Health and safety implications

Some practical study activities, such as laboratory experiments, the use of workshop equipment and field trips, have health and safety aspects for all students. Risk assessment should address the learning situation and should be sufficiently inclusive so that it covers the implications for all students who may take part, including those with impairments and additional needs. There may be practical learning environments where there are additional health and safety issues for students with particular impairments and your teaching strategies will need to accommodate this.

There is an extensive body of legislation and regulation, for example the Health and Safety at Work Act 1974, and the Fire Precautions Act 1971, that specify the actions your institution must take to ensure the health and safety of staff, students and visitors. The Disability Discrimination Act does not override health and safety legislation. However, in many cases, changes to procedures, the provision of training, the purchase of equipment or the provision of human support may reduce any risks that arise in relation to disabled students. The Code of Practice associated with the post-16 requirements of Part 4 of the DDA makes the following statements.

Health and safety issues must not be used spuriously to avoid making a reasonable adjustment. (6.15B, p77).

There might be instances when, although an adjustment could be made, it would not be reasonable as it would endanger the health and safety either of the disabled person or of other people. (6.13A, p75)

The Health and Safety at Work Act requires institutions to produce a health and safety policy and to carry out risk assessments that list any risks and identify the measures that will be taken to reduce those risks. The risk assessment process carried out to comply with health and safety legislation may provide a useful opportunity to consider reasonable adjustments required by the DDA.

Your institution

Your institution should have the following policies and procedures that include any additional aspects in relation to disabled students.

A health and safety policy and procedures that are continually monitored – your institution may have a health and safety officer who can give you information and advice
Written risk assessments that identify risks, hazards and management strategies for practically-based teaching activities and their locations
Emergency evacuation procedures in the event of fire, or for any other reason

Your role

It is your employer’s responsibility to ensure that a risk assessment has been completed and that any health and safety adjustments for disabled students have been identified and actioned. However, you need to know about the risks and adjustments so that you can take account of them in your teaching.

Get a copy of the risk assessment and read it carefully
Check whether any recommended adjustments have already been carried out, or whether they are part of your responsibility in the day-to-day management of the learning environment (e.g. keeping gangways clear of bags and trailing electrical wires)
If there are still particular issues outstanding, refer the matter to your line manager
Monitor the success of the adjustments and raise any issues with your line manager

There may be specific risks for students who are deaf because of unresolved communication issues. Alerting people to danger has traditionally relied on sound (e.g. shouting, alarm bells) and some equipment has audible safety warnings. Consider whether visual or vibrating systems can be used to supplement these systems, such as flashing light alarms and personal alerters which vibrate. Creative solutions may need to be devised and put in pace. If the safe use of a piece of equipment relies on hearing changes in sound, for example, then the deaf student may need to work with a hearing assistant.

Make sure that deaf students are aware of the emergency evacuation and safety procedures in any practical area where they may be working, either as part of a group or alone. You should be prepared to address any specific concerns they may have. If there are any safety rules for particular activities, it is advisable to provide these for deaf students in advance as well as going through them during the session.