment is important in creatingdisability equality within an organisation.

3.9 Training for appropriate staffThe report of the Commission for DisabledStaff in Lifelong Learning suggests that disabledstaff are most likely to disclose impairments toeither human resources staff or their linemanager. The response they receive fromthese people is important both in terms ofhow they are made to feel about disclosingsuch information and how the process goesforward to meet any disability-relatedrequirements. It is vital, therefore, that suchstaff are trained both in terms of their personalresponse to such information and in initiating aprocess whereby disabled staff can discussadjustments and have them implemented.

Example 17. A library provides training to all line managersand human resources staff on staff disabilitydisclosure. As well as covering the process-driven issues around staff disability disclosure,the training also covers how to deal with theseissues on a personal level.

Recommendation for Practice 17: Lifelong learning organisations must providetraining to all human resources staff and linemanagers on how to respond to staffdisability disclosure, both on a personal leveland initiating a process for discussing andimplementing adjustments.

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There will need to be clarity in the relationshipsbetween human resources staff, line managersand occupational health service staff, as well asclarification of their roles. These roles andrelationships will need to be communicated tostaff. If staff who disclose an impairment are tohave confidence in the process, it is vital thatthe roles and responsibilities of all staff involvedin the process are made clear at the start.Furthermore, if needs are to be met it is crucialthat both the staff member who discloses andall staff involved in the process know what eachothers’ roles and responsibilities are.

Example 18. A college produces a document on itshuman resources website detailing the rolesand responsibilities of all staff involved in thedisclosure process including line managers,human resources staff, occupational healthand the person disclosing.

Recommendation for Practice 18: Lifelong Learning organisations must provideclarity on the roles and responsibilities of allstaff involved in the process of staff disabilitydisclosure and providing adjustments.Producing an accessible document detailingsuch information is essential.

3.10 Learning from learner/studentdisclosure In recent years much work has been done onthe effective management of disabilitydisclosure amongst learners/students. Whilstthe disclosure process for staff will not mirrorcompletely the process for learners/students,there will be many areas common to both.Staff in disability services have gained muchknowledge and a great deal of expertise ineffectively managing learner/student disclosure.

Re-inventing the wheel is costly both in terms ofstaff resources and time. Creating opportunitiesfor staff who co-ordinate provision for disabledlearners/students and those who do the samefor disabled staff to learn from each other willbenefit the whole organisation. Issues to beshared include effectively managing a disabilitydisclosure process and providing adjustments

Example 19. A university seconds a member of humanresources staff to its learner disability unit for athree-month period. They carry out a projectto transfer any lessons that can be learnedabout the college’s established practices onlearner/student disclosure and adjustments tostaff disclosure.

Recommendation for Practice 19: Lifelong learning organisations must providethe infrastructure for those who co-ordinatedisability services for learners/students andthose who do the same for staff to learn fromeach other and share good practice aroundeffectively managing disability disclosure andproviding adjustments.

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Section Four: From disclosure to adjustments


If the primary purpose for staff disclosing animpairment is to have adjustments made thenit is imperative that clear and well publicisedpolicies and procedures are in place to ensurethat, where necessary, disability disclosureleads to actual adjustments being made. Thepreviously mentioned literature states thatdisabled staff want their needs met in the leastbureaucratic way, with periodic reviews takingplace to ensure that any agreed adjustmentsare still relevant, effective and take intoaccount advancements in technology.

Example 20. A college holds an annual review meeting withevery member of staff for whom they provideadjustments in relation to disability. They alsostate on the staff intranet that disabled staff canseek a review of adjustments at any time.

Recommendation for Practice 20: Lifelong learning organisations must scheduleperiodic reviews with disabled staff toascertain that agreed adjustments are stillrelevant and effective. Reviews should be builtinto any process for providing adjustments.

4.1 Managing and resourcing support Both the Commission for Disabled Staff inLifelong Learning10 and the work undertaken byEquality Forward11 highlight two further barriersto disability disclosure in this regard: the lack ofan individual or team to co-ordinate support todisabled staff and the lack of a centralisedbudget for resourcing adjustments.

