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OK I think we should

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make a start.  So as I said good

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afternoon everyone and we're

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really excited to see so many

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people join today and we are

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really excited about celebrating

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this International Day of

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Persons with Disabilities

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Conference today and also to

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celebrate Disability History

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month with you.  My name is

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Fozya Asad I am disability

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advisor in the Student Support

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and Wellbeing Team.  A brief

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description of myself I am

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female with light brown skin and

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long dark brown hair.  I'm

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wearing a dress with flowers

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today, it is yellow and orange

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flowers, my attempt to try to

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match the visual on the screen

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of a hand with a yellow flower.

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Okay so this event is fully

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accessible and we have 2 BSL

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interpreters Andrea and John,

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and our speech-to-text reporter

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is Hilary.  This event is being

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captioned and to access the live

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captioning you can click on the

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link provided in the chat which

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will then open up in a new

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window and you can customise

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according to your preference of

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background and font size and

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style.

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Okay so some virtual

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housekeeping.  This webinar will

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be recorded and we do have over

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130 people signed up so some are

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still joining and others have

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sent their apologies, but have

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registered to receive the

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recording afterwards.  Everyone

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who has attended will of course

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also receive a link to the

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web-site to access the

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recording.

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So the chat function is

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unavailable, but if you do have

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any questions please do post

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them in the Q and A function

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that you can find at the bottom

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of your screen and the

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presenters and hosts will be

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able to directly respond to

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them.  And also where possible,

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there will also be an

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opportunity to ask questions

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after each presentation, so if

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you post your question in the Q

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and A the presenters will be

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able to then answer.

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Throughout the webinar we will

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have 2 short 5 minute screen

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breaks.

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The presentations from our

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colleagues today will showcase

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some of the amazing projects

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that they have been working on

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and we hope that you will enjoy

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this work and take away some

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interesting learning from this.

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But before we begin, I would

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like to extend my personal

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thanks to our team members who

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have worked incredibly hard and

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shown commitment and dedication

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to make this event possible so

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we can all celebrate this

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success together.

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Firstly thank you to all the

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speakers for their time and

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willingness to share their great

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work and knowledge.  Thank you

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to our BSL interpreters Andrea

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and John, and our speech-to-text

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reporter Hilary.  Your work and

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efforts make a significant

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impact.  Thank you to Emma

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Hughes and the development

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communications and projects team

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and Seema Walker for all your

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hard work although you're in the

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background your dedication and

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commitment has not gone

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unnoticed.  A big shout out to

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Teresa and Diana and educational

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media team for taking care of

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all the technical stuff and also

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your expertise.  Thank you to

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Denise Long director of student

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support and well-being for the

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trust you have in us and last

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but not least a huge thank you

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to our management team including

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Chilima Sianyeuka for her

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continued support and a huge

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thank you to Louise Grimmett for

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her ideas support guidance and

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expertise and we wish you all

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the best whilst on parental

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leave.

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So we are now going to run our

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first poll which you will be

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seeing on your screens shortly.

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So our question to you, we want

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to find out what your main

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reason for attending today is.

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Can we have the results

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please?

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The results have come in and

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it does show 31 per cent are

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here to learn.  2 per cent are

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here to reflect.  And 19 per

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cent are here to - interested in

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the topic discussed today and

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also to be inspired, 6 per cent,

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and of course to celebrate the

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International Day of Persons

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with Disabilities 4 per cent and

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as expected a higher percentage

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38 per cent have said all of the

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above because all of this means

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a lot and matters to everyone.

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Okay so before I introduce our

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first speaker, we would like to

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take this opportunity to stop

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light some of amazing work

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Student Support and Wellbeing

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have done over the past year.

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So some of the key successes

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include: reasonable adjustments

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as likely with many other higher

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education institutions, in the

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last academic year 2022/20 thee

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23 we saw an increase in

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students reregistering for

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reasonable adjustments with us

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by 116 per cent, we're pleased

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we've been pla to meet this

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service demand and support more

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students to access reasonable

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adjustments at UCL.  As of 26

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November 2023, 10670 students

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shared that they have a

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disability or condition during

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the enrolment stage at UCL.  Of

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this number, just over 55 per

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cent of students have reasonable

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adjustments and it is what we

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call a SoRA, which is a summary

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of reasonable adjustments.  So

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this means that we have actually

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set up 5983 SoRAs.  Going

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forward and our Towards

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Inclusivity Model written by

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Louise Grimmett head of Student

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Support and Wellbeing for

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inclusion and disability and Ben

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Watson head of digital

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accessibility we're keen to

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reduce the level of

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administration required to

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implement reasonable adjustments

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and we want to continue to

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promote inclusive baseline

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teaching and learning approaches

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that support all students.

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My next point is on the ADHD

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screenings which is attention

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deficit hyperactivety disorder.

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So something we were also really

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excited about sharing with you

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today is us being able to screen

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for ADHD.  Within student

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support and well-being we

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understand that the Equality Act

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2010 does not necessarily

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require evidence of a condition

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or diagnosis but clear

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presentation of a long-term

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impact.  As an institution with

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a significant proportion of post

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grad students often undertaking

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a 1 year programme, timely

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support without barriers of

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obtaining evidence is essential.

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But this is not to suggest that

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evidence is not important and

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our students should still be

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registered with a local GP, but

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if they're not, then we do tend

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to support them in this and help

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them with registering and also

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we work quite closely with local

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GPs and local organisations.  So

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in recognising that obtaining

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evidence can take a long time,

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we were able to utilise the

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specialists within our team and

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add an ADHD screening

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questionnaire to our existing

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specific learning differences

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questionnaire referring those

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with indicators of ADHD for

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support and reasonable

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adjustments.

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I mentioned our local

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organisations that we work quite

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closely with and one of the

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things that we always do tend to

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do is we like to build working

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partnerships with our local

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support organisations that can

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then go on to benefit our

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students.  So starting from

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academic year 2022/20 thee we

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23 we began working with the

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Camden BEAMS team in providing

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free mental health and

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well-being support for students

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aged between 18 and 25.  Every

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Thursday practitioners from

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Camden BEAMS team would come

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over to our Bloomsbury campus to

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conduct well-being appointments.

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As a result, in academic year

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2022, 23, we booked in you total

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of 136 Camden BEAMS

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appointments.  During these

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appointments the practitioners

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provided our students with

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general well-being advice,

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helping them cope with the

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challenges faced in their

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university life and much more.

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So from the feedback we have

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received from our students, the

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service has proven to be

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extremely helpful especially for

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international students who

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struggle to adjust to their life

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in a new country.  So going

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forward we will continue to work

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with the Camden BEAMS team in

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supporting our students as this

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has proven to be really

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successful.

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Okay.  So I am now going to

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introduce you to our first

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speaker Ahmad Ismail who is the

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Equity and Inclusion sabbatical

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officer.  Ahmad, over to you.

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AHMAD:	 Hello thank you very

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much for having me today.  We

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are very thank you for SSW for

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having the Students' Union and

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always working with us in

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advancing lots of the work we do

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and in getting the student voice

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into some of the procedures.  So

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I am the Equity and Inclusion

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sabbatical officer.  So I will

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give a presentation on what I do

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in my role as Equity and

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Inclusion officer and what our

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Equity and Inclusion Unit does

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and how we aim to work

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intersectionly amongst some of

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the work we do so as Equity and

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Inclusion officer I look over

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our liberation officers which I

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will get to in a minute.  They

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run our networks and these are

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the LGBTQ+ network, the trans

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network and the disabled

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students network, POC students

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network and the women's network

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so these are part-time officers

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that are students and that are

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elected that work alongside me

292
00:11:24,600 --> 00:11:26,600
and alongside each other both in

293
00:11:26,600 --> 00:11:30,600
terms of advocacy within the

294
00:11:30,600 --> 00:11:32,600
union and UCL across as a whole

295
00:11:32,600 --> 00:11:36,600
and within community building

296
00:11:36,600 --> 00:11:37,600
and creating spaces for students

297
00:11:37,600 --> 00:11:40,600
that feel part of these

298
00:11:40,600 --> 00:11:41,600
communities or protected

299
00:11:41,600 --> 00:11:43,600
characteristics so that they

300
00:11:43,600 --> 00:11:52,600
feel like they have a space

301
00:11:52,600 --> 00:11:53,600
within the union and within UCL.

302
00:11:53,600 --> 00:11:54,600



303
00:11:54,600 --> 00:11:57,600
So some of the things we are

304
00:11:57,600 --> 00:11:59,600
doing for this year is the

305
00:11:59,600 --> 00:12:01,600
recognition we give to these

306
00:12:01,600 --> 00:12:03,600
officers and to these networks

307
00:12:03,600 --> 00:12:04,600
so one of the very important

308
00:12:04,600 --> 00:12:06,600
things that comes out of these

309
00:12:06,600 --> 00:12:09,600
networks, like I said earlier,

310
00:12:09,600 --> 00:12:11,600
is the community building aspect

311
00:12:11,600 --> 00:12:14,600
and the sense of community that

312
00:12:14,600 --> 00:12:16,600
these students offer other

313
00:12:16,600 --> 00:12:19,600
students so one of the things

314
00:12:19,600 --> 00:12:21,600
we're working on is revitalising

315
00:12:21,600 --> 00:12:23,600
the celebratory events we do

316
00:12:23,600 --> 00:12:25,600
across the year.  We just had a

317
00:12:25,600 --> 00:12:26,600
really successful black history

318
00:12:26,600 --> 00:12:28,600
month.  We're putting on some

319
00:12:28,600 --> 00:12:35,600
events for disability history

320
00:12:35,600 --> 00:12:36,600
month, and in February for LGBTQ

321
00:12:36,600 --> 00:12:37,600
history month.  One of the

322
00:12:37,600 --> 00:12:39,600
things we're keen on is to make

323
00:12:39,600 --> 00:12:42,600
sure we have specific set things

324
00:12:42,600 --> 00:12:44,600
each year that we can do and we

325
00:12:44,600 --> 00:12:46,600
have a programme of events that

326
00:12:46,600 --> 00:12:47,600
we run every year so it doesn't

327
00:12:47,600 --> 00:12:49,600
come as a last minute thing

328
00:12:49,600 --> 00:12:51,600
because sometimes these

329
00:12:51,600 --> 00:12:53,600
communities feel like they're

330
00:12:53,600 --> 00:12:55,600
left behind with some of the

331
00:12:55,600 --> 00:12:57,600
events and activities that are

332
00:12:57,600 --> 00:12:59,600
put on.  One of the things that

333
00:12:59,600 --> 00:13:01,600
I'm taking on as the Equity and

334
00:13:01,600 --> 00:13:03,600
Inclusion Officer is to get

335
00:13:03,600 --> 00:13:07,600
these officers paid for their

336
00:13:07,600 --> 00:13:10,600
work that they do.  We are in a

337
00:13:10,600 --> 00:13:11,600
cost of living crisis.  This is

338
00:13:11,600 --> 00:13:13,600
really important work that

339
00:13:13,600 --> 00:13:15,600
sometimes takes an emotional

340
00:13:15,600 --> 00:13:19,600
toll on these students because

341
00:13:19,600 --> 00:13:21,600
it is part of your identity when

342
00:13:21,600 --> 00:13:24,600
you are representing and

343
00:13:24,600 --> 00:13:27,600
advocating for something that is

344
00:13:27,600 --> 00:13:29,600
part of your identity, it can be

345
00:13:29,600 --> 00:13:31,600
difficult and recognising that

346
00:13:31,600 --> 00:13:33,600
can help, A, make these students

347
00:13:33,600 --> 00:13:35,600
feel empowered in what they do

348
00:13:35,600 --> 00:13:36,600
and feel like we appreciate the

349
00:13:36,600 --> 00:13:40,600
work that they do and they do

350
00:13:40,600 --> 00:13:41,600
have a safe space within the

351
00:13:41,600 --> 00:13:45,600
union specifically in the

352
00:13:45,600 --> 00:13:48,600
context of disability, the RGSU

353
00:13:48,600 --> 00:13:50,600
which is the Russell groups

354
00:13:50,600 --> 00:13:51,600
Students' Union last year ran a

355
00:13:51,600 --> 00:13:54,600
cost of living survey and found

356
00:13:54,600 --> 00:13:56,600
that the cost of travel and just

357
00:13:56,600 --> 00:13:58,600
the cost of getting to

358
00:13:58,600 --> 00:14:00,600
university for disabled students

359
00:14:00,600 --> 00:14:01,600
is much higher and in terms of

360
00:14:01,600 --> 00:14:03,600
some of the things we expect and

361
00:14:03,600 --> 00:14:04,600
want these students to be able

362
00:14:04,600 --> 00:14:06,600
to achieve it would be unfair to

363
00:14:06,600 --> 00:14:10,600
not recognise and get some of

364
00:14:10,600 --> 00:14:11,600
that into them.  So like we said

365
00:14:11,600 --> 00:14:13,600
networks and part-time officers

366
00:14:13,600 --> 00:14:15,600
are really crucial to

367
00:14:15,600 --> 00:14:19,600
establishing the link we as

368
00:14:19,600 --> 00:14:21,600
sabbatical officers have with

369
00:14:21,600 --> 00:14:25,600
what different communities of

370
00:14:25,600 --> 00:14:26,600
students face and feel and one

371
00:14:26,600 --> 00:14:28,600
of the things I'd like to point

372
00:14:28,600 --> 00:14:30,600
to is last years report written

373
00:14:30,600 --> 00:14:32,600
by our postgraduate research

374
00:14:32,600 --> 00:14:35,600
officer Emma Francis on some of

375
00:14:35,600 --> 00:14:37,600
the experiences and difficulties

376
00:14:37,600 --> 00:14:39,600
postgraduate research students

377
00:14:39,600 --> 00:14:41,600
face in accessing some of the

378
00:14:41,600 --> 00:14:43,600
different types of support at

379
00:14:43,600 --> 00:14:48,600
university and the report is a

380
00:14:48,600 --> 00:14:49,600
very detailed written report and

381
00:14:49,600 --> 00:14:53,600
highlight some of the different

382
00:14:53,600 --> 00:14:57,600
problems, mainly how PhD

383
00:14:57,600 --> 00:14:59,600
students are kind of - whether

384
00:14:59,600 --> 00:15:00,600
they are staff or students, what

385
00:15:00,600 --> 00:15:02,600
kind of support they can access

386
00:15:02,600 --> 00:15:05,600
and having a very complex system

387
00:15:05,600 --> 00:15:08,600
that they cannot navigate with.

388
00:15:08,600 --> 00:15:11,600
This is something one of our

389
00:15:11,600 --> 00:15:13,600
officers is taking up this year

390
00:15:13,600 --> 00:15:16,600
and working with another student

391
00:15:16,600 --> 00:15:18,600
I believe alongside SSW to make

392
00:15:18,600 --> 00:15:19,600
sure these issues are fed back

393
00:15:19,600 --> 00:15:22,600
and we do try to work on

394
00:15:22,600 --> 00:15:27,600
addressing them.

395
00:15:27,600 --> 00:15:30,600
One of the things we want to

396
00:15:30,600 --> 00:15:34,600
work on in our programme of

397
00:15:34,600 --> 00:15:36,600
events outside the networks is

398
00:15:36,600 --> 00:15:39,600
inclusive arts, inclusive

399
00:15:39,600 --> 00:15:40,600
sports.  So I mention here

400
00:15:40,600 --> 00:15:43,600
Project Active.  This is

401
00:15:43,600 --> 00:15:47,600
something that different - this

402
00:15:47,600 --> 00:15:50,600
is something Team UCL and our

403
00:15:50,600 --> 00:15:51,600
sports teams do, which is try to

404
00:15:51,600 --> 00:15:54,600
expand the sports offered to

405
00:15:54,600 --> 00:15:56,600
those who wouldn't typically do

406
00:15:56,600 --> 00:15:58,600
sports and who wouldn't

407
00:15:58,600 --> 00:16:03,600
typically have the access or the

408
00:16:03,600 --> 00:16:06,600
ability to go to team practice

409
00:16:06,600 --> 00:16:07,600
and be part of competitive

410
00:16:07,600 --> 00:16:09,600
sports.  It's a very low

411
00:16:09,600 --> 00:16:10,600
commitment low-cost thing that

412
00:16:10,600 --> 00:16:11,600
we have and that has been

413
00:16:11,600 --> 00:16:13,600
successful for the past few

414
00:16:13,600 --> 00:16:14,600
years so one of the things we're

415
00:16:14,600 --> 00:16:16,600
trying to do with the student

416
00:16:16,600 --> 00:16:18,600
life strategy that was signed

417
00:16:18,600 --> 00:16:20,600
last year with UCL which

418
00:16:20,600 --> 00:16:22,600
basically aims at expanding

419
00:16:22,600 --> 00:16:23,600
everything and doubling it

420
00:16:23,600 --> 00:16:25,600
across the board is having the

421
00:16:25,600 --> 00:16:27,600
same thing mirrored with arts

422
00:16:27,600 --> 00:16:30,600
programmes, we run a very, very

423
00:16:30,600 --> 00:16:32,600
successful arts offer but one of

424
00:16:32,600 --> 00:16:35,600
our set backs, I would say we

425
00:16:35,600 --> 00:16:37,600
think the arts offer, is - it's

426
00:16:37,600 --> 00:16:39,600
a good thing and a bad thing at

427
00:16:39,600 --> 00:16:42,600
the same time because we do run

428
00:16:42,600 --> 00:16:46,600
these very high calibre arts

429
00:16:46,600 --> 00:16:48,600
events and performances all

430
00:16:48,600 --> 00:16:50,600
across the Board, but that's not

431
00:16:50,600 --> 00:16:52,600
what everyone wants to look for,

432
00:16:52,600 --> 00:16:56,600
not everyone wants to perform on

433
00:16:56,600 --> 00:16:58,600
a stage and be part of a big

434
00:16:58,600 --> 00:17:00,600
showcase at the end of the year.

435
00:17:00,600 --> 00:17:04,600
Some people just want to take

436
00:17:04,600 --> 00:17:06,600
part in something, try painting,

437
00:17:06,600 --> 00:17:07,600
try learning an instrument,

438
00:17:07,600 --> 00:17:09,600
something that's very low

439
00:17:09,600 --> 00:17:12,600
commitment that doesn't require

440
00:17:12,600 --> 00:17:14,600
having a breadth of experience

441
00:17:14,600 --> 00:17:16,600
before, something that anyone

442
00:17:16,600 --> 00:17:17,600
really can pick up, so that's

443
00:17:17,600 --> 00:17:18,600
something I'm looking forward to

444
00:17:18,600 --> 00:17:22,600
working on this year.

445
00:17:22,600 --> 00:17:25,600
One of the last things I am

446
00:17:25,600 --> 00:17:27,600
working on in my capacity as

447
00:17:27,600 --> 00:17:30,600
Equity and Inclusion Officer is

448
00:17:30,600 --> 00:17:33,600
EDI across UCL and that is

449
00:17:33,600 --> 00:17:34,600
beyond the Students' Union and

450
00:17:34,600 --> 00:17:37,600
beyond some of the networks we

451
00:17:37,600 --> 00:17:40,600
run.  We see that UCL has a

452
00:17:40,600 --> 00:17:42,600
breadth of EDI Committees,

453
00:17:42,600 --> 00:17:47,360
groups, teams, that students are

454
00:17:47,360 --> 00:17:49,360



455
00:17:49,360 --> 00:17:51,360
AHMAD:	 So just getting these

456
00:17:51,360 --> 00:17:56,360
different departments to share

457
00:17:56,360 --> 00:17:57,360
good practice across the

458
00:17:57,360 --> 00:18:00,360
different work that they do.  So

459
00:18:00,360 --> 00:18:01,360
one of the things I'm working on

460
00:18:01,360 --> 00:18:04,360
currently is with the medical

461
00:18:04,360 --> 00:18:05,360
school EDI Committee who are

462
00:18:05,360 --> 00:18:08,360
really active in trying to get

463
00:18:08,360 --> 00:18:10,360
their curriculum intertwined

464
00:18:10,360 --> 00:18:12,360
with some of the work they do in

465
00:18:12,360 --> 00:18:15,080
EDI and not have EDI as

466
00:18:15,080 --> 00:18:21,280
something separate.  So ...

467
00:18:22,680 --> 00:18:24,680
AHMAD:	 Hello can you hear me?

468
00:18:24,680 --> 00:18:25,680
FOZYA:	 Yes we can hear you now.

