Lets get some equality for disabled pepple in our schools: How can we use the Duty to promote Disability Equality - PowerPoint PPT Presentation

Loading...

PPT – Lets get some equality for disabled pepple in our schools: How can we use the Duty to promote Disability Equality PowerPoint presentation | free to download - id: 406bee-Y2U2N



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Lets get some equality for disabled pepple in our schools: How can we use the Duty to promote Disability Equality

Description:

Today all photos going out to ... Discrimination Act in Schools and Early Years Ref 0160-2006DOC-EN Tel. 084560 222 60 Online www.teachernet.gov.uk ... LACK OF USEFUL ... – PowerPoint PPT presentation

Number of Views:215
Avg rating:3.0/5.0
Slides: 61
Provided by: RichardR158
Learn more at: http://worldofinclusion.com
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Lets get some equality for disabled pepple in our schools: How can we use the Duty to promote Disability Equality


1
Lets get some equality for disabled pepple in our
schools How can we use the Duty to promote
Disability Equality
  • Richard Rieser Disability Equality
  • www.worldofinclusion.com

2
Do you know why schools need to implement the
disability equality duty?
  • 1.In which of the following areas do schools most
    often have
  • disability discrimination cases
  • upheld against them?
  • Refusal to administer medicines
  • Behaviour
  • c) Trips
  • d) Admissions
  • e) Wrong use risk assessment
  • 2. What proportion of children have a clinically
    significant mental health problem
  • a)1
  • b)5
  • c)7
  • d)10
  • e)15
  • f)20

3
Do you know why schhols need to implement the
disability equality duty?
  • 4.What percentage of disabled pupils claim to
    have been bullied at school?
  • 15
  • 30
  • 50
  • 70
  • 85
  • 5. How many times more than non-disabled pupils
    are disabled pupils likely to be excluded?
  • Half as likely
  • 2 x
  • 5 x
  • 7 x
  • 9x

4
Do you know why schools need to implement the
disability equality duty?
  • 5) If in 2007 53.7 of Year 11 pupils get 5A- C
    English and Maths, what did pupils with SEN get?
  • a)2.1
  • b) 6.3
  • c) 9.4
  • d) 13.6
  • e) 17.6
  • 6. In 2007 if 92 of Year 6 pupils with no SEN
    achieved level 4 or above English. A) What
    percentage did those on School Action Achieve?
  • 15 ii) 30 c) 52 d) 66
  • B. What percentage of those with a statement
    achieved level 4?
  • 3 ii) 7 iii) 11 iv) 15 v) 19

5
Who are disabled people?
  • Disability Discrimination Act Definition of
    disability
  • 1. A person has a disability if he has a
    physical or mental impairment which has a
    substantial and long-term adverse effect on his
    ability to carry out normal day-to-day
    activities. - Part 1, Para. 1.1.
  • For the purposes of definition, ignore the
    effects of medical or other treatments or aids
    and appliances.

6
Who is disabled?
  • To fall within the Act, a person must be
    substantially affected by their disability in one
    of the following ways
  • Mobility
  • Physical co-ordination
  • Manual dexterity
  • Continence
  • Ability to lift, carry or otherwise move everyday
    objects
  • Speech, hearing, eyesight
  • Memory or ability to learn, concentrate or
    understand
  • Perception of risk or physical danger.
  • From December 2005 mental impairments do not have
    to be clinically recognised all cancers count
    progressive conditions such as MS or HIV count
    from the point of diagnosis

