Encouraging disclosure of a disability
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Institutions are required to be proactive in encouraging applicants and students to disclose a disability under the Code of Practice for Part 4 of the DDA, paragraph 5.15.
People are more likely to disclose a disability if the atmosphere and culture are open and welcoming. Institutions could consider
- asking people to disclose a disability on application forms
- publicising the provision that is made for disabled people, pointing out the wide groups of people this may include, such as students with mental health difficulties, and then providing opportunities to talk to tutors, teachers or other staff in confidence
- asking students whether they need any specific arrangements for examinations because of a disability.
Some applicants don’t disclose themselves as disabled. They may fear that doing so will prejudice their chances of a place. Others don’t think of themselves as disabled or requiring additional support. Or they don’t realise that disclosure is the key to obtaining the services they need. A significant proportion of dyslexic students are first diagnosed as dyslexic at university and so will not refer to their specific learning difficulty on their application form.
Students may disclose that they have a disability, or need some special arrangement, at any point during their course. Many choose to talk to the disability officer, but some find it easier to discuss their needs with their tutor or another member of staff they feel comfortable with.
Tutors have a key role to play in facilitating disclosure of disability. Here are some ideas of what you can do.
- Publicise the services made available by the institution and outside bodies (e.g. Disabled Students’ Allowances). Take the opportunities provided when you meet applicants and new students, for example on open days and at admission interviews.
- Be alert for signs that a student not notified to you as disabled may nevertheless have a disability. You may notice that someone has trouble following or contributing to a conversation or discussion, or that their written work is unusually poor in spelling, expression or grammar.
- Talk sensitively and privately with a student who displays these signs to find out if there may be a disability-related reason.
- Provide opportunities for disclosure and privacy in which to do so – for example, if you are organising a field trip or a visit and have a form that the students must complete, ask all students if they have any disability-related needs.