469
00:18:25,680 --> 00:18:26,680



470
00:18:26,680 --> 00:18:28,680
AHMAD:	 I'm going to turn off my

471
00:18:28,680 --> 00:18:31,680
camera because my internet is a

472
00:18:31,680 --> 00:18:33,680
bit all over the place.  So

473
00:18:33,680 --> 00:18:35,680
sorry about that.  So as I was

474
00:18:35,680 --> 00:18:37,680
saying the medical school is

475
00:18:37,680 --> 00:18:38,680
putting forward programme of

476
00:18:38,680 --> 00:18:41,680
different, of a conference in

477
00:18:41,680 --> 00:18:42,680
March, where they focus on

478
00:18:42,680 --> 00:18:46,680
different protected

479
00:18:46,680 --> 00:18:47,680
characteristics within this

480
00:18:47,680 --> 00:18:49,680
conference on EDI within

481
00:18:49,680 --> 00:18:52,680
medicine, so getting that good

482
00:18:52,680 --> 00:18:54,680
practice how these different EDI

483
00:18:54,680 --> 00:18:56,680
teams are structured, how their

484
00:18:56,680 --> 00:18:57,680
students are active and promote

485
00:18:57,680 --> 00:18:59,680
intersectional work because

486
00:18:59,680 --> 00:19:01,680
although we do have specific

487
00:19:01,680 --> 00:19:03,680
protected characteristics that

488
00:19:03,680 --> 00:19:13,440
each have their specific needs,

489
00:19:13,440 --> 00:19:19,680
not everyone is ... either

490
00:19:19,680 --> 00:19:21,680
LGBTQ or fit all categories and

491
00:19:21,680 --> 00:19:22,680
we need to recognise that in

492
00:19:22,680 --> 00:19:24,680
itself has its own need so

493
00:19:24,680 --> 00:19:26,680
promoting intersectional working

494
00:19:26,680 --> 00:19:29,680
that comes out of that we think

495
00:19:29,680 --> 00:19:30,680
is very important institute of

496
00:19:30,680 --> 00:19:33,680
neurology is also really good

497
00:19:33,680 --> 00:19:34,680
example of EDI teams that really

498
00:19:34,680 --> 00:19:36,680
work together.  So the goal is

499
00:19:36,680 --> 00:19:38,680
by the end of the year is to

500
00:19:38,680 --> 00:19:41,680
have some of those different

501
00:19:41,680 --> 00:19:44,680
structures mirrored across the

502
00:19:44,680 --> 00:19:45,680
less develop EDI teams within

503
00:19:45,680 --> 00:19:48,680
other different departments and

504
00:19:48,680 --> 00:19:50,680
focusing on strengthening the

505
00:19:50,680 --> 00:19:52,680
EDI at departmental level

506
00:19:52,680 --> 00:19:54,680
because as good and amazing as

507
00:19:54,680 --> 00:19:56,680
the networks we have are,

508
00:19:56,680 --> 00:19:57,680
departments are really hubs

509
00:19:57,680 --> 00:19:59,680
where students feel like they're

510
00:19:59,680 --> 00:20:01,680
part of a community and giving

511
00:20:01,680 --> 00:20:03,680
them the option to have the

512
00:20:03,680 --> 00:20:04,680
smaller community within their

513
00:20:04,680 --> 00:20:05,680
department where they feel

514
00:20:05,680 --> 00:20:07,680
welcomed, where they feel like

515
00:20:07,680 --> 00:20:09,680
they can advocate for some of

516
00:20:09,680 --> 00:20:11,680
the issues they face and where

517
00:20:11,680 --> 00:20:13,680
they feel like they can have a

518
00:20:13,680 --> 00:20:16,680
space to community build we

519
00:20:16,680 --> 00:20:20,680
think is very important.  Thank

520
00:20:20,680 --> 00:20:26,680
you very much.

521
00:20:26,680 --> 00:20:28,680
FOZYA:	 Thank you Ahmad, that

522
00:20:28,680 --> 00:20:30,680
was fantastic, and really

523
00:20:30,680 --> 00:20:31,680
interesting, and apologies to

524
00:20:31,680 --> 00:20:34,680
everyone just for that slight

525
00:20:34,680 --> 00:20:35,680
issue with the internet but I'm

526
00:20:35,680 --> 00:20:37,680
pretty sure you would have

527
00:20:37,680 --> 00:20:39,680
picked up on everything Ahmad

528
00:20:39,680 --> 00:20:42,680
wanted to speak to you about

529
00:20:42,680 --> 00:20:44,680
today and we just wanted ask if

530
00:20:44,680 --> 00:20:46,680
you have any questions do please

531
00:20:46,680 --> 00:20:50,680
feel free to put them in the Q

532
00:20:50,680 --> 00:20:52,680
and A and we can ask Ahmad to

533
00:20:52,680 --> 00:20:53,680
answer some of your questions.

534
00:20:53,680 --> 00:20:55,680
So I'm just going to check if

535
00:20:55,680 --> 00:20:57,680
we've got any questions at the

536
00:20:57,680 --> 00:21:04,680
moment.

537
00:21:04,680 --> 00:21:06,680
Okay there are no questions at

538
00:21:06,680 --> 00:21:14,880
the moment.  Let's have a look.

539
00:21:16,480 --> 00:21:19,480
So Ahmad we have a question.  It

540
00:21:19,480 --> 00:21:20,480
says, somebody has asked: you

541
00:21:20,480 --> 00:21:22,480
mentioned about shared good

542
00:21:22,480 --> 00:21:25,480
practice.  Are you working with

543
00:21:25,480 --> 00:21:29,480
other universities?  A question

544
00:21:29,480 --> 00:21:32,480
by Bennyta ,

545
00:21:32,480 --> 00:21:33,480
AHMAD:	 To be honest in terms of

546
00:21:33,480 --> 00:21:35,480
EDI currently we're not working

547
00:21:35,480 --> 00:21:37,480
with other universities.  That

548
00:21:37,480 --> 00:21:39,480
isn't to say there shouldn't be

549
00:21:39,480 --> 00:21:42,480
a provision for it, but within

550
00:21:42,480 --> 00:21:47,480
what UCL has there is a lot to

551
00:21:47,480 --> 00:21:49,480
unpack.  So I think starting

552
00:21:49,480 --> 00:21:55,480
there is a good place, but

553
00:21:55,480 --> 00:21:56,480
definitely other universities

554
00:21:56,480 --> 00:21:58,480
would have other good practice

555
00:21:58,480 --> 00:22:00,480
we could learn from.

556
00:22:00,480 --> 00:22:05,920
FOZYA:	 Thank you.  So there

557
00:22:06,800 --> 00:22:09,520
Ok Ahmad we have another

558
00:22:09,520 --> 00:22:10,520
question.  How are you sharing

559
00:22:10,520 --> 00:22:12,520
best practices between

560
00:22:12,520 --> 00:22:16,520
departments or faculties?

561
00:22:16,520 --> 00:22:18,520
AHMAD:	 I just finished

562
00:22:18,520 --> 00:22:21,520
identifying all the different

563
00:22:21,520 --> 00:22:22,520
EDI teams and Sub-Committees on

564
00:22:22,520 --> 00:22:24,520
the Department and faculty

565
00:22:24,520 --> 00:22:27,520
level.  One thing that has been

566
00:22:27,520 --> 00:22:28,520
a conversation that is ongoing

567
00:22:28,520 --> 00:22:33,520
within the Students' Union is

568
00:22:33,520 --> 00:22:35,520
the provision for an EDI rep.

569
00:22:35,520 --> 00:22:37,520
Still not a final name.  Similar

570
00:22:37,520 --> 00:22:40,520
to the way we do academic reps

571
00:22:40,520 --> 00:22:42,520
at the Department and faculty

572
00:22:42,520 --> 00:22:45,520
level is to have a similar

573
00:22:45,520 --> 00:22:48,520
structure for EDI that fits

574
00:22:48,520 --> 00:22:51,520
within the current structures

575
00:22:51,520 --> 00:22:54,520
that each department has within

576
00:22:54,520 --> 00:22:57,520
EDI Committees and the sub

577
00:22:57,520 --> 00:22:58,520
Committees that fall underneath

578
00:22:58,520 --> 00:23:00,520
but the same time have a

579
00:23:00,520 --> 00:23:02,520
connection with other EDI reps

580
00:23:02,520 --> 00:23:03,520
so as students they can share

581
00:23:03,520 --> 00:23:05,520
what's happening across their

582
00:23:05,520 --> 00:23:06,520
different departments without

583
00:23:06,520 --> 00:23:08,520
relying on their departments

584
00:23:08,520 --> 00:23:13,520
themselves to be communicating.

585
00:23:13,520 --> 00:23:15,520
FOZYA:	 Wonderful.  I hope that

586
00:23:15,520 --> 00:23:22,720
answers your question?

587
00:23:23,920 --> 00:23:26,920
Okay if we don't have any more

588
00:23:26,920 --> 00:23:28,920
questions I think it is time for

589
00:23:28,920 --> 00:23:30,920
us to have a screen break.  We

590
00:23:30,920 --> 00:23:32,920
will have a quick 5 minute

591
00:23:32,920 --> 00:23:33,920
screen break h oh actually we

592
00:23:33,920 --> 00:23:36,920
have a question then we'll go to

593
00:23:36,920 --> 00:23:37,920
a break.  Ahmad there is another

594
00:23:37,920 --> 00:23:39,920
question for you.  How are

595
00:23:39,920 --> 00:23:41,920
faculties being held accountable

596
00:23:41,920 --> 00:23:50,920
for developing EDI?

597
00:23:50,920 --> 00:23:51,920
AHMAD:	 Well currently there are

598
00:23:51,920 --> 00:23:53,920
a few ways.  There is Athena

599
00:23:53,920 --> 00:23:58,920
swan but that specifically

600
00:23:58,920 --> 00:24:01,920
relates to gender equality.  It

601
00:24:01,920 --> 00:24:04,920
is not, or isn't to be fair that

602
00:24:04,920 --> 00:24:06,920
much way in terms of holding

603
00:24:06,920 --> 00:24:09,920
departments and faculties

604
00:24:09,920 --> 00:24:11,920
accountable but what we aim to

605
00:24:11,920 --> 00:24:13,920
do is to embed EDI rather than

606
00:24:13,920 --> 00:24:16,920
have it as a secondary thing

607
00:24:16,920 --> 00:24:19,920
that is seen as an add on which

608
00:24:19,920 --> 00:24:23,920
usually some people see it as.

609
00:24:23,920 --> 00:24:24,920
And hopefully with the current

610
00:24:24,920 --> 00:24:27,920
restructuring that's happening

611
00:24:27,920 --> 00:24:37,920
within the central EDI team and

612
00:24:37,920 --> 00:24:38,920
the appointment of a ... for

613
00:24:38,920 --> 00:24:39,920
Equity and Inclusion that we

614
00:24:39,920 --> 00:24:41,920
hope to work closely with that's

615
00:24:41,920 --> 00:24:43,920
better reflected in the

616
00:24:43,920 --> 00:24:45,920
structure so that there is an

617
00:24:45,920 --> 00:24:47,920
easier way for central EDI to be

618
00:24:47,920 --> 00:24:48,920
aware of what's happening across

619
00:24:48,920 --> 00:24:54,920
the departments and to have a

620
00:24:54,920 --> 00:24:57,920
better feedback loop.

621
00:24:57,920 --> 00:25:03,920
FOZYA:	 Thank you Ahmad, that's

622
00:25:03,920 --> 00:25:05,920
great.  If we don't have any

623
00:25:05,920 --> 00:25:06,920
more questions, but thank you

624
00:25:06,920 --> 00:25:09,920
very much for your time and

625
00:25:09,920 --> 00:25:11,920
sharing this absolutely amazing

626
00:25:11,920 --> 00:25:14,920
work you are doing Ahmad today

627
00:25:14,920 --> 00:25:18,920
and we'll go on a short 5 minute

628
00:25:18,920 --> 00:25:21,920
screen break.  We will be back

629
00:25:21,920 --> 00:25:26,920
around 2.36.  So we'll see you

630
00:25:26,920 --> 00:25:29,080
in 5 minutes.  Thank you.

631
00:25:29,720 --> 00:25:32,200
FOZYA:	 Okay everyone welcome

632
00:25:32,200 --> 00:25:34,200
back and I hope you had a chance

633
00:25:34,200 --> 00:25:37,200
to look away from the screen for

634
00:25:37,200 --> 00:25:46,200
a few minutes.  It is poll time

635
00:25:46,200 --> 00:25:49,200
now.  Again we have our second

636
00:25:49,200 --> 00:25:51,200
poll we would like to ask you a

637
00:25:51,200 --> 00:25:52,200
question on if you work in

638
00:25:52,200 --> 00:25:55,200
higher education, which aspect

639
00:25:55,200 --> 00:25:57,960
of disability interests you the

640
00:25:57,960 --> 00:25:59,440
most?  Is it disability

641
00:25:59,440 --> 00:26:01,280
advocacy, disability

642
00:26:01,280 --> 00:26:04,320
progression, disability support,

643
00:26:04,320 --> 00:26:09,760
all of the above, or other?

644
00:26:12,920 --> 00:26:15,160
Great. Ok so, 

645
00:26:15,160 --> 00:26:24,560
again as expected 67 per cent

646
00:26:24,560 --> 00:26:28,560
actually find working in higher

647
00:26:28,560 --> 00:26:29,560
education both for disability

648
00:26:29,560 --> 00:26:32,560
advocacy, disability progression

649
00:26:32,560 --> 00:26:33,560
and disability support, so 67

650
00:26:33,560 --> 00:26:35,560
per cent have said all of the

651
00:26:35,560 --> 00:26:36,560
above, there is 5 per cent who

652
00:26:36,560 --> 00:26:38,560
have said for disability

653
00:26:38,560 --> 00:26:40,560
advocacy, disability progression

654
00:26:40,560 --> 00:26:43,560
is 2 per cent, and for

655
00:26:43,560 --> 00:26:44,560
disability support it is 21

656
00:26:44,560 --> 00:26:47,560
support and then there is also

657
00:26:47,560 --> 00:26:49,560
other reasons as well why people

658
00:26:49,560 --> 00:26:52,560
prefer to work in higher

659
00:26:52,560 --> 00:26:55,560
education and the aspects that

660
00:26:55,560 --> 00:27:00,560
interest them.  Okay so let's

661
00:27:00,560 --> 00:27:07,560
move on to the next part of our

662
00:27:07,560 --> 00:27:09,560
talk day.  Okay so we would like

663
00:27:09,560 --> 00:27:11,560
to continue spot lighting the

664
00:27:11,560 --> 00:27:12,560
great work within Student

665
00:27:12,560 --> 00:27:15,560
Support and Wellbeing so I am

666
00:27:15,560 --> 00:27:16,560
going to begin with the UCL and

667
00:27:16,560 --> 00:27:19,560
Disability Rights UK project

668
00:27:19,560 --> 00:27:21,560
which this year in collaboration

669
00:27:21,560 --> 00:27:23,560
with Disability Rights UK

670
00:27:23,560 --> 00:27:24,560
Student Support and Wellbeing

671
00:27:24,560 --> 00:27:26,560
were successful in securing a

672
00:27:26,560 --> 00:27:28,560
bid from the student success

673
00:27:28,560 --> 00:27:33,560
team to deliver train the

674
00:27:33,560 --> 00:27:35,560
trainer sessions.  We codesigned

675
00:27:35,560 --> 00:27:37,560
and codelivered the training

676
00:27:37,560 --> 00:27:40,560
with Disability Rights UK and

677
00:27:40,560 --> 00:27:42,560
with 18 UCL staff members

678
00:27:42,560 --> 00:27:45,560
participating in our first

679
00:27:45,560 --> 00:27:46,560
successful session.  The session

680
00:27:46,560 --> 00:27:49,560
provides key information

681
00:27:49,560 --> 00:27:51,560
regarding reasonable adjustments

682
00:27:51,560 --> 00:27:53,560
legal cases to observe and

683
00:27:53,560 --> 00:27:54,560
essential trainer tips to be

684
00:27:54,560 --> 00:27:56,560
successful when considering

685
00:27:56,560 --> 00:27:58,560
reasonable adjustments so that

686
00:27:58,560 --> 00:28:03,560
is for example problem solving

687
00:28:03,560 --> 00:28:05,560
and analytical skills.

688
00:28:05,560 --> 00:28:07,560
Moving onto the point on

689
00:28:07,560 --> 00:28:13,560
Mental Health Charter, in

690
00:28:13,560 --> 00:28:15,560
December 2022 U UCL was among

691
00:28:15,560 --> 00:28:17,560
the first 5 universities to

692
00:28:17,560 --> 00:28:18,560
receive the university Mental

693
00:28:18,560 --> 00:28:21,560
Health Charter award which

694
00:28:21,560 --> 00:28:23,560
recognises our commitment to

695
00:28:23,560 --> 00:28:25,560
continuous improvement in mental

696
00:28:25,560 --> 00:28:27,560
health and well-being, this a

697
00:28:27,560 --> 00:28:30,560
scheme devised by universities

698
00:28:30,560 --> 00:28:32,560
UK and the charity students

699
00:28:32,560 --> 00:28:33,560
minds.  It aims to encourage

700
00:28:33,560 --> 00:28:35,560
universities to develop a whole

701
00:28:35,560 --> 00:28:36,560
university approach to mental

702
00:28:36,560 --> 00:28:37,560
health.  Student Support and

703
00:28:37,560 --> 00:28:40,560
Wellbeing and proud to have

704
00:28:40,560 --> 00:28:42,560
played a key role in achieving

705
00:28:42,560 --> 00:28:43,560
this award by leading on the

706
00:28:43,560 --> 00:28:47,560
co-ordination of the submission

707
00:28:47,560 --> 00:28:49,560
and the site visit as well as

708
00:28:49,560 --> 00:28:51,560
having several representatives

709
00:28:51,560 --> 00:28:53,560
across the focus groups.  The

710
00:28:53,560 --> 00:28:55,560
assessment team also highlighted

711
00:28:55,560 --> 00:28:57,560
several areas of good practice

712
00:28:57,560 --> 00:28:59,560
including our relationships

713
00:28:59,560 --> 00:29:02,560
between our services and the

714
00:29:02,560 --> 00:29:03,560
Students' Unions and the use of

715
00:29:03,560 --> 00:29:05,560
multi-disciplinary reviews of

716
00:29:05,560 --> 00:29:11,560
difficult student presentations.

717
00:29:11,560 --> 00:29:13,560
Our work to improve access and

718
00:29:13,560 --> 00:29:15,560
support for Chinese students was

719
00:29:15,560 --> 00:29:20,560
also identified as excellent

720
00:29:20,560 --> 00:29:25,560
practice.

721
00:29:25,560 --> 00:29:26,560
Just some information on our

722
00:29:26,560 --> 00:29:27,560
Personal Emergency Evacuation

723
00:29:27,560 --> 00:29:34,560
Plans which is referred to as PE

724
00:29:34,560 --> 00:29:35,560
PEEPS and review process so UCL

725
00:29:35,560 --> 00:29:36,560
fire safety team in

726
00:29:36,560 --> 00:29:37,560
collaboration with Student

727
00:29:37,560 --> 00:29:39,560
Support and Wellbeing and

728
00:29:39,560 --> 00:29:42,560
inclusive environments initiated

729
00:29:42,560 --> 00:29:43,560
conversations to review and

730
00:29:43,560 --> 00:29:47,560
enhance Personal Emergency

731
00:29:47,560 --> 00:29:49,560
Evacuation Plans process.  2

732
00:29:49,560 --> 00:29:52,560
comprehensive PEEPS sessions

733
00:29:52,560 --> 00:29:54,560
were conducted drawing over 180

734
00:29:54,560 --> 00:29:57,560
participants from various

735
00:29:57,560 --> 00:29:59,560
departments and roles.  The

736
00:29:59,560 --> 00:30:02,560
interactive sessions included a

737
00:30:02,560 --> 00:30:04,560
Q and A segment yielding

738
00:30:04,560 --> 00:30:08,560
valuable feedback that informed

739
00:30:08,560 --> 00:30:10,560
the ongoing review process.

740
00:30:10,560 --> 00:30:12,560
Subsequently there has been a

741
00:30:12,560 --> 00:30:16,560
notable increase in PEEPS

742
00:30:16,560 --> 00:30:18,560
support request enabling the

743
00:30:18,560 --> 00:30:20,560
team to support individuals by

744
00:30:20,560 --> 00:30:21,560
finding solutions and

745
00:30:21,560 --> 00:30:23,560
implementing reasonable

746
00:30:23,560 --> 00:30:27,560
adjustments for the evacuation

747
00:30:27,560 --> 00:30:29,560
needs.  The initiative extended

748
00:30:29,560 --> 00:30:30,560
to conducting multiple training

749
00:30:30,560 --> 00:30:33,560
sessions with various

750
00:30:33,560 --> 00:30:35,560
departments and the UCL security

751
00:30:35,560 --> 00:30:40,560
team specifically focusing on

752
00:30:40,560 --> 00:30:41,560
lifts.  Additionally fire safety

753
00:30:41,560 --> 00:30:42,560
building walks were carried out

754
00:30:42,560 --> 00:30:44,560
in collaboration with

755
00:30:44,560 --> 00:30:47,560
departments and facilities

756
00:30:47,560 --> 00:30:49,560
management team.  These

757
00:30:49,560 --> 00:30:51,560
initiatives collectively aim to

758
00:30:51,560 --> 00:30:54,560
refine and improve the

759
00:30:54,560 --> 00:30:57,560
evacuation procedures across

760
00:30:57,560 --> 00:31:00,560
UCL, fostering a safer and more

761
00:31:00,560 --> 00:31:02,560
inclusive environment.

762
00:31:02,560 --> 00:31:06,560
I am now going to introduce to

763
00:31:06,560 --> 00:31:12,560
you our next speakers who are

764
00:31:12,560 --> 00:31:13,560
from the eugenics legacy

765
00:31:13,560 --> 00:31:15,560
education project our speakers

766
00:31:15,560 --> 00:31:20,560
are Tor Wright and Helen

767
00:31:20,560 --> 00:31:22,560
knoecker.

