Accessible Information

The Disability Discrimination Act (DDA) 1995 gives protection to disabled people in:

• employment
• education
• access to goods, facilities and services

The DDA aims to end the discrimination that disabled people meet. This Act has been significantly extended and also includes the Disability Equality Duty (DED), which came into force in December 2006.  Under this Duty the University is required to  publish a Disability Equality Scheme

All University staff, students, visitors and contractors are expected to treat  disabled people with respect. The University encourages the development of an environment in which diversity is valued this includes a commitment to prohibit discrimination on the grounds of disability in all employment matters, to increase employment opportunities for people who have a disability and to ensure that our recruitment and selection processes are fully accessible.

The principle of accessibility underpins the University’s policy and includes access to the built environment to information and services, independent access, or, at least, access with minimal assistance.

To foster good communications we must ensure that we do not use any language, or take any actions that will discriminate, either directly or indirectly, against members of staff, students or visitors who are disabled. 

This paper is a general guide to ensure we have clear and accessible information, whether this is printed or in an electronic format.

All information should be clear, and easy to read. The Plain English Campaign guidelines are:

• Use and average sentence length of 15 – 20 words
• Use active verbs instead of passive ones
• Use everyday English
• Use “we” and “us” instead of “the applicant” and “university” etc.
• Be concise

Translations may be needed for specific audiences or individuals. The key issues are to:

Ask people what they need

• Consider translating materials into different formats e.g. Braille, large fonts, video or aural tape*
• Provide a sign language interpreter

Please see the Media Services   which sets out corporate layouts and design:

• Guidelines for materials for people with sight impairments
• Text should be a minimum of 12 point (14 point would reach more people with sight problems)
• Large print documents should be produced in sizes 16 to 22 point
• Use plain, legible typefaces. It is the policy to use a plain font at Loughborough University e.g. Arial, Franklin Gothic or Helvetica. Franklin Gothic should be used at all times for all degree programmes.
• Justify to the left hand side
• Type should not be superimposed on images
• Black text on white background produces the best contrast.  Avoid combinations that people who are colour-blind cannot distinguish (such as green and red), and high-gloss paper.  When printing documents, an uncoated print paper weighing over 90 gsm is best
• Text around images, which produces a ragged left-hand edge should be avoided
• High-contrast images with clean backgrounds are easier to view
• Text should be aligned to the left side only
• Avoid italics and underlining, bold should be used to highlight

The DART Auditing & Diagnostic Tool provides access, through a searchable database.  This gives a wealth of advice and guidance, on providing a more accessible curriculum. This meets the requirements of disabled students.  Its aim is to help design and deliver a more accessible curriculum by:

• Overcoming barriers to accessible practice
• Adjusting learning and teaching practice for the benefit of all students
• Responding to the needs of disabled students in a variety of learning and teaching contexts
• Meeting SENDA and other legislative requirements

There is a wide range of commonly used terms and acronyms (jargon) associated with higher education (sandwich course, first degree, HESA, HOD’s etc.)

Good practice is to consult with relevant people and to explain all terms.

To meet different needs, do ask about individual preferences whenever possible. This applies both in individual communication, and in terminology used when speaking to a large audience, or writing for wide dissemination.

Consider the words you use, consult before publication. When there are conflicting preferences, the terms used in law are acceptable.

This document is for general purposes.  It is important to note that people  with dyslexia may have a variety of different requirements. The situation they are in may also need to be taken into consideration.  Individuals should be told what is expected of them and asked what, if any, measures would help them. 

The following are recommended:

 treat individuals with confidentiality and sensitivity

• avoid putting people on the spot, for example reading aloud or watching while writing

• where it is required to read more than a page of text, this should be provided in advance and preferably in electronic format

• directions, instructions, requirements and procedures should be provided in both spoken and clear written format or audio recorded.  This way they can be referred back to.  For example, spoken instructions should be followed by a confirming email

• avoid talking to someone while they are writing. People who have jobs that require much reading/writing may need a quiet place to work undisturbed

• make sure that people are aware of the assistive software site-licensed to the University

• written information should be in minimum 12 pt plain font.  Arial is fine (not Times Roman). 

• Natural light is invariably better.  Inappropriate lighting may be uncomfortable over time, or may cause great discomfort quite quickly.  Is it important to discuss this with the individual concerned

• 1.5 spacing is helpful

Please note the next two points are contrary to the requirements of visually impaired people

• reduce the contrast between text and print  e.g. use off-white or pastel coloured paper and/or blue print

• use images or diagrams wherever possible.

*  In the first instance please contact the Disabilities Additional Needs Service, for details of how to produce documents in Braille, to find a  sign language interpreter or to develop video or audio formats.

“Good Talking”  Guide to Communication - ECU  2004

 “It Takes All Sorts” - Lesley Mansell and Daryl Gough  1994 

“The Disability Etiquette Guide” – Hiten Shah Consulting