Disability equality

• Understanding disability
• The law on disability equality at work
• Our guidance on disability equality at work
• Guidance on reasonable adjustments
• Reasonable adjustments: examples
• Why is language important in disability and neurodiversity?
• Designing content for users who are deaf or hard of hearing
• Designing content for users with low vision
• Designing content for users with physical or motor disabilities
• Designing content for users of screen readers

Understanding disability

There are different ways of understanding disability, here we compare ‘the social model’ with ‘the medical model’ and outline the trade union approach.

• The social model of disability
• The medical model of disability
• The trade union response

The social model of disability

The trade union movement uses the social model of disability which is based on what disabled people can do rather than what they cannot do.

The social model looks at the barriers that our society puts in the way of disabled people’s participation, including both attitudes and practical barriers.

The social model aims to remove unnecessary barriers that prevent disabled people from accessing work and services and living independently. It identifies the problems faced by disabled people because of external factors. It distinguishes between impairment and disability.

Impairment is described as a characteristic or long-term trait, which may or may not result from an injury, disease or condition. Disability is the difficulties experienced by people with an impairment by society not taking sufficient measures to take account of their needs.

The medical model of disability

The medical model presents the impairment as the cause of disabled people’s disadvantage and exclusion.

An employer who decides that a person cannot work for them because they are autistic, rather than considering how to make the workplace suitable for them, is probably being influenced by this model. Unfortunately, the medical model dominates much political and legal decision-making.

The trade union response

Bectu very much supports the social model in our approach to promoting equality for all our members. The most effective approach for trade unions to follow is to identify the factors in the workplace environment and working conditions that disable the worker. We apply this approach to individual representation, collective bargaining, drawing up demands and campaigning for them. Then the union can identify and fight for the changes that would remove these factors.

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The law on disability equality at work

The Equality Act 2010 outlaws discrimination, harassment and victimisation on the grounds of disability and requires employers to provide reasonable adjustments to allow for the full participation of disabled people.

The Act includes a public-sector duty to promote disability equality and eliminate discrimination on the basis of disability. (Although it applies only in the public sector, we urge representatives to ensure the good practice associated with it is introduced in all workplaces.)

The Act defines a person with a disability as someone who has a physical or mental impairment that has a substantial and long-term adverse effect on their ability to carry out day-to-day activities.

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Our guidance on disability equality at work

Bectu believes people are disabled by external barriers and that, by removing these physical and attitudinal barriers that prevent them from accessing work and services and living independently, we can ensure their full participation, to everyone’s benefit.

We encourage our representatives to adopt this social model, based on what disabled people can do rather than what they cannot do, in workplace negotiations.

It distinguishes between impairment – a characteristic or long-term trait that may result from an injury, disease or condition – and disability, which is experienced by people with an impairment when society does not take sufficient account of their needs.

It compares to the medical model, which presents impairments as the cause of disadvantage and exclusion, rather than considering how to make workplaces accessible.

We provide advice and guidance to members and representatives that includes:

• understanding what reasonable adjustments may be required in the workplace
• ensuring that absence management policies take account of individuals’ disabilities where necessary
• negotiating a period of disability leave, to enable the employee and employer to adjust where an individual has become disabled or their disability changes in some way
• ensuring that employers take account of disabilities issues in all their policies related to recruitment and retention, promotion, training, redeployment and redundancy.

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Guidance on reasonable adjustments

This guidance aims to help representatives and members improve equality for disabled people at work, with a specific focus on reasonable adjustments.

Download our reasonable adjustments guide

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Reasonable adjustments: examples

This page gives examples of reasonable adjustments which can be put in place to improve the working environment for disabled or neurodivergent people.

The list is not comprehensive, but gives an idea of the types of adjustments that could be made. Which adjustment to make should depend on the individual it is designed to help.

Access To Work funding may be available for some of these measures and there is often a good business case for providing reasonable adjustments.

Examples of reasonable adjustments

A working environment that minimises distractions – for example, in an open-plan office consider noise-reducing partitions, headphones, thoughtful siting of printers and photocopiers and quiet ‘breakout’ areas.

Other adjustments to the environment – for example, lighting, temperature and noise.

Professional assessment of the employee, paid for by the employer.

Specialist training for the member – for example, in developing memory skills (including using visual memory strengths to compensate for difficulties with verbal  working memory).

Training could also cover time management, work planning, understanding personal work styles and developing communication skills. This is especially important if the employee has not previously been aware of their condition, which is common in people with dyslexia.

Options for home-working, at least part-time, to be considered. Appropriate IT and communications support should be provided.

Flexible working hours, enabling earlier or later start and finish times.

Fixed hours, rather than variable shifts may suit some.

Recognising that overworking is a common compensatory strategy for some neurodiverse people that in the longer-term can lead to stress and burn-out. So, for instance, when a neurodiverse condition has been identified or disclosed, appropriate reasonable adjustments should be put in place promptly, even if an employee’s performance is good.

Change of work location – for example, to be nearer home, or nearer support facilities, or to a work location that is quieter or less over-stimulating.

Clear and concise communications, both written and oral. Recorded instructions may be helpful, or ‘easy read’ manuals.

Structured routines, such as project plans, mind maps and flowcharts.

Providing a mentor and/or ‘buddy’.

Individual support where schedules are unavoidably disrupted and when changes are introduced.

