Removing Barriers For Disabled Students - Session Five

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Special Educational Needs and/or disabilities: a training resource for secondary undergraduate Initial Teacher Training courses

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Removing Barriers For Disabled Students - Session Five

  1. 1. Special educational needs and/or disabilities Training toolkit Session 5 Development and diversity Removing barriers for disabled students
  2. 2. Learning outcomes <ul><li>You will understand: </li></ul><ul><li>the historical and educational context of the disability discrimination duties </li></ul><ul><li>the two main duties towards disabled students </li></ul><ul><li>how the SEN and DDA duties work together </li></ul><ul><li>how the reasonable adjustments duty applies in a range of contexts </li></ul>
  3. 3. Learning outcome <ul><li>You will understand how attitudes to disability and to the education of disabled people have changed </li></ul>Activity 1
  4. 4. Learning outcomes <ul><li>You will: </li></ul><ul><li>understand how the SEN and disability duties work together </li></ul><ul><li>understand the two core duties in the DDA </li></ul><ul><li>recognise how the accessibility planning duties and the duty to promote disability equality contribute to equal opportunities for disabled students and other disabled people </li></ul>Activity 2
  5. 5. Three key elements in disability discrimination legislation Auxiliary aids and services Protection from discrimination Physical access Session 5 Removing barriers for disabled students Development and diversity
  6. 6. The three key elements and the school’s duties SEN framework Disability discrimination duties Planning duties Auxiliary aids and services Protection from discrimination Physical access Session 5 Removing barriers for disabled students Development and diversity
  7. 7. <ul><li>Disabled students and potential students </li></ul><ul><li>Every school and every aspect of school life: admissions, education and related services, exclusions </li></ul><ul><li>The ‘responsible body’ for the school </li></ul>Who and what is covered? Protection from discrimination Session 5 Removing barriers for disabled students Development and diversity
  8. 8. Definition of disability in DDA <ul><li>A physical or mental impairment with an adverse effect on the person’s ability to carry out day-to-day activities </li></ul><ul><li>The effect must be: </li></ul><ul><li>substantial </li></ul><ul><li>long term </li></ul>
  9. 9. Two key duties <ul><li>Responsible bodies: </li></ul><ul><li>must not treat disabled students less favourably </li></ul><ul><li>make reasonable adjustments for disabled students </li></ul>Protection from discrimination Session 5 Removing barriers for disabled students Development and diversity
  10. 10. What is less favourable treatment? <ul><li>Less favourable treatment: </li></ul><ul><li>is for a reason related to the student’s disability </li></ul><ul><li>is less favourable than the treatment for others </li></ul><ul><li>cannot be justified </li></ul>
  11. 11. Examples from the DRC Code of Practice <ul><li>Is the less favourable treatment for a reason related to the student’s disability? </li></ul><ul><li>Is it justified? </li></ul>
  12. 12. Possible remedies from SENDISP <ul><li>A declaration </li></ul><ul><li>An order: </li></ul><ul><ul><li>training </li></ul></ul><ul><ul><li>guidance </li></ul></ul><ul><ul><li>review and alter school policies </li></ul></ul><ul><ul><li>additional tuition </li></ul></ul><ul><ul><li>written apology </li></ul></ul><ul><li>No financial compensation </li></ul>
  13. 13. Some of the issues <ul><li>Assumptions about disabled students </li></ul><ul><li>Blanket policies </li></ul><ul><li>Lack of risk assessments </li></ul><ul><li>Administration of medicines </li></ul><ul><li>School trips </li></ul>
  14. 14. Some of the issues (continued…) <ul><li>Isolation from peers </li></ul><ul><li>Punishment for behaviour related to disability </li></ul><ul><li>Bullying </li></ul><ul><li>Access to the curriculum </li></ul><ul><li>Selection arrangements </li></ul>
