drc guide for funders

8/4/2019 DRC Guide for Funders

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Guide for Funders

Addressing the Rights and Requirements

of Disabled People within the Funding Process

Making rights a reality


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Research commissioned by the Disability Rights Commission

(DRC) in 2001 highlighted the need for support on a local,

regional and national level for the development of a partnership

approach in promoting the rights of all disabled people.

After successfully establishing effective partnerships with key

organisations through the Yorkshire Pilot Project, the

Partnership Unit is now extending their remit to a national level

to develop the DRCs Transfer of Expertise Programme.

The Transfer of Expertise Programme offers support to national

advice and information agencies through a series of toolkits,

documents and partnership working. A significant outcome for

the project will be an increase in the number of advice andinformation agencies supporting disabled people to access

their rights.

Key themes include:

improving access to DDA advice and information, caseworkand legal services

the transfer of expertise from strategic level to local,regional and national organisations involved inDDA-related work

developing awareness of the cross discrimination andoppression issues experienced by disabled people

developing resources to enable advice and informationagencies to support disabled people to secure their rights.

The DRC would like to work with strategic units supporting

organisations offering (or planning to offer) advice,

information, casework or legal services. Ongoing support isavailable for suitable organisations that wish to develop and

improve DDA-related services for their client group.

For further information please contact the Partnership Unit at

[email protected]

This publication has been produced in collaboration with:


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Contents

Foreword by Bert Massie, Chair of the Disability Rights

Commission 2

1 The Disability Rights Commission 3

2 The Disability Discrimination Act 5

3 Background information to the guide document 16

4 Marketing and awareness raising 18

5 The application process 22

6 Application and guidance materials 28

7 Application support 32

8 Assessment and selection 35

9 Feedback 39

10 Project support, monitoring and evaluation 41

11 Staff/organisational disability, experience

and expertise 46

12 Resources 49

13 Adults covered by the DDA 57


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Foreword

Since our inception in April 2000, weve had the opportunity

to work and consult with many voluntary and not for profitorganisations.

A key and recurring issue in our partnership work has been

the problems identified by these organisations in:

identifying and securing sustainable funding for bothcore and project work

understanding and complying with different fundingcriteria and deadlines balancing the time required to fulfil funders reporting

requirements against the demands of delivering a service

ensuring that projects are meaningful to the lives ofdisabled people and also fulfil funders criteria

investing and allocating long-term funding, specifically onareas of work and services which go beyond the minimumrequirement of government policies and strategies.

In 2003 the Disability Rights Commission undertook a

snapshot study of funding issues, involving both funders and

applicants. The guidance and recommendations contained in

this document reflect our findings and the principle that basic

legislative compliance is not enough to challenge the

discrimination experienced by disabled people.

Grant aiding organisations and public funding organisations

(collectively referred to as funders throughout the

document) that follow the guidance set out in this book will

be actively supporting the DRCs vision of a society where all

disabled people can participate fully as equal citizens.

Bert Massie

Chair

Disability Rights Commission

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1. The Disability RightsCommission

The Disability Rights Commission (DRC) is an independent

body established in April 2000 by Act of Parliament to stop

discrimination and promote equality of opportunity for

disabled people.

Disabled people face extensive discrimination and exclusion.

For example, if they are of working age, they are twice as

likely as non-disabled people to be out of work and claiming

benefits. Disabled people are also twice as likely to have no

qualifications.

We have set ourselves the goal of a society where all

disabled people can participate fully as equal citizens.

Who we arehere for

The DRC works with disabled people, employers and serviceproviders to find practical solutions for everyone. Many

disabled people still dont know that they are entitled to rights

and assistance in their daily lives. Many employers and

service providers often arent sure how to help. The DRC is

here to advise.

Why the DRC is needed

Under the Disability Discrimination Act 1995 (DDA), legal

rights for disabled people are already in force. These cover

employment, access to services, education, and some

aspects of transport and housing. In September 2002 the law

was extended to cover access to education for all disabled

people. New employment rights and access rights became

law in October 2004.

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These new changes in the law brought real changes in

practice for disabled people. However changes in attitude

and awareness are just as crucial. Despite the new law, many

disabled people find it hard to take part in day-to-day life and

do not have the same chances that others take for granted.

The DRC is here to put that right.

What the DRC does

Gives advice and information to disabled people,employers and service providers between April 2002

and January 2005 the DRC Helpline received a total of

323,255 contacts.

Supports disabled people in getting their rights under theDDA.

Helps solve problems often without going to a court oremployment tribunal.

Supports legal cases to test the limits of the law wefunded 84 legal cases in 2002.

Provides an independent Disability Conciliation Servicefor disabled people and service providers through

Mediation UK.

Campaigns to strengthen the law. Organises campaigns and initiatives such as our current

employment initiative to make businesses aware of the

benefits of recruiting and retaining disabled employees

and providing reasonable adjustments.

Produces policy statements and research on disabilityissues and publications on rights and good practice for

disabled people, employers and service providers.

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2. The DisabilityDiscrimination Act

The Disability Discrimination Act 1995 (DDA) was introduced

to end the discrimination which many disabled people face in

their daily lives. The Act covers the following:

Definition of Disability (Part 1)

The Act identifies someone as being a disabled person if:

they have a mental or physical impairment this has an adverse effect on their ability to carry outnormal day-to-day activities

the adverse effect is substantial (ie not minor or trivial)and at least one of the following normal day-to-day

activities must be substantially affected:

mobility

manual dexterity

physical coordination

continence

ability to lift, carry or move everyday objects

speech, hearing or eyesight

memoryor ability to concentrate, learn or understand

understanding of the risk of physical danger

the adverse effect is long-term (meaning it has lasted12 months, or is likely to last for more than 12 months

or the rest of the persons life)

the definition also includes people who have had adisability in the past that meets the definition in the DDA,

even if they no longer have the disability.

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There are some special provisions, for example:

impairments such as alcohol addiction and kleptomaniadont count as a disability

past impairments, which no longer impact on the person,are covered even if the impairment occurred before theDDA came into force

registered or registerable blind or partially sighted peoplewill automatically be covered by the definition

severe disfigurements are counted.Employment (Part 2)

Since 1 October 2004 the employment provisions apply to all

employers (except members of the armed forces) regardless

of the number of employees and to all applicants for jobs.

There are four types of disability discrimination under Part 2

of the Act:

direct discrimination failure to comply with the duty to make reasonable

adjustments

disability-related discrimination victimisation.Direct discrimination

An employer directly discriminates against a disabled person

if he treats them less favourably because of their disability.