768
00:31:22,560 --> 00:31:25,560
HELEN:	 Thank you Fozya my name

769
00:31:25,560 --> 00:31:26,560
is Helen knoecker I am a white

770
00:31:26,560 --> 00:31:28,560
middle-aged woman with short

771
00:31:28,560 --> 00:31:30,560
brown hair and to day I'm

772
00:31:30,560 --> 00:31:35,560
wearing glasses that are cat

773
00:31:35,560 --> 00:31:44,560
shaped.  I am the academic lead

774
00:31:44,560 --> 00:31:45,560
for ELEP which stands for the

775
00:31:45,560 --> 00:31:48,560
eugenics project at UCL which

776
00:31:48,560 --> 00:31:50,560
means I'm responsible for

777
00:31:50,560 --> 00:31:52,560
devising the programme of

778
00:31:52,560 --> 00:31:54,560
activities with students at UCL.

779
00:31:54,560 --> 00:31:56,560
I am going to hand over to

780
00:31:56,560 --> 00:32:00,560
colleague Tor.

781
00:32:00,560 --> 00:32:02,560
TOR:	 I am Tor Wright, Tor is

782
00:32:02,560 --> 00:32:04,560
short for Victoria, I'm a white

783
00:32:04,560 --> 00:32:06,560
woman in her forties from

784
00:32:06,560 --> 00:32:07,560
London, brown hair wearing

785
00:32:07,560 --> 00:32:10,560
glasses at always and quite a

786
00:32:10,560 --> 00:32:13,560
yellow jumper on today and I

787
00:32:13,560 --> 00:32:14,560
work wift Helen in ELEP team on

788
00:32:14,560 --> 00:32:16,560
professional services side.  I'm

789
00:32:16,560 --> 00:32:17,560
the project manager and I

790
00:32:17,560 --> 00:32:21,560
generally describe that role as

791
00:32:21,560 --> 00:32:22,560
saying no to Helen for the

792
00:32:22,560 --> 00:32:23,560
exciting projects we want to do

793
00:32:23,560 --> 00:32:26,560
because we don't have enough

794
00:32:26,560 --> 00:32:28,560
money but basically keeping the

795
00:32:28,560 --> 00:32:31,560
project running and on target,

796
00:32:31,560 --> 00:32:34,560
I'll pass back to Helen briefly

797
00:32:34,560 --> 00:32:35,560
thank you.  You have muted

798
00:32:35,560 --> 00:32:37,560
yourself Helen.

799
00:32:37,560 --> 00:32:40,560
HELEN:	 Sorry.  Next slide

800
00:32:40,560 --> 00:32:41,560
please.  In this presentation,

801
00:32:41,560 --> 00:32:43,560
we very briefly want to talk to

802
00:32:43,560 --> 00:32:46,560
you about our project.  We're

803
00:32:46,560 --> 00:32:48,560
involved in a lot of activities

804
00:32:48,560 --> 00:32:52,560
related to the relationship

805
00:32:52,560 --> 00:32:54,560
between UCL's historic links to

806
00:32:54,560 --> 00:32:56,560
eugenicss and current and future

807
00:32:56,560 --> 00:32:57,560
educational provision so we're

808
00:32:57,560 --> 00:32:59,560
going to talk a little about the

809
00:32:59,560 --> 00:33:00,560
project and we're going to talk

810
00:33:00,560 --> 00:33:02,560
about 2 examples of work that

811
00:33:02,560 --> 00:33:04,560
we've been doing over the last

812
00:33:04,560 --> 00:33:05,560
few months just to give you a

813
00:33:05,560 --> 00:33:07,560
flavour of some of the

814
00:33:07,560 --> 00:33:09,560
activities that we're doing in

815
00:33:09,560 --> 00:33:11,560
relation to disability and

816
00:33:11,560 --> 00:33:13,560
disability advocacy.  We're also

817
00:33:13,560 --> 00:33:16,560
going to talk about a concept

818
00:33:16,560 --> 00:33:17,560
called reparative practices and

819
00:33:17,560 --> 00:33:20,560
this is because we think as a

820
00:33:20,560 --> 00:33:22,560
project that our education

821
00:33:22,560 --> 00:33:24,560
provision at UCL has a vital

822
00:33:24,560 --> 00:33:25,560
role to play in showing that we

823
00:33:25,560 --> 00:33:30,560
are confronting and addressing

824
00:33:30,560 --> 00:33:31,560
the legacy of eugenics at UCL.

825
00:33:31,560 --> 00:33:33,560
We really want to encourage

826
00:33:33,560 --> 00:33:34,560
everybody on the call to be part

827
00:33:34,560 --> 00:33:35,560
of this conversation so of

828
00:33:35,560 --> 00:33:37,560
course if you want to know more

829
00:33:37,560 --> 00:33:39,560
about our work please do contact

830
00:33:39,560 --> 00:33:41,560
us afterwards and we'll be

831
00:33:41,560 --> 00:33:43,560
really happy to hear from you.

832
00:33:43,560 --> 00:33:45,560
Thank you.

833
00:33:45,560 --> 00:33:46,560
TOR:	 If we could have next

834
00:33:46,560 --> 00:33:48,560
slide please so a quick thing

835
00:33:48,560 --> 00:33:49,560
there is no reason you should

836
00:33:49,560 --> 00:33:50,560
know what the word eugenics

837
00:33:50,560 --> 00:33:51,560
means unless you are

838
00:33:51,560 --> 00:33:54,560
particularly involved in that

839
00:33:54,560 --> 00:33:57,560
field but it's a horrible area

840
00:33:57,560 --> 00:33:58,560
that we kind of get a bit blase

841
00:33:58,560 --> 00:34:00,560
talking about sometimes because

842
00:34:00,560 --> 00:34:02,560
we're in it day in day out and

843
00:34:02,560 --> 00:34:03,560
sometimes we forget to think

844
00:34:03,560 --> 00:34:05,560
about the harm that these

845
00:34:05,560 --> 00:34:07,560
theories cause but basically

846
00:34:07,560 --> 00:34:11,560
eugenics was a term invented by

847
00:34:11,560 --> 00:34:12,560
Sir Francis Galton in 1883 and

848
00:34:12,560 --> 00:34:15,560
it kind of means good in birth,

849
00:34:15,560 --> 00:34:17,560
if you know about genes, it's

850
00:34:17,560 --> 00:34:19,560
good genes, good breeding those

851
00:34:19,560 --> 00:34:21,560
kind of terms and it's kind of

852
00:34:21,560 --> 00:34:22,560
from animal breeding that put

853
00:34:22,560 --> 00:34:24,560
this one together you will get

854
00:34:24,560 --> 00:34:26,560
the better animal and in this

855
00:34:26,560 --> 00:34:29,560
case we're the animals.  Wees

856
00:34:29,560 --> 00:34:30,560
These people should breed with

857
00:34:30,560 --> 00:34:32,560
these people because we want

858
00:34:32,560 --> 00:34:33,560
this better race whatever that

859
00:34:33,560 --> 00:34:36,560
means, it makes you feel very

860
00:34:36,560 --> 00:34:38,560
disturbed when you start to dig

861
00:34:38,560 --> 00:34:41,560
into it.  But he invented this

862
00:34:41,560 --> 00:34:43,560
term and he actually didn't work

863
00:34:43,560 --> 00:34:46,560
at UCL, which a lot of people

864
00:34:46,560 --> 00:34:49,560
think he did, but he did give us

865
00:34:49,560 --> 00:34:52,560
loads of money when he died and

866
00:34:52,560 --> 00:34:54,560
his protege did work here

867
00:34:54,560 --> 00:34:56,560
because he established a

868
00:34:56,560 --> 00:35:00,560
professorship and a research

869
00:35:00,560 --> 00:35:02,560
centre to study eugenics and

870
00:35:02,560 --> 00:35:04,560
Carl Pearson was the head of

871
00:35:04,560 --> 00:35:06,560
that for many years and together

872
00:35:06,560 --> 00:35:08,560
they really developed eugenics

873
00:35:08,560 --> 00:35:10,560
as an academic discipline.

874
00:35:10,560 --> 00:35:13,560
People had these thoughts and

875
00:35:13,560 --> 00:35:15,560
beliefs, ancient Greek you hear

876
00:35:15,560 --> 00:35:18,560
talk about who should or

877
00:35:18,560 --> 00:35:20,560
shouldn't be allowed to live,

878
00:35:20,560 --> 00:35:21,560
but they turned it into an

879
00:35:21,560 --> 00:35:26,560
academic discipline and cu l was

880
00:35:26,560 --> 00:35:27,560
and UCL was the hub of that, we

881
00:35:27,560 --> 00:35:29,560
had a department of eugenics for

882
00:35:29,560 --> 00:35:30,560
a long time and gradually that

883
00:35:30,560 --> 00:35:33,560
department changed and moved

884
00:35:33,560 --> 00:35:35,560
into being, got the statistics

885
00:35:35,560 --> 00:35:37,560
departments, genetics but its

886
00:35:37,560 --> 00:35:39,560
basis was very much in eugenics

887
00:35:39,560 --> 00:35:42,560
in those days.  And it's only

888
00:35:42,560 --> 00:35:44,560
really with students kind of

889
00:35:44,560 --> 00:35:45,560
saying, um, what's going on

890
00:35:45,560 --> 00:35:47,560
here?  Why are we still

891
00:35:47,560 --> 00:35:49,560
celebrating these men?  Only a

892
00:35:49,560 --> 00:35:52,560
couple of years ago we still had

893
00:35:52,560 --> 00:35:54,560
a Pearson building the Galton

894
00:35:54,560 --> 00:35:56,560
lecture theatre, my friend used

895
00:35:56,560 --> 00:35:58,560
to work in the Galton Laboratory

896
00:35:58,560 --> 00:35:59,560
in 2010.  These aren't

897
00:35:59,560 --> 00:36:02,560
historical things that happened

898
00:36:02,560 --> 00:36:05,560
in the Victorian era and didn't

899
00:36:05,560 --> 00:36:07,560
have any lasting legacy we still

900
00:36:07,560 --> 00:36:09,560
have it here today so student

901
00:36:09,560 --> 00:36:12,560
citizenship and we have quite a

902
00:36:12,560 --> 00:36:17,560
rude word on the picture on the

903
00:36:17,560 --> 00:36:19,560
slide saying fuck eugenics and

904
00:36:19,560 --> 00:36:21,560
another saying UCL must answer

905
00:36:21,560 --> 00:36:23,560
and there is a great video of a

906
00:36:23,560 --> 00:36:25,560
student saying why is he having

907
00:36:25,560 --> 00:36:26,560
to learn about this history

908
00:36:26,560 --> 00:36:29,560
independently, why isn't it

909
00:36:29,560 --> 00:36:31,560
being taught about at UCL why

910
00:36:31,560 --> 00:36:33,560
isn't UCL thinking about this?

911
00:36:33,560 --> 00:36:36,560
And this led to a quite in depth

912
00:36:36,560 --> 00:36:39,560
enquiry in 2018 which led to an

913
00:36:39,560 --> 00:36:41,560
apology from our previous

914
00:36:41,560 --> 00:36:42,560
provost for our role in the

915
00:36:42,560 --> 00:36:43,560
development of eugenics and as

916
00:36:43,560 --> 00:36:45,560
part of that if we go to the

917
00:36:45,560 --> 00:36:47,560
next slide please one of the

918
00:36:47,560 --> 00:36:49,560
outcomes of the project good

919
00:36:49,560 --> 00:36:52,560
news for me and Helen was the

920
00:36:52,560 --> 00:36:54,560
formation of the Eugenics Legacy

921
00:36:54,560 --> 00:36:56,560
Education Project.  So this was

922
00:36:56,560 --> 00:36:58,560
one of the outcomes that they

923
00:36:58,560 --> 00:37:00,560
gave funding to along with some

924
00:37:00,560 --> 00:37:03,560
other projects, some roles,

925
00:37:03,560 --> 00:37:05,560
something called prejudice and

926
00:37:05,560 --> 00:37:07,560
power, a few pieces going on

927
00:37:07,560 --> 00:37:08,560
that a few people brought in but

928
00:37:08,560 --> 00:37:10,560
our side is the Eugenics Legacy

929
00:37:10,560 --> 00:37:11,560
Education Project really set up

930
00:37:11,560 --> 00:37:13,560
to think about the educational

931
00:37:13,560 --> 00:37:15,560
side of all this.  You know

932
00:37:15,560 --> 00:37:18,560
morally obviously eugenics was

933
00:37:18,560 --> 00:37:19,560
so wrong and that our

934
00:37:19,560 --> 00:37:21,560
involvement in it we need to

935
00:37:21,560 --> 00:37:23,560
apologise we should say sorry

936
00:37:23,560 --> 00:37:24,560
but what's it doing to our

937
00:37:24,560 --> 00:37:25,560
education, what can we do

938
00:37:25,560 --> 00:37:28,560
educationally to think about

939
00:37:28,560 --> 00:37:29,560
this more and so we've got more

940
00:37:29,560 --> 00:37:32,560
main aims in ELEP and part of

941
00:37:32,560 --> 00:37:34,560
that is bem did visibility of

942
00:37:34,560 --> 00:37:36,560
our legacy, we don't want to

943
00:37:36,560 --> 00:37:38,560
hide this, we need to bring this

944
00:37:38,560 --> 00:37:40,560
into current thinking, how did

945
00:37:40,560 --> 00:37:42,560
we end up with these ideologies,

946
00:37:42,560 --> 00:37:43,560
how can we make sure we don't

947
00:37:43,560 --> 00:37:45,560
have modern versions of those

948
00:37:45,560 --> 00:37:47,560
going on under our nose without

949
00:37:47,560 --> 00:37:49,560
us realising?  So our project is

950
00:37:49,560 --> 00:37:51,560
a 3 year project, we're working

951
00:37:51,560 --> 00:37:54,560
in UCL's arena centre which is

952
00:37:54,560 --> 00:37:55,560
the centre for research based

953
00:37:55,560 --> 00:37:58,560
education so a lot of our work

954
00:37:58,560 --> 00:37:59,560
is to do with staff development,

955
00:37:59,560 --> 00:38:01,560
staff training but also working

956
00:38:01,560 --> 00:38:04,560
with students.  We want to make

957
00:38:04,560 --> 00:38:05,560
the legacy visible.  We also

958
00:38:05,560 --> 00:38:09,560
want to think about those bigger

959
00:38:09,560 --> 00:38:11,560
critical thinking ideas and

960
00:38:11,560 --> 00:38:12,560
making sure it doesn't happen

961
00:38:12,560 --> 00:38:14,560
again.  How do we talk about

962
00:38:14,560 --> 00:38:16,560
other difficult topics without

963
00:38:16,560 --> 00:38:17,560
being offensive but without

964
00:38:17,560 --> 00:38:20,560
being scared to look into them

965
00:38:20,560 --> 00:38:22,560
and be challenging and have that

966
00:38:22,560 --> 00:38:24,560
academic integrity?  But we also

967
00:38:24,560 --> 00:38:25,560
want to really stress that we

968
00:38:25,560 --> 00:38:27,560
want to work with people who

969
00:38:27,560 --> 00:38:29,560
maybe affected by eugenics

970
00:38:29,560 --> 00:38:31,560
ideology.  So people living with

971
00:38:31,560 --> 00:38:32,560
disabilities, people from

972
00:38:32,560 --> 00:38:35,560
minority groups, basically

973
00:38:35,560 --> 00:38:40,560
everybody who is not a white man

974
00:38:40,560 --> 00:38:42,560
from Eton almost fits who

975
00:38:42,560 --> 00:38:44,560
eugenicists didn't think were

976
00:38:44,560 --> 00:38:45,560
amazing so lots of people we

977
00:38:45,560 --> 00:38:48,560
want to work with and here are

978
00:38:48,560 --> 00:38:50,560
these ideas I'm going to come

979
00:38:50,560 --> 00:38:51,560
back to at the end we want to

980
00:38:51,560 --> 00:38:53,560
speak to you and hear from you

981
00:38:53,560 --> 00:38:55,560
and hear your ideas of what UCL

982
00:38:55,560 --> 00:38:57,560
could do to make it the best

983
00:38:57,560 --> 00:38:59,560
most disruptive thinking

984
00:38:59,560 --> 00:39:00,560
university that we can be.  I'll

985
00:39:00,560 --> 00:39:02,560
pass back to Helen to look at

986
00:39:02,560 --> 00:39:03,560
some work we've been doing.

987
00:39:03,560 --> 00:39:04,560
Thank you.  That will be on the

988
00:39:04,560 --> 00:39:07,560
next slide.

989
00:39:07,560 --> 00:39:09,560
HELEN:	 Thank you Tor.  So as

990
00:39:09,560 --> 00:39:11,560
Tor has mentioned our project is

991
00:39:11,560 --> 00:39:12,560
looking at this very interesting

992
00:39:12,560 --> 00:39:15,560
relationship between the past,

993
00:39:15,560 --> 00:39:17,560
the present and the future.  And

994
00:39:17,560 --> 00:39:19,560
eugenics although is understood

995
00:39:19,560 --> 00:39:22,560
historically as Tor also

996
00:39:22,560 --> 00:39:23,560
mentioned, eugenics hasn't gone

997
00:39:23,560 --> 00:39:26,560
away.  It's developed into new

998
00:39:26,560 --> 00:39:27,560
forms and we might talk about it

999
00:39:27,560 --> 00:39:29,560
differently but it's definitely

1000
00:39:29,560 --> 00:39:31,560
there.  And we can certainly see

1001
00:39:31,560 --> 00:39:33,560
it in some of the new exciting

1002
00:39:33,560 --> 00:39:36,560
ideas about education, for

1003
00:39:36,560 --> 00:39:38,560
example in discussions round

1004
00:39:38,560 --> 00:39:40,560
artificial intelligence.

1005
00:39:40,560 --> 00:39:42,560
Eugenicists spent a lot of time

1006
00:39:42,560 --> 00:39:47,560
thinking about intelligence so

1007
00:39:47,560 --> 00:39:49,560
it's inevitable that newgenics

1008
00:39:49,560 --> 00:39:50,560
as it is often called will

1009
00:39:50,560 --> 00:39:56,560
appear in those discussions.  On

1010
00:39:56,560 --> 00:39:58,560
the slide is a picture of a

1011
00:39:58,560 --> 00:40:00,560
Quincunx it's an object that we

1012
00:40:00,560 --> 00:40:03,560
hold in our learning lab i have

1013
00:40:03,560 --> 00:40:05,560
put it on the slide, it is a

1014
00:40:05,560 --> 00:40:07,560
picture, it looks like a bottle

1015
00:40:07,560 --> 00:40:09,560
with a funnel in the top and if

1016
00:40:09,560 --> 00:40:11,560
you look inside there are some

1017
00:40:11,560 --> 00:40:13,560
small pins pinned in a triangle

1018
00:40:13,560 --> 00:40:15,560
shape and Francis Galton

1019
00:40:15,560 --> 00:40:17,560
invented this object to

1020
00:40:17,560 --> 00:40:19,560
demonstrate the concept of

1021
00:40:19,560 --> 00:40:21,560
normal distribution and I have

1022
00:40:21,560 --> 00:40:24,560
included it today because the

1023
00:40:24,560 --> 00:40:28,560
idea of the "norm" that there is

1024
00:40:28,560 --> 00:40:30,560
a norm is a very significant

1025
00:40:30,560 --> 00:40:33,560
idea that has had some

1026
00:40:33,560 --> 00:40:35,560
catastrophic consequences for

1027
00:40:35,560 --> 00:40:38,560
the field that it work in around

1028
00:40:38,560 --> 00:40:42,560
inclusive education.  So we see

1029
00:40:42,560 --> 00:40:44,560
this concept of the norm rit

1030
00:40:44,560 --> 00:40:45,560
large in higher education still

1031
00:40:45,560 --> 00:40:48,560
when we think about ableism so

1032
00:40:48,560 --> 00:40:50,560
the idea that disabled students

1033
00:40:50,560 --> 00:40:51,560
experiences continue to be

1034
00:40:51,560 --> 00:40:53,560
invisibilised because we're not

1035
00:40:53,560 --> 00:40:55,560
within the normal distribution

1036
00:40:55,560 --> 00:40:59,560
of what normal students want or

1037
00:40:59,560 --> 00:41:01,560
require.  It also perpetrates

1038
00:41:01,560 --> 00:41:04,560
the idea that adjustments and

1039
00:41:04,560 --> 00:41:05,560
modifications are not viewed as

1040
00:41:05,560 --> 00:41:07,560
educationally important because

1041
00:41:07,560 --> 00:41:09,560
they're add ons and not seen as

1042
00:41:09,560 --> 00:41:10,560
part of a continuum of inclusive

1043
00:41:10,560 --> 00:41:15,560
strategies and tools that all

1044
00:41:15,560 --> 00:41:17,560
students need to succeed.  And

1045
00:41:17,560 --> 00:41:19,560
this normal distribution, it

1046
00:41:19,560 --> 00:41:22,560
looks like a curve, the bell

1047
00:41:22,560 --> 00:41:25,560
curve that you might recognise.

