The View from Where I Sit

Tag: integration

  • Disability Awareness and Educational Curriculum

    Do you think disability awareness should be more commonly taught in schools?

    Here are five reasons why I believe it should be part of the educational curriculum:

    1. Promotes Inclusion and Acceptance: Teaching disability awareness helps students understand and appreciate the diversity of abilities and experiences among their peers. This promotes an inclusive environment where everyone feels accepted and valued.
    2. Reduces Stigma and Prejudice: Education about disabilities can challenge and change negative stereotypes and misconceptions. By demystifying disabilities, students are less likely to develop prejudiced attitudes and are more likely to treat everyone with respect.
    3. Fosters Empathy and Compassion: Learning about the challenges faced by individuals with disabilities can cultivate empathy and compassion in students. This can lead to more supportive and understanding peer relationships.
    4. Prepares Students for Real-World Diversity: The world outside of school is diverse, and students will inevitably encounter individuals with disabilities in various contexts throughout their lives. Understanding disability helps prepare students to interact positively and effectively with people of all abilities.
    5. Encourages Advocacy and Allyship: When students are educated about disability issues, they are more likely to become advocates for disability rights and allies to people with disabilities. This can lead to broader societal changes and improvements in accessibility and equality.

    This is the View from Where I Sit!!!

  • Disability Representation

    Disability Representation

    Disability has a negative connotation that extends beyond its definition, which includes impairments, activity limits, and participation restrictions. Disabled people’s attitudes and the degree of social exclusion they experience are manifested in actions that vary greatly depending on the kind of impairment and various social, community, and familial factors. The impact of an individual’s position, as well as the type and degree of his or her handicap, and, in particular, his or her gender, can be tremendous.

    People with Disabilities have been fighting for their right to be heard, both in their own lives, as well as in the greater community. This fight continues to this day, and I want to bring their voices and needs to the forefront. Having direct input in one’s life has a clear effect on overall health, well-being, and quality of life.

    People don’t come with labels.

    ‘You don’t look ill’! Just because you can’t see it doesn’t mean it isn’t there. A diagnosis should never define anyone.

    The skills of handicapped individuals are generally undervalued in society.

    Why is the wheelchair the only emblem used to represent disability?

    This gives a distorted view of disability. We need self respect and mutual respect.

    Wheelchair Privilege

    It is hard to acknowledge our own privilege because privilege is the other side of oppression. Some people are against talking about privilege because they don’t want to be framed as the aggressors or complicit in a system that gives them an advantage at the expense of others. Other critics of the word ‘privilege’ mistake it for a blanket term that suggests that, if you have a privilege, your whole life has been easy.

    Ultimately, privilege is not a concept designed to make people feel guilty or to diminish their achievements. Instead, waking up to how you may have certain privileges is an essential first step towards being able to decisively act, in small and large ways, to use your privilege and make the systems we were born into fairer. One example of this is wheelchair privilege.

    For example, some taxis are only equipped for manual wheelchairs, not electric ones. The physically impaired may be entitled to more benefits than any other disability group.

    In order to use your own privilege for good and to be a good ally you have to be aware, listen and speak up. Focus on equity instead of equality so that everyone is given what they need to be successful. https://www.hivelearning.com/site/resource/diversity-inclusion/5-main-types-of-privileges/

    What about the speech impaired?

    Just because you can’t speak doesn’t mean you don’t have anything to say. The Purple Vote Campaign in Wales is good at doing this. Advocating for yourself is important. Speak with me, not for me!

    Freedom of speech

    Article 21 – Freedom of expression and opinion, and access to information

    People with disabilities should be able to exercise the same rights to freedom of expression and information as other people and through all forms of communication of their choice. The UN Convention on the Rights of Persons with Disabilities (CRPD) also protects freedom of expression and the right to information. https://www.article19.org/resources/disability-and-information-what-are-your-rights/#:~:text=People%20with%20disabilities%20should%20be,and%20the%20right%20to%20information..

    States Parties shall take all appropriate measures to ensure that persons with disabilities can exercise the right to freedom of expression and opinion, including the freedom to seek, receive and impart information and ideas on an equal basis with others and through all forms of communication of their choice, as defined in article 2 of the present Convention, including by:

    a) Providing information intended for the general public to persons with disabilities in accessible formats and technologies appropriate to different kinds of disabilities in a timely manner and without additional cost;

    b) Accepting and facilitating the use of sign languages, Braille, augmentative and alternative communication, and all other accessible means, modes and formats of communication of their choice by persons with disabilities in official interactions;

    c) Urging private entities that provide services to the general public, including through the Internet, to provide information and services in accessible and usable formats for persons with disabilities;

    d) Encouraging the mass media, including providers of information through the Internet, to make their services accessible to persons with disabilities;

    e) Recognizing and promoting the use of sign languages. https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/article-21-freedom-of-expression-and-opinion-and-access-to-information.html.

