Involving disabled students and staff

The Disability Rights Commission (DRC) Code of Practice advises 'Public authorities will not be able to identify and prioritise equality initiatives effectively unless they consider the views of disabled people' (3.9). So it is more crucial than ever that the views of disabled students and staff are actively considered in designing and developing an inclusive work and study environment.

Why involve rather than consult?

Involving disabled people in decision-making has a number of positive benefits, for disabled staff and students and for higher education institutions (HEIs) alike.  Involvement, as opposed to consultation, is an active rather than a passive process. The Office for Disability Issues says this means 'active engagement rather than just asking disabled people to comment on work'.

Involvement includes setting up processes that allow for an ongoing exchange of views between disabled people and an HEI. An effective involvement strategy builds in the opportunity for review and redevelopment of policy in response to disabled people’s involvement. Ultimately this leads to the creation of a positive culture where disabled people have confidence in HEIs' decision-making processes. Effective involvement is to the benefit of all, because getting disabled people's views and advice on the potential effects of policy initiatives helps identify problems and find solutions – which saves time and money in the long run.

A report by the Office for Public Management, Involvement for real equality, also shows that positive and active engagement with disabled people in developing and implementing policy and practice allows HEIs to:

• improve performance in relation to not only disability, but also broader institutional objectives
• design and deliver better services for staff and students that are sustainable in the long term
• change organisational culture to promote disability equality
• become better employers
• strengthen involvement processes
• improve trust in decision-making.

Creating institutional information

The Office for Disability Issues has five core principles for the provision of information which is inclusive of disabled people. ECU recommends that institutions are mindful of these principles when developing any institutional policy and practice:  

• ensure disabled people are involved from the start
• provide information via a range of channels and formats
  
• ensure information meets users’ needs
  
• clearly signpost other services
  
• always define responsibility for information provision.

How to involve disabled people

ECU has created a briefing for HEIs (Involving disabled people in disability equality schemes: briefing paper for the higher education sector, which draws from a number of useful resources, including the Disability Rights Commission's (now EHRC) Involving disabled people.

ECU recommends that HEIs adopt a range of practical strategies to involve disabled people, and develop an involvement strategy to ensure any engagement with disabled staff and students is focused and joined-up; this should avoid involvement fatigue on all sides.

Further information

Higher Education Academy guidance on Student Engagement

Office for Disability Issues:  Improving information for disabled people