To determine whether this has happened, the treatment is

compared with how the employer has treated, or would treat,

someone without that disability.

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Direct discrimination cannot be justified.

Example

An employer seeking a shop assistant turns down a

disabled applicant with a severe facial disfigurement

solely on the ground that other employees would be

uncomfortable working alongside him. This would

amount to direct discrimination and would be unlawful.

Failure to make reasonable adjustments

The duty to make reasonable adjustments arises where aprovision, criterion or practice applied by the employer, or a

physical feature of the employers premises, places a

disabled person at a substantial disadvantage compared

with people who arenot disabled.

The employer has a duty to take reasonable steps to prevent

that disadvantage, these are reasonable adjustments.

Reasonable adjustments may include:

making physical adjustments to the employers premises altering hours of work or training fitting an induction loop in the workplace.The employers failure to make reasonable adjustments

cannot be justified.

Example

An employee with a hearing impairment is selected for a

post as a TV engineer. He attends the induction course

which consists of a video and discussion. The video is not

subtitled and thus the employee cannot participate fully in

the induction. The employer has failed to make a

reasonable adjustment. This is likely to be unlawful.


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Disability-related discrimination

An employer discriminates in this way against a disabled

person if he treats them less favourably for a reason related

to their disability, if that less favourable treatment cannot be

justified.

Unlike direct discrimination, the treatment is compared with

how the employer has treated, or would treat, someone to

whom the reason does not apply.

Example

A woman takes three periods of sickness absence in a two

month period because of her disability, which is multiple

sclerosis (MS). Her employer is unaware that she has MS

and dismisses her, in the same way that it would dismiss

any employee for a similar attendance record.

Nevertheless, this is less favourable treatment for a

disability-related reason (namely, the womans record of

sickness absence) and would be unlawful unless it can be

justified.

Whether the less favourable treatment can be justified

depends on whether the justification:

is material to the circumstances of the particular case(that is, there is a reasonably strong connection between

the reason for the less favourable treatment and the

circumstances of the case); and

is substantial (that is, a reason carrying real weight).The employer also needs to consider whether reasonable

adjustments would have made a difference to the reason

being used to justify the treatment. For the employers less

favourable treatment to be justified, the reason must still

have applied even if the reasonable adjustment had been


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made. The duty to make reasonable adjustments does not

apply if the employer did not know and could not have been

expected to know that the employee was a disabled person.

Victimisation

Victimisation is a special form of discrimination. The DDA

makes it unlawful for one person to treat another person (the

victim) less favourably than he treats another person in the

same circumstances because the victim:

has brought or given evidence or information inconnection with proceedings under the Act (whether or

not proceedings are later withdrawn)

has done anything else under or by reference to the Act has alleged someone has contravened the Act (whether

or not the allegation is later dropped)

is believed or suspected to have done or intends to do anyof these things.

Example

A disabled employee complains of discrimination having

been refused promotion at work. A colleague gives

evidence at the tribunal hearing on his behalf. The

employer makes the colleague redundant because of this.

This amounts to victimisation.

Access to goods, facilities and services and buying or rentingland or property (Part 3)

Part 3 of the DDA gives disabled people rights of access to

everyday goods and services that others take for granted.

In addition to the requirement to make adjustments to

physical features, service providers are also required to make

adjustments to the services around the physical feature.

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Duties under Part 3 came into force in three stages:

Stage 1: Treating a disabled person less favourably because

they are a disabled person has been unlawful since

December 1996.

Stage 2: Since October 1999, all service providers have had

to consider providing auxiliary aids and making

reasonable adjustments to the way they deliver

their services so that disabled people can use them.

Stage 3: Since 1 October 2004 service providers may have to

consider making permanent physical adjustments

to their premises where physical features makeaccess to their services impossible or unreasonably

difficult for disabled people. Examples of physical

features include:

steps/stairways kerbs, exterior surfaces and paving parking areas/building entrances and exits

(including emergency escape routes)

internal/external doors/gates toilet and washing facilities public facilities (such as telephones, counters or

service desks)

lighting and ventilation

lifts/escalators.The physical features to which the Act applies are not limited

to buildings or indoor facilities. They include seating in the

street or a pub garden, stiles and paths in a country park, or

fixed signs in a shop or leisure facility.

Action against disability discrimination in respect of access

to goods and services must be commenced in the County

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Court (or Sheriffs Court in Scotland) within six months of the

discriminatory act.

Most services, facilities and access to goods are covered by

the provisions of Part 3 of the DDA.

Anyone who provides a service to the public or a section of

the public is a service provider. Whether a service is paid

for or not is not a relevant factor.

There are currently few exceptions eg transport (but only the

transport vehicle, not everything else connected with it such

as stations, airports and booking facilities).

Education (Part 4)

The provisions which outlaw disability discrimination in

relation to education provided in schools, colleges and

universities are contained in the Special Educational Needs

and Disability Act 2001 which, since September 2002, has

been incorporated into Part 4 of the DDA. Since September

2002 it has been against the law for education providers to

discriminate against disabled people (children and persons

in post-16 education) for a reason related to their disability in

respect of:

admissions and enrolment

education and associated services including:

school trips

the curriculum

school sports

student outings, leisure facilities and canteens,libraries and learning centres, work experience and

student accommodation.

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There are two ways in which a disabled child in school or a

disabled student in post-16 education can experience

discrimination:

Less favourable treatmentA school or post-16 education establishment may bediscriminating if it treats a disabled child or student less

favourably for a reason related to his or her disability and

it cannot justify that treatment.

Examples

A student with dyslexia applies to do a degree in English

and is told by the university that it does not accept dyslexic

students on English degrees.

A student who has mobility problems is told she cannot take

part in a recreational trip because of her mobility problems.

Less favourable treatment may be justified if it is the result of

a permitted form of selection.

Failure to take reasonable stepsIn respect of schools, a school may be discriminating

against a disabled child if it does not take reasonable

steps to ensure the child is not at a substantial

disadvantage compared to the other pupils at the school.

For the time being, the DDA does not require schools to

provide auxiliary aids and services such as sign

language, interpreters or information in formats such asBraille or audiotape. There may be scope for these items

to be provided under the Statement of Special

Educational Needs for the child.

In respect of post-16 education, colleges and universities do

have a duty to consider making reasonable adjustments for

students where their disability places them at a substantial

disadvantage compared with non-disabled students.

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Transport (Part 5)

The Act also allows the Government to set minimum

standards for public transport vehicles so that disabled

people can use public transport more easily.

