Creating accessible practical classes for disabled students

4. Evaluating practice

Statement True/false; comments
Our department is fairly clear about the educational objectives of practical class work; we have discussed the matter and share an understanding of relevant competence standards and of adjustments that we can, and, exceptionally may not be able to make, both in teaching and in assessment.  
We use every opportunity, such as refurbishment or purchasing of new practical class equipment, (e.g. seating or benches) to anticipate the needs of future disabled students.  
Our applicants and students are all well informed in advance of the nature of practical elements of the course and of what they will have to do in order to undertake it. It is a straightforward matter for disabled students to identify any potential need for adjustments.  
Our staff are well informed about the respective duties of Health and Safety and Disability Discrimination legislation, and we are confident that they know how to identify and implement safe, reasonable adjustments.  
We know that reasonable alternatives to the practical course component exist and we can offer them, either as standard course components or in suitable cases where for any reason the practical course elements are not appropriate  
The nature and limits of confidentiality about disabled students are well understood by staff and explained to the students as required.  

Do your answers and comments above suggest that your department could make practical course elements more accessible for disabled students? If so, what action do you propose to take?

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