Transcript Slide 1

NNATPIP Annual Conference
Policy and Research Update :
Where are we with developing
disability equality?
Richard Rieser
www.worldofinclusion.com
Who are disabled people?
• Disability Discrimination Act Definition of
disability
• 1. “A person has a disability if he has a
physical or mental impairment which has a
substantial and long-term adverse effect on
his ability to carry out normal day-to-day
activities.” - Part 1, Para. 1.1.
• For the purposes of definition, ignore the
effects of medical or other treatments or aids
and appliances.
PLASC Data England 2008 by type of school & impairment
Primary
Sec.
Special Total
SpLD
33,210
43,020
850
MLD
85,000
66,620
20,340 171,960
SLD
5,390
2,730
21,010 29,130
PMLD
1,270
350
7,440
BESD
58,150
77,659
13,240 149,040
Sp.LCom.
74,570
17,500
3,860
95,920
VI/HI/MS 11.060
9,550
2,670
25,950
PD
12,420
8,570
4,430
25,470
ASD
19,410
13,690
14,200 47,300
other
12,090
14,270
650
Total
312.7k 254k
77,090
9,060
22,000
86.9k 655.5.
School Action
365,130
18.4% of all
secondary
pupils
485,260
primary pupils
19.2%
+
Those with
Medical
Needs- e.g.
Diabetes,
Asthma, Allergy
+
Those with
Mental Health
Issues e.g.
Depression
Eating
Disorders
Self- Harmers
Single
Equalities
Bill
2009
Part 5A:
Disability
equality
scheme
Disability
Part 2:
employment
Equality
Part 3:
services
Duty
Part 4:
education
Part 1: definition of disability
Disability Amendment Act 2005
Duty to Promote Disability Equality
When carrying out their functions public authorities must
have due regard to the need to:
Promote positive attitudes
towards disabled persons
Promote equality
of opportunity
Encourage participation by
disabled persons in public life
Eliminate disability
related harassment
Eliminate unlawful
discrimination
The use of positive discrimination if necessary
Every state school needs a Disability Equality Scheme to show how
implementing this duty. Secondary from Dec 06 Primary Dec 07
Guiding Principles Disability
Equality Duty
1. Proportionality- balance other needs
and factors
2. Effectiveness-it works
3. Involvement- local disabled people, staff
and service users
4. Transparency- process can and
expenditure be easily tracked
5. Social Model of Disability thinking to
ethos and all policies , practices and
procedures…
Disability Equality Scheme
• How the school will implement General Duty?
• Engagement with disabled people in production, setting targets
and monitoring of the scheme.
• How it meets with the strategic priorities of the school. ?
• How the school will collect and analyse data e.g.:
- achievement of disabled pupils,
- exclusions,
- staff recruitment and promotion?
• Impact assess the policies, practices and procedures on disabled
people.
• Identify key outcomes put in Action Plan
• Revisited yearly
• Revised every three years- Secondary Autumn2009.
• Must be displayed on Local Authority website (Lamb April 2009)
What has been happening with
school DESs ?
• MENCAP study 40 schools from 9 LAs only 7 provide a scheme
or draft on request and only 1 met legal requirement and 1 on
website.
• DEE carried out research for Secretary of States Report.
Analysed 50 primary and 26 secondary schemes against legal
requirements. None met all legal requirements but 3 primary
and 1 secondary were reasonable. Most had been copied
from templates
Analysis of 50
Primary
Disability
Equality
Schemes against
Evaluation Tool.
A score of 50
would mean the
school was
fulfilling its
statutory
obligations.
Key points from analysis of schemes
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Most schemes were inadequate
Process is more important than a finished scheme
Engagement of disabled children and adults is the key
Systematic approach to impact assessment led by SMT
Most schemes in ‘silo’ rather than connecting to other
policies and procedures
Position of disabled staff too often not taken into
account
Few schools analysed data
Schools had difficulties with engaging
Procurement was not included in the main
Few linked to capital budget and Building Schools for
Future
Few used a ‘Social Model’ approach to disability
Existing Duties
• The school duties are laid out in a Code of Practice
for Schools
www.equaalityhumanrights.com/en/publications
andresources/disability/pages/education.aspx
• Makes it unlawful to discriminate against disabled
pupils and prospective pupils in admissions, in
education and associated services and in
exclusions;
• Duty not to treat less favourably
• Reasonable Adjustment Duty
• Requirement on schools to develop an access plan
• SEN and Disability Tribunal, order apologies and
make orders (but not impose fines).
