Welcome to Accessible Schools: Some ideas to help schools with planning to increase access to schools for disabled pupils

Welcome to Accessible Welcome to Accessible Schools:Schools:

Some ideas to help schools with planning to increase access to schools for disabled pupils

The Planning DutyThe Planning Duty

Increase the extent to which disabled pupils can participate in the school curriculum

Improving the physical environment of schools Improving the delivery of information to disabled

pupils

Develop an Accessibility Develop an Accessibility PlanPlan

Access audit Review of current actions Identify actions needed for improvement Set goals and targets Consult on the plan Publish the plan Implementation Evaluation

Identifying Barriers to AccessIdentifying Barriers to AccessA checklist 1

QUESTION YES NO

Do you ensure that teachers and teaching assistants have the necessary training to teach and support disabled pupils?

Are your classrooms optimally organised for disabled pupils?

Do lessons provide opportunities for all pupils to achieve?

Are lessons responsive to pupil diversity?

Do lessons involve work to be done by individuals, pairs, groups and the whole class?

Are all pupils encouraged to take part in music, drama and physical activities?

Do staff recognise and allow for the mental effort expended by some disabled pupils, for example using lip reading?

Do staff recognise and allow for the additional time required by some disabled pupils to use equipment in practical work?

Do staff provide alternative ways of giving access to experience or understanding for disabled pupils who cannot engage in particular activities, for example some forms of exercise in physical education?

Do you provide access to computer technology appropriate of students with disabilities?

Are school visits, including overseas visits, made accessible to all pupils irrespective of attainment or impairment?

Are there high expectations of all pupils?

Do staff seek to remove all barriers to learning and participation?

IdentifyingIdentifying Barriers to AccessBarriers to Access

A checklist 2QUESTION YES NO

Does the size and layout of areas – including all academic, sporting, play, social facilities; classrooms, the assembly hall, canteen, library, gymnasium and outdoor sporting facilities, playgrounds and common rooms – allow access for all pupils?

Can pupils who use wheelchairs move around the school without experiencing barriers to access such as those caused by doorways, steps and stairs, toilet facilities and showers?

Are pathways of travel around the school site and parking arrangements safe, routes logical and well signed?

Are emergency and evacuation systems set up to inform ALL pupils, including pupils with SEN and disabilities; including alarms with both visual and auditory components?

Are non-visual guides used, to assist people to use buildings including lifts with tactile buttons?

Could any of the décor or signage be considered to be confusing or disorientating for disabled pupils with visual impairment, autism or epilepsy?

Are areas to which pupils should have access well lit?

Are steps made to reduce background noise for hearing impaired pupils such as considering a room’s acoustics and noisy equipment?

Is furniture and equipment selected, adjusted and located appropriately?

Identifying Barriers to AccessIdentifying Barriers to Access

A checklist 3

QUESTION YES NO

Do you provide information in simple language, symbols, large print, on audiotape or in Braille for pupils and prospective pupils who may have difficulty with standard forms of printed information?

Do you ensure that information is presented to groups in a way which is user friendly for people with disabilities e.g. by reading aloud overhead projections and describing diagrams?

Do you have the facilities such as ICT to produce written information in different formats?

Do you ensure that staff are familiar with technology and practices developed to assist people with disabilities?

Access for children with autistic Access for children with autistic spectrum disordersspectrum disorders

Autism is a common disorder

Any mainstream school is likely to have at least one child with an autistic spectrum disorder (ASD)

Access issues for pupils with ASD - 1Access issues for pupils with ASD - 1

People with ASD have particular ways of thinking They often like more structure and predictability than

other people They will usually find the social world harder to cope

with than most of us do Some of them have difficulty sorting out sensory

information


You will need to differentiate in the curriculum A visual work structure will help. Look at the booklet

“a child with autism in my class” Don’t phase out structures too early - and don’t

assume the pupil will transfer knowledge and work habits between situations


You will need to structure the day in time and space Visual timetables are often helpful, showing the pupil what

to expect through the day in pictures


People with ASD need help to access social situations (maybe circles of friends, buddy systems, etc)

They may need special protection from bullying Because they have special, different, personalities,

they may need “alone time” and refuge arrangements at times in the school day

Access for children with dyslexiaAccess for children with dyslexia

Dyslexia (specific literacy difficulties) is a common disorder

Any mainstream class is likely to have pupils with dyslexic difficulties.

These may be in the mild, moderate or severe range

All Derbyshire Schools

have a copy of

The Derbyshire File for

Dyslexia Friendly Schools

which contains detailed

information about

strategies for identifying,

assessing, teaching and

supporting pupils with

dyslexia.

