ࡱ> w{v~q bjbj nbiZjiZj.PBB ;!;!;!$_!_!_!P!<!_!6 """"#+Z++*6,6,6,6,6,6,68];\,6;!,^+"+,,,6 "#]A6V,V,V,,. 8";!#*6V,,*6V,V,r"5T#!5# d4,"v56W6065V;V,;5;;!5<,,V,,,,,,,6,6V,,,,6,,,,;,,,,,,,,,BY :  Accessibility as Standard Checklist: C - Virtual Learning Environment (VLE) Introduction from the Disabled Members Standing Committee The Disabled Members Standing Committee (DMSC) works for all our members from Further Education to Higher Education, Prisons, Adult and Continuing Education and academic-related, professional services staff and researchers. One in four members is disabled - including members with visible or invisible disabilities and with a hearing impairment, neurodivergent and/or have lived experience of mental illness and/or mental distress. The DMSC recognises that access barriers within our workplaces result in members facing difficulties in delivering their professional skills whilst taking an intersectional approach to equality for all members of our union. The Disabled Members Standing Committee has designed this short review checklist to gather data and anecdotal information on how accessible our education institutions are. Despite legal protections, access and accessibility remain issues that impact Disabled members both individually and collectively. This checklist aims to increase accessibility in our workplaces,including within physical buildings and virtual learning environments, so that we see accessibility as standard. The checklist is especially useful for Health & Safety and Equality reps. It helps to improve accountability for accessible workplaces locally, as well as provides data that feeds into ӣs national campaigns and forms a basis for branches to pressure employers to act. The Annual Day of Action for Disability Equality in Education (which usually takes place during Disability History Month) is a cornerstone of the DMSCs work. The DMSC welcomes feedback from members and branches about how we can collectively improve access and inclusion in our workplaces: Nothing About Us, Without Us. How to use the Accessibility as Standard checklist: Health & Safety and Equality reps may wish to conduct the review together. You may complete the checklist or undertake one or more sections. Ideally, the review should be conducted at the same time every year (i.e., at the beginning of each academic year) Inform the lead for Health and Safety and the Joint Negotiation and Consultation Committee (or equivalent) at your institution about this checklist so they can assist you with completing the review. Where data is missing (because reps cannot find the required information), inform the lead for Health and Safety and your branch committee. When you have completed the checklist, discuss the results with your branch committee. You may wish to include some recommendations or priority areas for attention. Please share your results and recommendations each time its conducted with your institution's Joint Negotiation and Consultation Committee (or equivalent) to pressure your employer to take action. Please share the review's results and recommendations each year with ӣ, including sending your completed checklists to HYPERLINK "mailto:eqadmin@ucu.org.uk"eqadmin@ucu.org.uk. How to complete the checklist Instructions: Please specify the location you are auditing, for example: A. Doors and entrances including receptionAreaReception YNNotes / CommentsA01Is the reception point fitted with an induction loop?(Notices displayed to inform visitors This checklist, which is not exhaustive, should be answered about how accessible your institution is concerning workers with visible and non-visible disabilities and those with a hearing impairment, neurodivergent and/or a mental health condition. The checklist is divided into the following sections, and branches are encouraged to complete it in full, or to choose an area; for example, if disabled members have raised issues around Information and access, then branches should use that checklist to support engagement with employers. The checklist covers the following sections: Working conditions Information Virtual learning environment Fixtures and fittings Doors and entrances, including reception Ramps, steps and floors Lavatories Evacuation routes Car parking Auditory / visual Support Accessibility as Standard Checklist: C - Virtual Learning Environment (VLE) C. Virtual Learning Environment (VLE) refers to how inclusive the provision is, including curriculum and accessibility designAreaYNHow is this evidenced? Add notes and/or comments here.C01Is the technology used compatible with common software platforms (Google, Microsoft, Android, iOS)?C02Is assistive technology readily available to all disabled staff and students? Is the technology compatible with assistive technology used by staff and students, such as speech-to-text, screen readers or text-to-text? C03Does the technology allow the user to, for example, change colours, contrast, size of text, background etc? How easy is it for users to navigate to use these adjustments?C04Are there guidelines for students and staff on using the VLE platform?C05Are staff and students trained in the use of the VLE platform? C06Is there an accessibility statement for the VLE platform used? C07Does the technology abide by the Web Content Accessibility Guidelines (WCAG 2.1)? Completed by: (Equality Rep) _______________________________________________________ Date: _______________________ (H&S Rep) _______________________________________________________ Date: _______________________  As per the social model of disability for more information see Beresford, P., Nettle, M. & Perring, R. 2010 Towards a social model of madness and distress? Exploring what service users say. York, UK: Joseph Rowntree Foundation.      PAGE \* MERGEFORMAT 2 This checklist is not intended to be a representative sample, it will allow branches to analyse the data to feed into local and national equality campaigns. If you have any suggestions on how this checklist can be improved, please contact the DMSC via Sharon Russell (HYPERLINK "mailto:srussell@ucu.org.uk"srussell@ucu.org.uk). 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