Eliminating Unlawful Discrimination
• Report did not ask enough about the Reasonable
Adjustment Duty. Too many schools are in breach
of the Duty.
• SENDIST has found against schools on:• assumptions about disabled pupils
• risk assessments
• administration of medicines
• school trips
• behaviour related to disability
• bullying and isolation from peers
• access to the curriculum
• admissions
Duty to
Promote
Disability
Equality
1.General Duty to anticipate in
making Reasonable
Adjustments to Policies,
Practices and Procedures
2.Factors to be
taken into
account
3.Detriment of
disabled pupil
4. Reasonable Adjustments
for individual disabled pupil.
Reasonable Adjustments for Behaviour
Difficulties
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Differentiated Behaviour Policy
Positive Behaviour Policy
Pupil Involvement in Developing the Policy
Where pupil may be disabled extra loop in
policy
Early Intervention
Peer Support
Involvement CAMHS
Whole school and consistent approach
School Trips
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•
•
•
•
School Policy- all entitled to go attend the trip
Pre-visits by staff to check Access
If not OK consider changing venue
Check Transportation to Trip
Exclusion from trip should not be used as a
punishment
• Provide the right support
• Plan well ahead.
Risk Assessment
• Identifying Risks is only first step.
• Under Reasonable Adjustment Duty must then
see what reasonable adjustments can be made
• Cannot have blanket policies
• Each disabled person must be examined in the
particular circumstances of the particular
situation.
• E.g. Manual lifting and fire evacuation of
ambulant impaired.
Disabled Children and Bullying
• Twice as likely as non-disabled children to be bulliedChildren’s Commissioner Dec 2006
• 82% of children and young people with learning
difficulty in UK are bullied-this is 280,000 children.
MENCAP-Don’t Stick It Stop It 2007
• Disabled Children are 9 times more likely to be
excluded than non disabled children DfES 2004
• 62% of disabled pupils had been bullied, 19% daily or
weekly and 38% at least once per month.
DEE in work for DCSF in July 2008
• 70% of disabled pupils claim to have experienced
bullying at school. DCSF Sec States Report Dec 2008
Elimination of Disability Related
Harassment
• The SoS Report says over 70% disabled young people
report bullying compared to 30% of non-disabled.
• [http://209.85.229.132/search?q=cache:thWyY3ryzcJ:www.dius.gov.uk/publications/documents/Corp
orate/Equality%2520and%2520Diversity/D]
• Bullying is, and is perceived to be, a significant barrier
for disabled children and young people. DCSF guidance
on reducing and responding to bullying of disabled
children, published in 2008, has been widely
welcomed.
• [http://www.teachernet.gov.uk/_doc/12626/7655dcfs-anti-bullying.pd]
Bullying and Disability What needs to
be done!
• Create a school culture that does not accept bullyingRespect
• Monitor and record all incidents.
• Develop an understanding of oppression and its impact
historically.
• Develop an understanding of what disabilist bullying
leads to.
• If an incident occurs stop the lesson to discuss it
• Fully involve pupils-peer mediators, bully busters, Form
and Year Councils
• Staff to model the behaviour they expect
• Share what you are doing with local community and
parents.
123 Disabled Pupils answered
Individual Questionnaire in July
2008
10 Locations including pupils
from
5 special schools
5 primary schools ,
2 secondary academies and
14 secondary comprehensive
schools.
•Have you ever experienced bullying
•at school Yes 64.5%
No 35.5%
If Yes, how often?
•Every day
19.5%
•More than once a week > 18%
•More than once a month>
•More than once a year > 18%
•Hardly ever
>
Variability over 10 locations
Range
Every Day
0% to 50%
More than monthly
0% to 38%
Less Frequently
0% to 50%
Hate Crimes against disabled people are more common than you think! 20
people killed in the last 2 years. 47% disabled people report harassment in
the streets.
