The Disabled Student Commitment
What is the Disabled Student Commitment?
The purpose of the Disabled Student Commitment (the Commitment) is to secure an enhanced and improved experience for disabled students within higher education. The Disabled Students’ Commission (DSC) calls upon higher education providers (HEPs), Government, funders, agencies, regulators and professional, statutory and regulatory bodies (henceforth referred to as other organisations) to adopt and promote the Commitment.
The Commitment calls on Higher Education Providers (HEPs) to look at what they currently do, what innovative practice they can share, and how they can change. The Commitment does not seek to replicate or replace legal duties, but asks organisations to do more by focusing on how they can improve the disabled student experience.
Professor Sarah Greer, CBE, DSC Sponsor
The University of Winchester has a long tradition of enabling access to high-quality, transformative education for all. This is embedded in our Strategic Plan 2023-2028, which has transformation at its heart. As an institution we strive to lead by example in creating an environment where all students can flourish and succeed in their studies and beyond.
Over a third of our student body disclose a disability and it is vital to ensure that disabled students feel empowered to work hard to succeed in their studies, and also that they feel valued, safe and and free from discrimination. As a university, we work holistically to ensure that all students, regardless of disability, have equal access to opportunities, resources, and support throughout their educational journey. We understand that accessibility cannot be achieved by policy alone, and we work with our student body to listen, learn and implement necessary change.
The actions within the Commitment have been created in partnership with our student body. Together we will continue to make the University of Winchester a leading inclusive academic community in which all students, regardless of disability, can achieve and thrive.
I am delighted to be the sponsor for this important project and to commit our university to meeting the Advance HE’s Disabled Student Commission's Commitment.
Areas of focus in the Disabled Student Commitment
1. Requests to share information
The sharing or disclosure of information is a key touch point for students. It is important that this is viewed as a positive step as part of the student experience. The DSC recognises that HEPs and other providers have a range of record systems, but often the systems do not work together, resulting in repeated requests for information. The disabled student view is very clear that they find it frustrating, off-putting and disrespectful to be repeatedly asked to share the same information about their disability.
How Winchester will address this commitment
- We ask students to disclose their information during application and through our Additional Requirements Questionnaire (ARQ) or the Declaration of Health (DOH) process. This is then shared with key departments who need to know this information. Student can update their information at any time during their degree.
- We will work towards ensuring that if a disabled student is required to share information more than once, it should be in relation to their support requirements only, not their condition.
2. Choosing a course of study
It is important that all applicants and students fully understand and engage with the nature of the course that they wish to study. However, it is even more crucial that a disabled student understands how the course will be delivered and the support available to enable them to succeed, given the barriers they may face. A range of organisations and service providers, not just those based in the higher education sector, have a responsibility to provide consistent information, advice and guidance (IAG) on higher education, and they all need to ensure that disabled students are considered within this.
How Winchester will address this commitment
- Commit to providing comprehensive information about how we support our disabled students including information technology, libraries, wellbeing, catering and accommodation.
- Commit to providing clear information about the course including assessment types.
3. Transition into higher education
First experiences within a new community are crucial in enabling integration and establishing a sense of belonging. This is particularly the case for disabled students entering higher education for the first time. It is important that HEPs, student unions and guilds work collaboratively to support disabled students’ transition into higher education and to ensure that they can participate confidently in all activities. Often, disabled students face unintended barriers from the very beginning, simply because of institutional and sector body decision-making processes which may not have fully considered their needs.
How Winchester will address this commitment
- Continue to run and develop transition events and activities for new students
- Continue to provide specialist Information, Advice and Guidance to applicants through Open events and outreach work during application and transition.
- All our disabled students, who have disclosed a support need are made aware of the support available within the University and understand how to provide information on their disability and communicate any associated support requirements.
- Our disabled students’ support requirements provided by the university are in place on day one of their course in line with the Learning Agreement (provided a student has shared their disability and met/spoken with a Disability Adviser).
- Our policies and practices are consistent with the principles of the Office of the Independent Adjudicator for Higher Education (OIA): Good Practice Framework.
4. On Course Experience
It is vital that we create a culture in which all students can excel in higher education. For disabled students to excel, their needs and support requirements should be met so that they can fully engage with their learning and achieve positive outcomes without unnecessary and stressful distraction.
How Winchester will address this commitment
- The Inclusive Practice policy is embedded within the curriculum with baseline expectations across all courses and during revalidation processes.
- Support and training available to all members of the university on inclusive practice.
- Opportunities for staff and students to feedback on inclusive practice.
5. Moving Forward
Moving out of studying and into employment is a crucial step for disabled students, and yet this is where the biggest gap in outcomes exists.
How Winchester will address this commitment
- The Careers and and Opportunities Team empower, inspire, and guide learners, students, and graduates to navigate their professional journeys with confidence and purpose with inclusive practice at the core.
- Continue to seek out delivery opportunities specifically for students with additional needs.