Disability Equality Scheme (DES)Disability Equality Scheme (DES)

The following presentation has been adapted from the training for

Leicestershire Schools. We suggest the SENCo, a member of the

SMT and a governor work through this with the Model Disability Equality Scheme.

You will need to set aside about 1 day.

How the powerpoint is organisedHow the powerpoint is organised

The powerpoint is organised in four sections

• Section A: background information• Section B: the disability equality scheme• Section C: planning staff training and • Section D: examples of good practice.

You might wish to look at some of the examples of good practice as you go along, as they will give you ideas of things to include in your action plan.

Other useful information Other useful information

It might be wise to collect this information together before you start working.

1. The folder: Implementing the Disability Discrimination Act in schools and early years settings (ref: 0160-2006DOC-EN), one available per school from DfES publications.

2. Schools and the Disability Equality Duty in England and Wales, Guidance for Governors, Headteachers, teaching and support staff working in schools in England and Wales. (Downloadable from the DRC website – www.drc-gb.org)

3. Examples of good practice (don’t restrict yourself to the section in the powerpoint – we also recommend watching the DVDs in the folder and looking at examples included in the folder and guidance materials).

SECTION A: SECTION A: BACKGROUND BACKGROUND INFORMATIONINFORMATION

Who is disabled?Who is disabled?

It is important to understand which group of people (adults and children) the scheme will cover.

The folder (Implementing the Disability Discrimination Act, etc) Section 1, page 13-18. This is a fairly easy section to work through and is essential reading.

BACKGROUND INFORMATIONBACKGROUND INFORMATION

The next section of the slides gives important background information to the legislation. We have included Richard’s slides in this section, but unfortunately you miss out on his witty delivery. If you want to find out more about this, read the whole of section one of the folder (Implementing the Disability Discrimination Act, etc) and pages 4-8 of the DRC guidance.

Disability Discrimination Act Disability Discrimination Act Part 4Part 4

Richard ThompsonRichard ThompsonEducation Officer (Policy)Education Officer (Policy)

Existing DutiesExisting Duties2005 changes2005 changes

New DutiesNew DutiesExperiences in LeicestershireExperiences in Leicestershire

Children and Young People’s Service

DDA Part 4 and schoolsExisting Duties:

•Duty not to discriminate unreasonably against disabled pupils for a reason related to their disability•Duty to make ‘reasonable adjustments’ to avoid putting a disabled pupil at a significant disadvantage•Duty to produce an Accessibility Plan to be reviewed every three years and need not include fixtures and fittings and auxilliary services

Children and Young People’s Service

Changes in DDA in 2006

•Some medical conditions e.g. cancer, MS now qualify as ‘disabilities’ from the point of diagnosis•Mental impairment need not be recognised by a significant body of medical opinion in order to meet the definition

Children and Young People’s Service

New Duties

From December 2006 (secondary) and December 2007 (primary), schools must produce a Disability Equality statement:•May incorporate Accessibility Plan•Should relate to the curriculum and other policies e.g. bullying and harassment

Children and Young People’s Service

Duty to Promote Disability Equality

•Promoting equal opportunities•Eliminating unlawful discrimination•Eliminating harassment•Positive attitudes•Encouraging participation of disabled people in public life e.g. as a school governor•More favourable treatment/reasonable adjustment

Editors notes: The six dutiesEditors notes: The six duties

The six duties listed on the previous slide are central to the scheme you will produce.

They are included in the tools and we suggest you print them out and keep them with you whilst working on the scheme.

TASK: Read pages 9-15 of the DRC guidance. This gives real-life examples of how a school might fulfil these duties.

Children and Young People’s Service

Disability Equality Scheme

•Involving disabled people•Collating data/information•Using/monitoring information•Assessment of Impact•Action Planning•Annual Reporting•Reviewing and revisiting the scheme (3 years)

Children and Young People’s Service

EnforcementIf schools fail to comply with Disability Equality Duty:•Legal action can be taken by the DRC (in future to become the Commission for Equality and Human Rights (CEHR)•Individuals may ask a court to judicially review a LA•The DRC (and CEHR) can take action against schools by issuing a Compliance Notice enforced through the courts

Children and Young People’s Service

Tribunals in Leicestershire

•5 to date 3 heard•All against governing bodies•2 not upheld•1 withdrawn•Autism disproportionately features•Nationally 50% increase last year on a low base•Increasingly being used as an alternative to SEN appeals

Children and Young People’s Service

Some pitfalls

•Comparative issues for less favourable treatment in behaviour: Clarke v Novacold (Trading as TDG). “When considering whether there has been discrimination contrary to the Disability Discrimination Act 1995 the relevant question is whether the treatment complained of was justified and is NOT whether a fit person would have been treated in the same way in similar circumstances.” Consider this in the framework of any discipline policy you might have – if a child’s poor behaviour is due to an underlying disability (eg ADHD, ASD, ODD), it is not justifiable to implement the same consequences as for a child who has no underlying disability.

