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Action for Inclusion
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Action for InclusionSocial Equality

• Families in the firing line - The ranks of the
  UKs poor are often portrayed as being entirely
  made up of lone parents and pensioners.
• By far the largest group of people
• living in poverty are couples with children.
• Lifting these families out of poverty
• is key to achieving the governments target of
• halving child poverty by 2010.
• In SE, of 0-19 yrs, 1.9m population, 80,000
• Children are disabled,1 severely
• Of 1.5m school pop 40,000 are statemented.
• By 2010 the difficulty will be predominantly
  Autism and behavioural problems

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Action for Inclusion Social Equality

• One in five in poverty
• Despite high levels of employment and government
  policies to combat poverty, the percentage of
  people
• living on very low incomes
• defined as below 60 of the
• UK average wage has stayed close
• to 20 throughout the past decade.
• Nationally, 7m working age adults
• have a disability of which ½ are
• economically inactive 15
• say they want training/work

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Action for Inclusion Social Equality25 of the
population will experience a mental disorder with
15 growth by 2010
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Action for InclusionKey Facts

• Current provision.
• In the FE sector there are 385,897 learners who
  declare themselves as having a disability or
  learning difficulty. Of this number 82,696 are
  aged 16-18 years (11 of all such learners) while
  289,991 are adults (7.7 of all adult learners)
  These figures are based on the 2003/04 ILR
  database.

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Action for InclusionKey Facts
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Action for InclusionKey Facts
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Action for InclusionDont Leave Me Out

• Inclusion in mainstream education is a right
  under the Special Education Needs and Disability
  Act (2001) and DDA
• It can be a positive experience for all
• In the last 10 years the number of children
  attending separate special schools has barely
  changed and poor inclusion is usually the result
  of inadequate access to curriculum, teaching and
  support and transport.
• Children with SEN or in care are nine times more
  likely to be excluded from school and exclusion
  reduces the likely-hood of gaining 5 0r more GCSE
  by 4 ½ times which reduces employability.

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Action for InclusionContext

• The LSC vision, articulated as part of the Review
  is to develop a relevant and co-ordinated package
  of quality provision for people with learning
  difficulties and/or disabilities which
• is appropriate to their needs
• involves different parts of the post-16 sector
  and other agencies working together to provide an
  integrated and relevant offer
• enables progression, as appropriate, onto further
  learning, training and employment
• should (where it is reasonable and appropriate)
  be delivered in a local setting.

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Action for InclusionContext

• The Reviews outcomes could be successfully
  embedded through a whole organisational approach,
  in which support for learners with learning
  difficulties and/or disabilities is not an
  afterthought, but is central in all policies,
  procedures and practices.
• The FE sector is the dominant provider of post 16
  provision for disabled learners
• FE provision for such learners seems to be
  successful in terms of retention and success
  rates, and learner satisfaction as reported to
  LSDA and SKILL. While there is a need for some
  centres to have specialist expertise all FE
  colleges will need to continue to make
  significant provision for the disabled learners

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Action for Inclusion South East Actions

• Action for Inclusion in the South East will
• Build on the outcomes of the National Review of
  Learners with Learning difficulties and/or
  disabilities to develop a regional approach to
  supporting learners
• Draw on models of good practice in the delivery
  of inclusive learning and to identify a set of
  quality characteristics which are recognised and
  endorsed by providers.

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Action for Inclusion South East Planning Actions

• Basic Actions will be needed to ensure
• provision meets the legal requirements such as
  the Special Education Needs and Disability Act,
  2001, the Disability Discrimination Act, 1995 and
  mechanisms are in place for providers to meet the
  needs of those with a learning difficulty or
  disability
• providers performance in all sectors is in
  compliance with DDA and sufficient funding and
  support is in place for all learners who have
  additional support needs in all components of
  programmes wherever they take place
• identify and support capacity and infrastructure
  development

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Action for Inclusion What Needs to be doneYear
one August 2005- July 2006

• Audit all relevant service providers and identify
  their issues
• Identify positive aspects of existing provision
• Identify gaps and how they can be addressed
• Identify educational potential and support needed
  to build capacity
• Identify training and development needs
• Establish a process for effective communication
  across sectors

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Action for Inclusion What Needs to be doneYear
one August 2005- July 2006

• Implement consistent processes and procedures for
  managing the placement process locally and
  regionally, to prepare for managing the
  specialist placement budget.
• Identify specialist expertise and establish a
  call off contract to support local offices
  through Appeal processes and decisions not to
  approve placements.
• Implement a consistent regional approach to
  multi-agency planning, support and information
  for transition for learners. This will include
• Appointment of transitions brokers to work as
  part of the local provider network. Their role
  will be to facilitate placements locally and
  source multi-agency contributions and support to
  enable learners to progress.

