DRC Guide to Funders

Guide for Funders
Addressing the Rights and Requirements
of Disabled People within the Funding Process

Making rights a reality

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 DRC’s 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 and
information agencies supporting disabled people to access
their rights.
Key themes include:

• improving access to DDA advice and information, casework
and legal services
• the transfer of expertise from strategic level to local,
regional and national organisations involved in
DDA-related work
• developing awareness of the cross discrimination and
oppression issues experienced by disabled people
• developing resources to enable advice and information
agencies 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 is
available 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
partnerships@drc-gb.org

This publication has been produced in collaboration with:

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

1

Foreword
Since our inception in April 2000, we’ve had the opportunity
to work and consult with many voluntary and not for profit
organisations.

A key and recurring issue in our partnership work has been
the problems identified by these organisations in:

• identifying and securing sustainable funding for both
core and project work

• understanding and complying with different funding
criteria and deadlines

• balancing the time required to fulfil funder’s reporting
requirements against the demands of delivering a service

• ensuring that projects are meaningful to the lives of
disabled people and also fulfil funder’s criteria

• investing and allocating long-term funding, specifically on
areas of work and services which go beyond the minimum
requirement 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 DRC’s vision of a society where all
disabled people can participate fully as equal citizens.

Bert Massie
Chair
Disability Rights Commission

2

1. The Disability Rights
Commission
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 are here for

The DRC works with disabled people, employers and service
providers to find practical solutions for everyone. Many
disabled people still don’t know that they are entitled to rights
and assistance in their daily lives. Many employers and
service providers often aren’t 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 the
DDA.

• Helps solve problems – often without going to a court or
employment tribunal.

• Supports legal cases to test the limits of the law – we
funded 84 legal cases in 2002.

• Provides an independent Disability Conciliation Service
for 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 disability
issues and publications on rights and good practice for
disabled people, employers and service providers.

4

2. The Disability
Discrimination 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 out
normal 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

• memory or ability to concentrate, learn or understand

• understanding of the risk of physical danger

• the adverse effect is long-term (meaning it has lasted
12 months, or is likely to last for more than 12 months
or the rest of the person’s life)

• the definition also includes people who have had a
disability 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 kleptomania
don’t count as a disability

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

• registered or registerable blind or partially sighted people
will 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 a
provision, criterion or practice applied by the employer, or a
physical feature of the employer’s premises, places a
disabled person at a substantial disadvantage compared
with people who are not 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 employer’s premises

• altering hours of work or training

• fitting an induction loop in the workplace.

The employer’s 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.

7

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 woman’s 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 employer’s 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 in
connection 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 any
of 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 renting
land 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.

9

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 make
access 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

10

Court (or Sheriff’s 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 treatment
A school or post-16 education establishment may be
discriminating 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 steps
In 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 as
Braille 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 due
regard to:

• the need to eliminate discrimination that is unlawful
under the Act

• the need to promote equality of opportunity between
disabled persons and other persons, and

• the need to take steps to take account of disabled persons’
disabilities, even where that involves treating disabled
persons 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 of
the 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

13

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 of
disabled people and the accessibility and suitability of their
services

• identifies action that they can undertake to ensure they
are eliminating unlawful discrimination and promoting
equality of opportunity for disabled people

• is assessing the impact of new policies or initiatives on
equality for disabled people and addressing any
problems

• is reporting on their effectiveness in eliminating unlawful
discrimination and promoting equality of opportunity
both in service delivery and employment.

Example
A 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 indicatesmet.
the requirements of disabled people are not being
that

14

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 sector’s
obligation to comply with the rest of the DDA.

15

3. Background information
to 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 funding
organisations, 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 may
prevent 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.

16

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 Commission’s
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 develop
recommendations 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 resources
section of this document (see Chapter 12)

• use the recommendations and guidance on resources as
the 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 awareness
raising
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 applicant’s total budget.

Matched funding presented various problems for applicants,
in particular where:

• funding criteria and objectives varied

• applicants experienced problems in identifying funders
with 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 be
integrated 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

19

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 will
be 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 minimised
and 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 the
same funding stream, to avoid gaps where some items do
not count as either capital or revenue

• require that all applications for funding comply with the
requirements of the DDA

• ensure all applications for disability-related projects
demonstrate benefits that clearly exceed the
requirements of the DDA

• where feasible use funding to encourage organisations to
go 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 to
facilitate the participation of disabled people within

20

mainstream projects, eg support to meet additional
transport costs for disabled people

• consider using intermediary specialist agencies or a
regional 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 that
projects 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 people’s 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 likely
to 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 are beginning 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 credibility
amongst disabled people will be very much 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 simple
compliance with the DDA

• the service/project will be delivered

• the service directly and positively impacts on the lives
of disabled people

• the project provides additional benefits to disabled
people, 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 out
about funding too late.

