RIGHT SUPPORT, RIGHT PLACE, RIGHT TIME: WHAT THIS MEANS FOR SCHOOLS AND WORKPLACES

June 7, 2022 Edtech

RIGHT SUPPORT, RIGHT PLACE, RIGHT TIME: WHAT THIS MEANS FOR SCHOOLS AND WORKPLACES 

Of the global population, as many as one in five people are dyslexic or have special educational needs and disabilities (SEND). Up until recently, there has been limited funding and support for the education sector from the government which may have contributed to only 20% of dyslexic and SEND students being identified in schools. 80% are still slipping through the net and many feel that not enough has been done to prevent these individuals from having to “muddle through” their education.   

On the 29th of March 2022, the government released their long-awaited plans to overhaul the existing SEND system in a green paper entitled ‘Right Support, Right Place, Right Time. Within the green paper, the Government endeavours to “create a higher performing SEND system” to provide children with the right support in the right place at the right time. The government proposes to back this proposal with new funding worth £70 million. 

Although some of the £70 million has been allocated within the green paper, the government does not wholly commit to what the funding will be used for.  

£27.3 million has been made available to low-income families with seriously disabled children to help pay for education equipment including assistive technology. However, there is no mention of funding for assistive technology that would help SEND children who would still benefit from this type of technology but do not fall in the ‘seriously disabled’ bracket, or of funding for families who may not qualify as ‘low income’ but who still would not be able to afford assistive technology for their children. The government needs to ensure some of this funding is available for schools to access such technology to ensure their students get an equal opportunity to feel included in lessons and get the most out of what they are studying. 

 

How does assistive technology help pupils and young people? 

Assistive technology helps students with learning differences to overcome obstacles, navigate their learning challenges and strengthen their skill set to reach their full potential. It may have an element of play involved making it very engaging for the child, helping them to build their confidence and strengthen their skills. 

Some are designed with a specific disability in mind, such as spell checkers for Dyslexia and speech recognition for learning, cognitive or developmental disabilities, and others are designed to help with a broader spectrum of disabilities or learning differences.  

 

What happens when SEND or Dyslexic pupils graduate from education? 

Although schools, colleges and universities can be tough for children and students with SEND, an individual doesn’t stop being Dyslexic or having other disabilities when they leave. So why should the understanding of their needs and additional support stop?  

While the government’s green paper highlights the need for schools to “change their culture and practice” to become more inclusive of children with special educational needs and disabilities, there should also be guidance for workplaces to become more inclusive of adults who grew up on the special educational needs and disabilities register.  

“Hidden” disabilities are rarely discussed during an interview, induction or in conversation with current staff, highlighting the need to educate managers on how they can support team members who need it. The funding and guidance of which should come from the government. Those who benefited from assistive technology through school should have continued access to the technologies they need to give them an equal chance of completing tasks within their career. 

Although many associate assistive technology with education, there are a few assistive technology options available for the workplace too. Technologies such as voice recorders, spell checking software or smart cameras for individuals would help individuals with dyslexia to build confidence and manage their time more efficiently. 

After the consultation period of the green paper closes on the 1st of July 2022, Douglas Stewart hopes the government will respond with clarifications of where the budget is being allocated and ensure all students and adults have a fair and equal right to school and careers.  

Edtech.Direct works with teachers and educational specialists to deliver a wide range of edtech products, teaching aids and accessories all designed to enhance lesson delivery, pupil engagement and ultimately help achieve learning outcomes across the primary and secondary age ranges.