1048
00:41:25,560 --> 00:41:28,560
It means that we still work with

1049
00:41:28,560 --> 00:41:32,560
ideas of integration rather than

1050
00:41:32,560 --> 00:41:33,560
inclusion.  So come into an

1051
00:41:33,560 --> 00:41:36,560
educational space and your goal

1052
00:41:36,560 --> 00:41:43,560
is to grow to be the same as

1053
00:41:43,560 --> 00:41:47,560
those within the norm.  So we do

1054
00:41:47,560 --> 00:41:49,560
quite a bit of educational work

1055
00:41:49,560 --> 00:41:50,560
in that object based learning

1056
00:41:50,560 --> 00:41:52,560
lab and some of what we've been

1057
00:41:52,560 --> 00:41:53,560
doing over the last term with

1058
00:41:53,560 --> 00:41:55,560
students and colleagues is

1059
00:41:55,560 --> 00:41:56,560
thinking about how we can use

1060
00:41:56,560 --> 00:41:58,560
these objects in the collection

1061
00:41:58,560 --> 00:42:00,560
to continue to talk about

1062
00:42:00,560 --> 00:42:03,560
ableism in higher education and

1063
00:42:03,560 --> 00:42:05,560
to help everybody at UCL

1064
00:42:05,560 --> 00:42:08,560
understand the way that eugenics

1065
00:42:08,560 --> 00:42:10,560
ideas and ideologies continue to

1066
00:42:10,560 --> 00:42:11,560
influence the way that we plan

1067
00:42:11,560 --> 00:42:18,560
education.

1068
00:42:18,560 --> 00:42:20,560
So the next slide please.  So

1069
00:42:20,560 --> 00:42:21,560
our first case study is thinking

1070
00:42:21,560 --> 00:42:23,560
about disabled students and

1071
00:42:23,560 --> 00:42:27,560
object based learning and in

1072
00:42:27,560 --> 00:42:29,560
this picture it's a box of glass

1073
00:42:29,560 --> 00:42:33,560
eyes and this object was

1074
00:42:33,560 --> 00:42:36,560
developed to help measure eye

1075
00:42:36,560 --> 00:42:38,560
colour and in the collection,

1076
00:42:38,560 --> 00:42:41,560
because of the connection

1077
00:42:41,560 --> 00:42:43,560
between genetics and eye colour,

1078
00:42:43,560 --> 00:42:44,560
eugenicists were very interested

1079
00:42:44,560 --> 00:42:47,560
in what eye colour might be able

1080
00:42:47,560 --> 00:42:52,560
to tell us about our ability or

1081
00:42:52,560 --> 00:42:54,560
our breeding.  And it's a

1082
00:42:54,560 --> 00:42:57,560
reminder of the ways that

1083
00:42:57,560 --> 00:43:00,560
eugenicists used spurious

1084
00:43:00,560 --> 00:43:03,560
measuring techniques to make

1085
00:43:03,560 --> 00:43:06,560
statements and make decisions

1086
00:43:06,560 --> 00:43:11,560
about human potential.  So in

1087
00:43:11,560 --> 00:43:13,560
this example, deaf students, in

1088
00:43:13,560 --> 00:43:20,560
the deaf summer school that was

1089
00:43:20,560 --> 00:43:23,560
co-ordinated by mandela Patrick

1090
00:43:23,560 --> 00:43:25,560
and (name) experienced an object

1091
00:43:25,560 --> 00:43:28,560
based learning lesson and were

1092
00:43:28,560 --> 00:43:33,560
encouraged to have critical

1093
00:43:33,560 --> 00:43:35,560
debates and reflect on ways they

1094
00:43:35,560 --> 00:43:38,560
continue to encounter eugenic

1095
00:43:38,560 --> 00:43:39,560
and ableist ideas now in their

1096
00:43:39,560 --> 00:43:41,560
own experience and have

1097
00:43:41,560 --> 00:43:43,560
discussions about the ways

1098
00:43:43,560 --> 00:43:46,560
scientific ideas, because they

1099
00:43:46,560 --> 00:43:48,560
sound scientific, can place

1100
00:43:48,560 --> 00:43:49,560
limits on the lives of disabled

1101
00:43:49,560 --> 00:43:51,560
people and because we want to

1102
00:43:51,560 --> 00:43:53,560
continue students at UCL to have

1103
00:43:53,560 --> 00:43:55,560
critical debates about this

1104
00:43:55,560 --> 00:43:58,560
science of human betterment.

1105
00:43:58,560 --> 00:44:01,560
And it is a very controversial

1106
00:44:01,560 --> 00:44:02,560
but interesting area of academic

1107
00:44:02,560 --> 00:44:05,560
activity.  So we want to

1108
00:44:05,560 --> 00:44:06,560
continue to make the link

1109
00:44:06,560 --> 00:44:10,560
between the teaching that

1110
00:44:10,560 --> 00:44:12,560
happens inside UCL and link it

1111
00:44:12,560 --> 00:44:13,560
to this eugenics legacy where

1112
00:44:13,560 --> 00:44:16,560
appropriate.

1113
00:44:16,560 --> 00:44:17,560
Next slide please.  So the

1114
00:44:17,560 --> 00:44:19,560
next piece of work that we've

1115
00:44:19,560 --> 00:44:21,560
been doing is we've been doing a

1116
00:44:21,560 --> 00:44:24,560
project with UCL special

1117
00:44:24,560 --> 00:44:27,560
collections team, and the

1118
00:44:27,560 --> 00:44:29,560
picture on this slide, it's just

1119
00:44:29,560 --> 00:44:33,560
an example.  It's a screen shot

1120
00:44:33,560 --> 00:44:35,560
of a child who has been measured

1121
00:44:35,560 --> 00:44:38,560
by the eugenicists in the first

1122
00:44:38,560 --> 00:44:40,560
part of the twentieth-century

1123
00:44:40,560 --> 00:44:44,560
and these tools and forms were

1124
00:44:44,560 --> 00:44:47,560
devised by people at UCL and

1125
00:44:47,560 --> 00:44:50,560
some of the words on this chart

1126
00:44:50,560 --> 00:44:52,560
are very able, capable,

1127
00:44:52,560 --> 00:44:54,560
intelligent, but there is also

1128
00:44:54,560 --> 00:44:58,560
dull, very dull, mentally

1129
00:44:58,560 --> 00:44:59,560
defective.  So at UCL we have

1130
00:44:59,560 --> 00:45:03,560
many examples of the ways that

1131
00:45:03,560 --> 00:45:08,560
people were measured, labelled,

1132
00:45:08,560 --> 00:45:10,560
categorised, organised, ranked,

1133
00:45:10,560 --> 00:45:13,560
and so we have put together a

1134
00:45:13,560 --> 00:45:15,560
resource where we're asking UCL

1135
00:45:15,560 --> 00:45:17,560
students to engage with these

1136
00:45:17,560 --> 00:45:19,560
materials because we want to be

1137
00:45:19,560 --> 00:45:25,560
able to illustrate the ways that

1138
00:45:25,560 --> 00:45:27,560
lives are monitored recorded,

1139
00:45:27,560 --> 00:45:28,560
documented, often for reasons

1140
00:45:28,560 --> 00:45:31,560
that don't again link at all to

1141
00:45:31,560 --> 00:45:32,560
any kind of ability or

1142
00:45:32,560 --> 00:45:34,560
potential.  We want to highlight

1143
00:45:34,560 --> 00:45:36,560
the ways that eugenicists took

1144
00:45:36,560 --> 00:45:38,560
measurements that were not

1145
00:45:38,560 --> 00:45:39,560
educationally relevant and

1146
00:45:39,560 --> 00:45:41,560
encourage people to be thinking

1147
00:45:41,560 --> 00:45:44,560
how are there ways that we still

1148
00:45:44,560 --> 00:45:47,560
do that today?  But we also want

1149
00:45:47,560 --> 00:45:52,560
to recognise power and agency

1150
00:45:52,560 --> 00:45:53,560
and think about issues of

1151
00:45:53,560 --> 00:45:54,560
stereotyping that start in

1152
00:45:54,560 --> 00:45:56,560
childhood for many disabled

1153
00:45:56,560 --> 00:45:59,560
people and continue.  It's a

1154
00:45:59,560 --> 00:46:01,560
lifelong experience to be

1155
00:46:01,560 --> 00:46:03,560
recorded and documented.  And we

1156
00:46:03,560 --> 00:46:04,560
want to try and offer this

1157
00:46:04,560 --> 00:46:08,560
resource to as many teams and

1158
00:46:08,560 --> 00:46:09,560
teaching areas across UCL so

1159
00:46:09,560 --> 00:46:11,560
that if they're thinking about

1160
00:46:11,560 --> 00:46:15,560
the ways that people are ranked

1161
00:46:15,560 --> 00:46:17,560
and measured, then we have got

1162
00:46:17,560 --> 00:46:19,560
some really good examples that

1163
00:46:19,560 --> 00:46:26,560
we can share.  Thank you.

1164
00:46:26,560 --> 00:46:28,560
Next slide.  So finally from

1165
00:46:28,560 --> 00:46:30,560
me I want to unpack what

1166
00:46:30,560 --> 00:46:32,560
reparative education might mean.

1167
00:46:32,560 --> 00:46:34,560
So you may well have heard of

1168
00:46:34,560 --> 00:46:35,560
this concept of reparations

1169
00:46:35,560 --> 00:46:38,560
specially in relation to other

1170
00:46:38,560 --> 00:46:42,560
areas such as transatlantic

1171
00:46:42,560 --> 00:46:44,560
slavery, and when I use the word

1172
00:46:44,560 --> 00:46:46,560
reparation here I'm not talking

1173
00:46:46,560 --> 00:46:48,560
about material reparation or

1174
00:46:48,560 --> 00:46:49,560
monetary reparation.  Our

1175
00:46:49,560 --> 00:46:51,560
project is trying to take

1176
00:46:51,560 --> 00:46:54,560
seriously the idea that through

1177
00:46:54,560 --> 00:46:57,560
our education practices with

1178
00:46:57,560 --> 00:46:59,560
care and with careful well

1179
00:46:59,560 --> 00:47:00,560
structured teaching of the

1180
00:47:00,560 --> 00:47:02,560
eugenics legacy we can

1181
00:47:02,560 --> 00:47:04,560
demonstrate that we are

1182
00:47:04,560 --> 00:47:06,560
confronting and addressing this

1183
00:47:06,560 --> 00:47:08,560
legacy as an institution.  This

1184
00:47:08,560 --> 00:47:10,560
is a project that will not

1185
00:47:10,560 --> 00:47:13,560
happen in just 3 years.  What we

1186
00:47:13,560 --> 00:47:16,560
hope is that from this point on

1187
00:47:16,560 --> 00:47:18,560
we're building an anti eugenics

1188
00:47:18,560 --> 00:47:21,560
narrative.  So what that means

1189
00:47:21,560 --> 00:47:24,560
is that educators will prepare

1190
00:47:24,560 --> 00:47:27,560
and anticipate student

1191
00:47:27,560 --> 00:47:28,560
experience, that they will be

1192
00:47:28,560 --> 00:47:30,560
able to develop their range of

1193
00:47:30,560 --> 00:47:32,560
teaching approaches and not rely

1194
00:47:32,560 --> 00:47:34,560
on that norm, that one size fits

1195
00:47:34,560 --> 00:47:36,560
all model.  We're trying to

1196
00:47:36,560 --> 00:47:38,560
encourage colleagues at UCL to

1197
00:47:38,560 --> 00:47:41,560
have clear signposting so that

1198
00:47:41,560 --> 00:47:42,560
they're skilfully using the

1199
00:47:42,560 --> 00:47:44,560
virtual learning environment

1200
00:47:44,560 --> 00:47:47,560
Moodle so that students are

1201
00:47:47,560 --> 00:47:49,560
given information in good time.

1202
00:47:49,560 --> 00:47:50,560
We're also trying to challenge

1203
00:47:50,560 --> 00:47:53,560
our colleagues to think about

1204
00:47:53,560 --> 00:47:55,560
this notion of the ideal student

1205
00:47:55,560 --> 00:47:57,560
and we'd think the eugenics

1206
00:47:57,560 --> 00:48:01,560
legacy at UCL offers a really

1207
00:48:01,560 --> 00:48:03,560
quite important opportunity to

1208
00:48:03,560 --> 00:48:04,560
link what happened in our past

1209
00:48:04,560 --> 00:48:06,560
and show the way it is improving

1210
00:48:06,560 --> 00:48:08,560
our future offer for students.

1211
00:48:08,560 --> 00:48:09,560
And through our work and through

1212
00:48:09,560 --> 00:48:11,560
the training that we're

1213
00:48:11,560 --> 00:48:13,560
developing for UCL academics, we

1214
00:48:13,560 --> 00:48:14,560
are trying to challenge and

1215
00:48:14,560 --> 00:48:17,560
stretch them.  And we're also

1216
00:48:17,560 --> 00:48:20,560
trying to encourage them to work

1217
00:48:20,560 --> 00:48:22,560
collaboratively with students to

1218
00:48:22,560 --> 00:48:24,560
ask questions about: what does

1219
00:48:24,560 --> 00:48:26,560
it mean to work at UCL knowing

1220
00:48:26,560 --> 00:48:28,560
that we have this legacy and

1221
00:48:28,560 --> 00:48:29,560
knowing that we're trying to

1222
00:48:29,560 --> 00:48:32,560
create diverse learning

1223
00:48:32,560 --> 00:48:36,560
environments?  So in that sense,

1224
00:48:36,560 --> 00:48:38,560
we hope that ELEP is a

1225
00:48:38,560 --> 00:48:40,560
generative collaborative project

1226
00:48:40,560 --> 00:48:42,560
that will allow us to ask

1227
00:48:42,560 --> 00:48:44,560
important reflective questions

1228
00:48:44,560 --> 00:48:47,560
about our responsibility as an

1229
00:48:47,560 --> 00:48:48,560
institution going forward.  And

1230
00:48:48,560 --> 00:48:49,560
I'll hand over to Tor for the

1231
00:48:49,560 --> 00:48:53,560
last slide.

1232
00:48:53,560 --> 00:48:55,560
TOR:	 Thanks Helen.  So again

1233
00:48:55,560 --> 00:48:57,560
talking about collaboration, as

1234
00:48:57,560 --> 00:48:59,560
we said before we want to work

1235
00:48:59,560 --> 00:49:01,560
with as rich a group of people

1236
00:49:01,560 --> 00:49:02,560
at UCL as we can, staff and

1237
00:49:02,560 --> 00:49:04,560
students and members of the

1238
00:49:04,560 --> 00:49:06,560
community, and one way we can

1239
00:49:06,560 --> 00:49:10,560
work together is using

1240
00:49:10,560 --> 00:49:13,560
changemakers and I'll put a link

1241
00:49:13,560 --> 00:49:14,560
in the chat to the ELEP web page

1242
00:49:14,560 --> 00:49:16,560
an that's a staff student

1243
00:49:16,560 --> 00:49:18,560
collaboration funded route that

1244
00:49:18,560 --> 00:49:20,560
exists within arena so it's for

1245
00:49:20,560 --> 00:49:21,560
staff and students to work on

1246
00:49:21,560 --> 00:49:22,560
relatively small but getting

1247
00:49:22,560 --> 00:49:24,560
bigger because the money has

1248
00:49:24,560 --> 00:49:25,560
improved this year so projects

1249
00:49:25,560 --> 00:49:27,560
to enhance learning experience

1250
00:49:27,560 --> 00:49:28,560
and what does that men?  Often

1251
00:49:28,560 --> 00:49:30,560
it means looking at the

1252
00:49:30,560 --> 00:49:32,560
curriculum but I was thinking

1253
00:49:32,560 --> 00:49:34,560
you know my learning experience

1254
00:49:34,560 --> 00:49:38,560
could be enhanced by the lift

1255
00:49:38,560 --> 00:49:39,560
working in the blinking cru si

1256
00:49:39,560 --> 00:49:42,560
form building which is the bane

1257
00:49:42,560 --> 00:49:43,560
of my life for many years.  It

1258
00:49:43,560 --> 00:49:45,560
could be a day in the life of a

1259
00:49:45,560 --> 00:49:47,560
student who you know is the

1260
00:49:47,560 --> 00:49:48,560
first of their family to go to

1261
00:49:48,560 --> 00:49:50,560
university, you know,

1262
00:49:50,560 --> 00:49:52,560
eugenicists wouldn't like those

1263
00:49:52,560 --> 00:49:54,560
people being at UCL.  All the

1264
00:49:54,560 --> 00:49:56,560
people eugenicists wouldn't like

1265
00:49:56,560 --> 00:49:57,560
we want to work with them, we

1266
00:49:57,560 --> 00:50:02,560
want to see their view of what

1267
00:50:02,560 --> 00:50:05,560
what UCL should be projects

1268
00:50:05,560 --> 00:50:07,560
that can work us and other A

1269
00:50:07,560 --> 00:50:09,560
academics and if academics have

1270
00:50:09,560 --> 00:50:11,560
ideas to work with students, we

1271
00:50:11,560 --> 00:50:12,560
would love a good chunk of

1272
00:50:12,560 --> 00:50:14,560
projects within changemakers in

1273
00:50:14,560 --> 00:50:15,560
the next couple of years and

1274
00:50:15,560 --> 00:50:17,560
there are 2 deadlines a year for

1275
00:50:17,560 --> 00:50:18,560
changemaker and one is coming up

1276
00:50:18,560 --> 00:50:20,560
in January so again we'd love

1277
00:50:20,560 --> 00:50:23,560
people to apply or come and chat

1278
00:50:23,560 --> 00:50:25,560
to us about applying for

1279
00:50:25,560 --> 00:50:27,560
projects if you've had something

1280
00:50:27,560 --> 00:50:29,560
bu sbling you've always wanted

1281
00:50:29,560 --> 00:50:30,560
to make public at UCL about your

1282
00:50:30,560 --> 00:50:32,560
experience or something so

1283
00:50:32,560 --> 00:50:33,560
obviously that could be done

1284
00:50:33,560 --> 00:50:36,560
better, you know anything you

1285
00:50:36,560 --> 00:50:38,560
have an inkling that could

1286
00:50:38,560 --> 00:50:39,560
really improve life at UCL we

1287
00:50:39,560 --> 00:50:41,560
would love to hear from you.

1288
00:50:41,560 --> 00:50:43,560
The next column on the slide has

1289
00:50:43,560 --> 00:50:45,560
our QR code to join our network

1290
00:50:45,560 --> 00:50:47,560
and again if you're not a QR

1291
00:50:47,560 --> 00:50:48,560
code person like I'm not

1292
00:50:48,560 --> 00:50:50,560
generally you can always email

1293
00:50:50,560 --> 00:50:52,560
us and our email address is on

1294
00:50:52,560 --> 00:50:53,560
the screen as well.  Just get in

1295
00:50:53,560 --> 00:50:55,560
contact if you would like to

1296
00:50:55,560 --> 00:50:57,560
hear about what we're doing.

1297
00:50:57,560 --> 00:50:58,560
Our network is a chance just to

1298
00:50:58,560 --> 00:51:00,560
hear about talks that we're

1299
00:51:00,560 --> 00:51:01,560
having that you might come along

1300
00:51:01,560 --> 00:51:03,560
to be an audience member ough

1301
00:51:03,560 --> 00:51:04,560
it's also a way to get involved

1302
00:51:04,560 --> 00:51:07,560
in projects, we have projects

1303
00:51:07,560 --> 00:51:08,560
where we meet student interns,

1304
00:51:08,560 --> 00:51:10,560
anything like that you can

1305
00:51:10,560 --> 00:51:12,560
become a part of our network

1306
00:51:12,560 --> 00:51:13,560
whether you are staff student

1307
00:51:13,560 --> 00:51:15,560
member of public we're happy we

1308
00:51:15,560 --> 00:51:17,560
want this to be as open public

1309
00:51:17,560 --> 00:51:18,560
as possible so we would love

1310
00:51:18,560 --> 00:51:19,560
people to come and join our

1311
00:51:19,560 --> 00:51:21,560
network and hear from us then it

1312
00:51:21,560 --> 00:51:23,560
gives us a chance to hear from

1313
00:51:23,560 --> 00:51:27,560
you as well and I'm always happy

1314
00:51:27,560 --> 00:51:33,560
to receive emails, our generic

1315
00:51:33,560 --> 00:51:35,560
email address is ... if you want

1316
00:51:35,560 --> 00:51:37,560
to hear from us or have concerns

1317
00:51:37,560 --> 00:51:39,560
or ideas we just really want to

1318
00:51:39,560 --> 00:51:40,560
hear.  It's a really positive

1319
00:51:40,560 --> 00:51:42,560
chance for us all to work

1320
00:51:42,560 --> 00:51:44,560
together.  Just a plea really.

1321
00:51:44,560 --> 00:51:45,560
That's the reason we came along,

1322
00:51:45,560 --> 00:51:47,560
it's a plea because we want to

1323
00:51:47,560 --> 00:51:48,560
work with you, if you're

1324
00:51:48,560 --> 00:51:49,560
interested in these areas we're

1325
00:51:49,560 --> 00:51:51,560
interested in working with you

1326
00:51:51,560 --> 00:51:55,560
so again thank you very much for

1327
00:51:55,560 --> 00:51:58,560
listening to us, I'll pop a

1328
00:51:58,560 --> 00:52:01,560
link to the changemakers in the

1329
00:52:01,560 --> 00:52:02,560
chat, contact us if you missed

1330
00:52:02,560 --> 00:52:04,560
something or didn't understand

1331
00:52:04,560 --> 00:52:06,560
what the eugenics area was,

1332
00:52:06,560 --> 00:52:08,560
happy to chat with anybody.

