Dear All,

I am pleased to see that the UCAS codes are to be reviewed. Below are some
of my thoughts.

I would favour a social model approach as institutions really need to know
which barriers an applicant may face rather than the nature of their
impairment. For example, knowing that someone has a hearing impairment does
not tell you whether they communicate by lip-reading or by using British
Sign Language. The resource implications may be significantly greater for
BSL users than for people who lip-read. The need for personal care is not
apparent from an impairment label.

Why is data on impairment needed for public accountability?

Unfortunately, the government does not accept a social model approach and
this will always create a barrier to any attempt to move to social model
definitions.

I think we have a further problem because so many different categories and
definitions are used by agencies collecting data. The categories used for
'day-to-day activities' in the DDA are different from the UCAS categories.
It would make more sense, if the DDA definition were changed to make it less
offensive, for all agencies to use the same framework. This would
standardise the data received. In addition, a disabled person would know
their status, whether they were applying for benefits or a higher education
course or taking a case under the DDA.

I will follow the rest of the debate with interest.

Best wishes,
Cindy

-----Original Message-----
From: Discussion list for disabled students and their support staff.
[mailto:[log in to unmask]]On Behalf Of David Lyons
Sent: Monday, February 26, 2001 3:36 PM
To: [log in to unmask]
Subject: Re: UCAS codes


Yes, we do something similar. It doesn't always help.

I have had my opinions modified a bit about using the social
model for the UCAS form by Nick at SKILL. The think is used
for social accountability as well, so catagories of impairment
are needed on the form. I think.
Anyway, having both would be confusing.

dave

> -----Original Message-----
> From: Discussion list for disabled students and their support staff.
> [mailto:[log in to unmask]]On Behalf Of Martin Smith
> Sent: 26 February 2001 15:28
> To: [log in to unmask]
> Subject: Re: UCAS codes
>
>
> Dave,
> At Brunel we quote the Social Model in the first paragraph of
> our Handbook
> for disabled students. Re UCAS processes: once a person has
> filled in the
> UCAS form indicating disabiltiy, then the Admissions Dept send a
> Needs and
> Accommodation Questionnaire to the applicant together with a, hopefully,
> reassuring letter. This also includes the offer of a visit to go through
> any matter with the Disability or Dyslexia Officers and Admissions Tutor.
> I believe it important for planning/resource allocation purposes to know
> the numbers of people with, for example, sensory or mobility impairments
> who are to attend, but of more importance to the person who has filled in
> the UCAS form in the first place is their needs and what can be done to
> meet these, adopting the Social Model.
>
> Martin Smith.
> Disability Co-ordinator.
> Brunel University.
>
>
> On Mon, 26 Feb 2001 13:34:42 -0000 David Lyons <[log in to unmask]> wrote:
>
> > Could I second Nick's remarks. A social model helps the
> student, helps the
> > assessor. It might need to be a set, as an institution can throw up more
> > than
> > one barrier to a student. Mind you, some students have more
> than one medical
> > problem, so the medical model has the same difficulty.
> >
> > We have had two applicants this year who refused to mark because they
> > "knew that they would be rejected if the disability was known".
> We hope that
> > we put their minds at ease for this University and for others. Using the
> > social model
> > should ease this as well.
> >
> > Dave Lyons
> > David Lyons
> > University Disability Technical Officer
> > Rm. 5A.528
> > Department of Computer Science
> > University of Essex
> > Colchester, Essex, UK CO4 3SQ
> > Tel - (44)1206 872674
> > Fax - (44)1206 872788
> > email - [log in to unmask]
> > www - http://cswww.essex.ac.uk/staff/lyons.htm
> >
> >
> > -----Original Message-----
> > From: Discussion list for disabled students and their support staff.
> > [mailto:[log in to unmask]]On Behalf Of Mike Wray
> > Sent: 26 February 2001 13:21
> > To: [log in to unmask]
> > Subject: Re: UCAS codes
> >
> >
> > Nick wrote
> > > Hi everybody.
> > >
> > > UCAS guidance for applicants is being updated and improved
> for the 'How
> > to
> > > apply for 2002 entry' booklet. The codes themselves
> > .......................etc
> >
> > My reply...
> >
> > What do people think about a rethink of the whole thing?
> > What about turning it on its head and trying to move towards a social
> > model of disability? One that focuses on the institutional
> provision rather
> > than on the individual's impairment
> > 0 – does not require any 'support' or adaptations
> > 1 – alternative arrangements for examinations and assessments
> > 2 – wheelchair access to all buildings
> > 3 – will require personal assistant/s (BSL interpretor, notetaker etc)
> > 4 – use of assistive technology
> > 5 – adaptations to halls of residence
> > 6 – counselling
> > 7 –additional support in the library (extended loan period, electronic
> > access to information etc.)
> > 8 – copies of material in alternative formats
> > 9 – other
> >
> > What does knowing that we have 200 applicants with dyslexia
> actually tell
> > us? How does it help us plan services for the coming year? I
> know that most
> > HEIs also use the codes as statistical descriptions for their disability
> > provision, but what do they tell us about the services we are providing?
> > Wouldn't it be better if we knew that 100 of these students will want
> > extra tuition, 50 will want notetakers, 80 will need a PC etc. etc. ?
> > Just a thought, hope it can lead to discussion.
> >
> >
> >
> > Mike Wray
> > Project Co-ordinator
> > DEMOS Project
> > Manchester Metropolitan University
> > Tel: 0161 247 3377
> > Fax: 0161 247 6852
> > Text: 0161 247 3492
> > www.demos.ac.uk
> >
> >
>
> Martin Smith.
> Disability Co-ordinator,
> Brunel University, UK
> [log in to unmask]
>