Kevin Davies
who had
epilepsy was
kept in a shed
for four months
until he died/
Wigan
Craig Robbins
had learning
difficulty and
was viciously
attacked leading
to brain damage
by three peopleWales
Raymond Atherton a
man with learning
difficulties repeatedly
attacked and
eventually killed by 2
teenagers after
months of torture .
Warrington
Rikki Judkins
with Learning
Difficulties
beated to death
by two
teenagers when
visiting
Lancaster
The dominant view is the
Medical Model.
CHILD DEVELOPMENT TEAM
SPECIALISTS
SOCIAL WORKERS
DOCTORS
SURGEONS
GPs
SPECIAL TRANSPOR
SPEECH
THERAPISTS
OCCUPATIONAL
THERAPISTS
BENEFITS AGENCY
EDUCATIONAL
PSYCHOLOGISTS
SPECIAL SCHOOLS
SHELTERED
WORKSHOPS
TRAINING CENTRES
DISABLED PEOPLE AS PASSIVE RECEIVERS OF SERVICES AIMED AT
CURE OR MANAGEMENT
The Social Model of disablement
focuses on the barriers
INACCESSIBLE
ENVIRONMENT
LACK OF USEFUL
EDUCATION
DISCRIMINATION IN
EMPLOYMENT
SEGREGATED
SERVICES
DE-VALUING
PREJUDICE
INACCESIBLE
TRANSPORT
POVERTY
‘BELIEF’ IN THE
MEDICAL MODEL
INACCESSIBLE
INFORMATION
DISABLED PEOPLE AS ACTIVE FIGHTERS FOR EQUALITY
WORKING IN PARTNERSHIP WITH ALLIES.
Medical and Social Model Thinking applied to education[1]
[1]
Adapted from Micheline Mason 1994, Altogether Better, Comic Relief & R. Rieser 2000
MEDICAL MODEL THINKING
SOCIAL MODEL THINKING
Child is faulty
Child is Valued
Diagnosis
Strengths and Needs defined
by self and others
Labelling
Identify Barriers and
develop solutions
Impairment becomes Focus of Outcome based programme
attention
designed
Assessment, monitoring,
Resources are made available
to Ordinary services
programmes of therapy
imposed
Segregation and alternative
Training for Parents and
services
Professionals
Ordinary needs put on hold
Relationships nurtured
Re-entry if normal enough or
Permanent Exclusion
Diversity Welcomed Child is
Included
Society remains unchanged
Society Evolves
An analysis was carried out that allocated the barriers identified by the
disabled young people to one of seven themes, as shown above.
182 barriers were identified by the participants these were
grouped in descending order.
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
Factors that support the development of good inclusive practice
•
•
•
•
•
•
•
•
•
•
•
•
•
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
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
Promote positive attitudes
towards disabled persons
• Recommendation to QCA to bring social model
and disability into the curriculum and consider
having a disability week. Start yourselves now
• Recent study from the Children’s Society show
while covered in PHSE/Citizenship quite widely
not in all curriculum areas.
• All School staff need Disability Equality Training
and pupils assemblies delivered by disabled
people.
Promoting Positive Attitudes to Disabled
People
• Make sure disability is covered in a positive way in all parts of
the curriculum. e.g. Art, History, Geography, Science
• Gather examples from national press and media –use in
displays
• Relate to TV –Pete on Big Brother-Tourettes
• Alison Lapper Trafalgar Square
• Help pupils critiques stereotypes English
• Use a social model approach-identify barriers
• Examine ethical issues from a human rights perspective
• Ensure hidden curriculum is disability friendly
• Challenge disabilism
• Develop strong self esteem in disabled pupils
• Examine ideas of Universal Design in ICT and D&T
Gradients-What is the right angle for as wheelchair?
