From the ECU doc Shapng your Disability Equality Scheme从ECU DOC塑造你的残疾平等计划.docVIP

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From the ECU doc Shapng your Disability Equality Scheme从ECU DOC塑造你的残疾平等计划.doc

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From the ECU doc Shapng your Disability Equality Scheme从ECU DOC塑造你的残疾平等计划

The Bloomsbury Consortium Disability Equality Scheme – draft template April 2006 Sections highlighted in green are additional suggestions for section content from TBC members for our template, we would expect these notes to be removed once the text is written for each section. 1.0 Summary Include: The route through the institution’s committee structure by which this plan was ratified and the date on which it will be approved by the Governing Body. Also comment on the staff involved in writing the scheme, their expertise and refer to the section later about engagement of disabled participants. Overview and vision ?Written / signed by Principal / Vice Chancellor / Director? 2.0 Introduction The links between the DES and institutional strategic objectives Also mention institutional vision / mission statement and values 2.2 Leadership statement by the principal / VC / Director 2.3 The involvement of disabled people in developing the DES Why? Importance of such involvement how? Students Staff others Other inputs in developing the DES Input of staff engaged with disabled participants Attendance of staff at various events and conferences Drawn on guidance documents from HEFCE / ECU and others (specify) Collaboration with NADO National group on DES Collaboration with the Bloomsbury Consortium members ? engagement with disability organisations? 3.0 Context 3.1 The social, legal and political context in which this new duty is being introduced. plus - ethical case - best professional practice for academics - business case perhaps - who are our appropriate comparators? Why? Our institutional context. Institutional Mission statement Description of main features of context Summary of key institutional strategic objectives Quantitative and qualitative What responsibilities lie with whom? e.g. split by all levels of staff and students general and specific responsibilities 4.0 Where we are now? This is essentially an assessment of your baseline provision in ter