Transcript The Reasonable Adjustment Project

The Reasonable Adjustment
Project
Part of Implementing the Disability Discrimination Act
in Schools and Early Years-May 2006
Disability
Discrimination
Act
SEN Framework
Access Planning
Duty
The reasonable adjustments duty
Who counts as disabled?
A person is disabled if they have a mental or
physical impairment which has a substantial and
long-term adverse effect on their ability to carry
out normal day-to-day activities.
Meaning of:
• substantial
• long-term
• normal day-to-day activities
Admissions, exclusions and ‘education
and associated services.’ This includes:
the curriculum
teaching and learning
classroom organisation
breaks and lunchtimes
school policies
school clubs and activities
homework
assessment and exam arrangements
timetabling
school trips
exclusion procedures
... the whole life of the school
The reasonable adjustments duty:
- is anticipatory
- is owed to all disabled pupils
- affects all policies, procedures and
practices
- involves early discussions with parents and
pupils
- involves early information from the LEA,
health and social services
- is a continuing responsibility
Reasonable adjustments
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Factors
Taking reasonable steps to avoid substantial
detriment to a disabled pupil such as:• Time and effort expended
• Inconvenience, indignity or discomfort
• Loss of opportunity or diminished
progress.
Reasonable adjustments,
factors that may be taken into account:
- standards
- resources
- costs
- practicability
- SEN provision
- health and safety
- interests of other pupils
The reasonable adjustments duty
does not require schools to:
• provide auxiliary aids or services
• remove or alter physical features
RAP- Reasonable Adjustment
Project?
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Received nearly 400 nominations
Visited 41 schools for filming
Gained many examples of reasonable adjustments
Currently writing training manual
3x1.5 Hour DVDs and Manual and CD Rom
Part of Implementing Disability Discrimination Act in
Schools , DfES
• Published Free to Schools April 2006
What is on DVD 1?
• DVD 1: Essential viewing and other
topics
• Essential Viewing, an introduction to the
materials (25)
• Breaks, Lunchtimes and Clubs (10:30)
• Educational Visits (16)
• Behaviour for Learning (26)
• Meeting Personal Care and Medical
Needs (22)
What is on DVD 2?
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DVD 2: Foundation stage and primary education
Foundation Stage in maintained schools (19)
Primary School Stories:
Primary School Stories Introduction (1:30)
Goostrey Community Primary School (8:30)
Billesley Primary School (7:30)
Batheaston Primary School (8)
Primary Education:
Primary Education Introduction (4)
Curriculum and Planning (22)
Teaching and Learning (17:30)
Deployment of Staff and Resources (22)
Ethos and Whole School Development (23)
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DVD 3: Secondary education
Secondary school stories:
Secondary School Stories Introduction (1)
Langdon School (11)
North Leamington Community School and Arts College
(16)
Secondary Education:
Secondary Education Introduction (4)
Curriculum and Planning (22)
Teaching and Learning (21)
Deployment of Staff and Resources (22:30)
Ethos and Whole School Development (21:30)
Key factors
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vision and values based on an inclusive ethos
a ‘can do’ attitude from all staff
a pro-active approach to identifying barriers and
finding practical solutions
strong collaborative relationships with pupils
and parents
a meaningful voice for pupils
a positive approach to managing behaviour
… continued
Key factors … continued
• strong leadership by senior management and
governors
• effective staff training and development
• the use of expertise from outside the school
• building disability into resourcing arrangements
• a sensitive approach to meeting the impairment
specific needs of pupils
• regular critical review and evaluation
• the availability of role models and positive
images of disability
Activity Essential Viewing
Jake Sports Day
• On the pro-forma
provided identify the
reasonable
adjustments and the
barriers.
• Each clip in essential
viewing there are a
number of barriers
being addressed such
as in the first clip.
Barriers
Reasonable
Adjustment
Not knowing
what to do
Planning with
pupil, parent and
outside
agencies
DfES CD-Rom
Can’t access
activities
Parallel
activities
Fear of risk
Risk Assess
Support of TA
Activties cause
fatigue
Re-order
activities
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Reasonable adjustments in the classroomchecklist
Pre Planning Information
What preparations have you made?
Are lesson planned to support all learners?
Are you using different teaching styles?
Are prepared materials accessible?
Have you thought about self presentation?
How will you use support staff?
How have you organised the classroom?
How will you group pupils in the lesson?
How will you deal with unexpected incidents?
How will you ensure all pupils feel equally valued?
How will you assess outcomes for all learners?
Making Reasonable Adjustments
for disabled pupils
• Sent out 9000 schools. Received nearly 400
nominations
• 54 LEA’s nominated schools
• Chose a mix of schools
• Visited 41 schools for filming-3DVDs & CD Rom
• Gained many examples of reasonable adjustments
• Now available 1 free copy per school. You have to
send & for it. Implementing the Disability Discrimination
Act in Schools and Early Years
• Ref 0160-2006DOC-EN Tel. 084560 222 60
• Online www.teachernet.gov.uk/publications