1333
00:52:08,560 --> 00:52:10,560
FOZYA:	 Thank you very much Tor

1334
00:52:10,560 --> 00:52:13,560
and Helen that was absolutely

1335
00:52:13,560 --> 00:52:14,560
amazing, very thought provoking

1336
00:52:14,560 --> 00:52:18,560
ideas and really a chance for

1337
00:52:18,560 --> 00:52:20,560
people to get engaged with the

1338
00:52:20,560 --> 00:52:24,560
wonder work that you are doing

1339
00:52:24,560 --> 00:52:27,560
and just a reminder that Tor has

1340
00:52:27,560 --> 00:52:29,560
put the link to the web-site in

1341
00:52:29,560 --> 00:52:33,560
the chat so if you can have a

1342
00:52:33,560 --> 00:52:35,560
note of that.  Okay.  So, shall

1343
00:52:35,560 --> 00:52:37,560
we go on to questions?  We've

1344
00:52:37,560 --> 00:52:39,560
got a few minutes to ask any

1345
00:52:39,560 --> 00:52:41,560
questions so if Tor and Helen

1346
00:52:41,560 --> 00:52:42,560
you are happy to answer

1347
00:52:42,560 --> 00:52:47,560
question, I'll check to see if

1348
00:52:47,560 --> 00:52:48,560
we have any.  Please do feel

1349
00:52:48,560 --> 00:52:53,560
free to put the questions in the

1350
00:52:53,560 --> 00:52:56,560
Q and A section at the bottom of

1351
00:52:56,560 --> 00:53:00,800
your screen.

1352
00:53:02,560 --> 00:53:04,920
OK we have a question from

1353
00:53:04,920 --> 00:53:07,760
Lucy Smith and Lucy's question

1354
00:53:07,760 --> 00:53:10,760
is: would I be right in thinking

1355
00:53:10,760 --> 00:53:12,760
that Asperger's worked in

1356
00:53:12,760 --> 00:53:17,760
eugenics, has any link between

1357
00:53:17,760 --> 00:53:19,760
found between UCL and this?

1358
00:53:19,760 --> 00:53:24,760
HELEN:	 I'm happy to take that

1359
00:53:24,760 --> 00:53:27,760
question.  So, yes, Hans

1360
00:53:27,760 --> 00:53:30,760
Asperger has been categorised as

1361
00:53:30,760 --> 00:53:35,760
a eugenicist from hi sto Rhian's

1362
00:53:35,760 --> 00:53:38,760
historians of special education

1363
00:53:38,760 --> 00:53:40,760
and disability and that is

1364
00:53:40,760 --> 00:53:42,760
because - you would be quite

1365
00:53:42,760 --> 00:53:45,760
surprised at the number of

1366
00:53:45,760 --> 00:53:48,760
people who had eugenics ideas

1367
00:53:48,760 --> 00:53:49,760
and historically certainly at

1368
00:53:49,760 --> 00:53:50,760
the beginning of the

1369
00:53:50,760 --> 00:53:54,760
twentieth-century eugenics was

1370
00:53:54,760 --> 00:53:56,760
seen as a kind of - about

1371
00:53:56,760 --> 00:53:58,760
progression, it was a future

1372
00:53:58,760 --> 00:54:03,760
focused ideology, it was

1373
00:54:03,760 --> 00:54:05,760
improvement.  And Hans Asperger

1374
00:54:05,760 --> 00:54:06,760
like many people around that

1375
00:54:06,760 --> 00:54:10,760
time associated disability with

1376
00:54:10,760 --> 00:54:12,760
suffering and that is one of the

1377
00:54:12,760 --> 00:54:14,760
key things that we are trying to

1378
00:54:14,760 --> 00:54:17,760
challenge in our project, that

1379
00:54:17,760 --> 00:54:21,760
the association that to not be

1380
00:54:21,760 --> 00:54:22,760
the norm whatever that is,

1381
00:54:22,760 --> 00:54:25,760
somehow is about suffering, is

1382
00:54:25,760 --> 00:54:27,760
an idea that has been

1383
00:54:27,760 --> 00:54:33,760
perpetrated and continues today.

1384
00:54:33,760 --> 00:54:35,760
It is likely that Hans

1385
00:54:35,760 --> 00:54:36,760
Aspergers association with UCL

1386
00:54:36,760 --> 00:54:38,760
would have been through the

1387
00:54:38,760 --> 00:54:41,760
journals that were set up by

1388
00:54:41,760 --> 00:54:44,760
Karl Pearson.  So Karl Pearson

1389
00:54:44,760 --> 00:54:45,760
is a very important figure in

1390
00:54:45,760 --> 00:54:47,760
eugenics history, he's all a

1391
00:54:47,760 --> 00:54:48,760
very important person in

1392
00:54:48,760 --> 00:54:51,760
statistics.  If any of you have

1393
00:54:51,760 --> 00:54:53,760
studied statistics like Galton,

1394
00:54:53,760 --> 00:54:56,760
who is often called the father

1395
00:54:56,760 --> 00:54:59,760
of statistics, Pearsons Fay miss

1396
00:54:59,760 --> 00:55:01,760
famous for the development of

1397
00:55:01,760 --> 00:55:02,760
the Pearson coefficient.  You

1398
00:55:02,760 --> 00:55:04,760
can't do some maths and

1399
00:55:04,760 --> 00:55:05,760
statistics without these people.

1400
00:55:05,760 --> 00:55:08,760
So one of the problems is

1401
00:55:08,760 --> 00:55:09,760
people will often say oh these

1402
00:55:09,760 --> 00:55:13,760
were giants of science so we

1403
00:55:13,760 --> 00:55:17,760
must acknowledge their

1404
00:55:17,760 --> 00:55:19,760
achievements and kind of think

1405
00:55:19,760 --> 00:55:21,760
about the things they did that

1406
00:55:21,760 --> 00:55:23,760
actually perpetrated a lot of

1407
00:55:23,760 --> 00:55:28,760
harm.  So I don't know enough

1408
00:55:28,760 --> 00:55:30,760
about Hans Asperger to give you

1409
00:55:30,760 --> 00:55:32,760
a hundred per cent answer.  I'm

1410
00:55:32,760 --> 00:55:34,760
sure I could check it out but

1411
00:55:34,760 --> 00:55:37,760
Karl Pearson had many journals

1412
00:55:37,760 --> 00:55:41,760
at UCL and one was called bio

1413
00:55:41,760 --> 00:55:44,760
metrica an it might be Asperger

1414
00:55:44,760 --> 00:55:47,760
sent work to that journal but I

1415
00:55:47,760 --> 00:55:49,760
know that at the time many

1416
00:55:49,760 --> 00:55:51,760
research many experiments were

1417
00:55:51,760 --> 00:55:52,760
about trying to eradicate what

1418
00:55:52,760 --> 00:55:57,760
people considered to be human

1419
00:55:57,760 --> 00:56:00,760
flaws or human - the idea was

1420
00:56:00,760 --> 00:56:02,760
that we wanted a good stock of

1421
00:56:02,760 --> 00:56:04,760
humans, that fundamentally and

1422
00:56:04,760 --> 00:56:05,760
that we could somehow breed out

1423
00:56:05,760 --> 00:56:08,760
any flaws, what they thought

1424
00:56:08,760 --> 00:56:11,760
were flaws, what we would call

1425
00:56:11,760 --> 00:56:13,760
full human kind of spectrum of

1426
00:56:13,760 --> 00:56:15,760
human flourishing but yes it's

1427
00:56:15,760 --> 00:56:17,760
very interesting.  If you do any

1428
00:56:17,760 --> 00:56:20,760
kind of research you begin to

1429
00:56:20,760 --> 00:56:21,760
become quite Tor will often say

1430
00:56:21,760 --> 00:56:23,760
once you start looking it's

1431
00:56:23,760 --> 00:56:25,760
everywhere, and people that you

1432
00:56:25,760 --> 00:56:28,760
didn't think would be associated

1433
00:56:28,760 --> 00:56:38,760
with eugenics are.  I mean it's

1434
00:56:38,760 --> 00:56:43,760
quite shocking in many ways.

1435
00:56:43,760 --> 00:56:45,760
FOZYA:	 Thank you for that

1436
00:56:45,760 --> 00:56:49,760
Helen.  We do have a couple of

1437
00:56:49,760 --> 00:56:56,760
questions.  We've got another

1438
00:56:56,760 --> 00:56:59,760
from Lucy to ask: is the concept

1439
00:56:59,760 --> 00:57:01,760
of neurodivergence a good

1440
00:57:01,760 --> 00:57:05,760
counter to some eugenics ideas

1441
00:57:05,760 --> 00:57:06,760
of thinking?

1442
00:57:06,760 --> 00:57:09,760
HELEN:	 That's a great question.

1443
00:57:09,760 --> 00:57:12,760
Yes is the answer.

1444
00:57:12,760 --> 00:57:15,760
FOZYA:	 ... Thinking she said -

1445
00:57:15,760 --> 00:57:19,760
HELEN:	 Yes.  So eugenicists had

1446
00:57:19,760 --> 00:57:21,760
a belief that there was - there

1447
00:57:21,760 --> 00:57:24,760
were kind of particular

1448
00:57:24,760 --> 00:57:28,760
characteristics that made humans

1449
00:57:28,760 --> 00:57:30,760
intelligent and successful, so

1450
00:57:30,760 --> 00:57:34,760
the famous story is Francis

1451
00:57:34,760 --> 00:57:36,760
Galton began thinking about

1452
00:57:36,760 --> 00:57:38,760
eugenics, he was the cousin of

1453
00:57:38,760 --> 00:57:39,760
Charles Darwin and had many

1454
00:57:39,760 --> 00:57:41,760
relatives who were famous

1455
00:57:41,760 --> 00:57:43,760
writers during the Victorian

1456
00:57:43,760 --> 00:57:46,760
period and he started to wonder

1457
00:57:46,760 --> 00:57:48,760
how come he had such an amazing

1458
00:57:48,760 --> 00:57:49,760
family he had all these

1459
00:57:49,760 --> 00:57:50,760
successful people and maybe it

1460
00:57:50,760 --> 00:57:52,760
was down to eugenics and

1461
00:57:52,760 --> 00:57:54,760
breeding and what he didn't do

1462
00:57:54,760 --> 00:57:56,760
was think about the privileges

1463
00:57:56,760 --> 00:57:57,760
his family had round education

1464
00:57:57,760 --> 00:57:59,760
and money and networking and

1465
00:57:59,760 --> 00:58:03,760
living conditions.  So he kind

1466
00:58:03,760 --> 00:58:05,760
of he didn't explore that bit.

1467
00:58:05,760 --> 00:58:08,760
But as happens in many different

1468
00:58:08,760 --> 00:58:09,760
- and still happens - people

1469
00:58:09,760 --> 00:58:12,760
with particular privileges get

1470
00:58:12,760 --> 00:58:14,760
their voices heard.  So the

1471
00:58:14,760 --> 00:58:17,760
concept of neurodivergence, yes,

1472
00:58:17,760 --> 00:58:19,760
is a brilliant kind of counter

1473
00:58:19,760 --> 00:58:25,760
to eugenics thinking because

1474
00:58:25,760 --> 00:58:27,760
eugenicists see difference often

1475
00:58:27,760 --> 00:58:29,760
as if not inferior, as I said

1476
00:58:29,760 --> 00:58:32,760
earlier, they'll see it as a

1477
00:58:32,760 --> 00:58:33,760
suffering, and the

1478
00:58:33,760 --> 00:58:36,760
neurodivergent model obviously

1479
00:58:36,760 --> 00:58:38,760
looks at alternatives and tries

1480
00:58:38,760 --> 00:58:40,760
to break this idea of the norm

1481
00:58:40,760 --> 00:58:42,760
as many of you know, so, yes,

1482
00:58:42,760 --> 00:58:44,760
that's a really good point,

1483
00:58:44,760 --> 00:58:46,760
thanks Lucy.

1484
00:58:46,760 --> 00:58:48,760
FOZYA:	 Thank you Helen.  One

1485
00:58:48,760 --> 00:58:50,760
more question.  Can you tell us

1486
00:58:50,760 --> 00:58:51,760
more about the changemakers

1487
00:58:51,760 --> 00:58:53,760
project particularly for

1488
00:58:53,760 --> 00:58:55,760
students that might not be

1489
00:58:55,760 --> 00:58:58,760
within your department but have

1490
00:58:58,760 --> 00:58:59,760
identified a link with eugenics

1491
00:58:59,760 --> 00:59:03,760
and their subject matter?

1492
00:59:03,760 --> 00:59:05,760
TOR:	 I can say something about

1493
00:59:05,760 --> 00:59:06,760
that in that there is not one

1494
00:59:06,760 --> 00:59:08,760
department at UCL that won't

1495
00:59:08,760 --> 00:59:10,760
have links with eugenics whether

1496
00:59:10,760 --> 00:59:11,760
it's a direct link that your

1497
00:59:11,760 --> 00:59:13,760
department started as a

1498
00:59:13,760 --> 00:59:14,760
department of eugenics or

1499
00:59:14,760 --> 00:59:16,760
institute of education which was

1500
00:59:16,760 --> 00:59:18,760
run by a hell of a lot of

1501
00:59:18,760 --> 00:59:21,760
eugenicists for quite a long

1502
00:59:21,760 --> 00:59:22,760
time and hosted conferences and

1503
00:59:22,760 --> 00:59:24,760
all sorts and a lot of the

1504
00:59:24,760 --> 00:59:28,760
educational theories have bases

1505
00:59:28,760 --> 00:59:32,760
in that, you know, ah like the

1506
00:59:32,760 --> 00:59:35,760
Slade, I bet there is art that

1507
00:59:35,760 --> 00:59:36,760
relates to eugenics and beauty,

1508
00:59:36,760 --> 00:59:39,760
what is beauty?  It's about

1509
00:59:39,760 --> 00:59:40,760
physical perfection.  Every

1510
00:59:40,760 --> 00:59:42,760
single department can and should

1511
00:59:42,760 --> 00:59:45,760
look at their links with

1512
00:59:45,760 --> 00:59:49,760
eugenics and changemakers

1513
00:59:49,760 --> 00:59:51,760
projects are non denominational,

1514
00:59:51,760 --> 00:59:53,760
you can be from every faculty

1515
00:59:53,760 --> 00:59:54,760
and department at UCL and apply

1516
00:59:54,760 --> 00:59:56,760
for changemakers, they like them

1517
00:59:56,760 --> 00:59:59,760
to come Froom lot of diverse

1518
00:59:59,760 --> 01:00:00,760
places, we often have more from

1519
01:00:00,760 --> 01:00:02,760
some departments than others so

1520
01:00:02,760 --> 01:00:04,760
it's great if you come left

1521
01:00:04,760 --> 01:00:06,760
field with something.  Only

1522
01:00:06,760 --> 01:00:07,760
thing they ask for is a good

1523
01:00:07,760 --> 01:00:09,760
collaboration so it's not a

1524
01:00:09,760 --> 01:00:11,760
student only project that you

1525
01:00:11,760 --> 01:00:13,760
never speak to any academics

1526
01:00:13,760 --> 01:00:14,760
about it it's something that

1527
01:00:14,760 --> 01:00:16,760
collaborates, but the

1528
01:00:16,760 --> 01:00:17,760
collaboration can come after

1529
01:00:17,760 --> 01:00:19,760
you've suggested your project

1530
01:00:19,760 --> 01:00:22,760
and the collaboration can be

1531
01:00:22,760 --> 01:00:24,760
with the ELEP team itself.

1532
01:00:24,760 --> 01:00:26,760
Helen is the academic there in

1533
01:00:26,760 --> 01:00:28,760
that case, but the idea always

1534
01:00:28,760 --> 01:00:31,760
how do we get the word out

1535
01:00:31,760 --> 01:00:33,760
there, how do we make sure lots

1536
01:00:33,760 --> 01:00:36,760
of people here been hear about

1537
01:00:36,760 --> 01:00:37,760
this and whether it's just -

1538
01:00:37,760 --> 01:00:38,760
hearing that there is some

1539
01:00:38,760 --> 01:00:40,760
eugenics and that's all they

1540
01:00:40,760 --> 01:00:42,760
hear, but it's enough to plant

1541
01:00:42,760 --> 01:00:44,760
the seed for some people, or

1542
01:00:44,760 --> 01:00:46,760
whether it's about designing a

1543
01:00:46,760 --> 01:00:48,760
brand new module in your

1544
01:00:48,760 --> 01:00:50,760
department.  Anywhere on that

1545
01:00:50,760 --> 01:00:53,760
spectrum is a welcome

1546
01:00:53,760 --> 01:00:55,760
changemaker project.  So I think

1547
01:00:55,760 --> 01:00:56,760
we can't tell you more about the

1548
01:00:56,760 --> 01:00:58,760
projects because the projects

1549
01:00:58,760 --> 01:01:00,760
are designed by the students and

1550
01:01:00,760 --> 01:01:01,760
changemakers help you develop

1551
01:01:01,760 --> 01:01:03,760
them.  They have sessions

1552
01:01:03,760 --> 01:01:06,760
on-line and in person about

1553
01:01:06,760 --> 01:01:07,760
developing your application.

1554
01:01:07,760 --> 01:01:09,760
They have a Moodle course with

1555
01:01:09,760 --> 01:01:10,760
that information on the

1556
01:01:10,760 --> 01:01:11,760
web-site.  There is lot of

1557
01:01:11,760 --> 01:01:14,760
background support which can be

1558
01:01:14,760 --> 01:01:16,760
a bit overwhelming.  So also you

1559
01:01:16,760 --> 01:01:17,760
can come to us personally and

1560
01:01:17,760 --> 01:01:20,760
just chat through ideas you have

1561
01:01:20,760 --> 01:01:22,760
and we can, like was it a square

1562
01:01:22,760 --> 01:01:24,760
peg in a round hole, we can

1563
01:01:24,760 --> 01:01:26,760
force it into a changemaker

1564
01:01:26,760 --> 01:01:28,760
project if we need to to make

1565
01:01:28,760 --> 01:01:29,760
sure the funding comes along but

1566
01:01:29,760 --> 01:01:31,760
we're always interested in

1567
01:01:31,760 --> 01:01:33,760
hearing about those links with

1568
01:01:33,760 --> 01:01:35,760
eugenics that again we may not

1569
01:01:35,760 --> 01:01:37,760
have thought of, the department

1570
01:01:37,760 --> 01:01:39,760
may never have thought of.

1571
01:01:39,760 --> 01:01:41,760
There is so much bubbling under

1572
01:01:41,760 --> 01:01:43,760
the surface that we haven't had

1573
01:01:43,760 --> 01:01:45,760
a chance to look at yet as a

1574
01:01:45,760 --> 01:01:49,760
university.  Anything is better

1575
01:01:49,760 --> 01:01:50,760
than what we have I think

1576
01:01:50,760 --> 01:01:52,760
currently.  We have some great

1577
01:01:52,760 --> 01:01:54,760
academics teaching about it,

1578
01:01:54,760 --> 01:01:56,760
some great student work but we

1579
01:01:56,760 --> 01:02:00,760
always want more.  Thank you.

1580
01:02:00,760 --> 01:02:02,760
FOZYA:	 Fantastic.  Thank you.

1581
01:02:02,760 --> 01:02:07,760
Okay thank you very much Tor and

1582
01:02:07,760 --> 01:02:08,760
Helen.  We really appreciate

1583
01:02:08,760 --> 01:02:09,760
your time and everything that

1584
01:02:09,760 --> 01:02:11,760
you've shared with us today.  So

1585
01:02:11,760 --> 01:02:14,760
what we're going to now do is go

1586
01:02:14,760 --> 01:02:18,760
on to another screen break.

1587
01:02:18,760 --> 01:02:21,760
We'll take another 5 minutes, so

1588
01:02:21,760 --> 01:02:23,760
it's 3.14 now so we can come

1589
01:02:23,760 --> 01:02:25,760
back at 3.19, I think that makes

1590
01:02:25,760 --> 01:02:26,760
5 minutes.  So we'll see you in

1591
01:02:26,760 --> 01:02:27,760
5 minutes.

1592
01:02:27,760 --> 01:02:31,520
(Break)

1593
01:02:37,320 --> 01:02:38,320
FOZYA:	 Okay welcome back

1594
01:02:38,320 --> 01:02:40,320
everyone.

1595
01:02:40,320 --> 01:02:43,320
So you might be thinking we've

1596
01:02:43,320 --> 01:02:45,320
got another poll but no, we

1597
01:02:45,320 --> 01:02:46,320
don't have another poll but what

1598
01:02:46,320 --> 01:02:48,320
we will be doing is going

1599
01:02:48,320 --> 01:02:49,320
straight into our final segment

1600
01:02:49,320 --> 01:02:51,320
of the spot lighting for key

1601
01:02:51,320 --> 01:02:54,320
successes of the Student Support

1602
01:02:54,320 --> 01:03:02,320
and Wellbeing.

1603
01:03:02,320 --> 01:03:04,320
Okay so I am going to begin

1604
01:03:04,320 --> 01:03:06,320
with, you may already be aware

1605
01:03:06,320 --> 01:03:08,320
UCL has been named as university

1606
01:03:08,320 --> 01:03:11,320
of the year by the Sunday Times

1607
01:03:11,320 --> 01:03:13,320
for 2024.  The announcement came

1608
01:03:13,320 --> 01:03:15,320
after a series of impressive

1609
01:03:15,320 --> 01:03:18,320
achievements where 10 of UCLs

1610
01:03:18,320 --> 01:03:22,320
subjects ranked in the top 10

1611
01:03:22,320 --> 01:03:24,320
globally.  The development

1612
01:03:24,320 --> 01:03:26,320
campaigns and projects team in

1613
01:03:26,320 --> 01:03:29,320
Student Support and Wellbeing

1614
01:03:29,320 --> 01:03:30,320
also known as the DC P Team are

1615
01:03:30,320 --> 01:03:32,320
proud to share that one of the

1616
01:03:32,320 --> 01:03:35,320
reasons the Sunday Times voted

1617
01:03:35,320 --> 01:03:38,320
us university of the year is due

1618
01:03:38,320 --> 01:03:39,320
to the promotional work for all

1619
01:03:39,320 --> 01:03:43,320
of Student Support and Wellbeing

1620
01:03:43,320 --> 01:03:48,320
and also the campaigns.  Student

1621
01:03:48,320 --> 01:03:49,320
Support and Wellbeing's DCP team

1622
01:03:49,320 --> 01:03:51,320
are delighted to receive this

1623
01:03:51,320 --> 01:03:52,320
recognition of the Sunday Times.

