Lincoln Bishop University is proud to promote and adopt the Disabled Student Commitment, developed by the Disabled Students’ Commission.
The Commitment is designed to improve the experience of disabled students throughout their higher education journey, from entry to progression into further study or employment.
From our Vice Chancellor and CEO
"As Vice Chancellor and CEO of Lincoln Bishop University, I am delighted to support our University’s commitment to the principles of Advance HE’s Disabled Student Commitment (DSC).
"Lincoln Bishop University is committed to being a community that welcomes and supports a diverse population of students and staff, with an ethos of mutual respect and the benefit we can bring for others. We are an open, forward-looking community that celebrates equality, diversity and inclusion, creating community and belonging through thoughtful action."
The Commitment
Research carried out by the Disabled Students’ Commission, found that disabled students value four key aspects of a university: communication, consistency, certainty, and choice.
Our aim is to respond to these needs by strengthening personalised support and delivering institution wide initiatives that guide students through every stage of their journey, from choosing their course through to progression into employment.
Disabled Student Commitment Document
Identified touchpoints and how the University seeks to address these are below:
Touchpoint1:
Requests to share information
Sharing disability-related information is a sensitive moment for a student embarking on their university journey and should feel positive, respectful and supportive. Students with access needs (e.g. a physical disability, mental health condition, or specific learning difference (dyslexia)) can experience frustration when asked to repeat the same information due to systems that do not share data effectively. This can feel dismissive and undermine trust and should feel positive, respectful and supportive. Related information is a critical moment in a student’s journey and should feel positive, respectful and supportive. Disabled students frequently report frustration when asked to repeat the same information due to systems that do not share data effectively. This repetition can feel dismissive and burdensome, undermining trust and engagement.
To address this, we will:
- Maximise opportunities for students to share information about their needs, but ensure students receive a timely and informative response about how the University will support their needs
- Ensure any additional requests for information have a clear and positive purpose, such as seeking clarification or refining support.
- Gain explicit consent before sharing disability-related information across departments or services, or third-party organisations (e.g. placement providers) and clearly explain the implications if consent is withheld.
- Create strong internal communication channels so relevant staff can access the information they need to provide timely and effective support.
- Support and promote the learner support agreement, using it to streamline information sharing and reduce duplication for disabled students.
Touchpoint 2:
Choosing a course of study
Disabled applicants need clear, accessible information about how a course is delivered and what support is available, so they can make informed decisions and understand how potential barriers will be addressed. Consistent, disability‑inclusive information, advice and guidance (IAG) from all organisations involved in the student journey is essential.
To address this, we will:
- Provide comprehensive, accessible IAG outlining how disabled students are supported across all aspects of university life, course delivery, IT systems, libraries, wellbeing, catering, accommodation, and individual support plans.
- Ensure outreach activity has a strong disability focus, with staff trained to support disabled participants and confident in discussing available adjustments and services.
- Make open days fully accessible, ensuring disabled applicants, and disabled parents/carers, can participate. Clear accessibility information should be shared in advance.
Touchpoint 3:
Transition into the higher education community
A student’s first experiences when joining a new higher education community are vital for building confidence, connection and a sense of belonging. For disabled students, the transition can be even more challenging, as they often encounter unintended barriers arising from institutional processes that have not fully considered their needs. Effective collaboration across the University, Students’ Union and other support teams is essential to ensure disabled students feel welcomed, included and able to participate in all aspects of student life from day one.
To address this, we will:
- Work in co-production with disabled students and staff, ensuring leadership decisions are transparent and shaped by lived experience.
- Align policies and practices with recognised standards such as the OIA Good Practice Framework to ensure fairness, consistency and accessibility.
- Design policies with all disabled students in mind, including degree apprentices, postgraduates and access course learners.
- Ensure every student knows what support is available, how to disclose a disability and how to communicate their support needs.
- Provide timely advice so that students can maximise the support available to them (e.g. via Disabled Student’s Allowance).
- Provide information, advice and guidance so students can gain access to needs assessments, with co-created support agreements that staff understand and implement effectively.
- Guarantee that support arrangements are in place from day one for students who have disclosed and completed a needs assessment prior to enrolment on their course.
- Make welcome and induction activities accessible, ensuring disabled students can fully participate.
- Ensure full physical and digital accessibility, including teaching spaces, accommodation and graduation ceremonies.
- Seek insight into disabled students’ lived experiences, for example by engaging with sector initiatives such as the Disabled Students’ UK Access Insights Project.
Touchpoint 4:
On-course experience
The on-course experience is about ensuring that disabled students can fully engage with their learning and achieve positive outcomes without unnecessary barriers or stress. Creating an inclusive culture, where needs are anticipated and support is consistent, is essential for disabled students to thrive academically and personally throughout their studies.
To address this, we will:
- Embed inclusive practice in curriculum design so that anticipatory reasonable adjustments are built into teaching, learning and assessment from the outset.
- Offer flexibility in assessment methods, where appropriate, so students can demonstrate their skills in ways that acknowledge different needs while still meeting required competencies.
- Ensure all teaching and support staff understand each student’s support requirements, with access to appropriate training and guidance.
- Ensure students can contact their placement provider about their needs (or give authorisation for the University to do so on their behalf) before placements begin.
- Avoid requiring students to resubmit disability evidence for extenuating circumstances, complaints or appeals.
- Prioritise disabled students’ mental health and wellbeing through a whole‑institution approach.
- Support disabled students to develop advocacy skills, through mentoring or training, to help them participate confidently and communicate their needs effectively.
Touchpoint 5:
Moving forward
Transitioning from study into employment is a critical stage for disabled students, and it is also where the largest gaps in outcomes appear. Disabled students may face additional barriers during recruitment and early career development, making it essential that the University offers a strong, informed support that builds confidence, highlights strengths and addresses structural challenges.
To address this, we will:
- Provide careers guidance that recognises the barriers disabled students may face, while also highlighting the unique strengths, experiences and skills they have developed during their studies.
- Build relationships with employers that actively consider opportunities for disabled students and graduates, ensuring disability inclusion is part of employer engagement.
- Offer disability‑specific support for employment preparation, including navigating recruitment processes, interviews, workplace adjustments and disclosure decisions.
- Embed employability throughout the student lifecycle, so students engage with skills development and career planning early and consistently.
- Support the use of the disability passport, working with sector partners to help disabled students transition smoothly into employment.
Further information on the support we provide can be found here.
Get involved
Lincoln Bishop University will collaborate closely with both students and staff to uphold the principles of this commitment, reinforcing its dedication to providing an inclusive learning experience for everyone.
Should you want to get involved, please contact thehub@lincolnbishop.ac.uk
