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Disability Equality Duty and Disability Equality Schemes
Disability Equality Scheme.
Schools are required to plan to improve the accessibility for disabled pupils under the planning duties contained in Part 4 of the Disability Discrimination Act. A Disability Equality Scheme (DES) should build on the work done so far on this. However, there are a number of significant differences between the planning duties and the specific duties that schools will need to take into account. For example, the specific duties cover disabled employees and other disabled users of school premises and services (such as parents and carers) as well as pupils. There is also a statutory requirement to involve disabled people in the production of a DES.
As with access plans, schools may find that using existing mechanisms they have developed for collecting information and consulting with parents and pupils are useful in developing their DES. The main elements and actions contained within the DES can also be reflected in other school documents, such as an equal opportunities policy, school improvement plan, or prospectus.
Schools may wish to publish a single document which contains both their access plan and their DES or a separate plan and scheme according to what will work best for them on an individual basis. However the school chooses to present this information, the DES and the main elements of the Disability Equality Duty (DED) need to be distinct, easily identifiable and in one place.
To view LSES guidance on Disability Equality Schemes click HERE
To visit the Teachernet guidance on Disability Equality Schemes click HERE
Model Disability Equality Scheme and Action Plan from Lancashire QCI Inclusion (SEN) Team|
Examples of Disability Equality Schemes|
To view examples, from
The authors wish to express their thanks to the Headteachers and Governors of
A DES Self-Evaluation Tool|
All Schools are expected to have a Disability Equality Scheme in place. The National Strategies has produced a self-evaluation tool based on a grid with three headings: requirement, evidence, and comments/actions. It enables schools to self-assess whether they have the evidence to demonstrate they meet each requirement. If not, it enables them to plan appropriate actions.
Example of tools supporting school disability schemes|
In drawing up and maintaining Disability Equality Schemes, schools must make arrangements for gathering information about the performance of their school in this area. Below is an example of a school's practice in seeking the views of adults and young people in relation to disability equality.
The authors wish to express their thanks to the Headteacher and Governors of Bryning with Warton St Paul's C of E School for allowing us to share this aspect of their practice.
Click on the link above to view a number of plans:
The authors wish to express their thanks to the Headteacher and Governors of Bolton-le-Sands CEP, Carnforth for allowing us to share this aspect of their practice.