Testing of Disability Identification Tool for Schools

Jill Porter; Harry Daniels; Susan Martin; J Hacker; A Feiler; Jan Georgeson

Testing of Disability Identification Tool for Schools

Jill Porter, Harry Daniels, Susan Martin, J Hacker, A Feiler, Jan Georgeson

Department of Education

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Abstract

There has been an ongoing concern about the lack of reliable data on disabled children in schools. To date there has been no consistent way of identifying and categorising disabilities. Schools in England are currently required to collect data on children with Special Educational Need (SEN), but this does not capture information about all disabled children. The lack of this information may seriously restrict capacity at all levels of policy and practice to understand and respond to the needs of disabled children and their families in line with Disability Discrimination Act (2005) and the single Equality Act (2010).
The aim of the project was to test the draft tools for identifying disability and accompanying guidance in a sample of all types of maintained schools in order to assess their usability and reliability and whether they resulted in the generation of robust and consistent data that could reliably inform school returns for the annual School Census.

Original language	English
Publisher	Department for Children, Schools and Families
Number of pages	61
Publication status	Published - Aug 2010

Bibliographical note

ID number: DFE-RR025

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DFE-RR025.pdf
© University of Bath. Also available from the Department for Education website: http://publications.education.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications&ProductId=DFE-RR025

Cite this

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title = "Testing of Disability Identification Tool for Schools",

abstract = "There has been an ongoing concern about the lack of reliable data on disabled children in schools. To date there has been no consistent way of identifying and categorising disabilities. Schools in England are currently required to collect data on children with Special Educational Need (SEN), but this does not capture information about all disabled children. The lack of this information may seriously restrict capacity at all levels of policy and practice to understand and respond to the needs of disabled children and their families in line with Disability Discrimination Act (2005) and the single Equality Act (2010). The aim of the project was to test the draft tools for identifying disability and accompanying guidance in a sample of all types of maintained schools in order to assess their usability and reliability and whether they resulted in the generation of robust and consistent data that could reliably inform school returns for the annual School Census.",

author = "Jill Porter and Harry Daniels and Susan Martin and J Hacker and A Feiler and Jan Georgeson",

note = "ID number: DFE-RR025",

year = "2010",

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language = "English",

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AU - Porter, Jill

AU - Daniels, Harry

AU - Martin, Susan

AU - Hacker, J

AU - Feiler, A

AU - Georgeson, Jan

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PY - 2010/8

Y1 - 2010/8

N2 - There has been an ongoing concern about the lack of reliable data on disabled children in schools. To date there has been no consistent way of identifying and categorising disabilities. Schools in England are currently required to collect data on children with Special Educational Need (SEN), but this does not capture information about all disabled children. The lack of this information may seriously restrict capacity at all levels of policy and practice to understand and respond to the needs of disabled children and their families in line with Disability Discrimination Act (2005) and the single Equality Act (2010). The aim of the project was to test the draft tools for identifying disability and accompanying guidance in a sample of all types of maintained schools in order to assess their usability and reliability and whether they resulted in the generation of robust and consistent data that could reliably inform school returns for the annual School Census.

AB - There has been an ongoing concern about the lack of reliable data on disabled children in schools. To date there has been no consistent way of identifying and categorising disabilities. Schools in England are currently required to collect data on children with Special Educational Need (SEN), but this does not capture information about all disabled children. The lack of this information may seriously restrict capacity at all levels of policy and practice to understand and respond to the needs of disabled children and their families in line with Disability Discrimination Act (2005) and the single Equality Act (2010). The aim of the project was to test the draft tools for identifying disability and accompanying guidance in a sample of all types of maintained schools in order to assess their usability and reliability and whether they resulted in the generation of robust and consistent data that could reliably inform school returns for the annual School Census.

UR - http://www.bath.ac.uk/research/pdes/index.html

UR - http://publications.education.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications&ProductId=DFE-RR025&

M3 - Other report

BT - Testing of Disability Identification Tool for Schools

PB - Department for Children, Schools and Families

ER -

Testing of Disability Identification Tool for Schools

Abstract

Bibliographical note

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