7
PLASC Data England 2008 by type of school
impairment
Primary Sec. Special Total
SpLD 33,210 43,020 850 77,090
MLD 85,000 66,620 20,340 171,960
SLD 5,390 2,730 21,010 29,130
PMLD 1,270 350 7,440 9,060
BESD 58,150 77,659 13,240 149,040
Sp.LCom. 74,570 17,500 3,860 95,920
VI/HI/MS 11.060 9,550 2,670 25,950
PD 12,420 8,570 4,430 25,470
ASD 19,410 13,690 14,200 47,300
other 12,090 14,270 650 22,000
Total 312.7k 254k 86.9k 655.5.
School Action 365,130 18.4 of all secondary
pupils Plus those with Medical Needs-
Diabetes, Asthma, Allergy Those with Mental
Health Issues Depression Eating Disorders Self-
Harmers
8
Survey of NUT Disabled Teachers Network
September 2008 -35 responded
9
Table 4 What is the nature of your impairment ?
Type of Impairment Number Percentage
Mobility 14 40
Physical Coordination 6 17
Manual Dexterity 6 17
Continence 4 11
Ability to lift, carry or otherwise move everyday objects 8 23
Speech, hearing, eyesight 13 37
Memory or ability to learn, concentrate or understand 3 9
Perception or risk or physical danger 1 3
All Cancers 1 3
HIV Multiple Sclerosis 5 14
Mental health e.g. Depression, bi-polar 3 9
Other please specify 10 29
30/35 considered disabled 86 AND 28/35 or 80
thought the came under DDA definition
10
Findings
  • 63 had had a reasonable adjustment made for them
    at work.
  • 63 believed been subjected to disability
    discrimination
  • Asked what difficulties they faced 37 located
    them in their impairment (Medical Model response)
    and 48 located them in barriers beyond them
    (Social Model Response).
  • 51 had received equipment
  • 46 believed DDA had improved their situation
  • 40 of respondents thought their school had a DES
  • For those schools with a DES only 47 had been
    consulted.

11
ATL Survey details
  • Sent to schools and colleges in England,
    Scotland, Wales, N.Ireland.
  • 254 responded
  • 95 in England
  • 52 thought came under DDA
  • 12 more disabled not declare
  • 51 secondary,
  • 36.4 primary EYs
  • 4.6 Sixth Form Colleges
  • 7.9 FE

12
Main Findings
  • 40 did not know if school had a DES
  • 63.4 did not know whether disabled people had
    been involved in its preparation.
  • 80 said their establishment had disabled
    students
  • 42.5 said had disabled staff
  • 26 said their establishment had an Action Plan
  • 24.6 said they had received training on
    disability equality
  • 55 of disabled respondents thought there was
    considerable or a lot of prejudice to disabled
    people in GB.
  • Only one- third felt confident about disclosure
    to their employer.
  • 50 not heard of Access to Work

13
Duty to Promote Disability Equality
When carrying out their functions public
authorities must have due regard to the need to
Promote positive attitudes towards disabled
persons
Encourage participation by disabled persons in
public life
Eliminate unlawful discrimination
Promote equality of opportunity
Eliminate disability related harassment
The use of positive discrimination if necessary
14
Guiding Principles Disability Equality Duty
  1. Proportionality- balance other needs and factors
  2. Effectiveness-it works
  3. Involvement- local disabled people, staff and
    service users
  4. Transparency- process can and expenditure be
    easily tracked
  5. Social Model of Disability thinking to ethos and
    all policies , practices and procedures

15
Disability Equality Scheme
  • How the school will implement General Duty?
  • Engagement with disabled people in production,
    setting targets and monitoring of the scheme.
  • How it meets with the strategic priorities of the
    school. ?
  • How the school will collect and analyse data
    e.g.
  • - achievement of disabled pupils,
  • - exclusions,
  • - staff recruitment and promotion?
  • Impact assess the policies, practices and
    procedures on disabled people.
  • Identify key outcomes

16
Disability Equality Scheme
  • How the school will implement General Duty?
  • Engagement with disabled people in production,
    setting targets and monitoring of the scheme.
  • How it meets with the strategic priorities of the
    school. ?
  • How the school will collect and analyse data
    e.g.
  • - achievement of disabled pupils,
  • - exclusions,
  • - staff recruitment and promotion?
  • Impact assess the policies, practices and
    procedures on disabled people.
  • Identify key outcomes