    The colour purple is used to represent the disabled community because it means royalty, status and importance.

    Purple Tuesday and the Purple Pound are business initiatives to improve customer service for people with disabilities.

    Paralympic Games is a global sports competition for people with disabilities. It is a modified version of the Olympics for people with disabilities. Highlighting abilities and maximising potential.

    International Day of People with Disabilities showcases wheelchair access, history of disability in education, disabled icons, disabled political figures and celebrates diversity. Celebrated on 3rd December every year, the International Day of Persons with Disabilities aims to promote an understanding of disability issues and to mobilise support for the dignity, rights, and well-being of persons with disabilities. Each year the day focuses on a different issue.

    Advocacy

    Advocacy includes speaking up on other people’s behalf. This could also cover unemployment amongst people with disabilities.

    ‘Disability equals diversity not disadvantage.’

    We should be accepted without having to ‘fit in’.


    Tips for Advocacy

    • Be Persistent
    • Build Effective Coalitions

    Self-Advocacy Skills

    • Be assertive vs Aggressive
    • Be direct
    • Be intentional
    • Be accurate
    • Healthcare
    • Relocating
    • Emotional Needs- Social Isolation

    Advocacy usually includes petitions, protests, lobbying, placards, propaganda, elections, party politics, and pressure groups. Being an advocate makes you an agent of change.

    The importance of rejecting society’s toxic value system

    It’s about dignity. This is important especially when fighting microaggressions. https://www.bustle.com/articles/186060-13-microaggressions-people-with-disabilities-face-on-a-daily-basis.

    At the heart of it, representation matters because people matter. Disabled persons exist in every nation and community across the world. It is essential that we respect human rights for all humans no matter their abilities or disabilities.

  • Access to Work Grant 

    By: Daniella Jade Lowe

    Self employment is a form of independence for the disabled. Self employment is a form of freedom and self reliance. Many people like the idea of working for themselves because they have no one to be held accountable to. However, there are many challenges to self employment, especially for a person with a disability.

    Challenges of Self Employment

    The challenges above and beyond for a disabled self employed person:

    • Fluctuating conditions
    • Business hours affected
    • Accessing finance
    • Solutions are not always possible
    • Accessing the right advice
    • Accessing transport


    The term ‘disabled’ has the same meaning as in the Equality Act 2010. This defines disability as ‘a physical or mental impairment which has a substantial and long-term adverse effect on one’s ability to carry out normal day-to-day activities’.

    The term disabled can also include disabilities that only become apparent in the workplace. An example of this might be where you started work and found that your eyesight was affected by computer screens but had not noticed this problem before you started work.

    1.What is Access to Work?

    Access to Work is a government programme aimed at supporting disabled people to take up or remain in work. Access to Work is a discretionary grant scheme that provides personalised support to disabled people who are:

    • in paid employment
    • self-employed
    • apprentices
    • trainees
    • supported interns
    • doing self-directed work experience
    • on Jobcentre Plus promoted work trials
    • going to a job interview
    • You can also apply if you have:
    • a job offer letter
    • a job start date
    • a letter confirming your interview

    There have been changes to Access to Work due to the coronavirus outbreak.

    2.Who can get help?

    The Self Employed can apply for the Access to Work grant if they earn £6000. They can also apply if:

    • are disabled, have a mental health condition or have a long-term health condition that impacts on your ability to work;
    • are aged 16 or over; and
    • live in England, Scotland or Wales – there’s a different system in Northern Ireland
    1. What help is available?

    Access to Work support covers a wide range of interventions beyond ‘reasonable adjustments’ associated with overcoming work-related barriers resulting from disability. The support package is agreed based on individual need.

    Examples of the kind of help available through Access to Work are:

    • A communicator, advocate or BSL interpreter for a job interview, if you’re D/deaf or have communication difficulties.
    • a support worker, such as a reader for somebody with a visual impairment; communicator for a hearing impaired person; a specialist job coach for a person with a learning difficulty; or a helper for personal care needs at work
    • Specialist equipment (or alterations to existing equipment) to suit your particular need.
    • Help towards the additional costs of taxi fares if you cannot use public transport to get to work
    • Support via Access to Work’s dedicated Mental Health Support Service.
    • Young people who start a work placement with an employer as part of the Department for Education supported internship programme or a traineeship will be able to apply for Access to Work support for the time of their work placement only.

