Before induction
31Providers should do all they can reasonably be expected to do to find out if a student is disabled. When making enquiries about disability, providers should take care to respect the dignity of the student and treat their personal information confidentially, having regard to their obligations towards sensitive personal data.
32Providers should make available clear information about course content and methods of teaching and assessment. This should include clear information about competence standards, and any placements, field trips, course-related visits etc to enable the student to make an informed decision about the suitability of the course, and aspects of the course where they are likely to require adjustments. (Guidance for higher education providers on their consumer law obligations in relation to course information is provided by the Competition and Markets Authority). It is good practice to publish information about the sort of support the provider offers to students with different types of impairment.
33Providers should respond to any information a student has given about a disability or their support needs. Providers should discuss these needs with the student, and where necessary academic staff with knowledge of the course, and agree what is reasonable for the provider to do in the circumstances. A student should be referred to other sources of funding and support where appropriate. It is important to ensure that the student has had an appropriate assessment of their needs.
34It is good practice for providers to offer a guided tour of the campus and facilities before term starts. This will be particularly important in the case of students with mobility needs that may affect their ability to independently orientate themselves around the campus, such as students with visual impairment.