'Special or Unique Young People's Attitudes to Disability' report
Disability Rights UK have published this report, with the support of LKMCo, as part of the DRILL (Disability Research on Independent Living and Learning) programme, funded through the National Lottery Community Fund.
The report suggests that disabled children and young people's experiences have not changed as much as we might hope over the last few decades. Disabled children and young people now consider themselves to be disabled by the 'negative feelings' towards disability generally, states Sue Bott (Head of Policy and Research at Disability Rights UK) in her foreword to the report; she goes on to say that this report should be a wake-up call 'or else we find yet another generation of disabled young people experiencing the same negative attitudes and behaviours', as Sue herself did.
The key findings of the report include:
- Few pupils with SEND identify themselves as disabled, and most view themselves as distinct from disabled people
- Most pupils with and without SEND defined disablity by the use of aids, particularly wheelchairs
- Pupils with SEND who received extra support were not sure why they received it and what it was for
- Pupils with SEND described being bullied and socially excluded within their school, and having relatively few friends
- Pupils with SEND want their schools to be more proactive in facilitating their social and educational inclusion and reducing bullying.
The report makes a range of recommendations, including:
- School leaders to encourage active interventions to address bullying and promote inclusive classroom environments
- School leaders should foster greater openness about SEND in the school, and support pupils with SEND to understand their own disability
- The DfE should develop SEND-specific anti-bullying practice guidance, and establish a minimum inclusion standard for disability awareness in the PSHE curriculum.
Tool - 30 Aug 2019 Silver AND Gold Member Only
A useful tool for silver and gold members in the EYFS, primary, secondary and post-16 settings. This resource is designed to help teachers work their way through the graduated approach for those pupils that haven’t necessarily yet been identified with SEN but for whom there are initial concerns.
Information - 29 Aug 2019 Silver AND Gold Member Only
Available to silver and gold members, this information based resource will be suitable for SENCos and leaders in Early Years settings, Schools and Colleges. The resource can be effectively used as part of the self review and improvement process, key benefits of this resources is to gain a concise overview of the Education Inspection Framework and implications of practice.
Tool - 29 Aug 2019 Silver AND Gold Member Only
Available to silver and gold members, this useful person centred working tool is suitable for those supporting pupils in Early Years, Primary, Secondary and post 16 settings. The resource can be used to outline a pupil’s key strengths, needs and the strategies and key adjustments to teaching that are needed every day. It can provide a useful vehicle for meaningful discussion around learning between the teacher and the pupil, involving them positively in discussing effective approaches to enable better engagement. Working in a person-centred way (across the whole setting), including the use of person-centred tools, is essential for not only populating the passport but also for getting the most from using it.