17
Analysis of 50 Primary Disability Equality
Schemes against Evaluation Tool. A score of 50
would mean the school was fulfilling its
statutory obligations.
18
Key points from analysis of schemes
  • Most schemes were inadequate
  • Process is more important than a finished scheme
  • Engagement of disabled children and adults is the
    key
  • Systematic approach to impact assessment led by
    SMT
  • Most schemes in silo rather than connecting to
    other policies and procedures
  • Position of disabled staff too often not taken
    into account
  • Few schools analysed data
  • Schools had difficulties with engaging
  • Procurement was not included in the main
  • Few linked to capital budget and Building Schools
    for Future
  • Few used a Social Model approach to disability

19
The dominant view is the Medical Model.
CHILD DEVELOPMENT TEAM
SPECIALISTS
SOCIAL WORKERS
DOCTORS
SURGEONS
GPs
THE IMPAIRMENT IS THE PROBLEM
SPECIAL TRANSPORT
SPEECH THERAPISTS
EDUCATIONAL PSYCHOLOGISTS
OCCUPATIONAL THERAPISTS
SPECIAL SCHOOLS
SHELTERED WORKSHOPS
TRAINING CENTRES
BENEFITS AGENCY
DISABLED PEOPLE AS PASSIVE RECEIVERS OF SERVICES
AIMED AT CURE OR MANAGEMENT
20
The Social Model of disablement focuses on the
barriers
LACK OF USEFUL EDUCATION
DISCRIMINATION IN EMPLOYMENT
INACCESSIBLE ENVIRONMENT
SEGREGATED SERVICES
THE STRUCTURES WITHIN SOCIETY ARE THE PROBLEM
DE-VALUING
POVERTY
BELIEF IN THE MEDICAL MODEL
PREJUDICE
INACCESIBLE TRANSPORT
INACCESSIBLE INFORMATION
DISABLED PEOPLE AS ACTIVE FIGHTERS FOR EQUALITY
WORKING IN PARTNERSHIP WITH ALLIES.
21
It's the barriers that disable !
Negative Attitudes
Inaccesible Environments
Bullying
Lack of Resources
Poor Staff Support
Inflexible Employment Procedures
Ignorance in Training Establishments
Lack of Communication
Governor/SMT Prejudice
Fear
Low Expectations
Lack of Adjustment
22
Impact Assess Your School Policies
  • At the heart of the Disability Equality Duty is
    the requirement to involve disabled people in
    producing the Disability Equality Scheme.
  • This requires more than consultation, but active
    engagement.
  • A good starting point is to identify barriers to
    disabled people in current policies and
    practices.
  • Involvement should be focused, influential,
    efficient and transparent.
  • Start by identifying key areas where action is
    needed to improve outcomes for disabled people.
  • Give High, Medium or Low Priority

23
Eliminating Unlawful Discrimination
  • Report did not ask enough about the Reasonable
    Adjustment Duty. Too many schools are in breach
    of the Duty.
  • SENDIST has found against schools on-
  • assumptions about disabled pupils
  • risk assessments
  • administration of medicines
  • school trips
  • behaviour related to disability
  • bullying and isolation from peers
  • access to the curriculum
  • admissions

24
School Trips
  • School Policy- all entitled to go attend the trip
  • Pre-visits by staff to check Access
  • If not OK consider changing venue
  • Check Transportation to Trip
  • Exclusion from trip should not be used as a
    punishment
  • Provide the right support
  • Plan well ahead.

25
Administering Medicines
  • School under a duty to provide routine medication
  • All staff doing this have to have training from
    state registered nurse or doctor
  • Staff without it in their contract can only be
    asked to volunteer
  • Good practice to provide training for all. Then
    ask who does not wish to do it
  • Royal College of Nurses provide a list of what
    non-medical people can do and cannot do.

