1 Click to edit Master title style Removing barriers for disabled pupils Development and diversity

2 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.

3 Activity 1 Learning outcome You will understand changes in attitudes to disability and to the education of disabled people.

4 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.

Three key elements in disability discrimination legislation 5

The three key elements and the school’s duties 6

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. 7

8 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.

Two key duties Responsible bodies must: not treat disabled pupils less favourably, and make reasonable adjustments for disabled pupils. 9

10 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.

11 Examples from the DRC code of practice Is the less favourable treatment for a reason related to the pupil’s disability? Is it justified?

12 Remedy A declaration An order:  training  guidance  review, alteration of school policies  additional tuition  written apology No financial compensation.

Some of the issues Assumptions about disabled pupils Blanket policies Lack of risk assessments Administration of medicines School trips. 13

Some of the issues (continued…) Isolation from peers, punishment for behaviour related to disability Bullying Access to the curriculum Selection arrangements. 14

15 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.

16 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.

17 Reasonable adjustments To ensure no substantial disadvantage Comparison with pupils who are not disabled Justification Anticipatory duty.

18 Examples from the code of practice What reasonable adjustments might be made?

19 Identifying barriers and adjustments Identify: the reasonable adjustments shown in the film clips, and the barriers that prompted the schools to make those adjustments.

20 Jake’s sports day BarrierReasonable adjustment Planning with pupil, parents, other agencies, DfES CD-ROM Parallel activities Risk assessment Support of TA Re-order activities Not knowing what to do Can’t access activity Fear of risk Activities cause fatigue

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22 Activity 4 Learning outcome You will identify particular features of schools that enable teachers to make successful reasonable adjustments.

23 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.

24 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.

25 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.

26 Identifying barriers Write one barrier (not the solution), clearly and in large print, on a piece of card.

27 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?

28 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?

29 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.