The lack of an individual or team to co-ordinatesupport for disabled staff is a serious barrier todisclosure. If staff members believe that theprocess will be difficult or futile they will be lesslikely to disclose. The lack of a designatedindividual or team to facilitate support fordisabled staff, or a lack of awareness of thiswithin the organisation, may reinforce theperception that staff disability disclosure is adifficult and complicated process.

Example 21. A university appoints a disabled staff co-ordinator in their equality and diversity unit.The first issue of the university’s in-housemagazine after their appointment carries an in-depth interview with the co-ordinator detailingher role and contact details.

Recommendation for Practice 21: Lifelong learning organisations must put inplace an individual or team to co-ordinatesupport for disabled staff. It is important thatthe role and contact details of this individual(or team) are known throughout theorganisation.

10National Institute of Adult Continuing Education (2008) From Compliance to Culture Change. Disabled staff workingin lifelong learning. Final Report of the Commission for Disabled Staff in Lifelong Learning. Leicester: National Instituteof Adult Continuing Education. 11Equality Forward (2007) Exploring Disability Disclosure amongst College and University Staff in Scotland. Stirling:Equality Forward.

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A further barrier to staff disclosing impairmentis the worry that they will be depriving theirindividual unit or department of funds ifadjustments are funded from thesedepartmental budgets. The allocation of acentral budget to fund adjustments removesthis barrier to disclosure.

Furthermore, Access to Work, a scheme runby the Department of Work and Pensionsthrough Jobcentre plus, can provide assistanceto both employers and disabled employeesincluding grants for physical adaptations to theworkplace, funding of access technology andhelp with travel to work.

Example 22. A college sets up a system for centrally fundingadjustments including, where appropriate, usingAccess to Work funding. In tandem with thissystem the college sets up another to centrallymonitor adjustments including equipment. Thecollege sends out an email to all staff toannounce the setting up of the new fund.

Recommendation for Practice 22: Organisations should allocate a central budgetto fund adjustments for disabled staff (usingAccess to Work funding where appropriate).The existence of such a budget and the typesof adjustments it can address should bepublicised throughout the organisation.

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Section Five:Conclusion


It would be misleading to give the impressionthat increasing the level of disability disclosurewithin the lifelong learning sector is anythingother than a first step on the road to truedisability equality. However, it would also bewrong to downplay its significance.

The traditionally low rates of disability disclosurethroughout the sector is a matter of concern. Itis essential that this concern becomes action andthese guidelines provide a transformativetemplate for organisations to follow.

The current unwillingness of disabled peoplewho work in lifelong learning to discloseimpairment or long term health conditions isunderstandable but not inevitable. The messageis clear. Where organisations have workedpositively and proactively with disabled staff,disclosure rates have increased significantly.

Creating an inclusive culture where disclosure issimply accepted and reasonable adjustments areput into place requires commitment, time andresources but the benefits in terms ofworkforce diversity are immense.

In less than a decade, the lifelong learningsector has made enormous strides insupporting disabled students to reach their fullpotential. It is now time for organisationswithin the sector to make a determined effortto welcome, recruit, support and retaindisabled employees at every level.

That effort may include, but is not exhaustive to:

• raising awareness of disability andimpairment(s)

• making reasonable adjustments easilyavailable

• promoting a disability-friendly organisation

• support for staff who think that they may bedisabled under the definition of the DisabilityDiscrimination Act

• reviewing policies so that they are disability-friendly, including sickness absence, flexibleworking etc

• raising the visibility of disability issues throughinternal communications.

It is now time for lifelong learning organisationsto systematically address issues of staff disabilitydisclosure, in order to begin to create a sectorthat is representative of the communities itserves.

Equality Challenge Unit (2008) Disclosure and Support Issues for Disabled Staff in Higher Education.London: Equality Challenge Unit.

Equality Forward (2007) Exploring Disability Disclosure amongst College and University Staff inScotland. Stirling: Equality Forward.

HEFCE (2006) Key performance target 19, in: HEFCE Strategic Plan 2006-11. Bristol/London:Higher Education Funding Council for England.

HEFCE (2007) Staff Employed at HEFCE-funded HEIs: Update, December 2007. Bristol/London:Higher Education Funding Council for England.