•Disability Discrimination can sometimes be justified but note extensive lobbying for Human Rights based legislation as in ADA

Children and Young People’s Service

Part 4DDA

More on the definition of disability:

“substantial = not minor or trivial”Useful guidance:

Disability Discrimination Act“Guidance on matters to be taken into

account in determining questions relating to the definition of disability” DRC website www.drc-gb-org

SECTION B: THE SECTION B: THE DISABILITY DISABILITY EQUALITY EQUALITY SCHEMESCHEME

Preparing your Disability Equality SchemePreparing your Disability Equality Scheme

This section of the powerpoint takes you through the Disability Equality Scheme section by section.

If you have any questions as you go, refer to the relevant section of the DRC guidance (pages 19-33)

TOOLS TO HELPTOOLS TO HELP

On the website there are some “tools” to help you prepare the scheme.

We suggest you print these off in advance.

Section 1.1: Purpose and direction of the Section 1.1: Purpose and direction of the school’s schemeschool’s scheme

• Ensure your school aims support the spirit of the legislation.

• Decide where the Accessibility Plan will fit. (As this and the Disability Equality Scheme are on a 3 year cycle, it makes sense to combine them into one document.) This powerpoint does not deal with how to update your Accessibility Plan – Section 3 of the folder deals with that.

TASK: Discuss how your aims fit with this legislation. Complete section 1.1 of the model DES

Section 1.2: The Involvement of Disabled Section 1.2: The Involvement of Disabled Children and Young People, Staff and Children and Young People, Staff and

ParentsParents

• There is a requirement to involve disabled people in the preparation of the scheme and in the impact assessment of all policies, procedures and practices of the school.

• You can do this by setting up a consultative group or using existing networks.

• As well as involving current users consider involving ex-pupils.• Small schools might wish to cluster together to set up a

consultative group.

TASK: Discuss how your school will involve disabled people now and in the future. Complete section 1.2 of the DES

Section 1.3: Gathering InformationSection 1.3: Gathering Information i. Identifying the disabled groupsi. Identifying the disabled groups

How will you identify • Disabled learners? • Disabled staff?• Disabled parents?• Disabled governors?• Disabled community users?For further guidance, read pages 20-29 of the DRC guidance. Please note: there is no requirement to tell people that they have

a disability. Please undertake the exercise sensitively and avoid offence.

Section 1.3: Gathering InformationSection 1.3: Gathering Information ii. Collecting data, what, why and how?ii. Collecting data, what, why and how?

• What information do you need, how will the information be used and how will you collect it?

TASK: Discuss and add to the gathering information grid (TOOL). Complete Section 1.3 of the DES.

Section 1.4: Impact AssessmentsSection 1.4: Impact Assessmentsi. What we need to assessi. What we need to assess

• Policies – written in policy documents

• Procedures – usually written or formally agreed, in handbooks, guidance, etc

• and Practices – The way things are done by individuals or sectors of an organisation. These are the most difficult things to identify, yet are likely to have the greatest impact on disabled people.

Section 1.4: Impact AssessmentsSection 1.4: Impact Assessmentsii. How to Impact Assess (see TOOL)ii. How to Impact Assess (see TOOL)

1. Screening process

2. Consider the evidence

3. Impact questions

4. Reduce adverse impacts

5. Consultation6. Publication

How will you impact assess?How will you impact assess?

• TASK:

Discuss how you will organise impact assessment especially how you will collect information about practices. (more details in the DRC guidance pages 29-30) You may choose to use a different system than the one given in the tools. Appendices one and two of the scheme give an example of a format for prioritising which policies, procedures and practices you will impact assess first.

Section 1.4: Impact AssessmentsSection 1.4: Impact Assessmentsiii. Example: Homeworkiii. Example: Homework

Miss Rigby always dictates the homework to her top English set. One boy in the set is dyslexic, and has short term memory difficulties. When he gets home, he can’t understand what he has written, and he can’t remember either. Consequently, his English homework is often marked incorrect or is missing altogether.

TASK: Discuss “Would your impact assessment process be robust enough to pick this up?” and complete section 1.4 of the DES.