Disability Equality Duty

The Disability Discrimination Act 1995 has been amended by

the Disability Discrimination Act 2005 so that it now places a

duty on all public authorities to promote disability equality

(referred to as the general duty). This duty means that public

authorities must, in carrying out their functions, have dueregard to:

the need to eliminate discrimination that is unlawfulunder the Act

the need to promote equality of opportunity betweendisabled persons and other persons, and

the need to take steps to take account of disabled personsdisabilities, even where that involves treating disabledpersons more favourably than other persons.

The Act states that the general duty applies to public

authorities, and specifies that public authority includes any

person certain of whose functions are functions of a public

nature. A person will be exercising a public function where it

is in effect standing in the shoes of government and where

individuals have to rely upon that person for the exercise ofthe governmental function.

Certain key public bodies, including local authorities, will

have to produce a Disability Equality Scheme and they will be

required to report on progress. When an organisation is

funded or contracted to deliver a service on behalf of the

public authority, then it is the responsibility of the public

authority to ensure that funding and contracting processes

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include a requirement that enables the public authority to

fulfil their duties under the Act. In particular, this should

support the requirements of the Disability Equality Scheme

and contribute towards the bodies progress. This may

include ensuring that the organisation delivering the service:

collects information in relation to their employment ofdisabled people and the accessibility and suitability of their

services

identifies action that they can undertake to ensure theyare eliminating unlawful discrimination and promoting

equality of opportunity for disabled people

is assessing the impact of new policies or initiatives onequality for disabled people and addressing any

problems

is reporting on their effectiveness in eliminating unlawfuldiscrimination and promoting equality of opportunity

both in service delivery and employment.

ExampleA voluntary organisation delivers meals on wheels

services on behalf of a local Social Services department.

This function would be covered by the Disability Equality

Duty. The contract between the Social Services

department must include at least the information outlined

above plus other information and action required by the

authorities Disability Equality Scheme in order for the

Social Services department to fulfil their duty in terms of

being able to:

report on disabled service users and employees make reasonable adjustments if feedback indicates that

the requirements of disabled people are not being met.


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This may be best achieved by the voluntary/not for profit

organisation producing a Disability Equality Scheme and

Action Plan.

It should be noted that it does not limit the public sectors

obligation to comply with the rest of the DDA.

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3. Background informationto the guide document

Research

In 2004 the Disability Rights Commission commissioned a

report on the outcomes of research into the level of support

offered by organisations that manage and administer

government funding (public funding organisations) and the

barriers perceived by applicant organisations run by or for

disabled people.

Although the focus of the research was public funding

organisations, experience gained through our work with

partners suggests that many of the findings are equally

applicable to other funding streams.

The research was undertaken in three stages:

Stage 1: Having identified eight to12 public fundingorganisations, application and guidance materials

issued by these organisations were reviewed to

identify the appropriateness of the materials and the

extent to which disability access is highlighted.

Stage 2: Interviews were held with 12 public funding

organisations to discuss their funding application

policy and processes in order to highlight examples

of good practice and possible barriers that mayprevent applicants accessing funding.

Stage 3: Telephone interviews were conducted with 14

applicant organisations to map the funding

application process and identify the extent to which

the process helped or hindered their application for

funding.


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The aim of the original research was to identify how funding

can be accessed by or on behalf of disabled people and to find

evidence of barriers to funding and good practice examples,

particularly in relation to physical access to the built

environment and reasonable adjustments. Further

consultation through the Disability Rights Commissions

Partnership Unit identified that the barriers experienced by

applicants were not unique to one particular set of providers,

eg public funders, or specific issues, eg access and the built

environment.

The results of this research and information gathered

through additional consultation were used to developrecommendations that are equally applicable to all funders /

grant aiders and a wide range of issues affecting the lives of

disabled people.

Support and further information to enable the

implementation of these recommendations can be found in

the resources section of this document.

Recommendations

It is not possible or practical to anticipate every eventuality or

provide detailed guidance on how to implement each and

every one of the recommendations contained within this

document. In order to take these recommendations forward

in a way that is meaningful to both the funder and existing

and potential applicants it is recommended that

organisations:

follow up on the resources outlined in the resourcessection of this document (see Chapter 12)

use the recommendations and guidance on resources asthe basis for further consultation with disabled people

and people with an understanding and knowledge of the

barriers faced by disabled people.


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4. Marketing and awarenessraising

In order to ensure information on different types of funding

and the funding process reaches as wide an audience as

possible, many of the funding organisations had adopted

specific marketing strategies, using a wide range of media,

and where appropriate targeting specific applicant groups.

Several of the funding organisations had specialist teams to

implement and manage the marketing strategy. Others had

less formal structures and systems in place to assist with this

activity.

The Internet is a key tool used by funders for marketing and

raising awareness about grants available. However, ease of

navigation, the amount of specific information available and

general Web accessibility varied.

Other tools included local radio and newspaper coverage,mail shots, articles in specialist publications and

dissemination of information through community events

(some targeted at specific groups). These strategies were

considered to be particularly effective in attracting more local

and smaller applicant organisations.

Six of the funders operated targets or adopted priorities to

ensure that target groups accessed grants.

Despite the various strategies adopted by funders, many

applicant organisations reported difficulties in finding out

about different funding opportunities. This was particularly

true where funders limited their marketing to existing

applicants or the larger, well known organisations.

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Types of funding available

Half of the funding streams reviewed were available for both

capital spend and revenue, although the type of spend was

weighted by some funders, eg restricting capital spend to a

specific percentage.

Capital spend for access work is generally limited to

supporting the development of the service, eg an

organisation seeking funding to develop an advice and

information service for disabled people may also seek capital

funding to ensure that their premises are accessible.

Just over 50 per cent of the funders interviewed included

matched funding as a requirement, ranging from 10 per cent

to 55 per cent of an applicants total budget.

Matched funding presented various problems for applicants,

in particular where:

funding criteria and objectives varied

applicants experienced problems in identifying funderswith a sound understanding of the rights, requirements

and aspirations of disabled people

funding timetables varied.Some funders have adopted a policy of not subsidising the

cost of DDA compliance for organisations delivering existing

services, as it is acknowledged that this should already beintegrated into service provision. Whilst most funders would

not consider funding projects which do not comply with the

DDA, one had a specific policy to only fund disability-related

projects that go beyond simple compliance with the DDA.

In order to ensure that disabled people are not simply

restricted to disability-related opportunities, there is a need to

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consider how mainstream applications can be developed to

increase the participation of disabled people.