Too steep-dangerous
Too gentle-tiring
Answer -Between 1 in 20 and 1 in 12
KS 2 English Attainment by Impairment Group and amount support 2007*
School
Action
Plus
Pupils
With Stat
ement
Impairment
%Level 2
or below
%Level 4
or above
Pupils
Eligible
%Level 2 or %Level 4
below
or above
Pupils
Eligible
Specific LD
23
33
8,331
58
15
1,103
MLD
34
20
14,547
82
5
3,935
SLD
56
12
439
94
1
2,099
PMLD
52
24
21
97
1
567
BESD
16
50
8,703
42
29
2,785
SL Comm D
27
31
3,597
55
19
2,335
HI
10
64
547
43
33
509
VI
8
67
312
27
53
316
MSD
19
53
32
65
26
43
PD
12
62
653
44
35
1,176
ASD
13
65
940
52
30
2,852
Other
22
39
1,662
52
24
238
Sch. Action
8
52
78,053
-
-
-
No SEN
1
92
431,606
-
-
-
* Maintained schools only. Source DCSF 2008 Attainment Table 73
KS 4 Attainment by Impairment Group and amount support 2007*
School
Action
Plus
Pupils
With Stat
Impairment
5+A*-C
5+A*-C
+E & M
Any Pass
5+A*-C
5+A*-C +E Any Pass
&M
Specific LD
23.3
10.4
95.9
13.9
3.9
93.7
MLD
8.0
2.0
91.3
1.9
0.4
91.6
SLD
7.1
x
88.2
0.7
x
29.7
PMLD
x
x
x
0.0
0.0
11.4
BESD
13.7
7.4
85.4
5.1
2.5
80.8
SL Com D
22.7
10.8
96.4
14.2
5.4
95.5
HI
49.3
35.4
98.2
28.2
16.2
97.4
VI
47.7
31.5
97.2
46.7
31.9
95.5
MSD
x
x
88.2
x
x
77.8
PD
42.7
28.6
95.4
26
15.9
88.0
ASD
41.7
27.8
96.4
22
13.1
87.7
Other
25.1
15.0
91.3
14.3
7.9
91.4
No SEN
68.7
53.9
99.1
*Maintained schools only. Source DCSF 2008 Attainment Table 74
ement
Getting the
views of
disabled
pupils
including nonverbal pupils.
1.The School Building
2. Playtime
3. School Dinners
4. Assemblies
5.School Trips
6. PE and Games
7. Lessons
8.Teachers
9.Teaching Assistants
10.Other Children
11.Lessons
12. School Council
13. School Clubs
14. Corridors
As a disabled person what do you think of....
Area of the
school
The School
Building
Excellent
Good
Not so Good
Bad
25%
40%
10%
25%
Playtime
School
Dinners
Assemblies
33%
39%
16%
12%
17 %
17%
24.%
31%
15 %
15%
44%
37%
School Trips
47%
21%
9%
23%
PE and Games
Lessons
29%
24%
43%
36%
12%
8 %
16%
32%
Teachers
19%
46%
5%
30 %
Teaching Ass.
40%
39%
7%
14%
Other Children
22%
28%
18%
32%
School Council
School Clubs
Corridors
37%
25%
8%
5%
25%
15%
29%
26%
17%
29%
24%
60%
New Developments
• Achievement for All pilots £32m-bottom 25%
• OFSTED from September equality and the progress of
disabled /SEN children will be a limiting Grade
• Aiming High Disabled Children every LA money for
short term breaks. How used?
• All Schools SEN policies and DES with Accessibility
included published on website
• National Strategies to monitor and publish reports.
• SEF be explicit SEN& Disability
• All SIP in mainstream receive training SEN/Disability
• Communication and engagement with parents
Extending Inclusion Access for disabled children and
young people to extended schools and children’s
centres: a development manual CDC 2008
Barriers Identified
• Consulted with range of parents and
disabled young people in 2005/2006
• Lack of information to parents
• Lack of appropriate staff training
• Lack of flexibility in transport
• Attitudes
• Funding-partly now addressed by Aiming High for Disabled
Children
• Physical barriers – competing impairment needs, clutter, parking
• http://publications.teachernet.gov.uk/eOrderingDownload/CDC00186-2008.pdf
Extending Inclusion :Solutions
• Information about what provided, safety, who to contact and images of
provision
Tinsley Children’s Centre in Sheffield
includes a number of disabled children
with a range of impairments and medical
conditions. The Centre uses a discussion
of risk assessments around children’s
medical conditions to both engage and
re-assure parents about the ability of the
Centre to provide for their child. One
parent, who was originally very reluctant
to leave her child and thought she would
have to give up work, is now leaving her
child at the Centre.