  15. 15. DDA 2005: duty to promote disability equality <ul><li>General duty to promote disability equality </li></ul><ul><li>Specific duty to publish a disability equality scheme </li></ul><ul><li>Duties cover disabled students, employees and other school users </li></ul><ul><li>Disability equality scheme can incorporate the school’s accessibility plan etc </li></ul>
  16. 16. Learning outcomes <ul><li>You will understand: </li></ul><ul><li>how the reasonable adjustments duty applies in a wide variety of contexts </li></ul><ul><li>that reasonable adjustments are made to overcome particular barriers to participation or learning </li></ul><ul><li>the process for identifying reasonable adjustments </li></ul>Activity 3
  17. 17. Reasonable adjustments <ul><li>Ensure disabled students are at no substantial disadvantage </li></ul><ul><li>Compare with students who are not disabled </li></ul><ul><li>Justification for different treatment </li></ul><ul><li>Anticipatory duty </li></ul>
  18. 18. Identifying barriers and adjustments <ul><li>Identify: </li></ul><ul><li>the reasonable adjustments shown in the film clip </li></ul><ul><li>the barriers that prompted the school to make those adjustments </li></ul>
  19. 19. Session 5 Removing barriers for disabled students Development and diversity
  20. 20. Learning outcome <ul><li>You will be able to identify particular features of schools that enable teachers to make successful reasonable adjustments </li></ul>Activity 4
  21. 21. Reasonable adjustments: key factors <ul><li>Vision and values based on an inclusive ethos </li></ul><ul><li>‘ Can-do’ attitude from all staff </li></ul><ul><li>Proactive approach to identifying barriers and finding practical solutions </li></ul><ul><li>Strong collaborative relationships with students and parents or carers </li></ul><ul><li>Meaningful voice for students </li></ul><ul><li>Positive approach to managing behaviour </li></ul>
  22. 22. Reasonable adjustments: key factors (continued…) <ul><li>Strong leadership from senior management and governors </li></ul><ul><li>Effective staff training and development </li></ul><ul><li>Use of expertise from outside the school </li></ul><ul><li>Building disability into resourcing arrangements </li></ul><ul><li>Sensitive approach to meeting the disability-specific needs of students </li></ul><ul><li>Regular critical review and evaluation </li></ul><ul><li>Availability of role models and positive images of disability </li></ul>
  23. 23. Learning outcomes <ul><li>You will be able to: </li></ul><ul><li>identify barriers to participation and learning in a school you know </li></ul><ul><li>identify reasonable adjustments to overcome those barriers </li></ul><ul><li>understand the process of removing barriers and evaluate the effect or impact of the changes </li></ul>Activity 5
  24. 24. Identifying barriers <ul><li>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. </li></ul>
  25. 25. Comparing findings: barriers <ul><li>Do the barriers you have identified apply to all the different disability groups? </li></ul><ul><li>Are they broadly similar for each group? </li></ul><ul><li>Are the barriers external to or within the student? </li></ul>
  26. 26. Comparing findings: adjustments <ul><li>Have these adjustments only removed barriers from the same ‘wall’ (organisational, attitudinal, physical)? </li></ul><ul><li>Are all the adjustments costly? </li></ul><ul><li>Which barriers are the most difficult to remove? </li></ul><ul><li>What are the key elements in deciding which adjustment to make? </li></ul>
  27. 27. Learning outcomes <ul><li>You will: </li></ul><ul><li>be aware of opportunities in the KS3 citizenship curriculum for students to learn about inclusion and disability </li></ul><ul><li>reflect on your learning in this session </li></ul><ul><li>identify key points of action to consolidate and apply your learning </li></ul>Activity 6
  28. 28. Aspects of KS3 citizenship relevant to inclusion and disability <ul><li>Students should: </li></ul><ul><li>1a be taught the legal and human rights underpinning society </li></ul><ul><li>1c be taught the role of central and local government, the public services they offer and how they are financed </li></ul><ul><li>2a discuss topical moral and social issues </li></ul><ul><li>3a use their imagination to consider the experience of others </li></ul><ul><li>3b take part responsibly in school community-based activities </li></ul>

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