Recommendations

Adoption of the following recommendations will enable

applicants to identify appropriate funding streams for their

needs and, where applicable, find the appropriate level of

support and guidance to ensure their application is

successful.

Additionally, by requiring projects to fulfil objectives that go

beyond the minimum legislative requirements, funders willbe contributing to the development of services and

opportunities that make a significant difference to the lives of

disabled people. They will:

ensure that the number of funding streams is minimisedand focused, always providing clear guidance, so that

applicants can easily identify the most appropriate

stream for their needs

provide both capital and revenue funding, ideally in thesame funding stream, to avoid gaps where some items do

not count as either capital or revenue

require that all applications for funding comply with therequirements of the DDA

ensure all applications for disability-related projectsdemonstrate benefits that clearly exceed the

requirements of the DDA

where feasible use funding to encourage organisations togo beyond simply fulfilling legislative requirements and

to seek to improve the lives of disabled people through

the adoption of good practice

consider the provision of additional funding support tofacilitate the participation of disabled people within

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mainstream projects, eg support to meet additional

transport costs for disabled people

consider using intermediary specialist agencies or aregional structure to create accessibility and focus,especially in areas (eg the arts) where applicants may lack

the specific expertise.

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5. The application process

Several of the funders interviewed required applicants to

involve users in the application process to ensure thatprojects met identified needs in a meaningful and attainable

way. Where potential users were not already part of the

organisation, applicants had consulted with specific user

groups, including disabled peoples groups or involved user

groups, to develop the application.

Key learning point

Consultation and representation

Historically, the needs of disabled people have been

identified with little or no consultation with disabled

people. This has resulted in the development of

inappropriate and often inaccessible services. An

important criterion for any project seeking to deliver

services to disabled people should be evidence of

consultation with existing and potential disabled service

users. The extent of the consultation will, of course,

depend on the resources of the funding applicant.

However, at a minimum the applicant should be able to

demonstrate that they have either consulted directly with

disabled people or used up-to-date research outcomes to

demonstrate the need for the service. Additionally,

applicants able to demonstrate consultation with disabled

people on how the service is to be delivered are more likelyto meet the targets and desired outcomes set by the funder.

Funders are often confused by the different types of

organisations claiming to represent disabled people.

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Representative organisations fall into two main

categories outlined below:

Organisations of disabled people

These are organisations run by disabled people and set up

to directly represent the requirements of disabled people.

Generally speaking, their management committee and

employee/volunteer structure will consist almost entirely

of disabled people.

Organisations for disabled people

These organisations might not have representation of

disabled people on their management committee or

amongst their workforce. However, many arebeginning to

recognise the importance of including disabled people in

their decision-making processes in order to meet the

requirements of disabled people. These organisations

often start from the basis of delivering a specific service or

responding to a perceived need. Their credibilityamongst disabled people will be verymuch dependent on

their ability to show that they have consulted and involved

disabled people in all aspects of their organisation.

It is not for the Disability Rights Commission to make a

judgement as to the credibility of either. However, it should

be recognised that disabled people are not a homogenous

group, and therefore it is unlikely that one organisation will

be able to represent the views of all disabled people.

When assessing projects, we would advise on a

consultation process that involves many different types of

organisations, representing a diversity of experiences and

requirements, and a focus on how:

the need for the service/project has been identified


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project delivery and outcomes go beyond simplecompliance with the DDA

the service/project will be delivered the service directly and positively impacts on the livesof disabled people

the project provides additional benefits to disabledpeople, eg employment and volunteering opportunities

evidence of consultation with disabled people is shown.

Deadlines for submissions varied across funders and

presented both opportunities and barriers to organisations

seeking funding. The adoption of different timetables by

individual funders presented an additional problem where

matched funding was a requirement.

When setting a timetable for bids, funders need to consider

how organisations gain access to this information and,where appropriate, target under-represented applicants.

Examples

A budget-related call to quarterly or twice yearly

submission dates enables organisations in the know

about the fund timetable to plan their applications.

However, many organisations with limited resources and

limited access to information complain that they find outabout funding too late.

Submissions linked to fundersregional objectives enable

organisations to ensure their projects are partof a larger

plan. However, if the funders objectives do not easily link

into the requirements and aspirations of disabled people,

then the opportunity to make a significant impact into the

lives of disabled people living within the region may be lost.

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An open-ended policy to funding submissions could mean

resources are used up before organisations get to hear of

them. However, monitoring to evaluate a low take-up of

specific applications, supported by targeted promotion to

address under-representation, could reduce the negative

impact of this approach and enable organisations to develop

projects according to requirement and resources, rather than

simply responding to externally driven timetables.

Many funders had a one-stage funding process which meant

that applications were submitted and then assessed. This

approach may put applicants developing more complex

projects, or those with little experience of fundingapplications, at a disadvantage.

A number of funders operated the following two-stage

process, which enabled the exploration of complex issues

and resource requirements, and enabled the less

experienced applicant to gain an understanding of the

funding process before they submitted their final bid.

Stage 1: Developing the bid

A period of time (one to 12 months in most cases), financed

by the funder, during which the applicant could undertake

investigative work and buy in project-related expertise.

Stage 2: Applicant submission

The submission of the final application and supporting

documentation included detailed work plans, access audits

and financial forecasts.

Several funders required applicants to take into account the

access requirements of the DDA, with a small number

requesting information or proposals for an access audit and

access plan. The absence of funding to pay for such audits


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could limit the eligibility of smaller organisations. However,

the complexity of an access audit, and hence the cost, will be

dependent on the size of the asset. This was not a problem

where funders included and funded a project development

stage.

Most funders required evidence of an Equal Opportunities

Policy. One funder assessed applicants Equal Opportunities

Policy by a visit or telephone interview.

Recommendations

The adoption of the following recommendations will enablefunders to provide support to inexperienced funding

applicants and the effective development of complex projects.

Additionally the implementation of these recommendations

into the funding process will ensure that applicants do not

waste valuable employee/volunteer time completing

applications that will not fulfil funders requirements.

It is recommended that funders:

Ensure that the application process is clear andtransparent, identifying stages and timeframes and

sticking to them.

Consider an early filtration stage for larger bids soapplicants can have an indication of whether their

proposals are of interest. Consider following this with a

project development phase, whereapplicants areresourced to undertake feasibility assessments, access

audits and bid development.

If possible, operate a roll-on-roll-off application cycle,with frequent or no deadlines. This is helpful if disabled

people need more time to complete an application and

helps ensure that applications are made in response to

service requirements, and not to chase funding.

