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Areas of improvement: the planning duties
There are three areas of improvement needed in relation to disabled pupils:
 Improving access to the physical environment
 Improving access to the curriculum
 Improving access to communication and delivery of school information

54. 'Improvements will include:

 physical access (such as architectural planning for accessibility: the installation of ramps, handrails, widened doorways, lifts, automatic doors, accessible toilets, showers and changing areas, adapted/ adjustable furniture and equipment, sufficient space for manoeuvring and storing equipment, floor coverings and evacuation procedures)
 access for pupils with visual impairments (such as: improvements to signage, route finding systems to enable pupils to find their way round a school easily, colour contrasting for e.g. door handles and steps to enable pupils to make best use of residual vision, adjustable lighting, blinds, tactile paving outside the school, evacuation procedures)
 access for pupils with hearing impairments (such as: induction loops/ radio systems/infrared systems, adjustable lighting, sound insulation for walls, floors and ceilings, evacuation procedures, floor coverings)
 access for pupils with other disabilities (such as requirements for space: the provision of pupil support bases, quiet rooms, sensory rooms/play areas, therapy rooms, etc. and way finding systems).

48. “In reviewing existing contracts and, if necessary, negotiating new ones, a commissioning body should ensure that:

 specialised items of hardware and software, such as an alternative keyboard, mouse or switches can be added easily;
 software needed by pupils with disabilities, such as speech output or screen magnification, can be installed;
 the full range of accessibility options within the operating system can be utilised, for example, to slow down mouse speed or keyboard repeat rate, or to enlarge screen fonts or reduce screen clutter;
 equipment can be placed in accessible locations, for example, so that wheelchair users can reach the keyboard and see the screen;
 access privileges are flexible enough to enable staff to make necessary changes to afford access (for example, to adjust control panels or save individual settings for specific programs).”

68. “The third duty requires responsible bodies to improve communication with pupils with disabilities. Responsible bodies should take steps to improve how these pupils can give their views on any issue about which they have an interest, gather in those views and consider them. Consideration should be given to whether class work or homework could be given in alternative forms and, also, consider how any homework, or other work pupils do in alternative forms, can best be marked/commented on by school staff. Pupils’ communication with teaching and auxiliary staff as part of their learning should also be considered under the access to the curriculum’ duty.

64. “In particular, this communication duty covers the delivery of information normally provided to pupils in writing. This ‘school information’ includes any information given to pupils by the school, such as: handouts and worksheets, textbooks, timetables, handbooks, test and examination papers, posters around the school, information about school events. Responsible bodies should ensure that any information that is important to enable pupils to learn or to be able to participate in school activities can be provided in an alternative form if the pupil may have difficulty reading information provided in standard written form.”

65. “Information may need to be provided in alternative forms, such as: providing information orally (for example, to ensure that a pupil has understood information provided on posters or in their timetable), in Braille, in large print, in audio formats, through ICT, through sign language (either on video or by using appropriately qualified teachers or auxiliary staff) or through a recognised symbol system (such as Makaton). The responsible body should ensure that this information is provided within a reasonable time so that it does not place pupils with disabilities at a disadvantage in relation to other pupils. Therefore, demands would have to be anticipated in advance and school staff would need to make sure that any materials to be provided in alternative forms, such as Braille, large print, audio tape, video signing and electronic files were provided for translation well in advance of the time when they will be needed.”

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