Higher Education Statistics Agency. (2008) Higher Education Statistics for the UK. London: HESA.

Lifelong Learning UK (2008) Further Education Workforce Data for England: an Analysis of the StaffIndividualised Record (SIR) Data for 2006-07. London: Lifelong Learning UK.

National Institute of Adult Continuing Education (2008) From Compliance to Culture Change.Disabled staff working in lifelong learning. Final Report of the Commission for Disabled Staff in LifelongLearning. Leicester: National Institute of Adult Continuing Education.

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References

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Useful resources

Access to Work [online]http://www.direct.gov.uk/en/DisabledPeople/Employmentsupport/WorkSchemesAndProgrammes/DG_4000347

Civil Service (2007) The Disability Toolkit [online]http://www.civilservice.gov.uk/iam/diversity/toolkits/Disability/foreword.aspx

Directgov (2008) Deciding How and When to Declare a Disability [online]http://www.direct.gov.uk/en/DisabledPeople/Employmentsupport/LookingForWork/DG_4000219

Disability Rights Commission (2004) Who Do You Think You Are? People with Rights under the DisabilityDiscrimination Act Who Don’t Describe Themselves as Disabled. London: Disability Rights Commission(now Equality and Human Rights Commission).

Disability Rights Commission (2007) Understanding the Disability Discrimination Act: a guide forcolleges, universities and adult community learning providers in Great Britain. London: Disability RightsCommission (now Equality and Human Rights Commission).

Disability Rights Commission (2007) Disclosing Disability: Disabled Students and Practitioners in SocialWork, Nursing and Teaching. A Research Study to Inform the Disability Rights Commission’s FormalInvestigation into Fitness Standards. London: Disability Rights Commission (now Equality and HumanRights Commission).

University College London (2008) UCL Human Resources – disability disclosure [online]http://www.ucl.ac.uk/hr/equalities/disclosure.php

IES (2005) Non-disclosure and Hidden Discrimination in Higher Education. Brighton: Institute ofEmployment Studies, University of Sussex.

Impact Network (2008) A Report on Disclosure and Support Issues for disabled Staff in HE [online] http://www.impact-associates.co.uk/impactnetwork/docs/meeting-jan2008/impact-network080130staff-disclosure.ppt

LSC (2003) Disclosure, Confidentiality and Passing on Information. Guidance for post-16 providers onimplementing the Disability Discrimination Act Part 4. London: Learning and Skills Council.

LLUK Equality and Diversity [online] http://www.lluk.org/equality-and-diversity.htm

LLUK Equality Factsheets [online] http://www.lluk.org/2820.htm

Prospects (2008) Disability: Marketing Yourself and Disclosure [online]http://www.prospects.ac.uk/cms/ShowPage/Home_page/Handling_discrimination/Disability/marketing_yourself_and_disclosure/p!efLbeL

Scottish Disability Team (2003) Disability disclosure, confidentiality and evidence in a Higher Educationcontext: Guidance Notes [online]. Dundee: Scottish Disability Team. Available from:http://www.sdt.ac.uk/disclosure_in_he.asp.

Scottish Disability Team (2005) Disability Impact Assessments – a brief guide [online]. Dundee: ScottishDisability Team. Available from: http://www.sdt.ac.uk/impact_assessments.asp

Secretary of State (2006) Disability Discrimination Act: ‘Guidance on Matters to be taken into Account in Determining Questions relating to the Definition of Disability’. London: HMSO.

Skill (2005) Disclosing your Disability. London: Skill: National Bureau for Students with Disabilities.

“Two Ticks” Scheme [online]. Available from:http://www.direct.gov.uk/en/DisabledPeople/Employmentsupport/LookingForWork/DG_4000314.

Unison Beyond the Barriers Campaign [online]. Available from:http://www.unison.org.uk/file/A2211.pdf pg9.

University and College Union (2007) Implementing the equality duties [online]. Available from:http://www.ucu.org.uk/media/docs/m/8/eqduties_tool.doc.

University and College Union/Unison/CEL (2007) The Disability Equality Duty [online]. Available from:http://www.centreforexcellence.org.uk/UsersDoc/Disability_Equality_Duty.pdf.

