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.
6.2 The University will make reasonable adjustments to its provision of education to ensure that applicants and students are not placed at a substantial disadvantage in comparison to non-disabled people. Though the University takes reasonable and proportionate steps to ensure that adjustments are planned, provided in advance and in anticipation of disabled people requiring support, cases may occasionally arise, where it would not be reasonable for the University to make adjustments for a particular applicant or student, for example, where that individual’s needs are complex.
6.3 In such circumstances, the University may not be able to offer you a place or may need to terminate the Contract. You will be informed of the decision and the reasons for it.
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. During admission and enrollment of any disabled student and thereafter the School shall comply with all federal and state laws regarding the education of students with special needs. The School shall provide all necessary related services, or the School may contract for accommodations or related services provided that it provides documentation to Sponsor identifying the providers, the plan to provide services, and the provider’s qualifications, experience, and reputation. The School must annually adopt its plan for carrying through on all special education laws, rules and procedures.
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. 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 coordinated by the University’s Disability Advisory and Support Service and a new institutional-wide Disability Strategy has been developed to ensure that the needs and aspirations of disabled students are being addressed. In the context of the Government’s changes to the Disabled Students’ Allowance (DSA) the University continues to review its approach to disabled student support. The defining principles for the University’s approach to supporting disabled students include: a commitment to shared and ambitious aspirations for disabled students; an acknowledgement that all interventions and provision should enhance students’ independence and autonomy, as appropriate to each individual’s aspirations;
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. Effective and tailored support is required to ensure students with disabilities have success progression through their undergraduate experience. Currently we exceed our HESA benchmark for the proportion of students in receipt of DSA so have a significant number of students disclosing a disability. However we are also aware of the increasing numbers of students that require support who may not be in receipt of DSA. This has led to increased investment in staffing for mental health and wellbeing in the Student Advice and Wellbeing team. During 2018/19 will we develop a target to monitor the impact of this additional support, and ensure we are providing sufficient information, advice and guidance to the student body on where to access the support available.