26
Risk Assessment
  • Identifying Risks is only first step.
  • Under Reasonable Adjustment Duty must then see
    what reasonable adjustments can be made
  • Cannot have blanket policies
  • Each disabled person must be examined in the
    particular circumstances of the particular
    situation.
  • E.g. Manual lifting and fire evacuation of
    ambulant impaired. No fire resistant refuges in
    building

27
Elimination of Disability Related Harassment
  • The SoS Report says over 70 disabled young
    people report bullying compared to 30 of
    non-disabled.
  • http//209.85.229.132/search?qcachethWyY-3ryzc
    Jwww.dius.gov.uk/publications/documents/Corporate
    /Equality2520and2520Diversity/D
  • Bullying is, and is perceived to be, a
    significant barrier for disabled children and
    young people. DCSF guidance on reducing and
    responding to bullying of disabled children,
    published in 2008, has been widely welcomed.
  • http//www.teachernet.gov.uk/_doc/12626/7655-dcfs
    -anti-bullying.pd

28
Disabled Children and Bullying
  • Twice as likely as non-disabled children to be
    bullied- Childrens Commissioner Dec 2006
  • 82 of children and young people with learning
    difficulty in UK are bullied-this is 280,000
    children. MENCAP-Dont Stick It Stop It 2007
  • Disabled Children are 9 times more likely to be
    excluded than non disabled children DfES 2004
  • 62 of disabled pupils had been bullied, 19
    daily or weekly and 38 at least once per month.
  • DEE in work for DCSF in July 2008
  • 70 of disabled pupils claim to have experienced
    bullying at school. DCSF Sec States Report Dec
    2008

29
Case Study Bullying
Attitudes
Resilliance
Relationships
  • Jack is a 13 year old boy with autism. The pupils
    know he is easy to wind up and will react,
    sometimes violently, to being teased. Some of the
    pupils call him spaka and other cruel words.
    Jack is nearly always left out of teams and
    groups when pupils are asked to work together.
    Some of the pupils say they dont want to work
    with him because he is weird. He tells school
    staff nearly everyday that he is getting bullied
    some staff have commented that they feel he
    brings it on himself.

Reporting
Friendship
30
Bullying and Disability What needs to be done!
  • Create a school culture that does not accept
    bullying-Respect
  • Monitor and record all incidents.
  • Develop an understanding of oppression and its
    impact historically.
  • Develop an understanding of what disabilist
    bullying leads to.
  • If an incident occurs stop the lesson to discuss
    it
  • Fully involve pupils-peer mediators, bully
    busters, Form and Year Councils
  • Staff to model the behaviour they expect
  • Share what you are doing with local community and
    parents.

31
123 Disabled Pupils answered Individual
Questionnaire in July 2008 10 Locations including
pupils from 5 special schools 5 primary
schools , 2 secondary academies and 14 secondary
comprehensive schools.
  • Have you ever experienced bullying
  • at school Yes 64.5
  • No 35.5
  • If Yes, how often?
  • Every day 19.5
  • More than once a week gt 18
  • More than once a monthgt
  • More than once a year gt 18
  • Hardly ever gt

Variability over 10 locations
Range Every Day
0 to 50 More than
monthly 0 to 38 Less Frequently
0 to 50
32
For those in the study who were bullied what was
done about bullying?

Teachers Sorted 27
No Answer 26
Nothing was done 11
Detention 4
Parents 3
Other Students 3
Moved School/House 2
Police 1
Hit him 1
33
Hate Crimes against disabled people are more
common than you think! 20 people killed in the
last 2 years. 47 disabled people report
harassment in the streets.
Craig Robbins had learning difficulty and was
viciously attacked leading to brain damage by
three people- Wales
Kevin Davies who had epilepsy was kept in a shed
for four months until he died/ Wigan
Raymond Atherton a man with learning difficulties
repeatedly attacked and eventually killed by 2
teenagers after months of torture . Warrington
Rikki Judkins with Learning Difficulties beated
to death by two teenagers when visiting Lancaster
34
Promoting Equality of opportunity
  • Aiming High for Disabled Children will help
    coordination health, social services and
    education. Most money going into short breaks.
  • Key is to get all schools to develop their
    thinking about disability around the social model
    of disability-to implement the anticipatory
    nature of the duties and remove barriers.
  • Reminding schools of their duties, getting local
    authorities and OFSTED to monitor Disability
    Equality Schemes. Equalities will be grade
    limiting from September 2009
  • Many schools have no DES. Push from DCSF and
    National Strategies