1624
01:03:52,320 --> 01:03:55,320
This feedback reflects their

1625
01:03:55,320 --> 01:03:56,320
focus on preventative well-being

1626
01:03:56,320 --> 01:04:00,320
support through a range of

1627
01:04:00,320 --> 01:04:02,320
events.  DCPE vents and

1628
01:04:02,320 --> 01:04:03,320
activities serve as the first

1629
01:04:03,320 --> 01:04:05,320
port of call for students

1630
01:04:05,320 --> 01:04:07,320
seeking welfare support before

1631
01:04:07,320 --> 01:04:11,320
they need to be escalated to

1632
01:04:11,320 --> 01:04:13,320
reactionary and crisis support.

1633
01:04:13,320 --> 01:04:15,320
The team's mission is to give

1634
01:04:15,320 --> 01:04:18,320
all UCL students the self care

1635
01:04:18,320 --> 01:04:20,320
skills they need to overcome

1636
01:04:20,320 --> 01:04:24,320
challenges posed by each stage

1637
01:04:24,320 --> 01:04:30,320
of their university life.

1638
01:04:30,320 --> 01:04:32,320
Therefore DCP has curated each

1639
01:04:32,320 --> 01:04:36,320
campaign to support the 3 core

1640
01:04:36,320 --> 01:04:38,320
aspects of student welfare:

1641
01:04:38,320 --> 01:04:41,320
social bonding, skills for life

1642
01:04:41,320 --> 01:04:43,320
and well-being at university.

1643
01:04:43,320 --> 01:04:46,320
Each event strives to develop

1644
01:04:46,320 --> 01:04:50,320
one or more of these aspects.

1645
01:04:50,320 --> 01:04:53,320
The team has designed an ACC

1646
01:04:53,320 --> 01:04:56,320
strategy which is accommodation,

1647
01:04:56,320 --> 01:04:59,320
classroom, campus strategy to

1648
01:04:59,320 --> 01:05:02,320
implement their campaign.

1649
01:05:02,320 --> 01:05:04,320
Whilst DCP delivers in person

1650
01:05:04,320 --> 01:05:06,320
campus events, the student

1651
01:05:06,320 --> 01:05:08,320
residents advisors support

1652
01:05:08,320 --> 01:05:09,320
delivery of accommodation

1653
01:05:09,320 --> 01:05:12,320
activities in halls of residence

1654
01:05:12,320 --> 01:05:14,320
and then the student advisors

1655
01:05:14,320 --> 01:05:17,320
deliver classroom events in

1656
01:05:17,320 --> 01:05:19,320
collaboration with their

1657
01:05:19,320 --> 01:05:21,320
faculty.  The aim of this

1658
01:05:21,320 --> 01:05:23,320
strategy is to expand the reach

1659
01:05:23,320 --> 01:05:26,320
of all Student Support and

1660
01:05:26,320 --> 01:05:27,320
Wellbeing events and activities

1661
01:05:27,320 --> 01:05:31,320
to reach as many student groups

1662
01:05:31,320 --> 01:05:34,320
as possible.

1663
01:05:34,320 --> 01:05:38,320
So moving on to the opening of

1664
01:05:38,320 --> 01:05:42,320
ECL East.  In September 2023 we

1665
01:05:42,320 --> 01:05:43,320
saw the opening of UCL East

1666
01:05:43,320 --> 01:05:46,320
Marsh gate campus it was great

1667
01:05:46,320 --> 01:05:49,320
news for us as we've now been

1668
01:05:49,320 --> 01:05:50,320
able to mirror our.  Bri student

1669
01:05:50,320 --> 01:05:52,320
Student Support and Wellbeing at

1670
01:05:52,320 --> 01:05:54,320
UCL east too.  This now gives us

1671
01:05:54,320 --> 01:05:58,320
an opportunity to support our

1672
01:05:58,320 --> 01:06:00,320
students at UCL East and UCL

1673
01:06:00,320 --> 01:06:01,320
East students can also come and

1674
01:06:01,320 --> 01:06:05,320
speak with us face to face and

1675
01:06:05,320 --> 01:06:08,320
those that are living at UCL

1676
01:06:08,320 --> 01:06:11,320
East accommodation they have

1677
01:06:11,320 --> 01:06:13,320
someone to go to nearby rather

1678
01:06:13,320 --> 01:06:17,320
than having to travel over to

1679
01:06:17,320 --> 01:06:18,320
Bloomsbury site.  Advisors and

1680
01:06:18,320 --> 01:06:19,320
other Student Support and

1681
01:06:19,320 --> 01:06:20,320
Wellbeing members are available

1682
01:06:20,320 --> 01:06:22,320
to conduct face to face

1683
01:06:22,320 --> 01:06:24,320
appointments and of course there

1684
01:06:24,320 --> 01:06:27,320
is always going to be the option

1685
01:06:27,320 --> 01:06:29,320
of remote appointments as well.

1686
01:06:29,320 --> 01:06:32,320
So now this takes me nicely on

1687
01:06:32,320 --> 01:06:39,320
to our next speaker Tigmanshu

1688
01:06:39,320 --> 01:06:40,320
Bhatnagar also know as TI GG Y,

1689
01:06:40,320 --> 01:06:41,320
who is from the Global

1690
01:06:41,320 --> 01:06:44,320
Disability Innovation and based

1691
01:06:44,320 --> 01:06:47,320
at UCL east.  Over to you.

1692
01:06:47,320 --> 01:06:50,320
TIGMANSHU:	 Thank you very much.

1693
01:06:50,320 --> 01:06:52,320
Hello everybody.  It is a

1694
01:06:52,320 --> 01:06:54,320
privilege to be speaking to you

1695
01:06:54,320 --> 01:06:57,320
today about some of the work

1696
01:06:57,320 --> 01:07:01,320
that we have been doing here at

1697
01:07:01,320 --> 01:07:08,320
the Global Disability Innovation

1698
01:07:08,320 --> 01:07:09,320
Hub and the sort of exciting

1699
01:07:09,320 --> 01:07:13,320
honour and also again privilege

1700
01:07:13,320 --> 01:07:15,320
to be housed at the UCL East

1701
01:07:15,320 --> 01:07:17,320
campus which has so many more

1702
01:07:17,320 --> 01:07:19,320
opportunities to do some very

1703
01:07:19,320 --> 01:07:21,320
impressive work that involves

1704
01:07:21,320 --> 01:07:24,320
community engagement,

1705
01:07:24,320 --> 01:07:26,320
participation as well as cutting

1706
01:07:26,320 --> 01:07:31,320
edge technology research.  So

1707
01:07:31,320 --> 01:07:35,320
hello and afternoon once again.

1708
01:07:35,320 --> 01:07:37,320
I am Tigmanshu Bhatnagar.

1709
01:07:37,320 --> 01:07:40,320
Recently finished by PhD.  For

1710
01:07:40,320 --> 01:07:43,320
people who know me they call me

1711
01:07:43,320 --> 01:07:45,320
TIGGYI am lecturer and

1712
01:07:45,320 --> 01:07:46,320
researcher at the Global

1713
01:07:46,320 --> 01:07:49,320
Disability Innovation which is a

1714
01:07:49,320 --> 01:07:58,320
UK funded centre within UCL and

1715
01:07:58,320 --> 01:08:00,320
leads on key project called 18,

1716
01:08:00,320 --> 01:08:02,320
2030, across many different

1717
01:08:02,320 --> 01:08:04,320
countries.  So move to the next

1718
01:08:04,320 --> 01:08:06,320
slide and in this talk I will

1719
01:08:06,320 --> 01:08:07,320
touch upon the intersection

1720
01:08:07,320 --> 01:08:08,320
between innovation and

1721
01:08:08,320 --> 01:08:10,320
disability which is more or less

1722
01:08:10,320 --> 01:08:11,320
at the heart of what we're

1723
01:08:11,320 --> 01:08:16,320
trying to do and what I will try

1724
01:08:16,320 --> 01:08:19,320
to communicate is to some extent

1725
01:08:19,320 --> 01:08:20,320
answering how to identify

1726
01:08:20,320 --> 01:08:23,320
disability problems that

1727
01:08:23,320 --> 01:08:25,320
actually matter in our society

1728
01:08:25,320 --> 01:08:27,320
in contemporary times and in the

1729
01:08:27,320 --> 01:08:29,320
coming future, and how do we

1730
01:08:29,320 --> 01:08:31,320
move through them systematically

1731
01:08:31,320 --> 01:08:33,320
so we can design elegant

1732
01:08:33,320 --> 01:08:34,320
solutions for it as we can see a

1733
01:08:34,320 --> 01:08:36,320
lot of things are happening

1734
01:08:36,320 --> 01:08:37,320
around the world but not

1735
01:08:37,320 --> 01:08:39,320
necessarily reaching the people

1736
01:08:39,320 --> 01:08:42,320
who actually need it to the next

1737
01:08:42,320 --> 01:08:46,320
slide please.  And before I dive

1738
01:08:46,320 --> 01:08:48,320
into it, the GDI Hub as we like

1739
01:08:48,320 --> 01:08:50,320
to call it is an academic

1740
01:08:50,320 --> 01:08:53,320
research and practice centre.

1741
01:08:53,320 --> 01:08:56,320
It's part of UCL computer

1742
01:08:56,320 --> 01:08:58,320
science.  With the sole idea to

1743
01:08:58,320 --> 01:09:00,320
accelerate disability innovation

1744
01:09:00,320 --> 01:09:02,320
world-wide.  It is now

1745
01:09:02,320 --> 01:09:04,320
operational and over 60

1746
01:09:04,320 --> 01:09:07,320
countries globally through more

1747
01:09:07,320 --> 01:09:09,320
than 70 partners that we'd work

1748
01:09:09,320 --> 01:09:11,320
with and has reached an

1749
01:09:11,320 --> 01:09:13,320
impressive 34 million people or

1750
01:09:13,320 --> 01:09:14,320
at least has touched the lives

1751
01:09:14,320 --> 01:09:16,320
of these many people in one way

1752
01:09:16,320 --> 01:09:19,320
or the other.  It is also the

1753
01:09:19,320 --> 01:09:22,320
world's first WHO collaborating

1754
01:09:22,320 --> 01:09:26,320
centre on assistive technology

1755
01:09:26,320 --> 01:09:28,320
and all this has been over the

1756
01:09:28,320 --> 01:09:32,320
past 6 to 7 years, it was

1757
01:09:32,320 --> 01:09:34,320
founded by academic director

1758
01:09:34,320 --> 01:09:36,320
Prof. Kathleen Holloway, the

1759
01:09:36,320 --> 01:09:38,320
leader of the London legacy

1760
01:09:38,320 --> 01:09:41,320
development centre Victoria

1761
01:09:41,320 --> 01:09:44,320
Austen and inclusive designer of

1762
01:09:44,320 --> 01:09:46,320
the Olympic park Ian McKinnon

1763
01:09:46,320 --> 01:09:49,320
who are all in faculty in GDI

1764
01:09:49,320 --> 01:09:52,320
Hub so within the academic

1765
01:09:52,320 --> 01:09:53,320
research centre we do MSc

1766
01:09:53,320 --> 01:09:55,320
programme called disability

1767
01:09:55,320 --> 01:09:57,320
design and innovation where

1768
01:09:57,320 --> 01:10:01,320
we're training up every year

1769
01:10:01,320 --> 01:10:03,320
around 30 students in inclusive

1770
01:10:03,320 --> 01:10:06,320
design for the built environment

1771
01:10:06,320 --> 01:10:07,320
and product design and assistive

1772
01:10:07,320 --> 01:10:10,320
technology design but also

1773
01:10:10,320 --> 01:10:12,320
disability studies and advocacy.

1774
01:10:12,320 --> 01:10:13,320
Here is an image that you see

1775
01:10:13,320 --> 01:10:15,320
on the screen from our

1776
01:10:15,320 --> 01:10:17,320
disability innovation summit

1777
01:10:17,320 --> 01:10:19,320
that we recently hosted which

1778
01:10:19,320 --> 01:10:22,320
had a participation from around

1779
01:10:22,320 --> 01:10:24,320
the world.  Where we celebrated

1780
01:10:24,320 --> 01:10:25,320
the idea of disability no

1781
01:10:25,320 --> 01:10:27,320
innovation, learned many

1782
01:10:27,320 --> 01:10:29,320
different ways in which we do

1783
01:10:29,320 --> 01:10:30,320
innovate new technologies and

1784
01:10:30,320 --> 01:10:31,320
services for people with

1785
01:10:31,320 --> 01:10:33,320
disabilities and shared many

1786
01:10:33,320 --> 01:10:36,320
different ideas to do so.  The

1787
01:10:36,320 --> 01:10:38,320
next slide please.  So

1788
01:10:38,320 --> 01:10:41,320
innovation and disability.  It's

1789
01:10:41,320 --> 01:10:42,320
a very exciting areas to be in

1790
01:10:42,320 --> 01:10:45,320
and it's very interesting as

1791
01:10:45,320 --> 01:10:47,320
well but why is it important?

1792
01:10:47,320 --> 01:10:52,320
let's try to understand that.

1793
01:10:52,320 --> 01:10:54,320
The next slide.  Well, first, it

1794
01:10:54,320 --> 01:10:55,320
is important so we are able to

1795
01:10:55,320 --> 01:10:57,320
create appropriate solutions.

1796
01:10:57,320 --> 01:10:59,320
Over 90 per cent of people with

1797
01:10:59,320 --> 01:11:01,320
disabilities world-wide still do

1798
01:11:01,320 --> 01:11:04,320
not have access to the

1799
01:11:04,320 --> 01:11:06,320
appropriate assistive

1800
01:11:06,320 --> 01:11:08,320
technologies that they need.  As

1801
01:11:08,320 --> 01:11:10,320
you can see in an image

1802
01:11:10,320 --> 01:11:14,320
associated with this particular

1803
01:11:14,320 --> 01:11:16,320
point, there is us young girl, 7

1804
01:11:16,320 --> 01:11:18,320
to 8 years old who has been

1805
01:11:18,320 --> 01:11:20,320
provided with an adult

1806
01:11:20,320 --> 01:11:22,320
wheelchair which is over sized

1807
01:11:22,320 --> 01:11:27,320
for her so she can't really push

1808
01:11:27,320 --> 01:11:30,320
it herself making her quite

1809
01:11:30,320 --> 01:11:32,320
dependent.  This young girl met

1810
01:11:32,320 --> 01:11:38,320
with an accident that led to a

1811
01:11:38,320 --> 01:11:39,320
spinal cord injury but it didn't

1812
01:11:39,320 --> 01:11:41,320
lead to appropriate wheelchair

1813
01:11:41,320 --> 01:11:44,320
for her that could allow her to

1814
01:11:44,320 --> 01:11:46,320
be independent and learn how to

1815
01:11:46,320 --> 01:11:48,320
live life with a wheelchair.

1816
01:11:48,320 --> 01:11:53,320
And there are over 90 per cent

1817
01:11:53,320 --> 01:11:55,320
of people still in this

1818
01:11:55,320 --> 01:11:56,320
environment not getting what

1819
01:11:56,320 --> 01:11:58,320
they need and by assistive

1820
01:11:58,320 --> 01:11:59,320
technology it's not just about

1821
01:11:59,320 --> 01:12:02,320
the product but it's also

1822
01:12:02,320 --> 01:12:07,320
important to understand that it

1823
01:12:07,320 --> 01:12:08,320
encompasses the services and the

1824
01:12:08,320 --> 01:12:09,320
prevailing assistance around

1825
01:12:09,320 --> 01:12:10,320
that specific product so people

1826
01:12:10,320 --> 01:12:12,320
are able to access those

1827
01:12:12,320 --> 01:12:13,320
devices, learn how to use them

1828
01:12:13,320 --> 01:12:18,320
and know where to go when these

1829
01:12:18,320 --> 01:12:20,320
devices break.  And another

1830
01:12:20,320 --> 01:12:22,320
situation there is still massive

1831
01:12:22,320 --> 01:12:25,320
lack of affordable devices that

1832
01:12:25,320 --> 01:12:28,320
are essential.  So here in this

1833
01:12:28,320 --> 01:12:31,320
particular image what you see is

1834
01:12:31,320 --> 01:12:34,320
a refreshble tactile display

1835
01:12:34,320 --> 01:12:36,320
with a screen on it.  Refreshble

1836
01:12:36,320 --> 01:12:39,320
tactile displays are essential

1837
01:12:39,320 --> 01:12:41,320
to access Braille and sometimes

1838
01:12:41,320 --> 01:12:43,320
graphics as well but these

1839
01:12:43,320 --> 01:12:45,320
devices because of the intricate

1840
01:12:45,320 --> 01:12:48,320
mechanisms that are in there

1841
01:12:48,320 --> 01:12:50,320
cost anywhere between 2000 to

1842
01:12:50,320 --> 01:12:51,320
5,000 pounds making it really

1843
01:12:51,320 --> 01:12:54,320
unaffordable for many, many

1844
01:12:54,320 --> 01:12:57,320
people across the world.  So

1845
01:12:57,320 --> 01:12:58,320
there is a serious technological

1846
01:12:58,320 --> 01:13:01,320
challenge to make these devices

1847
01:13:01,320 --> 01:13:03,320
more affordable by inventing new

1848
01:13:03,320 --> 01:13:05,320
thing, new mechanisms, new

1849
01:13:05,320 --> 01:13:07,320
solutions, new technologies

1850
01:13:07,320 --> 01:13:09,320
using new materials.  And that

1851
01:13:09,320 --> 01:13:11,320
leads to another challenge where

1852
01:13:11,320 --> 01:13:15,320
there is a global lack of

1853
01:13:15,320 --> 01:13:17,320
designed artefacts that can

1854
01:13:17,320 --> 01:13:18,320
address the problems that people

1855
01:13:18,320 --> 01:13:20,320
with disabilities actually face

1856
01:13:20,320 --> 01:13:23,320
on a day to day basis.  For

1857
01:13:23,320 --> 01:13:25,320
example only 2 weeks ago an MSc

1858
01:13:25,320 --> 01:13:30,320
students from our Masters who

1859
01:13:30,320 --> 01:13:32,320
used uses a power wheelchair her

1860
01:13:32,320 --> 01:13:34,320
wheelchair broke down in the UCL

1861
01:13:34,320 --> 01:13:35,320
East campus and the student as

1862
01:13:35,320 --> 01:13:38,320
well as us as instructors didn't

1863
01:13:38,320 --> 01:13:40,320
know actually what can be done

1864
01:13:40,320 --> 01:13:41,320
so it's her wheelchair breaking

1865
01:13:41,320 --> 01:13:43,320
down so in the middle of the

1866
01:13:43,320 --> 01:13:45,320
campus imagining she is fully

1867
01:13:45,320 --> 01:13:47,320
stuck on this wheelchair and

1868
01:13:47,320 --> 01:13:49,320
can't really move around so we

1869
01:13:49,320 --> 01:13:50,320
eventually had to figure out

1870
01:13:50,320 --> 01:13:52,320
wheelchair repair centres but

1871
01:13:52,320 --> 01:13:55,320
there were none who could fix

1872
01:13:55,320 --> 01:13:56,320
her wheelchair so she had to

1873
01:13:56,320 --> 01:14:01,320
rent a new one and it's all that

1874
01:14:01,320 --> 01:14:02,320
anxiety of not having the

1875
01:14:02,320 --> 01:14:03,320
freedom to go anywhere they'd

1876
01:14:03,320 --> 01:14:05,320
like to go which is a

1877
01:14:05,320 --> 01:14:06,320
significant problem we face here

1878
01:14:06,320 --> 01:14:08,320
in the UK as well so it's not

1879
01:14:08,320 --> 01:14:11,320
just about problems some of the

1880
01:14:11,320 --> 01:14:13,320
poorer countries face due to

1881
01:14:13,320 --> 01:14:14,320
their socio-economic factors

1882
01:14:14,320 --> 01:14:18,320
where people with disabilities

1883
01:14:18,320 --> 01:14:19,320
are further marginalised and

1884
01:14:19,320 --> 01:14:21,320
there are other sort of

1885
01:14:21,320 --> 01:14:23,320
challenges that the country

1886
01:14:23,320 --> 01:14:26,320
needs to address to first, but

1887
01:14:26,320 --> 01:14:27,320
it's also here in more richer

1888
01:14:27,320 --> 01:14:30,320
countries where we haven't

1889
01:14:30,320 --> 01:14:33,320
created the systems and

1890
01:14:33,320 --> 01:14:35,320
structures that reaches each and

1891
01:14:35,320 --> 01:14:39,320
every individual who has a need.

1892
01:14:39,320 --> 01:14:41,320
So this intersection in a way

1893
01:14:41,320 --> 01:14:44,320
solutions is very important to

1894
01:14:44,320 --> 01:14:46,320
create these appropriate sort of

1895
01:14:46,320 --> 01:14:49,320
things that are out there and

1896
01:14:49,320 --> 01:14:50,320
available to people.  Next slide

1897
01:14:50,320 --> 01:14:53,320
please.