Extending Inclusion :Solutions
Welcoming Attitude and Ethos
Broomhall Nursery School and Children’s
Centre in Sheffield promotes a positive
welcome for all children and an ethos
that says ‘can do.’ Staff have developed
skills in making reasonable adjustments
for children with autistic spectrum
disorders (ASD), attention deficit
hyperactive disorder (ADHD), hearing and
other impairments. Links with the
Footsteps early intervention ASD team,
the Portage team and the hearing
impairment team have been crucial to
the development of staff skills, but the
starting point is the Centre’s commitment
to welcoming all children.
Recognising that more detailed planning
is needed to achieve inclusion, summer
scheme provision and term-time clubs in
Bradford have specifically targeted
disabled children and children with
complex health needs. Schemes work
closely with care, education and health
services to establish safe protocols that
promote the child’s engagement on
activities. Parents are involved so that the
protocols reflect their preferences. The
summer schemes were developed in
response to parental demand and places
have increased
Extending Inclusion :Solutions
Torbay has developed
‘holiday buddy scheme’. This
brings together children aged
5 –12 attending the local
mainstream playschemes
with children attending the
‘special needs playscheme,’ in
preparation for all the
children attending the same
playschemes.
Extending Inclusion Staffing
A mother told us that her son has an
autistic spectrum disorder. He travels from
a special school to after school provision
at a mainstream school near his home.
The after school provision has an
additional member of staff to support a
number of disabled children who attend
the provision. On arrival, the boy is
greeted by the member of staff, who
stays with him until he has settled in and
is clear about the activities available that
evening. The member of staff then
gradually steps back as the boy joins in his
chosen activity.
Extended day provision, run by a voluntary
organisation, has enhanced staffing to
reflect the high number of disabled pupils
who attend. Many children who attend
do need individual support at times
during the session, some need it
throughout. The provision operates a key
worker system, but this does not mean
that it is the key worker who spends the
session with a particular child. This
approach means that all staff work with
all children and, in the event of staff
absence, there is no question about the
attendance of an individual child.
Extending Inclusion: Training, staff development and support
There are layers of skill and expertise that
contribute to the inclusion of disabled
children. There are:
■ skills that staff draw on all the time, for
example: observation, behaviour
management, inclusive play, working with
parents. These are skills that staff draw on
in their work with all children, but more so
for disabled children;
■ more specific skills that some staff need
and draw on from time to time, for
example: alternative methods of
communication, moving and handling;
■ individual techniques for use with
particular children, for example: the
administration of a particular medicine, a
particular method of communication or a
particular feeding technique.
Brighton Voluntary Organisation ‘extratime’ runs
extended day provision and trains all its staff in
some core areas, including: child protection; lifting
and handling; a range of aspects of inclusive play:
planning, observation, team work, disability
awareness; general approaches to behaviour
management; communication methods; working
with parents and carers; key working. More detailed
training is then provided on particular aspects.
Depending on the children and young people
attending the provision, this might be in the
administration of particular medication,
the use of particular communication methods, a
particular approach to preventing or managing
challenging behaviour.
Solutions Transport & Finance
The London Borough of Tower Hamlets runs an awardwinning independent travel training scheme for children
with special educational needs. Individual programmes are
devised and, after training, many children are able to travel
to school independently either by walking or by using
public transport. In two years the scheme has trained over
100 children.
St Chads is commissioned to provide before- and after
school care in Gateshead. These services are fully inclusive
and disabled children with a range of needs use them. One
service offered is a walking bus from the centre to local
primary schools at the start and end of the school day.
Enfield considers that there is no one single solution to the
transport challenge. It has set up a ‘Transport Solutions
Group’ to identify a range of transport solutions for young
disabled people A pilot project will provide young people
with transport to a choice of activities, including a trip to
Covent Garden, a shopping trip, going to a football match
and a trip to the cinema.
•
2008-11- £265 million extended
schools subsidy scheme, to ensure that
children from disadvantaged families
can access the full range of extended
services. Within this group there are
many disabled children.
• 2008-11- 4 billion Children’s Centres
• 2008-9 -£5.1 billion SEN in schools
• Several authorities are holding a small
part of their funding for extended
services in order to provide targeted help
for inclusion. In some authorities this
money is used to fund special toys or
equipment and human resources. In one
authority 72% of this inclusion money is
allocated to the 1:1 support for
individual children. In another, the entire
‘inclusion budget’ is allocated to
individual support.