Disability Services


Leeds Metropolitan University works hard to ensure that, as far as possible, it is accessible to a wide a range of students. We continually anticipate the general requirements of disabled people with a wide range of impairments and health conditions and build these it to our policies and procedures. Nevertheless we recognise that some students will require individual adjustments made to enable them to access our assessment, learning and teaching provision.

The University has a Disability Services team where students can disclose their disability/impairment in confidence and discuss their reasonable adjustments with experienced Advisers who will then coordinate the arrangements for the adjustments to be made and provide advice and guidance to both students and academic colleagues on the requirements.

Information for staff:

Supporting Your Students

The starting points for any tutor are:

  • Be informed about the individual's needs and study methods and how you can help. If you are unsure about an impairment or its effect on study, ask the student!
  • Be informed more generally about the needs of disabled students - ask for awareness or more specialised training for the whole department.
  • Try to be flexible - a student's needs may change as the course progresses.
  • Create an atmosphere in which students feel they can approach you if they find that adaptations to course delivery are not working.
  • If possible, put aside regular time to listen and be clear about when and how you can be contacted.
  • Take care not to single out disabled students, even though they may need extra support.
  • Encourage them to team up with other students and meet with students with similar difficulties, for mutual support and exchange of strategies.
  • Help students to organise their use of time and resources.
  • Encourage students to make maximum use of any extra support workshops or sessions on offer.

Defining Disability

There are a number of ways of defining disability: Two current ways of looking at disability are the Social or Barriers Model and the Medical or Individual Model.

In Leeds Met we aim to promote a Social Model approach.

Disability and the Curriculum

Historically disabled people are rarely represented positively in literature or the media.

As with other marginalised groups, disabled people's issues and perspectives are not generally included as part of the broad educational curriculum.

It could be argued that the consideration or representation of disabled people's perspective/issues is not relevant in certain curricular areas.

What after all has Computing, Accounting, Business or Languages to do with disabled people?

What does it matter whether 'equality' is explicit in these curriculum areas?

The exclusion of disabled people's issues learning material reinforces negative and disempowering messages to disabled and non-disabled people. By including equality into curriculum you will improve the educational experience and broaden learning for all students.

In developing the curriculum and learning materials it is essential that the perspective and needs of all students is considered and where possible represented.

Think about:

  • The content of your materials. If you use examples, who do they represent?
  • Media/format - is all the material text based or could students present their works in alternative format e.g. videotape?
  • Structure - does the curriculum Include placements? Are they accessible?
  • Leeds Met is committed to Widening Participation and to working towards educational inclusion.
  • Widening Participation
  • QAA Code of practice for disabled students
  • Guidelines for accessible courseware
  • Teaching and Learning
  • Admissions procedure

Communication and Language

TermsDecisions about language are not simple because people have preferences and these change with time. But Words are important. They affect how people feel about themselves and whether they are viewed and treated in positive or negative way.

Some people prefer to be called "people with disabilities" which they believe promotes the view that they are people first, who also have a disability.

Within the Social Model people choose to use the term disabled people instead because this embraces the view that a person with an impairment is 'disabled' by barriers in society.

Just as words can be positive and empowering some words and phrases are offensive. Dis-empowering labels such as 'crippled by', 'handicapped person', 'victim of', 'The blind', 'The disabled' and 'The deaf' are oppressive. These phrases ignore the individual and concentrate on the impairment.

Although there are no hard and fast rules, certain language may cause offence and so should be avoided.

Fire Procedure

Fire Evacuation for Persons with Impaired Mobility

Leeds Met Fire Regulations and Procedures, Ref. LWE 1 e 95 are a comprehensive set of rules for fire safety in the University. All employees and students should be familiar with fire safety and action in the event of a fire. Arrangements for external organisations using Leeds Met premises are also in place.

Procedures for wheelchair users and other disabled people who may need assistance are dealt with mainly in sections 1 and 4.

Personal fire emergency and evacuation arrangements should be made according to the person's needs. MOC managers should ensure that Heads of School/Course Leaders/University Officers/Managers make appropriate arrangements in association with Health and Safety, Student Services, Health Centres, Estates Division or Halls Management staff as appropriate. Arrangements may include nominating students/employees to assist with evacuation and identification of 'safe havens'.

The Senior Health and Safety Officer should be notified of, and kept updated on, local procedures.

Further guidance on implementing the Regulations and Procedures is outlined below and should be made available to staff and students with impaired mobility as part of their personal fire emergency and evacuation arrangements.

ADVICE FOR WHEELCHAIR USERS AND OTHER PEOPLE WITH RESTRICTED MOBILITY REQUIRING ASSISTANCE IN THE EVENT OF AN EMERGENCY

A. WHEELCHAIR USERS.

The advice given below should be used to formulate your personal fire emergency and evacuation arrangements.

If you or your helper are familiar with the building you should leave the building by a horizontal route to an assembly point.

If you are not familiar with the building or a horizontal route to an assembly point is not available the procedure below should be followed.

1. In the event of a fire alarm sounding you should ask a colleague or any other available person to accompany you to the doors next to the nearest staircase. Your personal fire emergency and evacuation arrangements may include designated employees to assist you and designated 'safe havens' where you would normally seek refuge in a fire emergency.

2. Unless you are threatened by the fire or other emergency you should not enter the staircase or ask someone to carry you down the staircase. Security will, in the event of a real emergency, ascertain from the Fire Brigade whether
I. you are able to remain safely where you are, or

II. to use a lift (with Fire Brigade permission) in order to leave the building.

If the fire alarm is false, you will be advised of the situation as soon as possible and given instructions

1. Should you be threatened by the fire or other emergency, you should move onto the staircase but remain on the landing. All of the staircases are protected and you would normally be safe to remain on the staircase landing for up to half an hour.

2. Under no circumstances should a lift be used without the Fire Brigade's or Health and Safety Officer's permission.

B. PEOPLE WITH RESTRICTED MOBILITY

If you consider you can negotiate the evacuation route safely you should make your way to the staircase or other protected area. You should not attempt to go down until the main body of people has passed. Your limited mobility could cause an accident on the stairs to either yourself or others. Alternatively, follow the advice in 2-4 above. Please discourage others from taking you on the stairs until it is safe to do so. Ask someone to inform the Security Emergency Control Centre of your whereabouts.

Civic Quarter Ext.3154

Headingley Campus Ext.3165

If the fire alarm is false you will be advised of the situation as soon as possible and given instructions.

If you have any queries or concerns you should contact the University Health and Safety Officer for clarification.

Chris Richold x3816 Senior Health and Safety Officer

Chris Domeracki x3334 Health and Safety Officer

Service contacts

John Reaney

0113 812 8519
E-mail John Reaney

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