The British Assistive Technology Association (BATA) has published a five point plan to boost the provision of assistive technology (AT) in schools.
The trade association calls for school-wide licences for literacy support software – to help the one-in-ten students – who are dyslexic and the introduction of accessible concept mapping software, school websites and virtual learning environments.
Schools should make curriculum materials available in accessible formats for students with a reading impairment through services such as the Load2Learn project run by the RNIB and Dyslexia Action.
BATA also wants the Equality and Human Rights Commission to rewrite a draft Equality Act code of practice covering disabled people to strengthen its provisions for assistive technology.
“This must be addressed before it is finalised and sufficient regulation included to ensure that less visible learning disabilities are properly catered for, as well as physical and severe learning disabilities,” says BATA.
Assistive technology should not be confined to children who have statements of special education needs, BATA argues, because many children with dyslexia who need help do not have statements.
Finally, the 180-strong association says AT should be seen as an investment that will pay back in the future and calls for better assessments to enable children to realise their full potential, free-up staff time and integrate disabled children into mainstream classes.
BATA’s plan is in response to a public consultation by the Department for Education on its proposal to require schools to provide auxiliary aids for children with disabilities from 1 September 2012.
The new Equality Act places the onus on schools to make adjustments and many schools fear they will be required to spend significant extra sums on assistive technology.
Under the old Disability Discrimination Act schools were exempt from having to make reasonable adjustments, because disabled children were regarded as being covered by statements of special educational need.
The Department for Education has tried to reassure schools that “the great majority of disabled children who need auxiliary aids and services will also already be receiving them through SEN statements”.
But BATA does not agree. “This is hugely optimistic,” says BATA council member Ian Litterick.
“How many schools have sufficient knowledge of appropriate assistive technology to know what the child should have – even assuming that the child has been properly diagnosed?
“Not all special schools have as good a knowledge of AT as they should and too few mainstream schools have enough specialist knowledge to equip them to handle even visible disabilities.”