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Evidencing equality: approaches to increasing disclosure and take-up of disabled students’ allowance

This guidance aims to raise awareness of the many approaches higher education institutions can take to increase the level of disability disclosure and take-up of disabled students’ allowance (DSA). Disabled students who receive DSA are more likely to be awarded a first class degree than disabled students that don’t take up the benefit.

HEFCE conducted a review of disabled students in higher education in 2009 and found that institutions could use data more effectively to support disabled students, that there was significant variation in the proportion of students declaring a disability at different institutions, and that a number of disabled students were not receiving DSA.

This guidance provides recommendations for HEIs to encourage more disabled students to disclose their impairment and take up DSA entitlements. It includes case studies from institutions who have successfully increased their support for disabled students.

Areas covered include:

  • What disability information is available and what does it show?
  • Why do students choose to disclose?
  • Opportunities to encourage disclosure and take up of DSA
  • Analysing and using evidence
Evidencing equality: approaches to increasing disclosure and take-up of disabled students’ allowance PDF version
01/01/2012
Evidencing equality: approaches to increasing disclosure and take-up of disabled students’ allowance PDF version View Document
Evidencing equality: approaches to increasing disclosure and take-up of disabled students’ allowance WORD version
01/01/2012
Evidencing equality: approaches to increasing disclosure and take-up of disabled students’ allowance WORD version View Document
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