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Require the applicants to provide evidence that they haveconsidered how equality and diversity issues in general

and disability issues in particular would be taken into

account in the project. This should include the provision

of a project-specific equality strategy, evidence of

consultation with user groups and an access policy and

audit where applicable.

For small grants avoid the need for matched funding. Where matched funding is a requirement, provide a

flexible bidding timetable to enable applicants to secure

the necessary funding.

Promote the requirement to undertake access audits andthe development of access plans. Support this

requirement with appropriate levels of funding to enable

applicants to undertake audits and prepare access plans.

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6. Application and guidancematerials

The ease and accessibility of application and guidance

materials were a significant factor in the success of

applications. Providing a wide range of accessible sources

through which the materials could be accessed increased the

likelihood of organisations pursuing and completing funding

applications.

Application forms, guidance documents and materials were

made available through a variety of sources:

Direct mailingDocumentation was available on CD-ROM or hard copy.

Some funders provided large print versions on request.

Downloaded from the WebWebsites varied in their accessibility. Some sites wereoverloaded with information and others required detailed

searches because the relevant information was stored on

different parts of the website.

EmailMany of the funders emailed applications and guidance

material directly to applicants.

Flow chart/diagrammatic guidanceSeveral of the application packs contained step-by-step

completion instructions; some provided this in a clear

diagram format. Additionally several of the funders

provided clear guidance on equal opportunities and the

nature and content of supporting evidence.

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Audio formatSome funders provided audio copies of application

forms and guidance notes. One funder noted that

providing separate tapes for the application form andthe guidance notes presented additional problems for

applicants, as they had to keep swapping between the

two tapes in order to follow the instructions.

A small number of funders had reviewed their packs in light

of consultation with users and people with an understanding

and awareness of disabled peoples issues.

Most application packs contained an evaluation form

focusing on the ease of the application process and the

contents of relevant documentation. In some cases, particular

attention was given to feedback from disabled user groups.

Packs covering more than one level of grant were found to be

confusing to applicants.

Recommendations

By adopting the following recommendations, funders make

it possible for a wider range of disabled people to participate

in the funding process and develop projects which reflect the

real aspirations, rights and requirements of disabled people.

In recognising disabled people as funding applicants (rather

than simply as receivers or beneficiaries of projectoutcomes), funders will directly address the discrimination

experienced by disabled people when reliant on services that

are identified and delivered in isolation of their views or

requirements.

For example funders should:

seek advice in order to review all materials to ensure

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compatibility with current communication/assistive

technology

ensure that materials are available in a wide range ofaccessible formats on request, including:

Braille

Audio

Large Print (Font size 16-22)

Easy Read

accept applications in any format

where audio guidance (eg tapes) are made available,ensure that the guidance follows each question on the

application form (reducing the need for applicants to

swap between tapes or scroll through a tape to link in the

question to relevant sections in the guidance notes)

as a standard, make material available through variousmedia eg direct mailing, websites etc

ensure that websites meet accessibility guidelines, someexamples of this include: keep links to a minimum, ensuring only necessary

and genuine links are identified

ensure ways of navigating are consistent eg in termsof appearance and what they do

use different (but accessible) text formatting, to show

the structure and hierarchy of links

show links back to the home page on every page

make searching accessible

ensure page titles reflect their content

avoid complicated structures of information

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provide contrasting text

provide a text equivalent for every non-text element

limit the use of pop ups and new windows

ensure that electronic versions of application materialsare compatible with applicants systems (which may not

be as sophisticated as the funders), and take account of

the requirements of disabled people

provide a checklist of all materials required and how toaccess them and make sure they are all in one place and

easy to access

Crystal Mark all materials to help ensure clarity andmake them as brief as possible

have separate application forms and guidance for eachfunding stream

ensure that application forms are as streamlined aspossible

provide examples of how funding has been used tobenefit disabled people or disability organisations provide guidance on equality legislation, compliance and

best practice with a specific selection on disability,

including access issues (attitudinal and intellectual as

well as physical).

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7. Application support

The level and range of support available to complete

applications can have a significant impact on whetherfunding is pursued. Many organisations do not have

dedicated funders, and the option to secure support through

a wide range of communication methods may influence

whether applications are completed and meet the funders

requirements.

Support (including pre-application support) was provided in

various ways eg:

EmailApplicants receive responses to questions or comments

on their draft application via email. This method is

particularly useful where travel or regular contact with

funders via other means may prove problematic.

Telephone and meetingsApplicants receive support either via telephone meetings orface-to-face meetings. Telephone support is particularly

useful where travel may be a problem. Some funders also

provided interpreters eg BSL interpreters for meetings.

Input from expertsApplicants are mentored or supported by an expert inthe chosen project area.

The availability of advice from experts in the area

covered by the project, enables applicants to ensure the

development of viable bids that meet both legislative and

professional requirements, and reflect realistic resource

analysis.

Involvement of experts could include a disabled adviser

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with particular knowledge of the rights and requirements

of disabled people, or a panel of disabled people

representative of potential users of the project, in the

chosen area.

An appraisal of outline funding bidsThe provision of early feedback on the funding

application enabled applicants to ensure that they

fulfilled the funders criteria, and provide additional

information and evidence to support their bid.

The provision of contacts for additional supportIn a number of cases, funders provided contacts withdisability groups and organisations.

Recommendations

The adoption of the following recommendations will ensure

that funders are able to choose from a more diverse range of

applications, and address the requirements of groups new tofunding (many of whom come from minority groups):

It is recommended that funders:

Provide sustainable development and capacity-buildingsupport for small voluntary and community user-led

groups. This could be provided directly or by specialist

voluntary sector umbrella organisations. This is

important as currently there would appear to be somedominance of larger providers over small ones in the

disabled peoples sector.

Provide networking opportunities for small voluntary andcommunity organisations and user-led groups to enable

them to link up with larger organisations and access

funds aimed at strategic partnerships or for capital

funding.

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Provide a nominated officer to help applicants throughthe process.

Provide a choice of communication methods throughwhich support is provided.

Provide support for applicants unable, eg because of animpairment-related issue, to complete the application

form.

Provide regular and accessible opportunities forapplicants to receive free application support on their

project proposals in ways appropriate to applicants

needs.

Signpost to local, regional and disability organisations asappropriate. Details of local groups within the applicants

area will be available through the local community

development section of Local Authorities; additional

national sources of contacts are contained in the

resources section of this document.

Provide targeted application seminars (inexperienced

applicants have different needs to experienced ones),

through which applicants can gain an understanding of

the different funding stages outlined in this document,

and the setting of targets and objectives to meet funding

objectives.