Section 2: Planning for ActionSection 2: Planning for Action i. i. The Six General Duties (REMINDER)The Six General Duties (REMINDER)

• promote equality of opportunity between disabled people and other people

• eliminate discrimination that is unlawful under the Disability Discrimination Act 1995

• eliminate disability related harassment• promote positive attitudes towards disabled people• encourage participation by disabled people in public

life• take steps to meet disabled people’s needs, even if

this requires more favourable treatment

Section 2: Planning for ActionSection 2: Planning for Action How to use the How to use the Tool to prioritise actionTool to prioritise actionii. ii. Prioritisation MatrixPrioritisation Matrix

Parked Action Do-ability score (1-4) Impact score (1-4)

1. Build a warm-water swimming pool

1 3

2. Staff training on Autistic Friendly Schools

4 3

3. Introduce Pastoral Support Planning

3 4

4. Introduce mentors for all disabled pupils

2 2

Section 2: Planning for ActionSection 2: Planning for Action ii. ii. Prioritisation MatrixPrioritisation Matrix

Plot your actions onto the matrix, using the agreed scores.

Identify the higher priorities.

Section 2: Planning for ActionSection 2: Planning for Action

TASK: complete Section 2 of the DES and save the prioritisation matrix for when you come to write your action plan.

Section 2: Planning for ActionSection 2: Planning for Action iv. iv. The Action PlanThe Action Plan

Must contain:• Plans for involving disabled people• Plans for Impact assessment• Plans for gathering information

Must address:• The six general duties

Section 2: Planning for ActionSection 2: Planning for Action iv. iv. The Action PlanThe Action Plan

TASK:

DISCUSS how your action plan will be organised – under six general duties or different activities, e.g. Teaching & Learning, Staffing, Governors, etc.

DISCUSS its relationship with the Accessibility Plan and the School Development/Improvement Plan.

PRIORITISE any action you are aware of at present and add to the action plan. Ensure it covers the six general duties.

Section 3: ImplementationSection 3: Implementation

• Arrangements for implementation, monitoring and evaluation

• Publication• Reviewing and revision

TASK: Fill the gaps in section 3 of the scheme.

READY FOR CONSULTATION READY FOR CONSULTATION

• Your Disability Equality Scheme should be ready for consultation with disabled people.

• You may decide to do this in different ways for different groups of people, e.g. with disabled pupils you might ask them what they enjoy about school and what would make things better at school; whereas with disabled staff you might ask them to study the draft scheme and suggest improvements.

The first Disability Equality SchemeThe first Disability Equality Scheme

• The DRC accept that your first scheme will be slightly different from subsequent schemes, as you will be setting up systems for consultation.

• Your first action plan is likely to grow as you undertake impact assessments and identify more action that is necessary.

Section C:Section C:Planning Staff TrainingPlanning Staff Training

Planning Staff TrainingPlanning Staff TrainingUsing the DfES CPD materials

How do you make a reasonable adjustment?

What does a reasonable

adjustment looklike?

What makes it easier to make a

reasonable adjustment?

How do you know if a reasonable

adjustment is theright one?

?

DfES materialsDfES materialsSection 2: Making reasonable adjustments for Section 2: Making reasonable adjustments for

disabled pupilsdisabled pupilsStructure of CPD materials

1. Guidance on using the materials including 3 DVDs

2. Outline of requirements and principles

3. Key factors to enable effective reasonable adjustments

4. Follow-up questions and talking points

5. Additional training materials on supporting CD-ROM including power point on DDA requirements/principles and checklists e.g.making reasonable adjustments in the classroom.

DVD 1DVD 1

3 DVDs: Reasonable Adjustments in action

Essential Viewing: covers all Key Stages and includes break/lunchtimes, clubs, behaviour for learning, meeting medical/pastoral care needs.

Foundation Stage and Primary: including ‘school stories’ and Primary teaching and learning.

Secondary Education: including ‘school stories’ and Secondary teaching and learning.

DVD 2DVD 2

DVD 3DVD 3

TASKTASK• Training for Teaching Staff/ SMT

- Video 1 Jake with Physical Impairments

KS1

• Training for Governors- Video 2 Catherine with Learning

difficulties

KS3

Use the prompt sheet provided to guide discussion with your school colleagues about the clips you have seen.

Key Factors for Effective Reasonable Key Factors for Effective Reasonable Adjustments Exemplified in CPD DVDsAdjustments Exemplified in CPD DVDs

CClleeaarr VViissiioonn IInncclluussiivvee EEtthhooss

Strong Leadership

‘Can do’attitude

Identify Barriers&

Practical Solutions

CollaborativeApproach

OutsideExpertise

Positive Approach toManaging Behaviour

Sensitivity&

Dignity

Role model&

Positive images

SECTION D:SECTION D:EXAMPLES OF EXAMPLES OF

GOOD PRACTICEGOOD PRACTICE

CASE STUDY 1

Pastoral Support Pastoral Support ProgrammeProgramme

More on behavioural difficultiesMore on behavioural difficulties

• At this point, the realisation that the definition of disabled includes SOME pupils with behavioural difficulties, and you may need to treat them more favourably than others, has usually sunk home. You will need to consider your behaviour & discipline policy in the light of the need to make “reasonable adjustments” for these pupils.