    Access to Work will fund additional travel, job coach and other support, including costs of equipment if appropriate, and promote the smooth transition into paid employment.

    No other types of unpaid internships or traineeships will qualify for Access to Work support.

    1. Help available for people with long-term mental health conditions

    A free and confidential ‘Mental Health Support Service’ is available to anyone with a mental health condition through Access to Work.

    The scheme offers:

    • Work-focused mental health support for up to nine months tailored to your needs
    • An assessment of your needs to identify suitable coping strategies
    • A personalised support plan, detailing the steps needed for you to remain in, or return to, work
    • Ideas for adjustments in the workplace or of working practice

    Support for Apprentices

    This free service supports apprentices who are feeling low, upset and struggling to keep up with their apprenticeship. It is completely confidential and run by fully trained professionals with expertise in mental health.

    To qualify for this service, you must:

    • be in an apprenticeship (attending or signed off sick); and
    • have a mental health condition that has resulted in absence, or is causing difficulties to remain in your apprenticeship
    • What help is available?

    An expert will provide you with emotional well-being support and advice for nine months; they will help you to cope better so you can concentrate on your apprenticeship; develop a step-by-step support plan to keep you on track; advice on workplace adjustments; and help an employer understand how they can best support you if you are experiencing a mental health condition.


    How to access the supporting apprentices scheme:

    Tel: 0300 456 8210
    Email: apprentices@remploy.co.uk
    https://www.remploy.co.uk/employers/mental-health-and-wellbeing/supporting-apprentices-service.

    1. Amount of grants

    There is no set amount for an Access to Work grant. How much you get depends on your specific case. The grant will only cover the support needed to let you stay in work or in self-employment.

    There is an annual cap on the total amount of support that can be provided under Access to Work; this is currently set at £60,700.

    Access to Work will pay 100 per cent of the approved costs (subject to the cap):

    • for travel to work, for a support worker/reader or a communicator for support at job interviews;
    • if you are unemployed and starting a new job;
    • if you have been working for an employer and have been in the job for less than six weeks; or
    • if you are self-employed or setting up your own business through the New Enterprise Allowance.
    • If you have been in your job for six weeks or more when you first apply for help, Access to Work will pay a proportion of the costs of support as follows: (As the employer, you will contribute 100% of costs up to the threshold level and 20% of the costs between the threshold and £10,000.
    • Employers with less than 50 staff: Access to Work can pay 80% of the approved costs.
    • Employers with 50 to 249 staff: The employer will have to pay the first £500 and Access to Work can then pay 80% of the approved costs up to £10,000.
    • Large employers with 250 or more staff: The employer will have to pay the first £1,000 and Access to Work can then pay 80% of the approved costs up to £10,000.
    • Access to Work would normally cover all additional costs over £10,000, subject to the cap.
    1. What Access to work cannot cover

    The Equality Act 2010 places a duty on an employer to make reasonable adjustments for disabled employees. Access to Work funding cannot be used to support these adjustments.

    Access to work will also not fund items which are regarded as standard equipment, standard business costs or standard health and safety requirements. This means that any item which would normally be needed to do the job, whether a person is disabled or not, will not be paid for.

    1. Students

    If you need communication help for a job interview before graduation, you should be able to access this service, even though you’re still studying.

    If you have a disability or specific learning difficulty and are studying in higher education, you may be eligible for Disabled Students’ Allowances.

    1. Employers and Access to Work

    When you’re applying for jobs, you should mention to your potential employer, either at the application stage or in your interview, that Access to Work may be available to you.

    Access to Work information for employers is available at http://www.gov.uk/government/publications/access-to-work-guide-for-employers.

    Access to Work also has an eligibility letter, which you can give to your employer or take to a job interview.

    1. How to apply?

    You can apply online.

    Telephone: 0800 121 7479

    Textphone: 0800 121 7579
    Monday to Friday, 9am to 5pm
    Find out about call charges

    British Sign Language (BSL) video relay service

    To use this, you must:

    • first check you can use the service
    • go to the video relay service
    • Monday to Friday, 9am to 5pm

    Alternative formats

    Call the Access to Work number to ask for alternative formats, such as braille, large print or audio CD.