Woodward, T. and Day, R. (2006) “Disability disclosure: a case of understatement?” Business Ethics: A European Review [online]. 15(1), pp. 86-94. Available from:http://www3.interscience.wiley.com/journal/118730336/issue?CRETRY=1&SRETRY=0.

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23

Appendix 1Disclosure checklist

• Ensure that job advertisements activelywelcome applications from disabled people

• Encourage a job applicant to declare animpairment or discuss adjustmentsthroughout the application process e.g.application form, monitoring form

• Ascertain from applicants any adjustmentsthey may need to the interview and selectionprocess

• Ensure that any induction process for newmembers of staff provides opportunities fordisability disclosure

• Continually advertise to staff the process ofdisclosing impairment and the process forseeking reasonable adjustments

• Ensure that staff can at any time change theirdisability status with the organisation,through amending their details electronically

• Use the staff review/appraisal process to findout about any changes in disability status

• Ensure all application forms and processesfor enrolling on training and other continuingprofessional development provideopportunities for staff to disclose impairmentand have adjustments put in place

• Ensure that the promotions process allowsstaff to disclose impairments and haveadjustments made to all tasks used in thisprocess

• Ensure that any capability proceduresascertain the disability status of staff and thatadjustments are subsequently made to anycapability process should it be found that astaff member is disabled

• Ensure that complaints and grievanceprocedures afford staff the opportunity todisclose impairment, which should triggeradjustments being put in place

• Encourage staff to inform you of additionalskills that they have in relation to disabilityfor example proficiency in British SignLanguage, Makaton or Braille when data iscollected on qualifications and skills, in orderthat the organisation can use them whennecessary.


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Appendix 2 Sample staff disability disclosure form12


We are aware of the stigma and negativeperceptions attached to disability that manydisabled people experience. We want tochallenge these but need your help to do so.We hope to assure you of a positive andsupportive response to disclosure.

We believe that it is primarily the attitudes,behaviour and environmental barriers thatdisabled people face, which can disadvantage,exclude and marginalise them in society ratherthan any particular impairment or condition. We hope you can feel confident disclosing yourdisability status, impairment, or condition tous, so we can review in consultation with youany reasonable adjustments we need to maketo the interview process, job or workingenvironment.

Some disabled people may feel thisinformation is private and not work related.Even where you may feel your disability status,impairment or condition does not impact onyour work, we would encourage you to let usknow on the annual Staff Equal OpportunitiesClassification Form, so we know how manydisabled people work here and are applyingfor jobs with us. We review our recruitmentfigures and staff profile each year, to checkdisabled people are an increasingly significantpart of our diverse workforce, that ouremployment policies and procedures do notimpact adversely on disabled people, butinstead are having a positive effect in making ita better place for disabled people to work.

Where you have disclosed an impairment orcondition that may require adjustments to yourwork or working environment, OccupationalHealth will be in touch to assess yourrequirements with you. Where you consideryourself to be a disabled person but do notrequire adjustments at present, this informationwill be stored confidentially and will only beused for annual monitoring purposes.

Before answering the questions on disabilityplease read the Are You Disabled Sectionbelow.

Are You Disabled? Do you have any impairment, or conditionwhich has an impact on your life? If so, then weare here to support and advise. If you are indoubt, we are happy to discuss this with you. Adisabled person is defined in the DisabilityDiscrimination Act as someone with “A physicalor mental impairment which has a substantial andlong-term adverse effect on their ability to carryout normal day-to-day activities”.

We know that many disabled people do notconsider themselves to fall within this definition.Consequently, we are committed to helping allstaff with an impairment, or condition, even ifthey do not meet the Disability DiscriminationAct definition.

We welcome disclosure from disabled staff andjob applicants.

12Adapted from University College London http://www.ucl.ac.uk/hr/equalities/disclosure.php

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Do you consider yourself to be a disabled person?

