Implementing the Disability Discrimination Act in schools and early years settings - a training resource for schools and local authorities
Making reasonable adjustments for disabled pupils: key factors
Vision and values based on an inclusive ethos
An inclusive vision for the school, clearly articulated, shared, understood and acted upon effectively by all, is an important factor in helping staff to make reasonable adjustments.
A 'can do' attitude from all staff
The attitude of staff is fundamental to achieving successful outcomes for disabled pupils. Where staff are positive and demonstrate a 'can do' approach, barriers are more easily overcome.
A proactive approach to identifying barriers and finding practical solutions
Actively identifying barriers as early as possible and exploring the solutions using a practical, problem-solving approach has led schools to identify more effective reasonable adjustments.
Strong collaborative relationships with pupils and parents
Schools that are effective at making reasonable adjustments recognise that parents and pupils have expertise about living with an impairment and will be a major source of advice. Pupils can also be the best judges of what is effective. They can be good advocates of what has worked well for them.
A meaningful voice for pupils
Schools are more likely to make effective reasonable adjustments where there are strong consultative mechanisms in place for all pupils and where peer support is well-developed.
A positive approach to managing behaviour
Combined with an appropriate curriculum and a variety of learning activities, a positive approach to managing behaviour can enable pupils to take charge of their own behaviour and support others in taking charge of theirs. Many schools identified the importance of peer support strategies and of mentoring schemes.
Strong leadership by senior management and governors
Strong school leadership that sets a clear direction, promotes positive outcomes for disabled pupils, deploys the resources of the school to support teachers in identifying and removing barriers and keeps progress under review, makes for schools that are more effective at making reasonable adjustments.
Effective staff training and development
Where staff training and development is given a high priority it can ensure that staff have the understanding, knowledge and skills required to make reasonable adjustments for the range of disabled pupils.
The use of expertise from outside the school
Other agencies supplement and complement what a school can provide on its own. The schools on the DVDs drew on a wide range of expertise beyond the school: from local schools, units and support services; from different statutory agencies; and from voluntary organisations.
Building disability into resourcing arrangements
Building disability considerations into everything a school does, including the way it deploys its resources, enables everyone in the school to make reasonable adjustments.
A sensitive approach to meeting the impairment specific needs of pupils
A sensitive approach protects the dignity of disabled pupils particularly, but not only, in relation to meeting medical and personal care needs.
Regular critical review and evaluation
Regular reviews at pupil level, departmental level and at school level help to ensure that:
- Progress is monitored
- Successes and failures are shared and inform the next steps
- The views of pupils and their parents are sought and incorporated into the reasonable adjustments a school makes.
The availability of role models and positive images of disability
Where schools use a range of opportunities to provide disabled role models, both children and adults, this can boost the self-esteem of disabled pupils and have a positive effect for all pupils. This can be supported by positive images of disabled children and adults in pictures, books, and a range of materials used in schools.
SEN Duties in Education Act 96
SEN Framework and planning duties
DDA reasonable adjustments: requirements
DDA improving access schools: requirements
DDA improving access schools: key messages
DDA improving access: LEA requirements
Page created: 20 February 2007
