Disability and Accessibility

The Disability Act (DDA) 1995 states that ‘a person has a disability if he or she has a physical or mental impairment that has a substantial and long term adverse effect on his or her ability to carry out normal day to day activities’.

Definition of Disability

Those falling within the definition of disability will have a range of needs, including mobility impairment, sensory impairment, learning disabilities, mental health conditions, epilepsy, AIDS, asthma and progressive/degenerative conditions such as multiple sclerosis. (Tameside Accessibility Strategy 2003-2006).

The duty not to discriminate covers all aspects of school life, including extra-curricular activities, educational visits and school trips.  The duty to make reasonable adjustments refers to the full range of policies, procedures and practices of the School.

The SEN and Disability Act (2001) amended part 4 of the Disability Act (1995) by placing new duties on LEAs and schools in relation to disabled pupils and prospective pupils.  From September 2002, it has been unlawful for schools to discriminate against disabled pupils in their admissions and exclusions, education and associated services.

There are three main duties:

• Not to treat disabled people less favourably
• To make reasonable adjustments to avoid putting disabled people at a substantial disadvantage
• To prepare accessibility strategies/accessibility plans for increasing over time the accessibility of schools for disabled people.

We recognise that these duties are ‘anticipatory’ – i.e. that schools need to consider the requirements of current and future disabled people. This means that we are expected to make reasonable enquiries to find out whether children currently on roll, as well as those seeking admission or employment, have a disability.

Accessibility plan

In response to our duty in law, we have considered the current situation and future needs under the following headings:

• Physical environment of the school
• The extent to which disabled people could participate in the school
• The communication of information to pupils, parents and staff

1. Physical environment

Present situation

• Dropped kerb at main pupil entrance allows for access
• Door widths allow for wheelchair access
• Ground floor disabled WC
• Adjustable stools for computer use
• Decoration does not allow for the needs of disabled pupils (contrasting colours) in all classrooms

Accessibility Plan 2010 - 2013

• Layout of classrooms must be addressed on a needs basis
• Regularly audit signage to include disabled access points
• Include the development of a sensory garden in SIP

2. School Curriculum

Present situation

• Accessible storage
• Accessible displays in some areas
• Large computer screens available
• Limited voice activated computer programmes

Accessibility plan 2010 - 2013

• Access to work for staff with disabilities
• Staff training on identifying barriers to access
• Timetabling to take account of identified needs
• Audit of current equipment
• Consider the needs of the disabled when purchasing new equipment
• Explore the range of equipment available 
• School has a clear policy about adjustment to SATs, both during assessment week and class assessments
• For any residential activities, the Group Leader will advise the centre of any special needs of their party

3. Communication of Information

Present situation

• Information only given on request

Accessibility Plan 2010 - 2013

• Be aware of the need to present this information via the school prospectus/web site/newsletters/medical form etc and in any other ways that become available.