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Action for Inclusion What Needs to be doneYear
one August 2005- July 2006

• Establish Action for Inclusion networks or
  clusters of providers at a regional,
  sub-regional and/or local level with the aim of
  spreading expertise and raising standards in the
  provider network. Lead providers will be
  supported to work as expert witnesses, other
  providers will be supported in working as part of
  the network.
• Develop and deliver, via the network, a model of
  professional development which can be sustained
  and is based on national standards. Delivery
  will include different types of providers and
  will build capacity by supporting providers in
  working with learners with specific needs e.g.
  challenging behaviour or ASD.

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Action for Inclusion What Needs to be doneYear
one August 2005- July 2006

• Develop the quality characteristics of
  inclusive learning with providers and regional
  networks
• Identify specialist or mainstream providers
  currently delivering high quality learning
  opportunities and where provision could be
  extended to meet gaps in provision within and
  across the region. Establish at least one
  satellite of specialist provision within the
  region.

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Action for Inclusion South East Planning Actions

• Benchmark current provision against the
  characteristics
• typifying a good provider
• Utilise provider expertise to develop and
  communicate a common understanding of what it
  means to deliver high quality inclusive learning
  
• Develop a model which supports providers to
  further develop high quality inclusive learning
  using these quality characteristics
• Develop a methodology and mechanisms which
  operate across the provider base to extend and
  increase capacity within the region
• Improve local mechanisms in planning for learner
  transition and progression by extending current
  good practice in multi-agency working to the
  region.

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Action for Inclusion South East Planning Actions

• Implement a consistent regional approach to
  multi-agency planning, support and information
  for transition for learners and include
• Appointment of transitions brokers to work as
  part of the local provider network. Their role
  will be to facilitate placements locally and
  source multi-agency contributions and support to
  enable learners to progress.
• A consistent regional framework for multi-agency
  planning for transition based on the Transitions
  Protocols developed by Berkshire LSC.
• Information on local provision for parents,
  carers, professionals to inform the transition
  process by extending the model developed in
  Hampshire and Isle of Wight LSC to the region.

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Action for Inclusion South East Planning Actions

• Development plans will need to show
• Delivery of clear learner pathways with
  progression within foundation and Level 1
  provision
• Development for progression pathways to increase
  inclusion in mainstream and vocational provision
  at level 2 3
• Increased employer engagement and routes to
  employability
• Improved IAG and recognition of prior learning
  attainment and remove repetitive learning
• Improvement in collaboration across sectors FE,
  ACL WBL and with support agencies e.g. social
  services and Children Trusts
• Deliver staff development opportunity

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A For I A strategic approach demonstrated by

• 1.1. Mission statement Reviewed in light of the
  regional Action for Inclusion Strategy
• 1.2. Involvement of the Corporation/Directors
  Adoption of an Action for Inclusion Strategy for
  the organisation Governor/Director with
  responsibility/monitoring role agenda item at
  Corporation/Board meetings Included in Governor
  training
• 1.3. Strategic planning Strategic aims in 3 year
  development plan. Strategic planning which will
  increase capacity to meet local need. Strategic
  planning which responds to changes in legislation
  and the national, regional and local LSC
  policies. Strategic level multi agency planning,
  including childrens and adult social services,
  LDPBs, health agencies, schools, Connexions
  Service. Consultation includes learners and
  parents/carers and their representatives
• 1.4. Strategic management A senior manager has
  responsibility for overseeing and monitoring the
  effectiveness of delivery for learners/trainees
  with disabilities. An Action for Inclusion
  implementation plan is in place to ensure that
  the strategy is embedded
• The organisations policies and procedures are
  reviewed in light of the Action for Inclusion
  Strategy MIS data is used to monitor access and
  outcomes for disabled