Access for children with dyslexia - 1Access for children with dyslexia - 1

Access issues for pupils with dyslexia - 2Access issues for pupils with dyslexia - 2

People with dyslexia have particular ways of thinking and learning

Not all pupils with dyslexia have the same clusters of abilities or difficulties

Screening and assessment procedures should be utilised to produce a profile of abilities, difficulties and learning styles

IEPs need to be specific - allowing pupils to work with their strengths - while focussed teaching concentrates on improving areas of weakness

You will need to use multi-sensory teaching to ensure that pupils are able to learn using visual, auditory, oral and tactile/kinaesthetic skills

The more pieces of the multi-sensory jigsaw that are simultaneously included in the teaching/learning situation - the more effective the learning will be for pupils



To support effective reading and spelling, you will need to ensure that the pupils develop:

phonological skills knowledge of the alphabet phoneme-grapheme awareness awareness of spelling choices

Don’t phase out structured teaching too early

Build in frequent consolidation and revision of new skills

Teach to ensure transfer and generalisation of skills and knowledge


You will need to differentiate the curriculum and offer consistent levels of support for: SPELLING - provide subject & high frequency

vocabulary lists

WRITING - reduce / support note-taking & recording

HOMEWORK - ensure tasks are clarified & realistic

MEMORY - provide strategies & prompts to compensate for weakness

STUDY SKILLS - expect to support and teach explicitly the skills which other pupils acquire as a matter of course

ORGANISATION - provide strategies for organisation of ideas & knowledge personal possessions & time


Inclusive schools recognise the emotional needs of pupils with dyslexia and work to reduce vulnerability by:

recognising and accommodating individual learning styles

encouraging pupils to be active learning partners

having realistic expectations acknowledging effort

supporting and developing self esteem

Access for Children with Access for Children with Physical ImpairmentPhysical Impairment

A child with a physical impairment encounters difficulty with some aspect of movement i.e. locomotion, fine motor skills, or communication skills.

Not all physically impaired children are wheelchair users. In some instances the impairment will not be immediately obvious.

Even within a single disabling condition i.e. Cerebral Palsy, no two children will have identical needs.

The Curriculum (1)The Curriculum (1)

Depending on the type and degree ofimpairment the child may need:

Time & opportunity to respond; An alternative method of recording; Support (particularly in practical sessions); Specialist or adapted equipment which may be low or high tech; Specialist furniture i.e. rise & fall tables or seating.

The Curriculum (2)The Curriculum (2)

Consideration should be given to: Timetabling the child’s class; Ensuring the child has easy and ready access to equipment; Delivery of the lesson (speed, content, language); Requesting less quantity of work from the child to maintain

quality; Grouping of pupils to help the child feel more included; Parallel or alternative activities i.e. photography in place of

brush work in Art.

Think “can do”!

The Physical EnvironmentThe Physical Environment

Physical access is about more than just ramps!

It’s about: How pupils approach buildings, enter, move & function within,

and exit; Height of desks, resources, door handles, light switches and

even food in the dinner hall; Seating; How classrooms are laid out and classes timetabled.

It’s about

the pupil being independent and fully included in ALL activities!

Equipment and ResourcesEquipment and Resources

The child may require a lot of equipment i.e.

Curriculum resources - lap-top / specialist software, adapted pens, scissors, rulers, sloping writing boards etc;

Communication aid; Hoist; Standing frame; Changing couch; Specialist cutlery.

Thought needs to be given to storage and maintenance.

Moving and HandlingMoving and Handling

Some children with more significant impairment will need moving and handling assistance.

To ensure their safety and the safety of staff each child will need to have a Personal Handling Risk Assessment.

Staff will need moving & handling training which should be updated annually.

SocialisationSocialisation

The child may need help to access & maintain friendships.

If they need an exercise programme do it at a time outside break and lunch time;

Check your school trip / activity is accessible for all – if not run a parallel trip /activity and give all children a choice;

Acknowledging safety, allow the child his /her own space and time with peers;

Consider circle of friends;

If the child signs encourage other pupils to sign whilst speaking.

Further informationFurther information

Support Service for Children with Physical Impairment

Support Services Centre,

Brookside Road,

Breadsall,

Derbyshire. DE21 5LF

01332 [email protected]

Trisha Bowen (Head of Service)

Access Issues for children who are Access Issues for children who are

Deaf and Hearing ImpairedDeaf and Hearing Impaired – –The Visual EnvironmentThe Visual Environment

Good lighting: Needed for lip reading and for good visual clues to what is said.

Anti glare windows: Reduces glare so that pupils can see to lip read.

Plain, or ‘non-Jazzy’ patterned walls: No distractions from the teacher’s face for lip reading.

Good clear displays: Provide visual clues and reinforce what is said.

Classrooms which allow people to be seen clearly at all times, not with areas where the speakers may not be seen.

The Acoustic Environment for Deaf The Acoustic Environment for Deaf and hearing Impairedand hearing Impaired

Carpets, curtains and soft furnishings: Cut down on reverberation and background noise.

Low ceilings: Cut down on reverberation and give better listening conditions

Quiet heating systems: Not noisy intermittent air blowers. Reduce background noise making better listening conditions.

Acoustic environment for Deaf and Acoustic environment for Deaf and hearing Impaired continuedhearing Impaired continued

Rubber stoppers on the bottom of chairs to cut down on background noise.