TASK: WATCH the “behaviour for learning” section of DVD 1 (from the folder (Implementing the Disability Discrimination Act, etc) ). This will give you ideas of reasonable adjustments that can be made. Add actions to your DES action plan.

Pastoral Support Programmes (PSP)Pastoral Support Programmes (PSP)

• Any pupil with behavioural or attendance difficulties should have a pastoral support programme.

• Where pupils have other programmes (e.g. IEP (for SEN) or PEP (for looked after children), the Pastoral Support Programme would form part of this.

• By recording what provision you are making, you will be demonstrating how you are making reasonable adjustments.

• An example of a format for recording a PSP and the DfES guidance on Pastoral Support Planning is available on the SEN team’s website. http://www.leics.gov.uk/index/education/support_for_schools/sips/aandi-supportteams/sips_sen.htm

CASE STUDY 2CASE STUDY 2 – Ann Matthews – Ann Matthews - Susan O’Brien - Susan O’Brien

Good Practice for Good Practice for Dyslexic LearnersDyslexic Learners

Implementing the Disability Discrimination Act

Effective ‘Dyslexia Friendly’ Schools

Work underway in Leicestershire Schools

2007

Implementing the Disability Discrimination Act

Effective ‘Dyslexia Friendly’ Schools

- working well?

• An audit of classroom provision:

- requires attention?

Implementing the Disability Discrimination Act

Effective ‘Dyslexia Friendly’ Schools

A simple audit of pupils’ views:

1 What helps you to learn in school?

2 Are there any changes teachers can make so that learning is easier?

Implementing the Disability Discrimination Act

Effective ‘Dyslexia Friendly’ Schools

• DDA + Dyslexia - how inclusive is your school?

- All teachers are teachers of pupils with dyslexia

• Classroom audit process to aid self evaluation, given that:

- An effective ‘dyslexia friendly’ environment benefits all

Implementing the Disability Discrimination Act

Effective ‘Dyslexia Friendly’ Schools

Activity - Supporting pupils with dyslexia audit(Appendix 1)

Identifying priorities for action

What is working well?

Implementing the Disability Discrimination Act

Effective ‘Dyslexia Friendly’ Schools

The inclusive classroom for pupils with weak literacy skills / dyslexia provides:

• the opportunity to access the curriculum and achieve well• learners with the skills needed for independence and

autonomy

Good practice for pupils with dyslexia is good practice for all

Implementing the Disability Discrimination Act

Effective ‘Dyslexia Friendly’ Schools

Carrying out the audit and taking appropriate action to provide reasonable adjustments could be included in your DES action plan.

CASE STUDY 3 CASE STUDY 3 – George Thomas– George Thomas

Good Practice for Good Practice for Autistic LearnersAutistic Learners

Please see the handoutsPlease see the handouts

• The handouts should provide you with sufficient information to carry out an audit in the school.

• Carrying out an audit, and subsequent action to make reasonable adjustments for learners with ASD could be part of your DES action plan.

CASE STUDY 4 – Bridget Weaver

Including Adults With Including Adults With Visual Impairment Visual Impairment In SchoolsIn Schools

Professional LeaderVisual Impairment Team

• Parents/carers

• Staff

• Students

• Visitors

Case study:Case study:

One small primary school takes a systematic approach to making reasonable adjustments for parents and carers. It makes sure all parents/carers have the opportunity to declare a disability or health condition at any time. All correspondence is available in alternative formats, and parents and carers are invited to contact a designated member of staff if they require particular reasonable adjustments.

Another school added the following text to their first letter to new parents and carers:

‘Your support for your child is crucial to their

progress. Please tell us if there are any

adjustments we need to make to help you

support your child, e.g. letters in large print or

Braille, providing a signer, explaining things

over the phone, wheelchair access.’

Case study:

You are thinking about recruiting a disabled person – you know s/he has the skills to do the work, but there may be practical problems to overcome.

The Access to Work scheme can offer a grant towards the approved costs that arise from an individual’s disability.

• Improving the physical environment

• Acting as a sighted guide

• Accommodating a guide dog

CASE STUDY 5 – Sue HopwoodCASE STUDY 5 – Sue Hopwood

Promoting Positive Promoting Positive Learning Learning

EnvironmentsEnvironments

Please see the handoutsPlease see the handouts

• The handouts should provide you with sufficient information to carry out an audit in the school.

• Carrying out an audit, and subsequent action to make reasonable adjustments could be part of your DES action plan.