1898
01:14:53,320 --> 01:14:55,320
The second important thing to

1899
01:14:55,320 --> 01:14:57,320
understand this intersection is

1900
01:14:57,320 --> 01:14:59,320
so that we avoid indulging

1901
01:14:59,320 --> 01:15:02,320
ourselves in creating devices

1902
01:15:02,320 --> 01:15:05,320
that nobody actually needs often

1903
01:15:05,320 --> 01:15:06,320
referred to as disability

1904
01:15:06,320 --> 01:15:09,320
dongles and this term was coint

1905
01:15:09,320 --> 01:15:12,320
by disability studies and

1906
01:15:12,320 --> 01:15:13,320
innovation enthusiast Liz

1907
01:15:13,320 --> 01:15:17,320
Jackson which basically refers

1908
01:15:17,320 --> 01:15:21,320
to products and things that has

1909
01:15:21,320 --> 01:15:24,320
a very ableist attached to it,

1910
01:15:24,320 --> 01:15:26,320
sort of are designed the

1911
01:15:26,320 --> 01:15:27,320
mentality to address a challenge

1912
01:15:27,320 --> 01:15:31,320
and of course disability faces

1913
01:15:31,320 --> 01:15:32,320
on an every basis.  For example

1914
01:15:32,320 --> 01:15:34,320
in one of the images on the

1915
01:15:34,320 --> 01:15:35,320
slide there is a powered

1916
01:15:35,320 --> 01:15:38,320
wheelchair that can climb on

1917
01:15:38,320 --> 01:15:40,320
stairs.  It's a very interesting

1918
01:15:40,320 --> 01:15:42,320
technically exciting and a

1919
01:15:42,320 --> 01:15:45,320
complex problem which will

1920
01:15:45,320 --> 01:15:47,320
excite some of our engineers,

1921
01:15:47,320 --> 01:15:49,320
but the eventual solution what

1922
01:15:49,320 --> 01:15:51,320
we get out is very expensive and

1923
01:15:51,320 --> 01:15:53,320
has a limited use because an

1924
01:15:53,320 --> 01:15:55,320
elevator would be just as much

1925
01:15:55,320 --> 01:15:59,320
capable of addressing that

1926
01:15:59,320 --> 01:16:03,320
challenge as thousands of pounds

1927
01:16:03,320 --> 01:16:05,320
worth device.  It is also to

1928
01:16:05,320 --> 01:16:09,320
avoid devices that most people

1929
01:16:09,320 --> 01:16:10,320
do not want.  We need to think

1930
01:16:10,320 --> 01:16:12,320
about these solutions as

1931
01:16:12,320 --> 01:16:14,320
problems that people genuinely

1932
01:16:14,320 --> 01:16:18,320
face on an every day life.  It's

1933
01:16:18,320 --> 01:16:21,320
not about this kind of like

1934
01:16:21,320 --> 01:16:22,320
science-fiction product that can

1935
01:16:22,320 --> 01:16:24,320
miraculously do things.  Even if

1936
01:16:24,320 --> 01:16:26,320
it does whether or not a person

1937
01:16:26,320 --> 01:16:27,320
actually needs those things

1938
01:16:27,320 --> 01:16:29,320
should be the first question

1939
01:16:29,320 --> 01:16:30,320
that we ask whenever we are

1940
01:16:30,320 --> 01:16:32,320
addressing this sort of

1941
01:16:32,320 --> 01:16:35,320
innovation within the disability

1942
01:16:35,320 --> 01:16:37,320
space.  And it's also to avoid

1943
01:16:37,320 --> 01:16:40,320
problems that could be easily

1944
01:16:40,320 --> 01:16:42,320
fixed by existing solutions.

1945
01:16:42,320 --> 01:16:46,320
So, for example, in this image

1946
01:16:46,320 --> 01:16:48,320
that you see there, ultrasonic

1947
01:16:48,320 --> 01:16:51,320
sensors attached to a person's

1948
01:16:51,320 --> 01:16:53,320
shoes detect any obstacle while

1949
01:16:53,320 --> 01:16:56,320
walking and then they'll vibrate

1950
01:16:56,320 --> 01:16:58,320
the feet to alert the person

1951
01:16:58,320 --> 01:17:01,320
about a specific obstacle.  The

1952
01:17:01,320 --> 01:17:06,320
idea is to support people with

1953
01:17:06,320 --> 01:17:09,320
visual impairments and to help

1954
01:17:09,320 --> 01:17:10,320
them avoid the use of white

1955
01:17:10,320 --> 01:17:12,320
canes and do the same task as a

1956
01:17:12,320 --> 01:17:15,320
white cane does, but the amount

1957
01:17:15,320 --> 01:17:18,320
of training that this kind of

1958
01:17:18,320 --> 01:17:21,320
devices would require a person

1959
01:17:21,320 --> 01:17:22,320
to interpret and understand the

1960
01:17:22,320 --> 01:17:24,320
feedback that they're getting

1961
01:17:24,320 --> 01:17:26,320
from the vibrating shoe and

1962
01:17:26,320 --> 01:17:30,320
those kind of things really

1963
01:17:30,320 --> 01:17:31,320
makes it pro blematic product

1964
01:17:31,320 --> 01:17:33,320
that rather than solving a

1965
01:17:33,320 --> 01:17:34,320
problem actually increases the

1966
01:17:34,320 --> 01:17:35,320
problems.

1967
01:17:35,320 --> 01:17:37,320
So the next slide please.  So

1968
01:17:37,320 --> 01:17:41,320
that is why it is very important

1969
01:17:41,320 --> 01:17:43,320
to understand how do we innovate

1970
01:17:43,320 --> 01:17:44,320
in the disability space?  So

1971
01:17:44,320 --> 01:17:46,320
that we get the solutions that

1972
01:17:46,320 --> 01:17:48,320
people actually need and avoid

1973
01:17:48,320 --> 01:17:50,320
making solutions that people

1974
01:17:50,320 --> 01:17:53,320
don't need.  So how do we make

1975
01:17:53,320 --> 01:17:54,320
it actually happen?  And here I

1976
01:17:54,320 --> 01:17:56,320
share some of the projects we've

1977
01:17:56,320 --> 01:17:57,320
been working on to actually make

1978
01:17:57,320 --> 01:17:59,320
disability innovation work.  So

1979
01:17:59,320 --> 01:18:02,320
to the next slide please.

1980
01:18:02,320 --> 01:18:06,320
The first key thing to make

1981
01:18:06,320 --> 01:18:08,320
innovation happen is intent.  An

1982
01:18:08,320 --> 01:18:13,320
intent that brings all users

1983
01:18:13,320 --> 01:18:15,320
together, all stakeholders of

1984
01:18:15,320 --> 01:18:16,320
specific assistive technology in

1985
01:18:16,320 --> 01:18:21,320
one place to understand where

1986
01:18:21,320 --> 01:18:22,320
the gaps are and how we plug

1987
01:18:22,320 --> 01:18:23,320
those gaps through innovative

1988
01:18:23,320 --> 01:18:25,320
solutions and actually deliver

1989
01:18:25,320 --> 01:18:26,320
things that makes a genuine

1990
01:18:26,320 --> 01:18:28,320
impact on people's life.  So in

1991
01:18:28,320 --> 01:18:29,320
the first example that I'm

1992
01:18:29,320 --> 01:18:31,320
showing on the slide here

1993
01:18:31,320 --> 01:18:32,320
talking about a project, I'll

1994
01:18:32,320 --> 01:18:35,320
talk about a project that we're

1995
01:18:35,320 --> 01:18:36,320
doing with the Asian development

1996
01:18:36,320 --> 01:18:38,320
bank and the trade and supply

1997
01:18:38,320 --> 01:18:40,320
chain finance programme that

1998
01:18:40,320 --> 01:18:43,320
they're leading so A DB is

1999
01:18:43,320 --> 01:18:50,320
showing leadership in developing

2000
01:18:50,320 --> 01:18:52,320
knowledge products for their ...

2001
01:18:52,320 --> 01:18:54,320
and banks they're supporting in

2002
01:18:54,320 --> 01:18:56,320
Asian countries so the banks

2003
01:18:56,320 --> 01:18:57,320
have the capacity to understand

2004
01:18:57,320 --> 01:18:59,320
inclusion to provide reasonable

2005
01:18:59,320 --> 01:19:02,320
adjustments for people with

2006
01:19:02,320 --> 01:19:03,320
disabilities like we are doing

2007
01:19:03,320 --> 01:19:04,320
so brilliantly in this

2008
01:19:04,320 --> 01:19:06,320
particular webinar.  Thing are

2009
01:19:06,320 --> 01:19:08,320
accessible.  There is sign

2010
01:19:08,320 --> 01:19:10,320
language interpreters there is

2011
01:19:10,320 --> 01:19:13,320
captioning.  People are

2012
01:19:13,320 --> 01:19:15,320
providing visual descriptions

2013
01:19:15,320 --> 01:19:17,320
about the slides.  I forgot to

2014
01:19:17,320 --> 01:19:18,320
provide my own visual

2015
01:19:18,320 --> 01:19:20,320
description that I'll come to at

2016
01:19:20,320 --> 01:19:23,320
the end but these kind of ideas

2017
01:19:23,320 --> 01:19:25,320
are not so common in some of the

2018
01:19:25,320 --> 01:19:27,320
Asian countries so far because

2019
01:19:27,320 --> 01:19:30,320
there is very little awareness

2020
01:19:30,320 --> 01:19:33,320
about these things.  So being at

2021
01:19:33,320 --> 01:19:35,320
a position like ADB and the

2022
01:19:35,320 --> 01:19:38,320
sense of responsibility in

2023
01:19:38,320 --> 01:19:40,320
providing and taking the lead

2024
01:19:40,320 --> 01:19:42,320
from the front, consulting with

2025
01:19:42,320 --> 01:19:44,320
experts from around the world to

2026
01:19:44,320 --> 01:19:45,320
provide these banks with the

2027
01:19:45,320 --> 01:19:46,320
necessary knowledge so that

2028
01:19:46,320 --> 01:19:48,320
their services as well as their

2029
01:19:48,320 --> 01:19:52,320
working culture becomes more

2030
01:19:52,320 --> 01:19:56,320
accessible.  Another way to

2031
01:19:56,320 --> 01:19:57,320
bring this together is just

2032
01:19:57,320 --> 01:19:59,320
making the community more

2033
01:19:59,320 --> 01:20:03,320
excited.  So one of our

2034
01:20:03,320 --> 01:20:06,320
colleagues, also a lecturer at

2035
01:20:06,320 --> 01:20:08,320
GDI Hub he has incited the

2036
01:20:08,320 --> 01:20:10,320
enabling Fridays community in

2037
01:20:10,320 --> 01:20:14,320
Nepal.  Now the community has

2038
01:20:14,320 --> 01:20:16,320
engineers, clinicians,

2039
01:20:16,320 --> 01:20:17,320
physiotherapists and this entire

2040
01:20:17,320 --> 01:20:19,320
group is trying to address

2041
01:20:19,320 --> 01:20:20,320
challenges of specific

2042
01:20:20,320 --> 01:20:22,320
individuals which the global

2043
01:20:22,320 --> 01:20:24,320
supply chains cannot do, for

2044
01:20:24,320 --> 01:20:26,320
example in this particular image

2045
01:20:26,320 --> 01:20:29,320
there are engineers, doctors and

2046
01:20:29,320 --> 01:20:34,320
social scientists who are

2047
01:20:34,320 --> 01:20:35,320
working together to address one

2048
01:20:35,320 --> 01:20:38,320
persons sort of lack of

2049
01:20:38,320 --> 01:20:40,320
assistive technology who is

2050
01:20:40,320 --> 01:20:42,320
suffering from a diabetic foot

2051
01:20:42,320 --> 01:20:44,320
and trying to develop a

2052
01:20:44,320 --> 01:20:45,320
prosthetic which does not exist

2053
01:20:45,320 --> 01:20:47,320
anywhere in the country.  And

2054
01:20:47,320 --> 01:20:49,320
the third way we can do is

2055
01:20:49,320 --> 01:20:52,320
through participation so in one

2056
01:20:52,320 --> 01:20:53,320
of the projects led by Ian

2057
01:20:53,320 --> 01:20:55,320
McKinnon in the inclusive design

2058
01:20:55,320 --> 01:20:57,320
group is to bring together

2059
01:20:57,320 --> 01:20:58,320
government officials as well as

2060
01:20:58,320 --> 01:20:59,320
disability people's

2061
01:20:59,320 --> 01:21:01,320
organisations from 6 different

2062
01:21:01,320 --> 01:21:04,320
cities around the world who

2063
01:21:04,320 --> 01:21:05,320
analyse their own cities for

2064
01:21:05,320 --> 01:21:06,320
inclusive infrastructure that

2065
01:21:06,320 --> 01:21:08,320
they have and the kind of

2066
01:21:08,320 --> 01:21:11,320
measures they're taking to make

2067
01:21:11,320 --> 01:21:15,320
their own cities more inclusive.

2068
01:21:15,320 --> 01:21:17,320
These kind of interactions by

2069
01:21:17,320 --> 01:21:19,320
officials from different cities

2070
01:21:19,320 --> 01:21:21,320
helps people to learn more about

2071
01:21:21,320 --> 01:21:22,320
the ways in which we can

2072
01:21:22,320 --> 01:21:24,320
practically do things and share

2073
01:21:24,320 --> 01:21:28,320
those ideas amongst each other.

2074
01:21:28,320 --> 01:21:30,320
So they're 3 ways in which we

2075
01:21:30,320 --> 01:21:31,320
can actually put intent into

2076
01:21:31,320 --> 01:21:34,320
action.

2077
01:21:34,320 --> 01:21:36,320
The next slide please.

2078
01:21:36,320 --> 01:21:37,320
Another way to make disability

2079
01:21:37,320 --> 01:21:39,320
innovation happen is by

2080
01:21:39,320 --> 01:21:41,320
leveraging existing solutions,

2081
01:21:41,320 --> 01:21:44,320
existing tools and the local

2082
01:21:44,320 --> 01:21:46,320
resources that are available.

2083
01:21:46,320 --> 01:21:52,320
So in a project which is being

2084
01:21:52,320 --> 01:21:53,320
funded by Google and at scale

2085
01:21:53,320 --> 01:21:55,320
we're trying to explore how

2086
01:21:55,320 --> 01:21:57,320
mobile phones are used as in

2087
01:21:57,320 --> 01:21:59,320
assistive product by people who

2088
01:21:59,320 --> 01:22:00,320
are visually impaired and

2089
01:22:00,320 --> 01:22:02,320
hearing-impaired and deaf so in

2090
01:22:02,320 --> 01:22:04,320
this particular project 3

2091
01:22:04,320 --> 01:22:06,320
countries, Brazil, Kenya, India,

2092
01:22:06,320 --> 01:22:11,320
have been chosen and then in

2093
01:22:11,320 --> 01:22:13,320
each country around 300 people

2094
01:22:13,320 --> 01:22:15,320
have been provided by android

2095
01:22:15,320 --> 01:22:17,320
mobile phones so we give them

2096
01:22:17,320 --> 01:22:18,320
these mobile phones and train

2097
01:22:18,320 --> 01:22:20,320
them on specific apps already

2098
01:22:20,320 --> 01:22:22,320
there on the mobile phones that

2099
01:22:22,320 --> 01:22:25,320
can make things accessible for

2100
01:22:25,320 --> 01:22:27,320
people and train them how to use

2101
01:22:27,320 --> 01:22:29,320
these smart phones, train them

2102
01:22:29,320 --> 01:22:31,320
how to use these apps then

2103
01:22:31,320 --> 01:22:33,320
monitor their usage patterns for

2104
01:22:33,320 --> 01:22:35,320
the next 6 month's what we are

2105
01:22:35,320 --> 01:22:38,320
trying to understand is how the

2106
01:22:38,320 --> 01:22:40,320
training as well as the use of a

2107
01:22:40,320 --> 01:22:42,320
smart phone changes or impacts

2108
01:22:42,320 --> 01:22:45,320
their quality of life.  There

2109
01:22:45,320 --> 01:22:47,320
has been a lot of debate going

2110
01:22:47,320 --> 01:22:48,320
on in this particular space that

2111
01:22:48,320 --> 01:22:50,320
mobile phone is a fantastic tool

2112
01:22:50,320 --> 01:22:54,320
to increase accessibility to

2113
01:22:54,320 --> 01:22:55,320
provide assistance and itself is

2114
01:22:55,320 --> 01:22:58,320
a very strong assistive

2115
01:22:58,320 --> 01:22:59,320
technology because it allows

2116
01:22:59,320 --> 01:23:02,320
access to the entire sort of

2117
01:23:02,320 --> 01:23:04,320
digital ecosystem so that is

2118
01:23:04,320 --> 01:23:08,320
what we're trying to leverage.

2119
01:23:08,320 --> 01:23:10,320
We could also leverage existing

2120
01:23:10,320 --> 01:23:13,320
ecosystem and strengthen them by

2121
01:23:13,320 --> 01:23:14,320
capacity building unlock local

2122
01:23:14,320 --> 01:23:16,320
supply chains that might be

2123
01:23:16,320 --> 01:23:19,320
missing at the moment and also

2124
01:23:19,320 --> 01:23:21,320
provide open innovation

2125
01:23:21,320 --> 01:23:22,320
ecosystem as well as use

2126
01:23:22,320 --> 01:23:24,320
artificial intelligence to

2127
01:23:24,320 --> 01:23:25,320
provide a platform so people can

2128
01:23:25,320 --> 01:23:29,320
share their problems statements

2129
01:23:29,320 --> 01:23:31,320
and address solutions.

2130
01:23:31,320 --> 01:23:33,320
Next slide and where solutions

2131
01:23:33,320 --> 01:23:36,320
do not exist need to invent new

2132
01:23:36,320 --> 01:23:38,320
things so here we can use a

2133
01:23:38,320 --> 01:23:39,320
combination of light and basic

2134
01:23:39,320 --> 01:23:43,320
research, for example in one of

2135
01:23:43,320 --> 01:23:44,320
the projects that we did we

2136
01:23:44,320 --> 01:23:48,320
combined practical problem

2137
01:23:48,320 --> 01:23:49,320
solving approaches but with

2138
01:23:49,320 --> 01:23:51,320
material science in order to

2139
01:23:51,320 --> 01:23:53,320
design a new form of a tactile

2140
01:23:53,320 --> 01:23:55,320
display that can address the

2141
01:23:55,320 --> 01:23:57,320
challenge of affordability and

2142
01:23:57,320 --> 01:23:59,320
scale ability but also solution

2143
01:23:59,320 --> 01:24:02,320
lies in core material science

2144
01:24:02,320 --> 01:24:04,320
and engineering research.  So

2145
01:24:04,320 --> 01:24:06,320
that bridging those 2 worlds

2146
01:24:06,320 --> 01:24:08,320
together becomes very important

2147
01:24:08,320 --> 01:24:10,320
in inventing something new that

2148
01:24:10,320 --> 01:24:11,320
does not exist as a solution.

2149
01:24:11,320 --> 01:24:13,320
It can also in some of the

2150
01:24:13,320 --> 01:24:16,320
projects that we are doing we're

2151
01:24:16,320 --> 01:24:17,320
supporting start ups that have

2152
01:24:17,320 --> 01:24:19,320
invented a new way of solving

2153
01:24:19,320 --> 01:24:21,320
the existing problem and

2154
01:24:21,320 --> 01:24:22,320
providing them with bespoke

2155
01:24:22,320 --> 01:24:24,320
research support to address a

2156
01:24:24,320 --> 01:24:25,320
specific challenge that they're

2157
01:24:25,320 --> 01:24:27,320
facing in bringing their

2158
01:24:27,320 --> 01:24:28,320
solutions to the market.  Now

2159
01:24:28,320 --> 01:24:30,320
this could be some sort of user

2160
01:24:30,320 --> 01:24:34,320
research or technical research

2161
01:24:34,320 --> 01:24:36,320
or any sort of capacity building

2162
01:24:36,320 --> 01:24:38,320
exercise that they would like to

2163
01:24:38,320 --> 01:24:39,320
request us to provide.  So in

2164
01:24:39,320 --> 01:24:42,320
this way we can aid their growth

2165
01:24:42,320 --> 01:24:44,320
of ventures and provide them a

2166
01:24:44,320 --> 01:24:49,320
platform where they can see more

2167
01:24:49,320 --> 01:24:50,320
funding and have better

2168
01:24:50,320 --> 01:24:52,320
insight.  Next slide please.

2169
01:24:52,320 --> 01:24:55,320
So what will all this lead to

2170
01:24:55,320 --> 01:24:57,320
if we are able to identify good

2171
01:24:57,320 --> 01:24:59,320
problems, work our may through

2172
01:24:59,320 --> 01:25:01,320
intent through participation and

2173
01:25:01,320 --> 01:25:03,320
by combining applied and basic

2174
01:25:03,320 --> 01:25:06,320
research approaches to solve

2175
01:25:06,320 --> 01:25:07,320
elegant solutions.  For the next

2176
01:25:07,320 --> 01:25:08,320
slide.

