Transcript Special educational needs and/or disabilities Training toolkit Development and diversity Removing barriers for disabled students Session 5

Special educational
needs and/or disabilities
Training toolkit
Development and diversity
Removing barriers
for disabled students
Session 5
Learning outcomes
You will understand:
− the historical and educational context of the disability
discrimination duties
− the two main duties towards disabled students
− how the SEN and DDA duties work together
− how the reasonable adjustments duty applies in a
range of contexts
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Activity 1
Learning outcome
You will understand how attitudes to disability and to
the education of disabled people have changed
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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
− recognise how the accessibility planning duties and
the duty to promote disability equality contribute to
equal opportunities for disabled students and other
disabled people
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Three key elements in disability
discrimination legislation
Auxiliary aids
and services
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Protection from
discrimination
Physical access
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The three key elements and the
school’s duties
Disability
discrimination
duties
SEN framework
Auxiliary aids
and services
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Planning duties
Protection from Physical access
discrimination
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Who and what is covered?
Protection from
discrimination
− Disabled students and potential students
− Every school and every aspect of school life: admissions,
education and related 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
− long term
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Two key duties
Protection from
discrimination
Responsible bodies:
− must not treat disabled students less favourably
− make reasonable adjustments for disabled students
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What is less favourable treatment?
Less favourable treatment:
− is for a reason related to the student’s disability
− is less favourable than the treatment for others
− 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 student’s disability?
Is it justified?
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Possible remedies from SENDISP
− A declaration
− An order:
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training
guidance
review and alter school policies
additional tuition
written apology
− No financial compensation
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Some of the issues
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Assumptions about disabled students
Blanket policies
Lack of risk assessments
Administration of medicines
School trips
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Some of the issues (continued…)
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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 students, employees and other
school users
− Disability equality scheme can incorporate the school’s
accessibility plan etc
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Activity 3
Learning outcomes
You will understand:
− how the reasonable adjustments duty applies in a wide
variety of contexts
− that reasonable adjustments are made to overcome
particular barriers to participation or learning
− the process for identifying reasonable adjustments
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Reasonable adjustments
− Ensure disabled students are at no substantial
disadvantage
− Compare with students who are not disabled
− Justification for different treatment
− Anticipatory duty
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Identifying barriers and
adjustments
Identify:
− the reasonable adjustments shown in the film clip
− the barriers that prompted the school to make
those adjustments
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Activity 4
Learning outcome
You will be able to 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 students and
parents or carers
− Meaningful voice for students
− Positive approach to managing behaviour
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Reasonable adjustments:
key factors (continued…)
− Strong leadership from 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 students
− Regular critical review and evaluation
− Availability of role models and positive images
of disability
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Activity 5
Learning outcomes
You will be able to:
− identify barriers to participation and learning
in a school you know
− identify reasonable adjustments to overcome
those barriers
− understand the process of removing barriers and
evaluate the effect or impact of the changes
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Identifying barriers
Write down one − and only one − barrier to participation
or learning for your fictional student (not the solution).
Write clearly and in large print on a piece of card.
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Comparing findings: barriers
Do the barriers you have identified apply to all the
different disability groups?
Are they broadly similar for each group?
Are the barriers external to or within the student?
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Comparing findings: adjustments
− Have these adjustments only removed barriers from
the same ‘wall’ (organisational, attitudinal, physical)?
− Are all the adjustments costly?
− Which barriers are the most difficult to remove?
− What are the key elements in deciding which
adjustment to make?
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Activity 6
Learning outcomes
You will:
− be aware of opportunities in the KS3 citizenship
curriculum for students to learn about inclusion
and disability
− reflect on your learning in this session
− identify key points of action to consolidate and apply
your learning
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Aspects of KS3 citizenship relevant
to inclusion and disability
Students should:
1a be taught the legal and human rights
underpinning society
1c be taught the role of central and local government,
the public services they offer and how they
are financed
2a discuss topical moral and social issues
3a use their imagination to consider the experience
of others
3b take part responsibly in school community-based
activities
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