General SEN

Planning to Improve Access to Education for pupils with Sensory Impairment.
Council Policies and Implementation

Presented in January, 2004

Majority of LAs referred to definition of disability in DDA.
Some listed groups of children to be included - but children with non-visible disabilities often not included.
Strategies referred to overlapping categories of children with SEN/ASN.
Links made between accessibility & support for learning/inclusion strategy
Some strategies included children with social, emotional & behavioural difficulties & their behaviour strategy

Preparing & Implementing the Strategy

Variation in extent to which LAs followed advice in Guidance on Preparing Accessibility Strategies
Variation in nature of consultation with parents, vol orgs & children - some LAs committed to further consultation
Tendency to focus audit on physical environment
In future, need for closer scrutiny of curriculum and communication/information strategies.

Structure of strategies
Different approaches:

Accessibility strategy subsumed within document with information about broad rage of issues concerning SEN/ASN
Short strategy prepared - future strategy to be part of Children’s Services Plan
Produced document which clearly outlines LA’s approach to accessibility, but with links to other documents.
Tension - integrated approach important, but clear, identifiable statement on accessibility also needed.
Some (but not all) strategies had prioritised action plan.

The three planning duties: Access to the curriculum

About planning at strategic level, not for individual pupils
Some authorities reviewing curricular guidance
Many committed to training for those responsible for QA & curriculum
Little evidence that authorities considering access to particular subject areas.
LAs recognised need for systems to assess needs & make physical adaptations, meet individual computing needs etc.
Some had contracts in place (e.g. with CALL Centre
Many, but not all, recognised need for improved access to extra-curricular activities.

The three planning duties:Access to the physical environment

All LAs recognised need to audit school estate & prioritise improvements
Need to address individual needs as well as make long-term improvements
Major upgrades planned through PPPs.
LAs without PPPs also committed to audit, but less likely to have firm plans on place.

Different goals -
make all schools accessible to all pupils
make particular schools accessible to all pupils
target specific schools for certain groups (eg; pupils with autistic spectrum disorder)

The three planning duties:Improving communication & delivery of information

Many LAs did not have specific plans in this area.
Most Las recognised need to make school info. (eg; handbooks, newsletters, course descriptors) available in alternative formats. Also applies to RoNs, assessments etc.
Small number recognised need to give pupils classwork & homework in alternative formats
One authority recognised disabled children & families need disability-specific & general information
LA drew distinction between:

Few LAs referred to making information available in other languages - links not always made with communication & equal opportunities strategies
Most LAs expressed desire to improve communication with children & young people incl. Disabled children e.g. by discussing IEP targets.
Only some LAs had clear plans for disseminating accessibility strategy in alternative formats

Evaluating & monitoring the strategy & audience

Most LAs stated how they would monitor the strategy but some did not.
Monitoring to be done by internal working group or within overall QA system
Few LAs mentioned external independent monitoring group or consultant to challenge plans & judgements of success.
Many authorities unclear about target audience - documents lengthy with many cross references & technical language
Only minority gave web reference & gave details about how readers might contribute views or make complaints.
Only some LAs explained how to obtain strategy.