Yes � No �

Do you have any impairment(s) or condition(s) that may require adjustments to your work orworking environment? (Examples might include: adjustments to working hours such as change ofstart or end time to the working day; physical adaptations to buildings; environmental changessuch as increased lighting; assistive technology; the provision of adjustable height desks or chairswith extra back support; a personal assistant such as a reader, or signer; the provision of disabilityleave; change of duties or place of work)

Yes � No �

(If you have ticked yes, you will be contacted by the Occupational Health Service who will workwith you to assess your requirements and to advise your manager of any reasonable adjustmentsthat are needed)

I do consider myself to be a disabled person, but I do not wish this information to be shared withanyone else.

Yes � No �

(If you have ticked yes, but require reasonable adjustments in the future, please feel free at any timeto contact your line manager, the Human Resources Department or the Equality and DiversityManager to discuss your requirements)

If you have any questions or concerns, or if you feel we have not responded positively to yourdisclosure, then please let the Equality and Diversity Manager know immediately.

All information will be dealt with sensitively and will not be divulged to a third party withoutyour permission.

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Appendix 3 Isle of Wight College: The process of increasing staff disclosureand the staff disability forum


When the Isle of Wight started to be involved asa pilot college in the Centre for Excellence inLeadership (CEL) / University and College Union(UCU) / UNISON disability project they had avery low disclosure rate and their staff were veryreluctant to declare that they had a disability. TheIsle of Wight personnel database showed 0.5 percent of staff disclosed a disability. It was decidedto use some very simple, low-tech ways to buildtrust and to make staff feel safe to declare. Thecollege’s target was to increase the disclosurerate to 5 per cent in the first year. The collegeactually reached their disclosure rate target intwo months. This was done through thefollowing process:

1. The college raised awareness of theDisability Equality Duty and its importancefor staff through: disability equality training,which was led by a disabled member of staffat Isle of Wight College; at its continuingprofessional development day; through thestaff intranet; and through the college’sequality and diversity newsletter.

2. A letter was sent from the equality anddiversity manager to all staff outlining why thecollege was asking staff to disclose, informingthem about the Disability Equality Duty andeducating them around legislative changesaround the legal definition of disability.

3. All staff were asked to fill in a questionnaireabout disability and return it to the Equalityand Diversity manager. This questionnaireincluded questions about the barriers thatstaff felt existed for them and ways in whichthe college could improve the organisationalculture regarding disability.

4. At the end of the questionnaire, staff weregiven the option to get involved in the staffdisability forum and the college’s DisabilityEquality Scheme.

5. Staff were able to make an appointment, ifthey felt it was appropriate, with the Equalityand Diversity manager to discuss any supportthat they needed.

6. When staff attended the staff disability forumtheir names were kept anonymous if they sowished.

7. The staff disability forum was used as amechanism to involve disabled staff, to seektheir views and enable them to work withthe college on removing some of the barriersthat existed for disabled staff.

8. The minutes of the staff disability forumwere available to all staff. Those staff whohad not attended before were encouragedto attend.

9. The equality and diversity manager reportedback to staff about the impact that theirinvolvement was having, changes the collegewas making and how barriers were beingremoved.

Through these nine steps the disclosure rate atthe Isle of Wight College had increased from0.5 per cent to 4.9 per cent in just two months.This is because the staff had been educatedabout disability, given the mechanism todisclose, given a reason to disclose and seen theimpact that their disclosure has had on theirwork place.

Lifelong Learning UK

BELFAST2nd Floor, Alfred House, 19-21 Alfred Street, Belfast, BT2 8EDTel: 0870 050 2570 Fax: 02890 247 675

CARDIFFSophia House, 28 Cathedral Road, Cardiff, CF11 9LJTel: 029 2066 0238 Fax: 029 2066 0239

EDINBURGH CBC House, 24 Canning Street, Edinburgh, EH3 8EGTel: 0870 756 4970 Fax: 0131 229 8051

LEEDS 4th Floor, 36 Park Row, Leeds, LS1 5JLTel: 0870 300 8110 Fax: 0113 242 5897

LONDON 5th Floor, St Andrew’s House, 18-20 St Andrew Street, London EC4A 3AYTel: 0870 757 7890 Fax: 0870 757 7889

Email: [email protected] and Advice Service: 020 7936 5798

www.lluk.org

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Documents

term disability

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introductiondisabled

commissionfor disabled

disclosure ofimpairment

language of impairment

guidance notes

preferred language