Submissions linked to funder’s regional objectives enable
organisations to ensure their projects are part of a larger
plan. However, if the funder’s 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 funding
applications, 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 enable
funders 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 funder’s requirements.

It is recommended that funders:

• Ensure that the application process is clear and
transparent, identifying stages and timeframes and
sticking to them.

• Consider an early filtration stage for larger bids so
applicants can have an indication of whether their
proposals are of interest. Consider following this with a
project development phase, where applicants are
resourced 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 have
considered 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 and
the development of access plans. Support this
requirement with appropriate levels of funding to enable
applicants to undertake audits and prepare access plans.

27

6. Application and guidance
materials
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 mailing
Documentation was available on CD-ROM or hard copy.
Some funders provided large print versions on request.

• Downloaded from the Web
Websites varied in their accessibility. Some sites were
overloaded with information and others required detailed
searches because the relevant information was stored on
different parts of the website.

• Email
Many of the funders emailed applications and guidance
material directly to applicants.

• Flow chart/diagrammatic guidance
Several 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.

28

• Audio format
Some funders provided audio copies of application
forms and guidance notes. One funder noted that
providing separate tapes for the application form and
the 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 people’s 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 project
outcomes), 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

29

compatibility with current communication/assistive
technology

• ensure that materials are available in a wide range of
accessible 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 various
media eg direct mailing, websites etc

• ensure that websites meet accessibility guidelines, some
examples of this include:

• keep links to a minimum, ensuring only necessary
and genuine links are identified

• ensure ways of navigating are consistent eg in terms
of 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

30

• 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 materials
are compatible with applicants’ systems (which may not
be as sophisticated as the funder’s), and take account of
the requirements of disabled people

• provide a checklist of all materials required and how to
access them and make sure they are all in one place and
easy to access

• ‘Crystal Mark’ all materials to help ensure clarity and
make them as brief as possible

• have separate application forms and guidance for each
funding stream

• ensure that application forms are as streamlined as
possible

• provide examples of how funding has been used to
benefit 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).

31

7. Application support
The level and range of support available to complete
applications can have a significant impact on whether
funding 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 funder’s
requirements.

Support (including pre-application support) was provided in
various ways eg:

• Email
Applicants 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 meetings
Applicants receive support either via telephone meetings or
face-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 experts
Applicants are ‘mentored’ or supported by an expert in
the 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

32

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 bids
The provision of early feedback on the funding
application enabled applicants to ensure that they
fulfilled the funder’s criteria, and provide additional
information and evidence to support their bid.

• The provision of contacts for additional support
In a number of cases, funders provided contacts with
disability 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 to
funding (many of whom come from minority groups):

It is recommended that funders:

• Provide sustainable development and capacity-building
support 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 some
dominance of larger providers over small ones in the
disabled people’s sector.

• Provide networking opportunities for small voluntary and
community 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.

33

• Provide a nominated officer to help applicants through
the process.

• Provide a choice of communication methods through
which support is provided.

• Provide support for applicants unable, eg because of an
impairment-related issue, to complete the application
form.

• Provide regular and accessible opportunities for
applicants to receive free application support on their
project proposals in ways appropriate to applicants’
needs.

• Signpost to local, regional and disability organisations as
appropriate. Details of local groups within the applicant’s
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 the
Disability Discrimination Act, Race Relations Amendment
Act and the Sex Discrimination Act, including where to
seek additional help and information.

34

8. Assessment and selection
By gaining an understanding of the rights and requirements
of disabled people, and the barriers faced by disabled people
in 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 equal
opportunities would be put into practice

• did not focus specifically on disability access and
compliance 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.

35

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 to
represent 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 Commission’s ‘Our Rights; Our Choices’ conference
in 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 can
present problems for funders, as they quite rightly do not
want to be allocating resources to services which should
be provided by statutory organisations. Equally, the
refusal of such applicants could perpetuate the
discrimination of groups whose needs are not currently
accommodated within mainstream provision.

36

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 funding
applications 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 disabled
people’s 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 opportunity
issues 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

37

• weighting questions

• appraisal of the organisation’s equality and diversity
policy and strategy

• appraisal of the organisation’s access policy and audit.

• Ensure that an assessment of the applicant’s equal
opportunities policy addresses both employee and
service user rights and requirements.

• Ensure that training is provided for all assessors, and that
focused equality checking and monitoring procedures are
in place to ensure consistency in the scoring process.