2177
01:25:08,320 --> 01:25:10,320
We'll be able to impact

2178
01:25:10,320 --> 01:25:13,320
multiple sustainable development

2179
01:25:13,320 --> 01:25:15,320
goals.  We could work towards

2180
01:25:15,320 --> 01:25:16,320
ending poverty because

2181
01:25:16,320 --> 01:25:18,320
disability and poverty are

2182
01:25:18,320 --> 01:25:21,320
closely related.  A disabled

2183
01:25:21,320 --> 01:25:22,320
person is much likely to be poor

2184
01:25:22,320 --> 01:25:24,320
than if there is a person who

2185
01:25:24,320 --> 01:25:25,320
lives in poverty there is more

2186
01:25:25,320 --> 01:25:26,320
likelihood of acquiring

2187
01:25:26,320 --> 01:25:28,320
disability because of poor

2188
01:25:28,320 --> 01:25:32,320
living conditions so we can try

2189
01:25:32,320 --> 01:25:33,320
to break that vicious cycle by

2190
01:25:33,320 --> 01:25:35,320
bringing in innovations that

2191
01:25:35,320 --> 01:25:38,320
actually reaches people.  We can

2192
01:25:38,320 --> 01:25:41,320
ensure that our own lives as we

2193
01:25:41,320 --> 01:25:42,320
age improves.  So that we can

2194
01:25:42,320 --> 01:25:45,320
promote well-being at all ages.

2195
01:25:45,320 --> 01:25:47,320
We can ensure education which is

2196
01:25:47,320 --> 01:25:51,320
one of the most important

2197
01:25:51,320 --> 01:25:53,320
factors to break out of

2198
01:25:53,320 --> 01:25:55,320
marginalisation is provided to

2199
01:25:55,320 --> 01:25:56,320
everyone.  We can promote more

2200
01:25:56,320 --> 01:25:58,320
inclusive employment

2201
01:25:58,320 --> 01:25:59,320
opportunities, bring solutions

2202
01:25:59,320 --> 01:26:01,320
to people and provide better

2203
01:26:01,320 --> 01:26:02,320
growth and decent work to

2204
01:26:02,320 --> 01:26:04,320
everyone and eventually reduce

2205
01:26:04,320 --> 01:26:06,320
the inequalities that we live

2206
01:26:06,320 --> 01:26:09,320
wit in our country but also

2207
01:26:09,320 --> 01:26:11,320
amongst countries so we make a

2208
01:26:11,320 --> 01:26:12,320
more liveable planet for

2209
01:26:12,320 --> 01:26:14,320
everyone.

2210
01:26:14,320 --> 01:26:16,320
So that is, I think, all that

2211
01:26:16,320 --> 01:26:18,320
I wanted to share with you

2212
01:26:18,320 --> 01:26:20,320
today.  Just kind of like a very

2213
01:26:20,320 --> 01:26:21,320
high level introduction to

2214
01:26:21,320 --> 01:26:23,320
innovation and disability and

2215
01:26:23,320 --> 01:26:25,320
that intersection that we're

2216
01:26:25,320 --> 01:26:32,320
able to identifies problems and

2217
01:26:32,320 --> 01:26:36,320
solve them.  Again I am TIGGY.

2218
01:26:36,320 --> 01:26:39,320
Visual description, Asian

2219
01:26:39,320 --> 01:26:41,320
origin, I wish I was 6 feet but

2220
01:26:41,320 --> 01:26:43,320
now I know why because of

2221
01:26:43,320 --> 01:26:45,320
eugenicss okay thanks very much

2222
01:26:45,320 --> 01:26:48,320
for this opportunity.

2223
01:26:48,320 --> 01:26:49,320
FOZYA:	 Thank you very much,

2224
01:26:49,320 --> 01:26:51,320
that was really good to hear

2225
01:26:51,320 --> 01:26:53,320
everything you talked about,

2226
01:26:53,320 --> 01:26:55,320
absolutely fantastic about the

2227
01:26:55,320 --> 01:26:59,320
innovation, the promotional work

2228
01:26:59,320 --> 01:27:04,320
and everything that you and the

2229
01:27:04,320 --> 01:27:09,320
digital innovation hub has been

2230
01:27:09,320 --> 01:27:13,320
working on, yes, the global

2231
01:27:13,320 --> 01:27:16,320
innovation hub has been working

2232
01:27:16,320 --> 01:27:19,320
sonry, need to check on that

2233
01:27:19,320 --> 01:27:21,320
sorry, global innovation hub,

2234
01:27:21,320 --> 01:27:23,320
everything you've been working

2235
01:27:23,320 --> 01:27:27,320
on absolutely amazing and we've

2236
01:27:27,320 --> 01:27:31,320
got a question that Sandra would

2237
01:27:31,320 --> 01:27:33,320
like to ask.  Sandra has said:

2238
01:27:33,320 --> 01:27:37,320
what about hidden disabilities

2239
01:27:37,320 --> 01:27:39,320
such as sickle cell disease,

2240
01:27:39,320 --> 01:27:40,320
individuals may not display

2241
01:27:40,320 --> 01:27:44,320
signs of disability or use

2242
01:27:44,320 --> 01:27:47,320
wheelchairs but they are

2243
01:27:47,320 --> 01:27:51,320
classified as disabled.

2244
01:27:51,320 --> 01:27:53,320
TIGMANSHU:	 So if I did

2245
01:27:53,320 --> 01:27:55,320
understand the context for this

2246
01:27:55,320 --> 01:27:57,320
question a little bit Sandra?

2247
01:27:57,320 --> 01:27:58,320
FOZYA:	 Okay I think the context

2248
01:27:58,320 --> 01:28:00,320
would have been when you were

2249
01:28:00,320 --> 01:28:06,320
talking about the different

2250
01:28:06,320 --> 01:28:08,320
types of disabilities that you

2251
01:28:08,320 --> 01:28:10,320
work with like you were talking

2252
01:28:10,320 --> 01:28:15,320
about deaf people and people in

2253
01:28:15,320 --> 01:28:18,320
wheelchairs so Sandra is asking

2254
01:28:18,320 --> 01:28:21,320
about the hidden disabilities

2255
01:28:21,320 --> 01:28:22,320
such as sickle cell disease

2256
01:28:22,320 --> 01:28:25,320
which is a hidden disability.

2257
01:28:25,320 --> 01:28:27,320
Is there anything that, any work

2258
01:28:27,320 --> 01:28:29,320
that you are doing to support

2259
01:28:29,320 --> 01:28:30,320
someone that might need support

2260
01:28:30,320 --> 01:28:32,320
for that?

2261
01:28:32,320 --> 01:28:35,320
TIGMANSHU:

2262
01:28:35,320 --> 01:28:36,320
FOZYA:	 Or is it mainly physical

2263
01:28:36,320 --> 01:28:37,320
disabilities.

2264
01:28:37,320 --> 01:28:39,320
TIGMANSHU:	 We are open - I

2265
01:28:39,320 --> 01:28:40,320
think we work with people with

2266
01:28:40,320 --> 01:28:42,320
disabilities across all

2267
01:28:42,320 --> 01:28:46,320
disability categories, we don't

2268
01:28:46,320 --> 01:28:48,320
necessarily also

2269
01:28:48,320 --> 01:28:49,320
compartmentalise things like

2270
01:28:49,320 --> 01:28:53,320
that because when it comes down

2271
01:28:53,320 --> 01:28:56,320
to providing an inclusive - to

2272
01:28:56,320 --> 01:28:58,320
bring in concepts of inclusion

2273
01:28:58,320 --> 01:28:59,320
and inclusive infrastructure or

2274
01:28:59,320 --> 01:29:02,320
inclusive finance we need to

2275
01:29:02,320 --> 01:29:03,320
think about all these types of -

2276
01:29:03,320 --> 01:29:06,320
all people, everyone, which

2277
01:29:06,320 --> 01:29:11,320
includes sometimes hidden

2278
01:29:11,320 --> 01:29:13,320
disabilities.  If it means in

2279
01:29:13,320 --> 01:29:15,320
terms of a specific project that

2280
01:29:15,320 --> 01:29:17,320
we haven't had officially worked

2281
01:29:17,320 --> 01:29:19,320
on a specific particular project

2282
01:29:19,320 --> 01:29:21,320
that includes people with hidden

2283
01:29:21,320 --> 01:29:22,320
disabilities but we have had

2284
01:29:22,320 --> 01:29:25,320
engagements with them through

2285
01:29:25,320 --> 01:29:27,320
our MSc programme, some MSc

2286
01:29:27,320 --> 01:29:29,320
students have worked with people

2287
01:29:29,320 --> 01:29:32,320
with neurodivergence with some

2288
01:29:32,320 --> 01:29:34,320
hidden disabilities as well that

2289
01:29:34,320 --> 01:29:36,320
are not necessarily the typical

2290
01:29:36,320 --> 01:29:40,320
forms of disabilities that we

2291
01:29:40,320 --> 01:29:42,320
see.

2292
01:29:42,320 --> 01:29:44,320
FOZYA:	 Thank you.  So you are

2293
01:29:44,320 --> 01:29:47,320
open to working with students

2294
01:29:47,320 --> 01:29:48,320
with hidden disabilities.

2295
01:29:48,320 --> 01:29:51,320
TIGMANSHU:	 Absolutely.

2296
01:29:51,320 --> 01:29:53,320
FOZYA:	 I hope that answers your

2297
01:29:53,320 --> 01:29:55,320
question Sandra.  Okay so we've

2298
01:29:55,320 --> 01:29:57,320
got another comment.  It's less

2299
01:29:57,320 --> 01:29:59,320
of a question but more of a

2300
01:29:59,320 --> 01:30:02,320
celebration of some of the

2301
01:30:02,320 --> 01:30:05,320
fantastic information that this

2302
01:30:05,320 --> 01:30:09,320
person has found very useful and

2303
01:30:09,320 --> 01:30:10,320
incredibly interesting so that's

2304
01:30:10,320 --> 01:30:12,320
just a comment.

2305
01:30:12,320 --> 01:30:13,320
TIGMANSHU:	 Thank you, I'm very

2306
01:30:13,320 --> 01:30:14,320
glad it was useful and

2307
01:30:14,320 --> 01:30:26,320
interesting.

2308
01:30:26,320 --> 01:30:34,320
FOZYA:	 Any other questions?

2309
01:30:34,320 --> 01:30:35,320
thank you, we just have

2310
01:30:35,320 --> 01:30:38,320
sometime for questions so if you

2311
01:30:38,320 --> 01:30:39,320
do have any questions about,

2312
01:30:39,320 --> 01:30:41,320
with regards to any of the

2313
01:30:41,320 --> 01:30:44,320
speakers, any of the

2314
01:30:44,320 --> 01:30:47,320
presentations that you have seen

2315
01:30:47,320 --> 01:30:49,320
today, if you are, if you do

2316
01:30:49,320 --> 01:30:51,320
have any questions, feel free to

2317
01:30:51,320 --> 01:30:54,320
ask them using the Q and A

2318
01:30:54,320 --> 01:30:56,320
function.  Even if you have any

2319
01:30:56,320 --> 01:30:58,320
comments you can also put them

2320
01:30:58,320 --> 01:31:00,320
in the Q and A function as well.

2321
01:31:00,320 --> 01:31:04,320



2322
01:31:04,320 --> 01:31:06,320
TIGMANSHU:	 Another question?

2323
01:31:06,320 --> 01:31:09,320
Do we have any PhD students in

2324
01:31:09,320 --> 01:31:11,320
the GDI hub?  Yes definitely we

2325
01:31:11,320 --> 01:31:13,320
have many PhD students working

2326
01:31:13,320 --> 01:31:15,320
on diverse projects in GDI Hub

2327
01:31:15,320 --> 01:31:17,320
which involves data science to

2328
01:31:17,320 --> 01:31:21,320
predict what would be the unmet

2329
01:31:21,320 --> 01:31:24,320
need for wheelchairs in the UK

2330
01:31:24,320 --> 01:31:25,320
in the future, through more

2331
01:31:25,320 --> 01:31:27,320
practical projects where we're

2332
01:31:27,320 --> 01:31:29,320
developing new forms of tactile

2333
01:31:29,320 --> 01:31:30,320
displays which can provide

2334
01:31:30,320 --> 01:31:32,320
three-dimensional figures to

2335
01:31:32,320 --> 01:31:34,320
blind and partially sighted

2336
01:31:34,320 --> 01:31:35,320
people to help them understand

2337
01:31:35,320 --> 01:31:41,320
and visualise these concepts

2338
01:31:41,320 --> 01:31:43,320
better.  So our academics lead,

2339
01:31:43,320 --> 01:31:45,320
3 academics who are basically

2340
01:31:45,320 --> 01:31:46,320
leading on many of the different

2341
01:31:46,320 --> 01:31:47,320
projects and they're more

2342
01:31:47,320 --> 01:31:49,320
associated academics through

2343
01:31:49,320 --> 01:31:56,320
work in this space so we have

2344
01:31:56,320 --> 01:31:57,320
many PhD students in the hub and

2345
01:31:57,320 --> 01:31:59,320
post doctorate researchers as

2346
01:31:59,320 --> 01:32:09,320
well.

2347
01:32:09,320 --> 01:32:15,320
FOZYA:	 Thank you.

2348
01:32:15,320 --> 01:32:18,320
Any more questions anybody? or

2349
01:32:18,320 --> 01:32:29,320
comments?

2350
01:32:29,320 --> 01:32:34,320
Okay we have another question.

2351
01:32:34,320 --> 01:32:38,320
Do the GDI sponsor PhD students

2352
01:32:38,320 --> 01:32:44,320
or their business partners?

2353
01:32:44,320 --> 01:32:46,320
TIGMANSHU:	 If the PhD student

2354
01:32:46,320 --> 01:32:49,320
is working on a project there is

2355
01:32:49,320 --> 01:32:52,320
possibility for funding to

2356
01:32:52,320 --> 01:32:55,320
support the PhD work, that would

2357
01:32:55,320 --> 01:32:57,320
be - that is possible, otherwise

2358
01:32:57,320 --> 01:33:00,320
PhD students could also bring

2359
01:33:00,320 --> 01:33:01,320
their funding or apply for

2360
01:33:01,320 --> 01:33:03,320
scholarships and depending upon

2361
01:33:03,320 --> 01:33:06,320
the project could be supported

2362
01:33:06,320 --> 01:33:25,320
in that way.

2363
01:33:25,320 --> 01:33:30,320
FOZYA:	 Thank you.

2364
01:33:30,320 --> 01:33:33,320
We have another question.  It is

2365
01:33:33,320 --> 01:33:36,320
by Kate.  Kate says I am an MSc

2366
01:33:36,320 --> 01:33:37,320
student at Hull.  We have an

2367
01:33:37,320 --> 01:33:39,320
advisory group of people living

2368
01:33:39,320 --> 01:33:42,320
with dementia and their carers

2369
01:33:42,320 --> 01:33:45,320
families.  Do you have similar

2370
01:33:45,320 --> 01:33:46,320
feeding into any of your

2371
01:33:46,320 --> 01:33:48,320
courses?

2372
01:33:48,320 --> 01:33:50,320
TIGMANSHU:	 Yes, Kate, we also

2373
01:33:50,320 --> 01:33:52,320
have an advisory group of people

2374
01:33:52,320 --> 01:33:56,320
with lived experience of

2375
01:33:56,320 --> 01:33:58,320
disabilities and call it the

2376
01:33:58,320 --> 01:34:01,320
experts bench, and these are

2377
01:34:01,320 --> 01:34:05,320
volunteers who engage with

2378
01:34:05,320 --> 01:34:12,320
students in the student

2379
01:34:12,320 --> 01:34:14,320
projects, and as again they're

2380
01:34:14,320 --> 01:34:15,320
not specific - all people do not

2381
01:34:15,320 --> 01:34:17,320
have a specific disability,

2382
01:34:17,320 --> 01:34:18,320
they're across different

2383
01:34:18,320 --> 01:34:20,320
disabilities and we're working

2384
01:34:20,320 --> 01:34:22,320
closely with them depending on

2385
01:34:22,320 --> 01:34:24,320
the kind of student project.  So

2386
01:34:24,320 --> 01:34:25,320
there are people with visual

2387
01:34:25,320 --> 01:34:31,320
impairments, people who use

2388
01:34:31,320 --> 01:34:33,320
wheelchairs, people who are

2389
01:34:33,320 --> 01:34:36,320
neurodiverse and people who live

2390
01:34:36,320 --> 01:34:40,320
with motor neuro disease in this

2391
01:34:40,320 --> 01:34:51,320
advisory group.

2392
01:34:51,320 --> 01:35:10,320
FOZYA:	 Thank you.

2393
01:35:10,320 --> 01:35:11,320
Okay Sandra you've asked a

2394
01:35:11,320 --> 01:35:13,320
question to as whether the

2395
01:35:13,320 --> 01:35:15,320
recording will be available to

2396
01:35:15,320 --> 01:35:16,320
access after days event?  Yes of

2397
01:35:16,320 --> 01:35:17,320
course the recording will be

2398
01:35:17,320 --> 01:35:19,320
available but it's not going to

2399
01:35:19,320 --> 01:35:21,320
be available straight away it

2400
01:35:21,320 --> 01:35:23,320
would be possibly available

2401
01:35:23,320 --> 01:35:26,320
maybe sometime next week, we

2402
01:35:26,320 --> 01:35:27,320
can't say for sure, but we will

2403
01:35:27,320 --> 01:35:29,320
definitely try our best to

2404
01:35:29,320 --> 01:35:32,320
provide you with a link that

2405
01:35:32,320 --> 01:35:34,320
will take you to the web-site to

2406
01:35:34,320 --> 01:35:42,320
where you can actually access

2407
01:35:42,320 --> 01:35:52,320
the recording.  I've just been

2408
01:35:52,320 --> 01:35:57,320
told within 2 weeks probably.

2409
01:35:57,320 --> 01:36:09,320
Any more questions?

2410
01:36:09,320 --> 01:36:11,320
We've got some comments on

2411
01:36:11,320 --> 01:36:12,320
thank you and thank you for the

2412
01:36:12,320 --> 01:36:14,320
interesting session.

2413
01:36:14,320 --> 01:36:16,320
Okay so I think if we don't

2414
01:36:16,320 --> 01:36:19,320
have any more questions we can

2415
01:36:19,320 --> 01:36:23,320
start to wrap up and I would

2416
01:36:23,320 --> 01:36:24,320
like to take this opportunity to

2417
01:36:24,320 --> 01:36:27,320
really thank you so much for

2418
01:36:27,320 --> 01:36:31,320
your time and your engagement

2419
01:36:31,320 --> 01:36:33,320
and attending this webinar.

2420
01:36:33,320 --> 01:36:35,320
Again I would like to thank

2421
01:36:35,320 --> 01:36:37,320
everyone that's behind the scene

2422
01:36:37,320 --> 01:36:39,320
and also our speakers that have

2423
01:36:39,320 --> 01:36:41,320
been participating in this

2424
01:36:41,320 --> 01:36:43,320
session.  We do hope that you've

2425
01:36:43,320 --> 01:36:46,320
enjoyed the session and that you

2426
01:36:46,320 --> 01:36:48,320
are able to take away some

2427
01:36:48,320 --> 01:36:49,320
information that was useful and

2428
01:36:49,320 --> 01:36:53,320
important to you in the work

2429
01:36:53,320 --> 01:36:54,320
that you do.  We do ask that

2430
01:36:54,320 --> 01:36:56,320
your feedback is really

2431
01:36:56,320 --> 01:36:58,320
important to us so please do

2432
01:36:58,320 --> 01:37:00,320
make sure that you complete for

2433
01:37:00,320 --> 01:37:03,320
the back form that will be sent

2434
01:37:03,320 --> 01:37:05,320
to you.  We do have a QR code on

2435
01:37:05,320 --> 01:37:06,320
the screen right now.  So if you

2436
01:37:06,320 --> 01:37:08,320
would like to provide your

2437
01:37:08,320 --> 01:37:12,320
feedback using that QR code,

2438
01:37:12,320 --> 01:37:15,320
then please do so.  Also I

2439
01:37:15,320 --> 01:37:17,320
believe maybe Eloise might be

2440
01:37:17,320 --> 01:37:20,320
sharing the link in the chat, so

2441
01:37:20,320 --> 01:37:21,320
if we can share the link to the

2442
01:37:21,320 --> 01:37:24,320
feedback form in the chat that

2443
01:37:24,320 --> 01:37:26,320
would be great too.  Yes Eloise

2444
01:37:26,320 --> 01:37:28,320
thank you for that, we've just

2445
01:37:28,320 --> 01:37:31,320
shared the feedback form in the

2446
01:37:31,320 --> 01:37:32,320
chat.  And also we will be also

2447
01:37:32,320 --> 01:37:34,320
emailing this out to everyone,

2448
01:37:34,320 --> 01:37:40,320
but like I said it is important

2449
01:37:40,320 --> 01:37:41,320
that your feedback to us is

2450
01:37:41,320 --> 01:37:42,320
important and we'll be really

2451
01:37:42,320 --> 01:37:44,320
grateful if you can complete

2452
01:37:44,320 --> 01:37:47,320
that.

2453
01:37:47,320 --> 01:37:50,320
So yes I think that is all for

2454
01:37:50,320 --> 01:37:51,320
today and I - again thank you

2455
01:37:51,320 --> 01:37:54,320
very much and I hope you enjoy

2456
01:37:54,320 --> 01:37:57,320
the rest of your Friday and have

2457
01:37:57,320 --> 01:37:58,320
a lovely weekend.  Bye

2458
01:37:58,320 --> 01:38:01,320
everybody.  Thank you very much.