Schools research reveals communication breakdown with disabled children

New research published today by the Disability Rights Commission (DRC) has revealed that many schools fail to listen to advice from disabled children or their parents about what helps them at school and what helps in accessing the curriculum.

In the first study of its kind featuring a wide cross-section of disabled children, those with special needs* and their families; government agencies, local authorities and schools were also identified as needing to do much more to engage and involve disabled children fully in the life of the school and in after-school activities.

Currently young disabled people aged 16 are twice as likely not to be in any form of education or training as their non-disabled peers and this increases to three times as likely at age 19.

Sir Bert Massie, Chairman of the DRC, said: "Our research reveals generally high expectations among disabled schoolchildren and their parents in the education system, but frustration at the many challenges in accessing appropriate support and 'seamless services'. Many young disabled people face multiple barriers in accessing after school and out of school activities. Some young people have given up trying to take part in the informal social life of their school and many are heavily reliant on their parents to take them back and forth to structured, formal activities. Because of these challenges, disabled children are likely to spend more time at home with their family than out with friends."

This lack of opportunity to play informally and spontaneously with other children can curb independence and lead to low self-esteem, a lack of confidence and social skills in adult life, the report reveals.

Sir Bert continues:

"Disabled young people simply do not have the same level of social freedom as non-disabled young people. Vital social skills are not being developed at school and this has a knock-on effect on community cohesion and contributes to society treating disabled people as second class citizens later in life. "It is vital that the government, schools and local authorities actively involve disabled children, young people and their families in the development of more proactive and inclusive local services (for example through the increased availability of direct payments). If we do not do more to actively engage disabled children, then we will not reverse the depressing trend that sees twice the drop out rate at age 16 among disabled children."