Disability Equality Scheme

MEADOW HIGH SCHOOL

June 2015

DISABILITY EQUALITY SCHEME 

 

Introduction

This statement is drawn up in accordance with the duties in the Disability Discrimination Act 1995, as amended by the SEN and Disability Act 2001 (SENDA).  

Definition of Disability

Disability is defined by the Disability Discrimination Act 1995 (DDA):

‘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.’

The School Context. 

All children who attend Meadow High School have complex learning needs. In addition many of our children have identified developmental disorders such as, Autism Spectrum Disorders, Speech and Language Disorders, Attention Deficit Disorder and or medical conditions including cerebral palsy, asthma, seizure conditions. Within our school population we have children with a variety of genetic conditions such as Downs Syndrome, etc. 

A small proportion of our children have significant social, emotional and behavioural needs such that arrangements need to be put in place to ensure their safety and security and that of other members of the school community.

From time to time we have members of our staff team who also have a recognised disability.

Our Disabilities Equality Statement

As a school we endeavour to:-

 ensure that there is equality of opportunity for children, parents and staff regardless of ability, age, culture, gender, race, religion/belief, sexual orientation, social background or special needs/disability.

 encourage parents/carers, children and staff to regard all people as being of equal value.

       provide and develop curriculum resources which are free from discrimination, stereotyping, etc.         and give a positive image of ‘minority’ groups.

       provide a site which is safe and accessible to all.

 ensure that there is equality of opportunity in all staff appointments and staff development opportunities.

Principles

  • Compliance with the DDA is consistent with the school’s aims and shared values, equal opportunities policy and the operation of the school.
  • The school recognises its duty under the DDA (as amended by the SENDA):
    • not to discriminate against disabled children in their admissions and exclusions, and provision of education and associated services
    • not to treat disabled children  less favourably
    • to take reasonable steps to avoid putting disabled children at a substantial disadvantage
    • to publish an Accessibility Plan.
    • to ensure that adults with a disability whether employees, parents or visitors to the school have full access to the school and it’s activities and do not experience unnecessary barriers which may prevent such access. 
  • The school recognises and values parents’ knowledge of their child’s disability and its effect on his/her ability to carry out normal activities, and respects the parents’ and child’s right to confidentiality;
  • The school provides all children with a broad and balanced curriculum, differentiated and adjusted to meet the needs of individual children and their preferred learning styles; and endorses the key principles in the National Curriculum framework, which underpin the development of a more inclusive curriculum:
    • setting suitable learning challenges
    • responding to children’s  diverse learning needs
    • overcoming potential barriers to learning and assessment for individuals and groups of pupils.

THIS POLICY WAS REVIEWED BY THE GOVERNING BODY AND WILL STAND IN ITS ENTIRETY UNTIL FURTHER REVIEW OR LEGISLATION CHANGE