Provide advice to applicants on their duties under theDisability Discrimination Act, Race Relations Amendment

Act and the Sex Discrimination Act, including where to

seek additional help and information.


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8. Assessment and selection

By gaining an understanding of the rights and requirements

of disabled people, and the barriers faced by disabled peoplein securing their rights, funders reduce the possibility of their

selection process inhibiting applications for disability-related

projects. Applying this understanding to the development of

assessment criteria can greatly improve the success rate of

such applications.

The majority of funders interviewed:

provided details of funding criteria to applicants assessed bids through panels required applicants to have an equal opportunities policy

covering employment and/or service delivery

did not require applicants to demonstrate how equalopportunities would be put into practice

did not focus specifically on disability access andcompliance with the DDA had an appeals process in place for unsuccessful

applicants.

Good practice example

One funder required applicants to demonstrate how they

would make their premises accessible to disabled people

and demonstrate increased participation by disabled people.

Some funders and applicants were concerned at the lack of

flexibility of targets appropriate to disabled people. For

example, employment and training are key outputs for some

funding streams, whereas outcomes relating to participation

may be more appropriate to certain groups of disabled people.


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One funder required applicants to prove the need for the

project and set their own targets.

Key learning points

Mainstreaming

Ultimately, disabled people need and have the right to

access mainstream services. However, the historic

exclusion of disabled people at all levels in society, and in

particular the denial of the right of disabled people torepresent their own requirements, means many

organisations struggle to make adjustments in order for

this to happen. As a result, many disabled people chose to

turn to the voluntary sector and not-for-profit sector to

deliver services to them or at the very least, to act as

advocates in securing their rights and requirements.

This issue was specifically highlighted at the Disability

Rights Commissions Our Rights; Our Choices conferencein 2004, where black and minority ethnic disabled people

stated that mainstream provision often did not meet their

cultural, social or independent requirements. Additionally

some of the participants said that they would prefer to

receive some services through their own community

organisations.

In some cases an applicant may be applying for funding to

fill in a gap in mainstream service provision. This canpresent problems for funders, as they quite rightly do not

want to be allocating resources to services which should

be provided by statutoryorganisations. Equally, the

refusal of such applicants could perpetuate the

discrimination of groups whose needs are not currently

accommodated within mainstream provision.

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A possible way forward for funders may be to require

applicants to provide evidence that this service is not

currently available and set a project target or outcome that

demonstrates how the applicant will take action to

influence and advise the mainstream provider of the gap in

service provision.

Recommendations

The adoption of the following recommendations will ensure

that funders address the current imbalances in fundingapplications for disability-related projects.

When equality proofing their assessment processes, funders

may wish to refer to the Equality Standards for Local

Government (2001). Although designed primarily for large-

scale public sector organisations, a number of the criteria

contained within the Standards could be easily adapted to

enable an equality assessment of smaller organisations.

For example funders could:

Through consultation with disabled people and disabledpeoples organisations develop criteria which is

meaningful to the rights, requirements and aspirations of

disabled people.

Develop guidance on assessment criteria and scoring (eg

a step-by-step guide that goes through each of the

assessment questions).

Ensure that service users and employee equal opportunityissues are prominent in the selection process and that

disability issues (for all relevant groups) are specifically

included. There are a variety of methods of doing this:

gateway questions

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38

weighting questions

appraisal of the organisations equality and diversitypolicy and strategy

appraisal of the organisations access policy and audit.

Ensure that an assessment of the applicants equalopportunities policy addresses both employee and

service user rights and requirements.

Ensure that training is provided for all assessors, and thatfocused equality checking and monitoring procedures are

in place to ensure consistency in the scoring process.

Establish an appeals procedure and make applicantsaware of this when bidding and when they are informed

in writing that their bid has been unsuccessful.

Keep the selection process flexible, so for good projectsthere is the opportunity to attach conditions to the award

offered, eg to improve equality and diversity policy or

practice.

Consider positive action to encourage the participation ofdisabled people and their representative organisations infunded projects, eg by funding projects that actively seek

to recruit and retain disabled people.

Evaluate why disability projects fail so that guidance andapplication processes can be strengthened to give

potential applicants clearer advice and avoid groups

wasting time.


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9. Feedback

All of the funding organisations interviewed provide

feedback to unsuccessful applicants. Feedback included thereasons why a bid failed and was usually in the form of a

letter. Feedback to unsuccessful applicants was considered to

be important, particularly where a small number of issues

needed to be addressed to turn the application into a

successful bid.

Some funders provided practical solutions, where success

was low for certain groups.

Good practice examples

One funder provided application briefings for a particular

group of applicants whose general standardof application

was weak.

Another funder operates a programme to help with the

management and financial aspects of running a project.

Unsuccessful applicants are referred onto the programmeto develop the relevant skills, so as to be in a better position

to secure funding next time round.

Recommendations

Feedback to unsuccessful applicants is an essential part of

the process, and will enable applicants to both target their

funding applications and to ensure that futurebids reflect

funders requirements. Where possible, feedback should be

made available beforethe deadline for bid, to enable

inexperienced applicants to further develop their

applications:

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40

Provide constructive, specific and detailed feedback tounsuccessful applicants on how to improve their bids for

future bidding rounds.

Signpost unsuccessful applicants to sources of expertiseto strengthen aspects of their bid or to more appropriatefunding streams.

Provide early feedback to unsuccessful applicants as tohow their bid could be enhanced or suggestions on how

the project could be better implemented.

Provide written feedback in the first instance, followed bythe opportunity for the applicant to discuss the

conclusions by telephone or in a meeting where

resources permit.


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10. Project support,monitoring and

evaluationAlthough all funders interviewed monitored the number of

disabled people accessing projects they fund, the majority

did not break the information down into categories eg visual

impairment, hearing impairment, mobility impairment,

learning disability or mental health survivor.


One funder provided a breakdown by funding to groups

representing various types of impairment eg hearing

impairment, visual impairment etc in their policy paper.

Project monitoring varied greatly between the different

funding regimes and was dependent on the level of the

award and available resources.

There was a particular emphasis on the provision of project

funding, rather than core funding, which meant applicants:

were unable to make long-term service developmentplans

were constantly chasing funding in order to maintaintheir work

often had to make employees redundant until the next raftof funding was received, resulting in the breakdown of

services and the loss of experienced staff.

Monitoring activities tended to focus on the achievement of

targets and milestones to release funds and to achieve

overall programme targets. However, there was evidence of


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some funders attaching greater importance to qualitative

outcomes and the delivery of equal opportunities.

