Review of Support for Disabled Students

In November 2023, Glasgow Caledonian launched a review of our University-wide approach to the support and inclusion of disabled students. This review was prompted by significant increases in the number of students disclosing disability, and a recognition that we needed to modify our approach to be in the best place to meet that increased demand in future.

The overarching aim of the current review is to promote and support a move to more inclusive practices that will anticipate the needs of our disabled students and reduce the necessity for individual adjustments.

In progressing this review, we are consulting with students and staff across the University, and looking at examples of good practice elsewhere in the university sector.

More about the Glasgow Caledonian Disability Review

Overarching strategic commitments to disability-inclusive practice, along with the provision of appropriate training and guidance to all staff, will be fundamental in helping us achieve the necessary changes.

There are two work-streams of activities proposed - which should help us to meet our objectives. Some of this work can be completed in the coming months, but much of the planned activity will take longer to implement and embed. Taking an evidence-based approach - gathering and monitoring relevant data and feedback to measure our progress - will be the best way of ensuring that these longer-term goals are met.

1. Delivering disability-inclusive teaching and assessment which minimises the need for individual adjustments. This is likely to include:

The introduction of 'Baseline Standards' for inclusive teaching, learning and assessment practice at Glasgow Caledonian - which will seek over time to reduce the requirement for the most commonly recommended adjustments for disabled students, by instead providing these as 'mainstreamed adjustments' applicable to all students.
Ensuring that all existing and new policies and guidance relating to student learning reflect disability-inclusive practice
Promoting and supporting the adoption of disability-inclusive teaching and assessment practice, through for example staff training and guidance, and programme and module quality assurance processes.

2. Delivering appropriate and timely services and adjustments for disabled students. This is likely to include:

A review of the role of Academic Disability Coordinators, and how they interact with the Disability Service. These changes will enable the Disability Advisers to make more informed recommendations for disabled students' RAPs, and academic departments to better understand the needs of their disabled students, and identify opportunities for inclusive teaching and assessment practice.
Ensuring that the Disability Service is appropriately resourced and able to provide timely support to those students who need this service.
Ensuring that there is adequate resourcing for the implementation of exam and class test adjustments, and for the maintenance of our systems for the communication of student RAPs.