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A For I A strategic approach demonstrated by

• 2.1. Accessible publicity and marketing.
  Comprehensive disability statement/scheme,
  regularly reviewed and updated. Written materials
  available in other formats such as tape and
  Braille. Websites which enable access
• 2.2. Accessible accommodation and resources. An
  accommodation strategy and resources which
  ensures that accommodation complies with current
  legislation, including ILT, which are
  specifically designated for learners/trainees
  with are of a high standard and meet the needs of
  learners/trainees.
• 2.3. Strategies to ensure that changes in
  procedures (e.g. timetabling) do not create
  barriers for learners/trainees with
  mobility/sensory disabilities. Policies and
  procedures which enable access to programmes.
  Application/interview procedures. Liaison with
  other agencies including childrens and adult
  social services, health agencies, schools,
  Connexions Service. Support in transition
• 2.4. Policies and procedures which enable access
  on programme. Appropriate support in accessing
  the curriculum. Appropriate support in work
  experience, enrichment and leisure activities and
  other service to support for progression

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A For I A strategic approach demonstrated by

• 3. An approach which ensures the quality of
  delivery to disabled learners/trainees, and a
  culture of continuous improvement by the
  organisation in this aspect of their work,
  demonstrated by
• 3.1. Quality judgements. Inspection grades and
  identified strengths. SAR grades and identified
  strengths
• 3.2. Response to learners with disabilities
  embedded in the organisations
• policies and procedures. SAR procedures and
  documentation. QA procedures and documentation
  including lesson observations and feedback from
  learners
• 3.3. Well trained/appropriately qualified staff.
  Access to staff development/training and
  appropriate accredited training for specialist
  staff teaching and supporting learners/trainees
  with disabilities. Staff development/training for
  all staff which ensures understanding of the
  organisations Strategy and approach to
  inclusion, and compliance with Disability
  legislation

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Action for Inclusion South East Actions

• Improving Transitional planning is key and each
  LLSC area will need protocols to establish
• S140s who carries them out, how are they used?
• Provision available
• Roles and responsibilities in transition planning
• Relationship between statutory plans and Person
  Centred Planning
• Transition for young people placed out of county

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Action for Inclusion South East Actions

• What we want to get from effective Transitional
  Planning
• Effective protocols for transition are in place
  and monitored regularly with clients/learners
• Accessible information is available to both young
  people and adults and their parents/carers at
  times of transition
• Transition arrangements are in place to ensure
  learners are able to progress and benefit from
  residential placements

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• Action for Inclusion
• Improving the life chances of disabled people -
  Transition to adulthoodSummary
• The benefits of effective early years
  intervention will be lost if disabled young
  peoples transition through childhood and into
  adulthood is not managed effectively.
• There are particular barriers for two groups
• those with the highest level of need who may be
  offered inappropriate segregated adult services
  (or in some cases be offered no support at all
  because they are seen as too disabled for local
  provision) and
• those with less significant needs but little
  entitlement to additional support.

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• Action for Inclusion and Transition to adulthood
• There are three key ingredients needed for
  effective support for disabled young people, to
  ensure that they enter adulthood able to
  participate and be included.
• Planning for transition focused on individual
  needs.
• Continuous service provision.
• Access to a more transparent and appropriate menu
  of opportunities and choices.
• Over time, individualised budgets will allow
  seamless transition from childhood to adult
  services, providing disabled young people and
  their families with choice and empowerment.

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Improving the life chances of disabled people
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Transition to adulthood

• In the shorter term
• childrens and adult services should overlap to
  improve continuity and remove the cliff-edge in
  provision experienced by many disabled young
  people
• the role of families needs to be recognised and
  supported in a way that empowers disabled young
  people and their parents
• personalisation in planning will require
  increased access to advocacy and information
  person centred planning approaches to be used
  widely and a Connexions service committed and
  equipped to support disabled young people and
• opportunities for disabled young people to
  improve their life chances should be provided
  through inclusion in further education and
  employment preparation, and accessible mainstream
  leisure and cultural activities and youth
  services.

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