Projects with an element of funding for disabled peoples

access were usually checked to ensure compliance with the

Disability Discrimination Act.

Good practice examples

One funder evaluates all projects, against a set of

performance criteria, to ensure compliance with the

Disability Discrimination Act and addresses more general

disabled people's issues.

One funder requires evidence that the project will deliver

outcomes that go beyond the minimum requirements of

the Disability Discrimination Act.

Several funding organisations provided a named case officer

or mentor to support successful bids, either through visits or

the provision of telephone support.

Some funders launched projects with a specific event or

seminar which enabled successful applicants to network and

raise issues or ask questions.


One funder held a number of training events covering

issues such as the meaning of inclusion, promoting

inclusive play and inclusive play ideas. Supporting materialfor these events included information on the social model

of disability, language and terminology, empowerment,

communication and signposting to other agencies.

Some of the larger funders are themselves subject to external

programme evaluations and included equality

mainstreaming as part of their own mid-term review of the

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43

programme as a whole. One of the recommendations of this

mid-term review (not implemented, because of time

restraints) was to identify whether resources were going to:

organisations led by disabled people major charities other organisations simply targeting disabled people as

one of their beneficiary groups.

Key learning point

Diversity amongst disabled people

In 2004 the Disability Rights Commission held a

conference to consult black and minority ethnic disabled

people on meeting their advice and information needs.

Although specifically targeted at advice and information

provision, comments from attendees clearly indicated that

service providers often assumed that the requirements of

all disabled people were the same and were unable to take

into account issues such as cultural requirements. As a

result black and minority ethnic disabled people were

forced to choose between their identities as disabled

people or as black and minority ethnic people. There was a

clear demand from participants for service providers to

take a more holistic approach.

Additionally, service providers attending the conference

expressed the need for more support and advice in order tounderstand how to develop their services to meet different

requirements.


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Recommendations

Effective monitoring of applicant organisations, types of

projects and beneficiaries of projects, will enable funders to

assess under-representation in applicants and target their

marketing to address this. Recommendations are given

below.

Provide a mix of core and project funding, to enableorganisations to develop services and retain an

appropriate skill level within the organisation.

Ensure project monitoring requirements are appropriatefor the size of grant awarded. Ensure outputs can be flexible to take account of target

group needs. Make greater use of outcome, impact and

soft indicators to take account of disability target groups

and their potential difficulties in achieving outputs over

the short-term. Consider the use of project-determined

outputs.

Develop organisational equality targets and strategies.Include targets for numbers of disabled people supportedfrom a range of different types of impairments, including

multiple impairments and those experiencing multiple

discrimination eg disabled women, and black and

minority ethnic disabled people.

Undertake regular benchmarking and monitoring of thenumbers and requirements of disabled people accessing

funded projects. Disaggregate by impairment or

requirement.

Ensure monitoring information distinguishes betweenorganisations of disabled people and organisations for

disabled people.

Ensure that the results of monitoring, consultation andresearch are used to change policy and practice.

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Monitor applicants compliance with equality policies andstrategies, especially in relation to the DDA.

Require monitoring of involvement (employment /volunteering) and take-up of services provided throughthe project to ensure access and opportunities are

available to all disabled people.

Provide a range of project support mechanisms (egseminars, guidance notes, visits) to include specific

support on disabled peoples issues and areas where

appraisal indicates consistent weaknesses across

projects.

Undertake an interim and final programme evaluation toidentify what is working well and what can be improved

and if funding is being accessed by disabled people.


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11. Staff/organisationaldisability, experience and

expertiseA number of the funders interviewed employed specific

advisers with knowledge of disabled peoples issues or

generic equality. A few of them were working towards or had

implemented a policy of mainstreaming equality issues.


One funder liaises closely with disabled peoples groups

and people with an in-depth understanding of disability

issues.

Both funders and applicants referred to the importance of

grant assessor panels being fully informed and updated

about disability issues and current legislation.

Key learning point

Developing partnerships with disabled people

By actively demonstrating an understanding of the rights,

requirements and experiences of disabled people,

organisations can increase the confidence disabled people

have in their organisation.

Thereare a number of ways an organisation can achieve

this:

the recruitment of disabled people as employees orvolunteers

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projects which include funding to employ staff,demonstrating that they will take appropriate

measures to:

encourage applications from disabled people

make reasonable adjustments to recruitment andwork practices to enable disabled people to take up

employment or volunteering opportunities with them

the training of staff to ensure an understanding of therights and requirements of all disabled people,

including those relating to gender, sexuality, religious

and cultural needs.

Recommendations

Increasing the awareness and understanding of employees

on the rights and requirements of disabled people will assist

funders to ensure that they or their representatives do not

inadvertently discriminate against disabled people.

The recruitment and retention of disabled staff and people

with an understanding of disability issues will ease the

identification of effective disability-related projects, and send

a positive message to disabled people and organisations

developing disability-related services and opportunities.

Funders should:

seek through positive action to employ disabled staff andstaff with an understanding and awareness of the rights

and requirements of disabled people

ensure all involved in assessing, selecting, supportingand monitoring projects are trained in DDA compliance

and good practice and that this training is updated

regularly

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employ or liaise with disabled people, or people with anin-depth understanding of the issues facing disabled

people (individuals and groups), to provide specialist

expertise tailored to applicants needs

mainstream equality throughout each project (eg byallocating responsibility for equality and diversity to

policy officers within each programme team).


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12. Resources

Resources to support the recommendations are broken

down according to their location in the document.

Each chapter refers to the relevant Disability Rights

Commissions publications that can be ordered:

through our Helpline:Post: DRC Helpline

FREEPOST MID 02164

Stratford upon AvonCV37 9BR

Telephone: 08457 622 633

Fax: 08457 778 878

Textphone: 08457 622 644

(You can speak to an operator at any time between 8am

and 8pm, Monday to Friday).

or downloaded from the publications section of our

website:

www.drc-gb.org/publicationsandreports/publications.asp

Chapter 1

The Disability Rights Commissions website:www.drc-gb.org

Information on the role of the Disability Rights Commission:

www.drc-gb.org/whatwedo/oppdetails.asp?id=34

Chapter 2

DRC Publications:

DRC3: Challenging disability discrimination a guide to

services

Adescription of all the services offered by the DRC to the public.

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GENO1: Disability conciliation service a brief guide

A brief introduction to the Disability Conciliation Service

(DCS). Aimed at disabled people and providers of goods and

services, as well as advice and information givers.