    If you need an alternative way of contacting Access to Work to discuss your needs, you can write to:

    Access to Work
    Operational Support Unit
    Harrow Jobcentre Plus
    Mail Handling Site A
    Wolverhampton
    WV98 1JE

    Supported Internships and Traineeships

    The application process for those on supported internships and traineeships wishing to apply to Access to Work includes:

    • The provision for a supported employment provider to make an application on behalf of an education provider (education providers can still make the claim if they would like to do so)
    • One placement per month for each student
    • The ability to make applications up to three months in advance.
    • For a flowchart setting out who may be eligible for Access to Work funding and the form for applying for Access to Work funding go to:

    https://www.preparingforadulthood.org.uk/downloads/supported-internships/access-to-work-fund.htm

    Completed applications should be sent to the dedicated Access to Work team at: Atwosu.london@dwp.gsi.gov.uk.

    Northern Ireland, the Isle of Man or the Channel Islands

    You cannot get Access to Work support if you live in the Isle of Man or the Channel Islands. There is a different system in Northern Ireland.

    Forms

    Access to Work uses a specific medical form in connection with claims for travel to work. The form can be completed by someone who knows you well, giving a clear indication why you need support with travel to work. Once completed, this then needs to be signed by a medical professional to verify that the information is accurate.

    This could be your GP, Practice Nurse, Psychiatrist, Psychologist or Learning Disability Nurse, but it can’t be signed by a non-medical person such as Social Worker or Support worker.

    1. How long is Access to Work funding available for?

    Access to Work funding agreements can cover up to three years. Reviews normally take place annually to assess if continued or further funding is needed. As long as you need the funding, you should continue to get it.

    1. What if I disagree with an Access to Work decision?

    You cannot appeal against an Access to Work decision, but you can ask for it to be reconsidered by a different Access to Work Adviser. To arrange this, use the contact details at the top of your award letter.

    If your circumstances change, such as if you change employer or your job role, you can ask for your award to be reviewed.

    If you have a complaint about the service you have received from Access to Work staff, you can use the DWP complaints procedure.

    1. Where can I get more help or information?

    For general information on Access to Work, go to http://www.gov.uk/access-to-work.

    You can get help and information at your local advice centre, such as Citizens Advice. https://www.disabilityrightsuk.org/access-work.

  • Dealing with a Disability in the School (Mental vs Physical): Fourth edition of series

    By: Daniella Jade Lowe

    In this article, my friend and I are going to share our experiences in dealing with both mental and physical disability in the school.

    Dealing with physical disability in my life has been interesting and quite a learning experience for my family and I. My educational career has been interesting because I’ve lived and studied in Bermuda and England.

    Bermuda deals with disability in schools differently to England. England is more advanced, probably because it is much bigger and there’s more access to resources.

    For example, I attended private Nursery and Preschool in Bermuda, because it was hard to find someone to take disabled kids for liability reasons. There are currently no charities dedicated to Spina Bifida and Hydrocephalus in Bermuda. ‘Teach Us All!’

    From primary school to high school, since I claimed disability, I got Paraeducators, nowadays, known as shadow teachers in Bermuda. In Bermuda, I also got extra exam time, an exam scribe, a separate room and exam invigilator. I experienced the same in England.

    During my first year of primary school, my mother visited everyday just to make sure that the school was doing their job. However, the principal threatened to put a restraining order on her, so she stopped.

    In England, exam scribes and note takers aren’t expected to know anything about the subjects, they’re just expected to make notes and write exams for the student. This holds the students accountable for their own education and success. Students must choose between extra time or an exam scribe, not both to prevent cheating. These exam scribes and notetakers come from an external agency called Clearlinks. Clearlinks employs them, not the university. Students also get Study Coaches and specialist equipment. Ergonomic Assessments are also required for wheelchair users.

    Discrimination

    During my educational career, there was one recurring issue that I encountered at every school I attended. This was ‘the right to an education’.

    The Human Rights Act protects the right to education within all existing educational institutions. It applies to primary, secondary and higher education. So why did my parents have to fight to make sure I got into mainstream, public education?

    Why were there some teachers at the schools that I attended, who refused to teach me simply because they disagreed with my rights to be there?

    As someone who has a physical disability, I never understood this. Besides, the Human Rights Act 1981 including the Universal Declaration of Human Rights and the European Convention on Human Rights applies to Bermuda too.

    My high school years were quite tricky. In Bermuda, there were two public high schools to choose from. One high school was wheelchair accessible from its inception, whereas the other one wasn’t. I was hoping to attend the wheelchair accessible high school because it was easier to get around, however I went to the alternative high school because even though the one I wanted had easy access, integration was a problem. ‘Teach Us All!’

    I felt this was unfair because I was marked down for attendance and my class participation was affected, especially when there was a wheelchair accessible alternative. In relation to specialist equipment, my parents and I invested in a Garaventa Stair Trac from Canada, which was designed to get me up and down staircases. The only staircase it wasn’t compatible with were spiral ones.

