This ensures the University staff understand the importance of equality and diversity in this context. The training and understanding will help the University discharge its legal obligation and protect it from vicarious liability if any potential discrimination cases arise during the recruitment and selection process. Step 3 Could there be any implications for a protected characteristic group in – this policy/ practice? 3.1 Identify whether the policy or practice has any links with University equality policies, equality schemes and action plans for any of the protected characteristics. The EDM can advise on which equality policies and action are relevant to you. 3.2 Consider the effect of the policy/ practice on the protected characteristic groups, for example: 3.3 People with a disability including those with: – Visual impairment Hearing impairment Mobility impairment Long term health condition (such as cancer) Mental health impairment (such as depression) Learning disability Dyslexia or dyspraxia Unseen disability (such as diabetes) For example An academic uses a dvd within the learning and teaching programme, – ensuring that subtitles and audio commentary meet the needs of deaf and visually impaired students, an unintended positive outcome is that bilingual students also benefit from this resource. For example - A member of staff with diabetes who works in a laboratory is allowed regular breaks for food and drink. For example When validating a new course the diverse learning needs of students are – taken into account. 3.4 People from an ethnic minority For example - In delivering lectures academic consider the implications of learning and teaching for students who have English as a second language, by avoiding local colloquialisms without explanation. 3.5 students from sex protected characteristic background For example - A Department/ School adapts practice of holding additional seminars at lunchtime, instead of the evening so that students with caring responsibilities can attend.
This ensures the University staff understand the importance of equality and diversity in this context. The training and understanding will help the University discharge its legal obligation and protect it from vicarious liability if any potential discrimination cases arise during the recruitment and selection process. Step 3 – Could there be any implications for a protected characteristic group in this policy/ practice? 3.1 Identify whether the policy or practice has any links with University equality policies, equality schemes and action plans for any of the protected characteristics. The EDM can advise on which equality policies and action are relevant to you. 3.2 Consider the effect of the policy/ practice on the protected characteristic groups, for example: 3.3 People with a disability – including those with: Visual impairment Hearing impairment Mobility impairment Long term health condition (such as cancer) Mental health impairment (such as depression) Learning disability Dyslexia or dyspraxia Unseen disability (such as diabetes) For example – An academic uses a dvd within the learning and teaching programme, ensuring that subtitles and audio commentary meet the needs of deaf and visually impaired students, an unintended positive outcome is that bilingual students also benefit from this resource. For example - A member of staff with diabetes who works in a laboratory is allowed regular breaks for food and drink. For example – When validating a new course the diverse learning needs of students are taken into account. 3.4 People from an ethnic minority For example - In delivering lectures academic consider the implications of learning and teaching for students who have English as a second language, by avoiding local colloquialisms without explanation. 3.5 students from sex protected characteristic background For example - A Department/ School adapts practice of holding additional seminars at lunchtime, instead of the evening so that students with caring responsibilities can attend.
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