Enclosed classrooms: Children find it difficult to isolate the teacher’s voice in open plan environments.

Acoustic ceiling tiles: Absorb ambient noise. Soft covers on work surfaces: Cut down on the noise of

pens, books etc on the desk surface.

Good Practice for Deaf and hearing Good Practice for Deaf and hearing ImpairedImpaired

Ensure background noise level is as low as possible. Encourage only one person to speak at once. Get the child’s attention before speaking. Use visual clues to back up what is said as much as

possible. Always be in vision when speaking, walking around the

classroom while speaking makes it difficult to follow. Using an overhead projector rather than a black/white

board allows you to face the child and write at the same time.

Good clear handouts. They may not be able to make notes and watch what you are saying at the same time.

Good practice for Deaf and Good practice for Deaf and hearing Impaired continuedhearing Impaired continued

Never cover your mouth or face while speaking. Allow the pupil to sit where they can see the teacher and also scan the class

when others are speaking. To the side and near to the front. Indicate who is speaking, or get the speaker to identify when they begin so that

the pupil can locate them and look at them while they speak.

Good practice for Deaf and Good practice for Deaf and hearing Impaired continuedhearing Impaired continued

Do not take it for granted that the pupil has understood what you have said, always check and reinforce.

Group discussions are difficult, repeat what other pupils say to provide access.

Reinforce new vocabulary and technical language.


Support Service for Deaf and Hearing Impaired,

Support Services Centre,

Brookside Road,

Breadsall,

Derbyshire. DE21 5LF

01332 833958

Debbie Marston (Head of Service)

Access Issues for Children with Access Issues for Children with Visual ImpairmentVisual Impairment

TTerms of visual impairmenterms of visual impairment

Visual impairment is an umbrella term covering blind and partially sighted pupils.

A visually impaired pupil is one whose impairment interferes with his or her optimum learning and achievement unless adaptations are made in the methods of presenting learning experiences, or in the learning environment.

Access Issues for Children with Access Issues for Children with Visual ImpairmentVisual Impairment

Terms of visual impairmentTerms of visual impairment

Visual impairment is an umbrella term covering blind and partially sighted pupils.

A visually impaired pupil is one whose impairment interferes with his or her optimum learning and achievement unless adaptations are made in the methods of presenting learning experiences, or in the learning environment.

It has been estimated that 80% of learning is It has been estimated that 80% of learning is via the visual pathwaysvia the visual pathways

Everyday use of visionEveryday use of vision

See clearly near to and at a distance Maintain binocular vision near to and at a distance Have a visual memory Change fixation easily from one place to another e.g. up/down or

side to side Perceive general form differences and likeness

Environmental considerationsEnvironmental considerations

Aim for contrast between door frame and wall and the door and handle.

Handrail should contrast with wall Glare is a major problem: medium weight vertical blinds

should be fitted at windows. Need for good natural lighting Lighting in corridors is often very poor Door signs should contrast with background and be at

eye level

ExamsExams

Exam papers can be supplied in modified, enlarged or Braille formats.

Extra time can be applied for (up to 50%) Exam boards should be approached early on if

differentiated papers are needed – before Christmas for June exams

Answers can be dictated or typed


Support Service for Children with Visual Impairment

High Peak and Derbyshire Dales

Area Education Office

Kents Bank Road

Buxton

Derbyshire DE5 3JE

01298 26121

Head of Service Tony Bowyer

An Example of an Accessibility PlanAn Example of an Accessibility Plan

Targets Strategies Outcomes Timeframes Goals Achieved

Short Term Availability of written materials in alternative formats

Use large print. Tape messages for non-reading parents or VI pupils.Contact Support Service for Visual Impairment for Braille materials 01246 204851

If needed the school can provide written information in alternative forms.

Term 3

2002 / 03

Delivery of information to disabled pupils improved.

Medium Term Incorporation of appropriate colour schemes when refurbishing to benefit pupils with visual impairments and install window blinds.

Paint walls, doors, and door frames in contrasting colours. Door handles contrast with doors.Contact the Support Service for Visual Impairment for further advice 01246 204851

Several classrooms are made more accessible for visually impaired children

Term 1

2003 / 04

Physical accessibility to school increased.

Training for teachers on differentiating the curriculum

Training need identified after school skills audit. Consider accessing DAIS central training; requesting training from LIO service, or identifying this as a development area with the SSSEN. 01629 580000

Teachers are able to more fully meet the requirements of disabled children’s needs with regards to accessing the curriculum.

Term 2

2003 / 2004

Increase in access to the National Curriculum

Long Term School plans to improve access to designated areas over successive financial years. The school decides which of it’s exits and entrances have priority and plans to fit ramps and handrails to all of these.

Planned use of minor capital delegated resources and discuss with the LEA using School Access initiative funding.

Having secured capital resources from the LEA, over a three year period the school’s entry areas will be fully accessible.

Term 3

2004 / 2005

Physical accessibility of school increased.

Documents

Welcome to Accessible Schools: Some ideas to help schools with planning to increase access to schools for disabled pupils