Extent to which education and training provision across the post-16 learning sector provides fully inclusive and equal access to learning for people with disabilities.
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The research reported here was undertaken by Dysg in liaison with Skill to explore the extent to which post-compulsory education and training provision inWales provides fully inclusive and equal access to learning for people with disabilities. Part of its remit was to note any gaps in provision and to identify implications for the future funding and delivery of post-16 provision for learners with learning difficulties and/or disabilities (LLDD).
The Disability Discrimination Act 1995 (DDA), Part IV, modified by the Special Educational Needs and Disability Act 2001 (SENDA),outlaws discrimination against disabled students and applicants, in that they cannot be treated ‘less favourably’ than their non-disabled counterparts without justification (Phipps, Sutherland and Seale, 2002; Davies, Doyle and Robson2004).
Part IV of the DDA was implemented in stages, starting in September 2002 with the main implementations relating to not treating disabled students unfairly. In September 2003 came the requirement on post-16 learning providers to supply auxiliary aids and services. The remaining physical features, such as widening doors and installing ramps and lifts, are required to be in place by September 2005. Although the DDA Part 4 does not cover work-based learning providers, they are covered by the earlier parts of the DDA and the implications for practice are similar.