Equality Analysis Checklist The checklist covers the 8 protected characteristics and identifies common issues in relation to inequality, specific needs and challenging stereotypes. It is intended to prompt and stimulate thought around equality issues. It is not an absolute list of issues and you can, of course, consider factors in addition to those here that are relevant to your area of activity. Inequality and under-representation Specific needs Challenge stereotypes – things to avoid – factors you need to consider - positive messages to promote AGE Criteria or arrangements that could Potentially different needs based on Images and examples from a wide People of all exclude people on the basis of their age bands. E.g. older students are range of ages/age bands ages and age age or broader age grouping more likely to be part-time and/or groups, have caring responsibilities and so Assumptions about the age of your ‘young’ and need greater flexibility in when and audience or customers ‘old’ alike how they access services Stereotypes and assumptions based on age, e.g. that older people are ‘nearing retirement’ and don’t need or want development opportunities DISABILITY Criteria or arrangements that could Is this accessible to all? Basic Images and examples that include People with exclude or limit participation if a accessibility should be built in from people with disabilities physical and person is disabled the start. Think about your service Identify opportunities to present mental and how people access it. Would Presenting disability/being disabled disabled people as high achievers and disabilities those arrangements still work if as a negative thing or using negative positive role models someone has a disability? Do you language to describe disability need to introduce alternative Under-representation – do you need arrangements? to include measures to address this? Always have a contact point for people who need to discuss their specific requirements/queries. Provide useful access information where appropriate (such as the ‘flat level’ route from A2B), location of accessible toilets and parking spaces Provide information on student and staff disability support services as appropriate
Equality Analysis Checklist The checklist covers the 8 protected characteristics and identifies common issues in relation to inequality, specific needs and challenging stereotypes. It is intended to prompt and stimulate thought around equality issues. It is not an absolute list of issues and you can, of course, consider factors in addition to those here that are relevant to your area of activity. Inequality and under-representation – things to avoid Specific needs – factors you need to consider Challenge stereotypes - positive messages to promote AGE People of all ages and age groups, ‘young’ and ‘old’ alike Criteria or arrangements that could exclude people on the basis of their age or broader age grouping Assumptions about the age of your audience or customers Stereotypes and assumptions based on age, e.g. that older people are ‘nearing retirement’ and don’t need or want development opportunities Potentially different needs based on age bands. E.g. older students are more likely to be part-time and/or have caring responsibilities and so need greater flexibility in when and how they access services Images and examples from a wide range of ages/age bands DISABILITY People with physical and mental disabilities Criteria or arrangements that could exclude or limit participation if a person is disabled Presenting disability/being disabled as a negative thing or using negative language to describe disability Under-representation – do you need to include measures to address this? Is this accessible to all? Basic accessibility should be built in from the start. Think about your service and how people access it. Would those arrangements still work if someone has a disability? Do you need to introduce alternative arrangements? Always have a contact point for people who need to discuss their specific requirements/queries. Provide useful access information where appropriate (such as the ‘flat level’ route from A2B), location of accessible toilets and parking spaces Provide information on student and staff disability support services as appropriate Images and examples that include people with disabilities Identify opportunities to present disabled people as high achievers and positive role models
equality-analysis-toolkit.docx