C9: Disability and Additional Learning Needs

ORMS is a small training provider that does not have the resources and facilities of Colleges or Universities. However, we are committed to ensuring that equality of opportunity is promoted in all areas of our learning, teaching and assessment methods and that unlawful or unfair discrimination, whether direct or indirect, is eliminated. We acknowledge our responsibilities under part 4 of the Disability Discrimination Act 1995, but also have a duty to ensure that all those who complete our courses meet certain standards of proficiency.

Definition of ‘Need’

A learner is said to have additional support needs where, for whatever reason, they need additional support with their education. This applies whether the need for additional support is temporary or ongoing.

Definition of Additional Learning Support

The term “additional support” simply means some kind of educational provision that is over and above (or significantly different to) the education normally provided to learners. Additional support is provided in order that learners with additional support needs can benefit from an education which is directed to the development of the personality, talents and mental and physical abilities of that learner to their fullest potential.

Identification of need

Applicants and students are encouraged to disclose any additional needs. This will not affect their chances of being offered a place on a course. Every effort is made to make use of pre-entry information provided to support effective enrolment and induction and to ensure that students complete their course and achieve their qualification. At any stage of the learning journey a learner can refer themselves for support.

Reasonable Adjustments

We need for you to be honest about your abilities when applying for a course so that we can consider what reasonable adjustments we can make for you. An important part of meeting your responsibilities is to consider all aspects of the course before you begin studying. What we want to avoid is a student beginning the course, and then difficulties arising during the course which could have been dealt with or predicted earlier. This would cause both you and our staff unnecessary stress and difficulty.

Not making assumptions about employment

When considering applications, it is important to realise the factors that we can take into account, and those that we cannot.

When we assess your application, we have to decide:

  • whether you meet our admission conditions;
  • whether we can deliver our course to you in a way that meets your needs, making reasonable adjustments if necessary; and
  • whether at the end of the course, having made any necessary adjustments, you will meet any required standards of proficiency.

We do not make any assumptions about the likelihood of you being employed at the end of the course, as this would be likely to be discriminatory

Practice placements

Practice placements are a vital part of HCPC approved courses, as they give students the chance to apply their learning to real patients in the practice environment. It is important to realise that students do not need to be able to do all types of practice placement before they can apply to register as a medical professional. Some disabled students may not be able to complete certain types of practice placement,

but there may be other placements in which they would be able to learn and practise successfully. We do not assume that students cannot complete placements, nor do we make judgements about certain disabilities. We accept our extra responsibility to tackle inaccessible placements. Through our placement audit process, we will identify placements that are suitable for disabled students, and will work with placement providers to deal with placements that are not.

Support strategies

We are willing and competent to deliver the following additional support strategies for teaching and learning activities in our centre and online

  • ensuring that teaching is differentiated in terms of delivery methods
  • learning materials that are inclusive
  • provision of adaptations to the physical environment whilst complying with the risk assessment for the activities

Assessment methods are covered under the following policies:

C8: Equality and Diversity Policy

D3: Reasonable Adjustments and Special Consideration Policy and Procedures

See also:

HCPC’s advice for people with a disability or long-term health condition who want to become health professionals and for staff working in admissions on approved courses. It gives information for applicants about the stages that they need to go through to become a health professional, including registration with us. It also gives information for admissions staff on their responsibilities under the relevant equalities legislation and to the HCPC when they receive an application from a person with a disability. Follow this link to their guidance