It is vital that tests for suitability for appointments, promotion or job changes and so on should be designed not to disadvantage neurodivergent people. For example, tests should not depend on listening to long lists of instructions or reading or writing large amounts of material in a short time.

Interviews for selection or promotion should be appropriately structured, taking account of the inefficiency in working memory that is a characteristic of many neurodiverse people. So questions should be put clearly and succinctly. Also allowance should be made for the sometimes poorly structured replies that can give the impression that an individual is much less competent than is actually the case.

Some neurodivergent people may find it easier to read from pastel coloured paper, with a larger font size, say Arial size 14. Alternatively, a coloured overlay or changing screen colours may help.

Providing clear signage within buildings, enabling navigation or orientation around the workplace.

Regular breaks.

Mechanisms to help with breaks in routine, such as delays in public transport, or a breakdown of computer systems.

Templates to help with reports and so on.

Ergonomic adjustments of workstations.

Relaxation of triggers for disciplinary action for matters such as sickness absence or mistakes arising from  executive function impairment (the abilities that enable people to translate motivation into action).

Additional time off for treatment and/or appointments, as part of a policy for disability leave.

Reallocating some work to colleagues, with the individual’s agreement, at times of stress or change.

A personal workstation (rather than sharing a workstation or ‘hot-desking’) and specific tools to aid work organisation, such as a visual timetable or organiser app.

Appropriate software including speech recognition, such as Dragon Dictate, as well as packages such as Texthelp for reading and writing, and various mind-mapping programs. Specialist advice is available.

Raising awareness among colleagues.

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Why is language important in disability and neurodiversity?

The language we use can reinforce negative stereotypes, or it can challenge them. We may sometimes, however inadvertently and unintentionally, cause offence and reinforce stereotypes, which perpetuates discrimination.

Most of the British disability movement, and the TUC, uses the term ‘disabled people’ in line with the social model (see below). In the United States, the term ‘people with disabilities’ is more common and some British (and many Irish) disabled people follow this American usage. The TUC does not regard ‘people with disabilities’ as offensive.

Definitions that use the social model of disability, rather than the medical model, are acceptable. This means that it is society’s physical, sensory, attitudinal, legal and behavioural barriers that disable people and not their particular medical condition or impairment. It is important not to define people by their impairments.

Suggestions on use of language

Trades unionists should know that words such as ‘retarded’, ‘defective’ and ‘handicapped’ are unacceptable. These words encourage people to think less of their fellow workers and some of them convey contempt or even hate.

Words and phrases that present people as victims or pitiable reinforce negative assumptions. It is not good to refer to autistic people as ‘suffering’ from autism.

Phrases like ‘differently abled’ and ‘physically challenged’ can be patronising or sarcastic, not egalitarian, and not recommended by the British disability movement.

Trades unionists should aim for a natural and relaxed style of speaking and writing that avoids giving unnecessary offence.

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Designing content for users who are deaf or hard of hearing

Around 9 million people in the UK have some form of hearing loss. Every deaf person is different, with various degrees of loss, and using a wide range of assistive technologies depending upon their access requirements.

Here are some useful tips to ensure your communications and content are accessible for a user who is deaf or hard of hearing:

Do:

• write in plain language
• use subtitles or provide transcripts for videos
• use a linear,
• logical layout
• break up content with sub-headings, images and videos
• let users ask for their preferred communication support when booking appointments

Don’t:

• use complicated words or figures of speech
• put content in audio or video only
• make complex layouts and menus
• make users read long blocks of content
• make telephone the only means of contact for users

Download our poster about designing content for users who are deaf or hard of hearing.

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Designing content for users with low vision

Here are some useful tips to ensure your communications and content are accessible for a user with low vision:

Do

• use good colour contrasts and a readable font size
• publish all information on web pages
• use a combination of colour, shapes and text
• follow a linear, logical layout
• put buttons and notifications in context

Don’t

• use low colour contrasts and small font size
• bury information in downloads
• only use colour to convey meaning
• spread content all over a page
• separate actions from their context

Download our poster about designing content for users with low vision

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Designing content for users with physical or motor disabilities

When it comes to web accessibility, motor-skill disabilities present a number of specific challenges such as difficulty with using or controlling the mouse or making accurate keystrokes.

Here are some useful tips to ensure your communications and content are accessible for a user with physical or motor disabilities:

Do:

• make large clickable actions
• give form fields space
• design for keyboard or speech-only use
• design with mobile and touchscreen in mind
• provide shortcuts

Don’t:

• demand precision
• bunch interactions together
• make dynamic content that requires a lot of mouse movement
• have short time out windows
• tire users with lots of typing and scrolling

Download our poster about designing content for users with physical or motor disabilities.

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Designing content for users of screen readers

A screen reader is a software application that enables people with visual impairments to use a computer or mobile device.

Although each screen-reading application can work a little bit differently, they do function similarly. They also provide additional setting options for further customisation based on user preferences.

Here are some useful tips to ensure your communications and content are accessible for users of screen readers:

Do:

• describe images and provide transcripts for video
• follow a linear logical layout
• structure content using HTML5
• build for keyboard use only
• write descriptive links and headings

Don’t:

• only show information in an image or video
• spread content all over a page
• rely on text size and placement for structure
• force mouse or screen use
• write uninformative links and headings

Download our poster about designing content for users of screen readers

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Get support as a member

Speak with your representatives: 
If you work in an organisation that has local Bectu representatives, you should speak to them about any work-related issues.

Call the member contact centre on 0300 600 1878 or email [email protected]