Example of best practice in enabling incidental learning

Helen, a postgraduate researcher with a mobility impairment, was going to be interviewed for a postgraduate research degree programme. She was an excellent candidate, but the selector was concerned that base room allocated to the postgraduate researchers on this programme was inaccessible.  The Graduate School is housed in a Grade 2 listed building. Access to the building itself is very limited and will pose a real challenge. The selector contacted the disability adviser, academic staff and estates officers who all met to discuss the issues. It was possible to locate the researcher in another building where an accessible office could be made available. The team recognised, however, that Helen could be severely disadvantaged by lack of contact with the other PGRs in her school. Socially and academically she would miss out on incidental learning and the confidence that comes from peer support.

It was suggested that, while it was not ideal for Helen to be housed separately, research seminars and meetings could also be rescheduled in an accessible venue. A peer was asked to become a mentor, responsible for alerting Helen to social events and meetings arranged at short notice. That peer mentor would also ensure that informal events were planned in accessible venues.

When Helen came for interview, the options were discussed. She was given an opportunity to raise additional issues which had not been anticipated by staff. The selector was able to make an offer based on her abilities and, when she was offered a place, Helen was able to make an informed decision about taking up the offer.