35
Establish if policy is of High/Medium/Low
relevance
Impact Assessment Flowchart (Sheffield)
What data is needed to effectively assess the
policy
Gather existing data and identify gaps in the
data needed to assess the policy. Look at
including data and anecdotal evidence.
Once data has been gathered, examine it for
evidence of adverse impact.
If the policy or practice does not promote
equality it should be assessed to identify scope
for improvements.
Positive impact needs to be measured.
If adverse impact identified, examine causes.
Where a potential adverse impact has been
identified, you need to assess the severity of
impact. Where practice is potentially unlawful,
changes must be made. You should look at ways of
removing the adverse impact and creating a
positive one.
36
BSF
Procurement
37
KS 4 Attainment by Impairment Group and amount
support 2007
School Action Plus Pupils With Stat ement
Impairment 5A-C 5A-C E M Any Pass 5A-C 5A-C E M Any Pass
Specific LD 23.3 10.4 95.9 13.9 3.9 93.7
MLD 8.0 2.0 91.3 1.9 0.4 91.6
SLD 7.1 x 88.2 0.7 x 29.7
PMLD x x x 0.0 0.0 11.4
BESD 13.7 7.4 85.4 5.1 2.5 80.8
SL Com D 22.7 10.8 96.4 14.2 5.4 95.5
HI 49.3 35.4 98.2 28.2 16.2 97.4
VI 47.7 31.5 97.2 46.7 31.9 95.5
MSD x x 88.2 x x 77.8
PD 42.7 28.6 95.4 26 15.9 88.0
ASD 41.7 27.8 96.4 22 13.1 87.7
Other 25.1 15.0 91.3 14.3 7.9 91.4
No SEN 68.7 53.9 99.1
Maintained schools only. Source DCSF 2008
Attainment Table 74
38
KS 2 English Attainment by Impairment Group and
amount support 2007
School Action Plus Pupils With Stat ement
Impairment Level 2 or below Level 4 or above Pupils Eligible Level 2 or below Level 4 or above Pupils Eligible
Specific LD 23 33 8,331 58 15 1,103
MLD 34 20 14,547 82 5 3,935
SLD 56 12 439 94 1 2,099
PMLD 52 24 21 97 1 567
BESD 16 50 8,703 42 29 2,785
SL Comm D 27 31 3,597 55 19 2,335
HI 10 64 547 43 33 509
VI 8 67 312 27 53 316
MSD 19 53 32 65 26 43
PD 12 62 653 44 35 1,176
ASD 13 65 940 52 30 2,852
Other 22 39 1,662 52 24 238
Sch. Action 8 52 78,053 - - -
No SEN 1 92 431,606 - - -
Maintained schools only. Source DCSF 2008
Attainment Table 73
39
1.The School Building
2. Playtime
3. School Dinners
4. Assemblies
5.School Trips
6. PE and Games
7. Lessons
8.Teachers
9.Teaching Assistants
10.Other Children
11. School Council
12. School Clubs
13. Corridors
Getting the views of disabled pupils
40
As a disabled person what do you think of....