    Fortunately, after the first year, I transitioned to a newly refurbished and wheelchair accessible building equipped with ramps, lifts and flat surfaces. This made attending classes a lot easier and improved my attendance record and class participation.

    However, I went through my second year of high school without a Paraeducator because the school felt that I should be able to cope. My parents and I disagreed with this. Having a Paraeducator made it easier to transition from class to class within five minutes. Having that extra assistance of a Paraeducator also made test taking and note taking more manageable.

    Unfortunately, I had to complete summer school that year for failing Maths. Things improved after receiving a new Paraeducator the following year.

    After high school, my first year of college was quite stressful and intense. I was enrolled to complete A-Levels. I had just moved from Bermuda to England after graduating from high school. I had to familiarise myself with a new education system and a new environment. The teachers weren’t as understanding or empathetic towards my educational background, learning styles or needs. The A-Level programme was quite competitive where some lecturers only put their best cohort of students up for January and May exams leaving the weaker students out, while other lecturers put a whole class forward and let them ‘wing it’ for the experience.

    On this particular course, I felt discriminated against because, unlike the rest of my lecturers, my English Literature didn’t give me a shot at a mock exam in preparation for the real exams. She told me that I wasn’t working at the ‘A-Level standard.’ In response to this, I complained to the Directorate of the college with an unsuccessful outcome.

    Mental Health

    Alternatively, dealing with mental disability is different. My friend’s biggest problems have been, firstly, depression, which university recognised, but I don’t think most people in general have much idea of the impact of their actions and a lot are incapable of being nice, full stop.

    According to the Equality Act 2010, depression is classified as a disability, and anyone with it is covered by the Act (https://www.mind.org.uk/media-a/3123/disability-discrimination-2019.pdf). This needs to be reinforced.

    Integration in Mainstream School versus Special Education

    Even though special education has its place in society, especially for those with severe disabilities, it is better for them to be integrated into the mainstream public education because mainstream qualifications are given more value than special qualifications. Public mainstream colleges and universities recognise mainstream qualifications not special qualifications. Special education may also possibly undermine one’s full potential. ‘Teach Us All!’

    For example, I had a Canadian friend in university, who had Asperger’s Syndrome, that went to special school all his life, and had to complete his G.E.D before starting university in England, because his special qualification wasn’t accepted by the university’s standards.

    However, when I was in school, I was integrated all throughout my educational career, but two of my subjects like P.E and Maths were modified due to having a physical disability and additional learning difficulties.

    Schools are also expected to conduct risks assessments for health and safety reasons. They should also provide a Personal Emergency Evacuation Plan in case of any emergencies like fires or flooding. This is what I got during my college and university years.

    All schools have some level of a duty of care and can be held responsible for accidents.

    I am in full support of integration, but I think the best way to ensure and reinforce this is to provide extensive teacher training. Colleges and Universities in England have Student Councils and Student Unions that include Disability Officers on their teams. Also at the primary school level in Bermuda, there is a PTSA Board. I think PTSA Boards may need to include a special element specifically for disabled students, similar to British colleges and universities’ student unions and councils.

    Integration should also include modification not accommodation. When a student has an Individualized Education Program (IEP) you’ll likely hear the word accommodation. An accommodation changes how a student learns the material. A modification changes what a student is taught or expected to learn.

    Homeschooling is another viable option which may help decrease discrimination and cater to personal needs.

    Wheelchair Accessibility: Functioning in Dysfunction
    Wheelchair Accessibility and mobility issues are additional problems that wheelchair users face daily. I experienced this many times in Bermuda, especially at school. Access alleviates the amount of limitations and restrictions on wheelchair users. Failing to ensure wheelchair accessibility is neglecting to provide reasonable adjustments. It is like functioning in dysfunction. Fortunately AccessAdvisr helps to tackle this in England. I still think that people must be mindful.

    According to the British Government website, anyone can apply for a dropped kerb in England (https://www.gov.uk/apply-dropped-kerb). However, I get really annoyed with drivers who park across dropped kerbs. Dropped kerbs are meant to make it easy for wheelchairs to enter and exit sidewalks. Some drivers even park on top of the sidewalks blocking the walkway. We need to clamp down on this with a fine both in the UK and Bermuda.

    So to conclude, I think reassessing wheelchair accessibility, integration and modifications in mainstream public education are needed to improve the way disability is handled in the schools, especially in Bermuda. Schools must become Disability Confident. This is what I suggest in ‘Dealing with Disability in the School.’