ABSTRACT
The Specific Educational Needs and Disability Act 2001 (SENDA) drew education under the auspices of the Disability Discrimination Act (DDA) 1995, now amended by DDA 2005. These Acts make it unlawful to discriminate against disabled applicants, potential appli-cants or students. It enshrines the principle that learners with specific learning difficulties and disabilities should not be treated ‘less favourably’ because of their individ- ual difficulty or disability. It also identifies the responsibility that educational providers have to make reasonable adjustments so that learners with specific learning difficulties and/or disabilities are not disadvantaged. People with the following difficulties are included: physical or mobility, visual, hearing, dyslexia, medical conditions, learning and mental health difficulties. This chapter is designed as an introduction to some of the learning difficulties and disabilities identified by SENDA, the DDAs and Access for All (DfES, 2000b). It is a starting point for vocational and academic tutors to consider the range of needs that they may encounter, the implications for teaching and learning strategies, resourcing and drawing on wider support mechanisms.
Snippet
“Almostoneinfive adults have a disabling condition, yet less than 3% of staff in FE declare that they have a disability, and the position in HE is little different. Those who are employed are concentrated in lower-paid positions. As a result, learners in the sector have little chance to see disabled staff as role models.”
Alan Tuckett in The Guardian, 10 April 2007
Minimum core element
A1
The main learning disabilities and learning difficulties relating to language learning and skill development.