Area of the school Excellent Good Not so Good Bad N
The School Building 25 40 10 25 127
Playtime 33 39 16 12 120
School Dinners 17 24. 15 44 102
Assemblies 17 31 15 37 126
School Trips 47 21 9 23 124
PE and Games 29 43 12 16 130
Lessons 24 36 8 32 104
Teachers 19 46 5 30 105
Teaching Ass. 40 39 7 14 134
Other Children 22 28 18 32 74
School Council 37 5 29 29 73
School Clubs 25 25 26 24 91
Corridors 8 15 17 60 35
41
Make a diary of the school day- Find out for each
activity whether it is enjoyed-liked, disliked or
unconcerned
42
The Inclusion Assistant. Alliance for Inclusive
Education 10
43
An analysis was carried out that allocated the
barriers identified by the disabled young people
to one of seven themes, as shown above. 182
barriers were identified by the participants
these were grouped in descending order.
44
(No Transcript)
45
Promote positive attitudes towards disabled
persons
  • Recommendation to QCA to bring social model and
    disability into the curriculum and consider
    having a disability week. Start yourselves now
  • Recent study from the Childrens Society show
    while covered in PHSE/Citizenship quite widely
    not in all curriculum areas.
  • All School staff need Disability Equality
    Training and pupils assemblies delivered by
    disabled people.

46
Maths and the Braille System
Get pupils to work out how many different
permutations you can get on the six pattern of a
dice?
47
Gradients-What is the right angle for as
wheelchair?
Too steep-dangerous
Too gentle-tiring
Answer -Between 1 in 20 and 1 in 12
48
  • Different cultures have responded in various ways
    to disabled people. There are many strange
    beliefs about difference. Impairment has often
    been seen as a punishment from God. In the west,
    our ideas are dominated by Greek and Roman ideas
    of the body beautiful and physical perfection.

Today all photos going out to advertise a product
are airbrushed to Create the body beautiful
49
The Royal Impairment Haemophilia Science and
History
Queen Victoria carried the gene for Haemophilia
on her X Chromosome. Her Eighth Child Leopold was
Haemophiliac and two of her daughters carriers of
the condition into the Russian, German and
Spanish Royal Families.
50
EUGENICIST THINKING
The unnatural and increasingly rapid growth of
the feebleminded classes, coupled with a steady
restriction among all the thrifty, energetic and
superior stocks constitutes a race danger. I feel
that the source from which the stream of madness
is fed should be cut off and sealed up before
another year has passed. Winston Churchill MP,
Home Secretary at the time the Mental Deficiency
Act of 1913 became law.
1
51
(No Transcript)
52
Ellis Island- United Stated Immigration Filtering
out those with an Impairment
12 million immigrants passed through from 1890 to
1930s 100,000 were turned back.
53
Who would not have existed if we eliminate
genetically and other carried impairments?
  • Julius Caesar
  • Pope
  • Milton
  • Beethoven
  • Goya
  • Monet
  • Van Gogh
  • Evelyn Glennie
  • Stevie Wonder
  • Che Guevara
  • Cerrie Burnell
  • Ray Charles
  • Winston Churchill
  • David Blunkett
  • Gordon Brown
  • Frida Kahlo
  • Toulouse Lautrec
  • Einstein
  • Shrek or The Hulk
  • Mr Magoo
  • Howard Hughes
  • Iris Murdoch

54
Film and Disability
55
The BBC received 9 complaints from parents saying
their children would get nightmares from Cerrie
Burnell. No children complained.
56
Duty to Promote Disability Equality
57
Making Reasonable Adjustments for disabled pupils
  • Sent out 9000 schools. Received nearly 400
    nominations
  • 54 LEAs nominated schools
  • Chose a mix of schools
  • Visited 41 schools for filming-3DVDs CD Rom
  • Gained many examples of reasonable adjustments
  • Now available 1 free copy per school. You have
    to send for it. Implementing the Disability
    Discrimination Act in Schools and Early Years
  • Ref 0160-2006DOC-EN Tel. 084560 222 60
  • Online www.teachernet.gov.uk/publications
  • Small box 20 from DEE or Stationary Office

58
(No Transcript)
59
(No Transcript)
60
A thought to end!
  • You must be the change you wish to see in the
    world
About PowerShow.com