• Establish an appeals procedure and make applicants
aware 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 projects
there 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 of
disabled people and their representative organisations in
funded projects, eg by funding projects that actively seek
to recruit and retain disabled people.

• Evaluate why disability projects fail so that guidance and
application processes can be strengthened to give
potential applicants clearer advice and avoid groups
wasting time.

38

9. Feedback
All of the funding organisations interviewed provide
feedback to unsuccessful applicants. Feedback included the
reasons 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 standard of 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 programme
to 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 future bids reflect
funder’s requirements. Where possible, feedback should be
made available before the deadline for bid, to enable
inexperienced applicants to further develop their
applications:

39

• Provide constructive, specific and detailed feedback to
unsuccessful applicants on how to improve their bids for
future bidding rounds.

• Signpost unsuccessful applicants to sources of expertise
to strengthen aspects of their bid or to more appropriate
funding streams.

• Provide early feedback to unsuccessful applicants as to
how their bid could be enhanced or suggestions on how
the project could be better implemented.

• Provide written feedback in the first instance, followed by
the opportunity for the applicant to discuss the
conclusions by telephone or in a meeting where
resources permit.

40

10. Project support,
monitoring and
evaluation
Although 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 development’
plans

• were constantly chasing funding in order to maintain
their work

• often had to make employees redundant until the next raft
of 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

41

some funders attaching greater importance to qualitative
outcomes and the delivery of equal opportunities.

Projects with an element of funding for disabled people’s
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 material
for 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

42

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 to
understand how to develop their services to meet different
requirements.

43

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 enable
organisations to develop services and retain an
appropriate skill level within the organisation.

• Ensure project monitoring requirements are appropriate
for 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 supported
from 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 the
numbers and requirements of disabled people accessing
funded projects. Disaggregate by impairment or
requirement.

• Ensure monitoring information distinguishes between
organisations ‘of’ disabled people and organisations ‘for’
disabled people.

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

44

• Monitor applicants’ compliance with equality policies and
strategies, especially in relation to the DDA.

• Require monitoring of involvement (employment /
volunteering) and take-up of services provided through
the project to ensure access and opportunities are
available to all disabled people.

• Provide a range of project support mechanisms (eg
seminars, guidance notes, visits) to include specific
support on disabled people’s issues and areas where
appraisal indicates consistent weaknesses across
projects.

• Undertake an interim and final programme evaluation to
identify what is working well and what can be improved
and if funding is being accessed by disabled people.

45

11. Staff/organisational
disability, experience and
expertise
A number of the funders interviewed employed specific
advisers with knowledge of disabled people’s 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 people’s 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.
There are a number of ways an organisation can achieve
this:

• the recruitment of disabled people as employees or
volunteers

46

• 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 and
work practices to enable disabled people to take up
employment or volunteering opportunities with them

• the training of staff to ensure an understanding of the
rights 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 and
staff with an understanding and awareness of the rights
and requirements of disabled people

• ensure all involved in assessing, selecting, supporting
and monitoring projects are trained in DDA compliance
and good practice and that this training is updated
regularly

47

• employ or liaise with disabled people, or people with an
in-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 by
allocating responsibility for equality and diversity to
policy officers within each programme team).

48

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
Commission’s publications that can be ordered:

• through our Helpline:
Post: DRC Helpline
FREEPOST MID 02164
Stratford upon Avon
CV37 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 Commission’s 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
A description of all the services offered by the DRC to the public.

49

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 Testing
A 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

50

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 of
giving directions can be made accessible for people with
learning disabilities. Most of the answers seem to be
common sense, but are often not used.


interpreters do.

Read guide

Chapter 5
RNIB See it Right pack
Practical advice on designing, producing and planning
accessible information.

51

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 Campaign’s Crystal Mark
The Crystal Mark is the standard that all organisations aim for
when they produce public information.
www.plainenglish.co.uk/crystal.html

Mencap’s 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

interpreters do.

Read guide

52

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

53

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/

54

DRC Publications:

interpreters do.

Read guide

Chapter 9
DRC Publications:
SP13: Organising Accessible Events
This practical guide aims to help event organisers and other
service 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 Commission’s 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.

55

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 at
all levels of the organisation plays a vital part in this process.

56

13. Adults covered by the
DDA
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

57

Adults covered by the Disability Discrimination Act by region

Region Millions
North East 0.6
North West and Merseyside 1.2
Yorkshire 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 0.7
Scotland 0.9

58

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

Telephone 08457 622 633
Textphone 08457 622 644
Fax 08457 778 878
Website www.drc-gb.org

Post DRC Helpline
FREEPOST
MID 02164
Stratford upon Avon
CV37 9BR

DRC Guide to Funders

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