Transcript Session 3 - University of St Mark & St John

Development and diversity
Removing barriers
for disabled pupils
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Learning outcomes
You will understand:
 the historical and educational context of the
disability discrimination duties
 how the SEN and DDA duties towards disabled
pupils work together, and
 how the reasonable adjustments duty applies
in a range of contexts.
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Activity 1
Learning outcome
You will understand changes in attitudes to disability
and to the education of disabled people.
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Activity 2
Learning outcomes
You will:
 understand how the SEN and disability duties
work together
 understand the two core duties in the DDA, and
 recognise how the accessibility planning duties
and the duty to promote disability equality work
for disabled pupils and other disabled people.
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Three key elements in disability
discrimination legislation
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The three key elements and the
school’s duties
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Who and what is covered?
 Disabled pupils and potential pupils
 Every school and every aspect of school life: admissions,
education and associated services, exclusions
 The ‘responsible body’ for the school.
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Definition of disability in DDA
A physical or mental impairment with an adverse effect
on the person’s ability to carry out day-to-day activities.
The effect must be:
 substantial, and
 long-term.
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Two key duties
Responsible bodies must:
 not treat disabled pupils less favourably, and
 make reasonable adjustments for disabled pupils.
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Definition: less favourable treatment
Disability discrimination is:
 for a reason related to the pupil’s disability
 less favourable treatment than others, and
 when it cannot be justified.
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Examples from the DRC code of
practice
Is the less favourable treatment for a reason related
to the pupil’s disability?
Is it justified?
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Remedy
 A declaration
 An order:

training

guidance

review, alteration of school policies

additional tuition

written apology
 No financial compensation.
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Some of the issues
 Assumptions about disabled pupils
 Blanket policies
 Lack of risk assessments
 Administration of medicines
 School trips.
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Some of the issues (continued…)
 Isolation from peers, punishment for behaviour
related to disability
 Bullying
 Access to the curriculum
 Selection arrangements.
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DDA 2005: duty to promote
disability equality
 General duty to promote disability equality
 Specific duty to publish a disability equality scheme
 Duties cover disabled pupils, employees and other
school users
 Disability equality scheme can incorporate existing
plans, including the school’s accessibility plan.
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Activity 3
Learning outcomes
You will understand:
 how widely the reasonable adjustments duty applies
 that reasonable adjustments are made to overcome
particular barriers to learning and/or participation, and
 the process by which reasonable adjustments may
be identified.
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Reasonable adjustments
 To ensure no substantial disadvantage
 Comparison with pupils who are not disabled
 Justification
 Anticipatory duty.
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Examples from the code of practice
What reasonable adjustments might be made?
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Identifying barriers and adjustments
Identify:
 the reasonable adjustments shown in the film
clips, and
 the barriers that prompted the schools to make
those adjustments.
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Jake’s sports day
Barrier
Reasonable adjustment
Not knowing what to do
Planning with pupil, parents,
other agencies, DfES CD-ROM
Can’t access activity
Parallel activities
Fear of risk
Risk assessment
Support of TA
Activities cause fatigue
Re-order activities
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Activity 4
Learning outcome
You will identify particular features of schools
that enable teachers to make successful
reasonable adjustments.
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Reasonable adjustments:
key factors
 Vision and values based on an inclusive ethos
 ‘Can do’ attitude from all staff
 Proactive approach to identifying barriers and
finding practical solutions
 Strong collaborative relationships with pupils
and parents/carers
 Meaningful voice for pupils
 Positive approach to managing behaviour.
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Reasonable adjustments:
key factors (continued…)
 Strong leadership by senior management and governors
 Effective staff training and development
 Use of expertise from outside the school
 Building disability into resourcing arrangements
 Sensitive approach to meeting the disability-specific
needs of pupils
 Regular critical review and evaluation
 Availability of role models and positive images
of disability.
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Activity 5
Learning outcomes
You will:
 identify barriers to participation and achievement
in a school you know
 identify reasonable adjustments to overcome
those barriers, and
 understand the process of removing barriers and
evaluate the effect/impact.
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Identifying barriers
Write one barrier (not the solution), clearly and in large
print, on a piece of card.
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Comparing findings: barriers
 Do the barriers you have identified cut across
the different disability groups?
 Are they broadly similar for each group?
 Are the barriers external to/within the pupil?
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Comparing findings: adjustments
 Are barriers only removed by adjustments from the
same ‘wall’ (organisational, attitudinal, physical)?
 Are all adjustments costly?
 Which barriers are the most difficult to overcome?
 What are the key elements in deciding which
adjustment to make?
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Activity 6
Learning outcomes
You will:
 reflect on your learning in this session, and
 identify key points of action for you to consolidate
and apply your learning.
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