Moving Towards Inclusive Education

Disability has long been a barrier to an effective education. In a recent Government survey, the full extent of the problem became clear. 41% of disabled adults, of working age, had no educational qualifications compared with 18% of the total working population. New legislation should see an end of these damning statistics forever.

Described as the biggest shake-up in the law for twenty years, part IV of the Disability Discrimination Act came into force in September 2002. Part IV of the Act makes it unlawful for schools and colleges to discriminate against users of their facilities and services, i.e. disabled pupils and prospective pupils. It covers admissions procedures, education and associated services, such as extra curricular activities and school trips. The Act also applies to Further Education establishments, with further requirements placed upon this sector from September 2003.

A school, or college, will be deemed to be breaking the law if it discriminates against a disabled pupil either by; treating them less favourably than another because of their disability, without justification, or by failing to take “reasonable steps”, which lead to disabled pupils being placed at a “substantial disadvantage” compared to their non disabled classmates. In common with the application of the DDA in other sectors, most debate is centring on what is reasonable and substantial. An example of what may be considered “less favourable” treatment is that of a child who has epilepsy being refused admission unless it stops having fits. Disappointingly, the Act provides no specific definition of what is “reasonable” and will, therefore, rely on the relevant tribunal or appeal panel to rule on each individual case. All LEA’s and schools are required to plan to improve access to the environment, curriculum and written information. The monitoring of the planning process falls under OFSTED’s remit.

Part IV requires the post 16 educational sector - further and higher education colleges to make more provisions. For example, from September 2003, they must provide specific aids and services for disabled students. Schools are not required to. Pupils requiring aids are deemed to have special educational needs and are, therefore, supported by the existing SEN framework.

Nobody will argue against the right of the less able to receive the same level of education as able bodied pupils. For this to be achievable, however, the disabled must also be able to get into and move around the school or college. In many cases, this will involve making physical adjustments to the school’s premises. Many schools, committed to the challenge of providing equal opportunity, have already made the necessary amendments. We have installed dozens of platform lifts in schools and colleges, throughout the country, which enable wheelchair users to gain access to previously inaccessible areas of the building.

For many years, platform lifts, both vertical and inclined travel, have been used to overcome the barrier that a simple flight of steps represents to the wheelchair bound. Our Companion range models are supplied as completely self-contained units, which do not need a wall or additional support structure. This often means that their installation is practical in buildings, not originally designed to take a lift.

The Disability Rights Commission (DRC) [now known as the Equality and Human Rights Commission] is leading the campaign to increase awareness of the new rights of the disabled in education through its “Educating for Equality” programme. We wholeheartedly support their work. Moveman is committed to supplying cost-effective access solutions, which contribute towards the Government’s objective to create a fully inclusive educational system.