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Click to edit Master title style
Removing barriers for disabled pupils
Development and diversity
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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
Planning with pupil, parents, other agencies, DfES CD-ROM
Parallel activities
Risk assessmentSupport of TA
Re-order activities
Not knowing what to do
Can’t access activity
Fear of risk
Activities cause fatigue
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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.