Chapter 3

Web Accessibility Initiative

These guidelines help to make multimedia content more

accessible.

www.w3.org/WAI/

Bobby-web Accessibility TestingA free service to test and scan web pages and to identify and

repair barriers to accessibility.

http://bobby.watchfire.com

DRC Publications:

FOCUS14: Guidance on providing BSL and English

Interpreters under the DDA Full version

This guidance explains what British Sign Language (BSL) is,who uses BSL, and what BSL/English interpreters do.


Interpreters under the DDA Quick reference

This is a summary of guidance which explains what British

Sign Language (BSL) is, who uses BSL, and what BSL/English

interpreters do.

FOCUS12/ER: How to use easy words and pictures Easy

Read guide

Chapter 4

The National Register of Access Auditors

Information on how to get the best from an access audit.

www.nrac.org.uk


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Centre for Accessible Environments

www.cae.org.uk

DRC Publications:

FOCUS7: Creating an Inclusive Environment a report on

improving the Built Environment

What is Inclusive Design and how can it achieve a built

environment to be enjoyed by everyone?

FOCUS6: Good Signs Improving Signs for People with a

Learning Disability

This report considers ways in which signs and other ways ofgiving directions can be made accessible for people with

learning disabilities. Most of the answers seem to be

common sense, but are often not used.



This guidance explains what British Sign Language (BSL) is,

who uses BSL, and what BSL/English interpreters do.





interpreters do.

FOCUS12/ER: How to use easy words and pictures EasyRead guide

Chapter 5

RNIB See it Right pack

Practical advice on designing, producing and planning

accessible information.


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www.rnib.co.uk/xpedio/groups/public/documents/

publicwebsite/public_seeitright.hcsp

RNID Louder Than Words

Resources, including training and BSL interpreters, available

through the RNID Communications Service.

www.rnid.org.uk/helpdesk/frequently_asked_questions/

louder_than_words_charter/

The Plain English Campaigns Crystal Mark

The Crystal Mark is the standard that all organisations aim for

when they produce public information.www.plainenglish.co.uk/crystal.html

Mencaps accessibility services

Resource for translating material into Easy Read.

www.mencap.org.uk/html/accessibility/accessibility_

services.htm

DRC Publications:


Interpreter under the DDA Full version

This guidance explains what British Sign Language (BSL) is,

who uses BSL, and what BSL/English interpreters do.





interpreters do.


Read guide

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Chapter 6

DIAL UK

The national organisation for 160 Disability and Advice

Information Line services in the UK.www.dialuk.info

NACVS

The network of over 300 Councils for Voluntary Service in

England.

www.nacvs.org.uk

Types of Assistive Technology Products

A brief overview of different types of Assistive Technology

Products.

www.microsoft.com/enable/at/types.aspx

Accessing Technology

Accessing Technology is a book which provides information

and resources about technology for people with sight problems

in education, employment, lifelong learning and at home.

Accessing Technology is published by the Royal National

Institute of the Blind. It includes information about the types

of technology that blind and partially sighted people use to:

read and produce printed materials access the Internet

learn in schools

study in further and higher education be successful in employment.www.rnib.org.uk/xpedio/groups/public/documents/

PublicWebsite/public_rnib003063.hcsp

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Assistive technologies

RNID Guide to Assistive technologies:

www.rnid.org.uk/helpdesk/accessibility/assistive_

technologies/

Chapter 7

CRE Sample Employment Policy

Advice on producing an Equal Opportunity Employment Policy.

The Equality Standard for Local Government (2001):

www.lg-employers.gov.uk/publications/fullpublications/

eslg.html

DRC Publications:

FOCUS16: Our rights, Our choices: Meeting the information

needs of black and minority ethnic disabled people

Practical steps for organisations providing information and

advice for black and minority ethnic and disability

organisations.

Chapter 8

RNIB See it Right pack

Practical advice on designing, producing and planning

accessible information.

www.rnib.co.uk/xpedio/groups/public/documents/

publicwebsite/public_seeitright.hcsp

RNID Louder Than Words

Resources, including training and BSL interpreters, available

through the RNID Communications Service.

www.rnid.org.uk/helpdesk/frequently_asked_questions/

louder_than_words_charter/


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DRC Publications:



This guidance explains what British Sign Language (BSL) is,who uses BSL, and what BSL/English interpreters do.





interpreters do.


Read guide

Chapter 9

DRC Publications:

SP13: Organising Accessible Events

This practical guide aims to help event organisers and otherservice providers make events and associated services more

accessible and inclusive for disabled people. It gives

information and guidance on working towards better practice.

The Disability Rights Commissions Good Practice Training

Directory

This document provides details of different organisations

providing a variety of disability-related training courses.

Chapter 10

TALKV: Talk video/DVD

The award-winning film by David Mansell challenges

common preconceptions of disability in an interesting and

provocative way.


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The British Council of Disabled People

The website has links to local and regional organisations of

disabled people and information relating to disability

equality.www.bcodp.org.uk

DRC Publications:

DX25: Good practice training directory

Organisations which want to include disabled people fully, as

employees or as customers, are legally bound to appreciate

the difficulties presented by their attitudes, practices,

procedures and physical features. Training for personnel atall levels of the organisation plays a vital part in this process.


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13. Adults covered by theDDA

Breakdown of figures prepared by the Department of Work

and Pensions 2004.

England Wales Scotland

Adults 8.2 million 700,000 900,000

Children 700,000

Adult impairment estimates

Millions

Mobility 6.1

Lifting, carrying, moving everyday objects 5.9

Manual dexterity (using hands for everyday

tasks) 2.4

Continence 1.2

Communication (speech, hearing, reading,

writing) 1.3

Memory, concentration, learning,

understanding 1.7

Understanding of physical danger 0.4

Other areas of life 1.5

Source: Family Resources Survey


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Adults covered by the Disability Discrimination Act by region

Region Millions

North East 0.6

North West and Merseyside 1.2Yorkshire and Humberside 1.0

East Midlands 0.7

West Midlands 0.8

East Anglia 0.7

London 1.1

South East 1.1

South West 0.8

Wales 0.7Scotland 0.9

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Telephone 08457 622 633Textphone 08457 622 644

Fax 08457 778 878

Website www.drc-gb.org

Post DRC Helpline

FREEPOST

MID 02164Stratford upon Avon

CV37 9BR

If you require this publication in an alternative format

and/or language please contact the Helpline to discuss

your needs. It is also available on the DRC website:

www.drc-gb.org

The DRC Language Line service offers an interpretation

facility providing information in community languages

and is available on the DRC Helpline telephone number.

You can email the DRC Helpline from our website:

www.drc-gb.org FOCUS19

drc guide for funders

Documents