Developing Disability Equality in Your School

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Developing Disability Equality in Your School

• Richard Rieser
• Disability Equality
• richardrieser_at_worldofinclusion.com
• www.worldofinclusion.com

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What will be covered in the session

• 1) Warm Up Quiz- Why Duty needed
•  
• 2) How are schools doing on Duty to Promote
  Disability Equality
•  
• 3) What is necessary to eliminate disabilist
  bullying
• 4) Basing your scheme on the social model
•  
• 5)Best ways of engaging disabled people
• 6) Promoting positive attitudes to disability
• 7) Using Impact Assessment
•  
• 8) Developing good practice Behaviour, Trips,
  Administering Medicine, Risk Assessment
•  
• 9) Evaluating and revising your scheme

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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

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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

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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

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Single Equalities Bill 2009
Part 5A Disability equality scheme
Disability Equality Duty
Part 2 employment
Part 3 services
Part 4 education
Part 1 definition of disability
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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
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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

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Duty to Promote Disability Equality
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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

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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

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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
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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.

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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
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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
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Hate Crimes against disabled people are more
common than you think! 20 disabled people
murdered in UK in last 2 years 47 dont feel
safe on 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
Rikki Judkins with Learning Difficulties beated
to death by two teenagers when visiting Lancaster
Raymond Atherton a man with learning difficulties
repeatedly attacked and eventually killed by 2
teenagers after months of torture . Warrington
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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

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What has been happening with school DESs ?

• MENCAP study 40 schools from 9 LAs only 7 provide
  a scheme or draft on request and only 1 met legal
  requirement and 1 on website.
• DEE carried out research for Secretary of States
  Report. Analysed 50 primary and 26 secondary
  schemes against legal requirements. None met all
  legal requirements but 3 primary and 1 secondary
  were reasonable. Most had been copied from
  templates

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Analysis of 50 Primary Disability Equality
Schemes against Evaluation Tool. A score of 50
would mean the school was fulfilling its
statutory obligations.
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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

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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
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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.
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MEDICAL MODEL THINKING SOCIAL MODEL THINKING
Person is faulty Person is valued
Diagnosis Strengths and Needs defined by self and others
Labelling Identify Barriers and develop solutions
Impairment becomes Focus of attention Outcome based programme designed
Assessment, monitoring, programmes, of therapy imposed Resources are made available to ordinary services
Segregation and alternative services Disability Equality Training for All
Ordinary needs put on hold Encourage Social Relationships
Re-entry if normal enough OR Permanent Exclusion Diversity Welcomed Disabled Person is Included
Society remains unchanged Society Evolves
(Adapted from Micheline Mason 1994, R. Rieser
2005)
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In the Social Model It's the barriers that
disable !
Negative Attitudes
Inaccesible Environments
Bullying
Use of Resources
Poor Peer Support
Inflexible Curriculum
Lack of Communication
Ignorance
Lack of Role Models
Fear
Low Expectations
Poor Teaching
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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.
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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.

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Maths and the Braille System
Get pupils to work out how many different
permutations you can get on the six pattern of a
dice?
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Gradients-What is the right angle for as
wheelchair?
Too steep-dangerous
Too gentle-tiring
Answer -Between 1 in 20 and 1 in 12
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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.
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• In the West, our ideas are dominated by Greek and
  Roman ideas of the body beautiful and physical
  perfection. These ideas are with us today in the
  obsession with body beautiful

Today all photos going out to advertise a product
are airbrushed to create the body beautiful
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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
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Getting Rid of the Useless Eaters in Nazi
Germany 1933-1945
This led to 1 million disabled people being
killed in Greater Germany by 1946 as a BURDEN
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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.
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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

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Promoting Positive Attitudes to Disabled People

• Make sure disability is covered in a positive way
  in all parts of the curriculum. e.g. Art,
  History, Geography Science
• Gather examples from national press and media
  use in displays
• Relate to TV Pete on Big Brother-Tourettes
• Alison Lapper Trafalgar Square
• Help pupils critiques stereotypes English
• Use a social model approach-identify barriers
• Examine ethical issues from a human rights
  perspective
• Ensure hidden curriculum is disability friendly
• Challenge disabilism
• Develop strong self esteem in disabled pupils

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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.Lessons
12. School Council
13. School Clubs
14. Corridors
Getting the views of disabled pupils including
non-verbal pupils.
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As a disabled person what do you think of....

Area of the school Excellent Good Not so Good Bad
The School Building 25 40 10 25
Playtime 33 39 16 12
School Dinners 17 24. 15 44
Assemblies 17 31 15 37
School Trips 47 21 9 23
PE and Games 29 43 12 16
Lessons 24 36 8 32
Teachers 19 46 5 30
Teaching Ass. 40 39 7 14
Other Children 22 28 18 32
School Council 37 5 29 29
School Clubs 25 25 26 24
Corridors 8 15 17 60
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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.

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PLASC Data England 2008 by type of school
impairment
School Action 365,130 18.4 of all secondary
pupils 485,260 primary pupils 19.2 Those
with Medical Needs- e.g. Diabetes, Asthma,
Allergy Those with Mental Health
Issues e.g. Depression Eating Disorders Self-
Harmers
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.
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Reasonable Adjustments for Behaviour Difficulties

• Differentiated Behaviour Policy
• Positive Behaviour Policy
• Pupil Involvement in Developing the Policy
• Where pupil may be disabled extra loop in policy
• Early Intervention
• Peer Support
• Developing Emotional Literacy-SEAL
• Involvement CAMHS
• Whole school and consistent approach

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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. [phone]
• Online www.teachernet.gov.uk/publications
• Small box 20 from DEE or Stationary Office

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Duty to Promote Disability Equality
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Reasonable Adjustments Key Factors

• vision and values based on an inclusive ethos
• a can do attitude from all staff
• a pro-active approach to identifying barriers and
  finding practical solutions
• strong collaborative relationships with pupils
  and parents
• a meaningful voice for pupils
• a positive approach to managing behaviour
• continued

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• Key factors continued
• strong leadership by senior management and
  governors
• effective staff training and development
• the use of expertise from outside the school
• building disability into resourcing arrangements
• a sensitive approach to meeting the impairment
  specific needs of pupils
• regular critical review and evaluation
• the availability of role models and positive
  images of disability

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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.

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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.

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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

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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

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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
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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
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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. [phone]
• Online www.teachernet.gov.uk/publications

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Developing Disability Equality in your school.
Identify three things that need to be done!

• 1.
• 2.
• 3.

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New Developments

• Achievement for All pilots 32m-bottom 25
• OFSTED from September equality and the progress
  of disabled /SEN children will be a limiting
  Grade
• Aiming High Disabled Children every LA money
  -340m for short term breaks. How used?
• All Schools SEN policies and DES with
  Accessibility included published on website from
  September
• National Strategies to monitor and publish
  reports.
• SEF be explicit SEN Disability
• All SIP in mainstream receive training
  SEN/Disability
• Communication and engagement with parents

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