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where does the uk policy currently stand?

Document Shredding

I believe that though it is long, the current UK policy on education is outdated and needs shredding. Being disabled I have seen the education system in a different light to everyone else, and reading over the policy is often shocking. 

Did you know that it is not mandatory to learn about disabilities or the way that your peers are affected by them at all, however, it is mandatory to learn a minimum amount about the government...

 

So... What's the problem?

In the curriculum, we are told that our children need to be taught about many things. Of course, everyone wants their child to have knowledge on the issues they will face in their life, but we miss out one crucial part.... disabilities. When we look at the curiculum, we have to wonder, why do we need to learn so much about the government and issues that will not be faced until much later life, when our peers may have disabilities that we know nothing about. 

 

Surely it is a no-brainer that it would be so much better to ensure children are taught about why people are disabled, what a disability actually is, and how they can help and support their peers who may be struggling. I would much rather live in a world where we are taught and understand disabilities so they are treated with respect and not confusion, and I am sure the vast majority of people would agree!

 

I have provided below sections of the curriculum and an analysis of each section in relation to disability education. 

To help condense the information, I have highlighted the most important parts within these sections to break the information down further. 

What does the framework declare 'Citizenship'?

As you will see below, the framework provided by our government gives a section on mandatory education in regards to Citizenship. Though citizenship is defined by the Cambridge dictionary as meaning "he state of having the rights of a person born in a

particular country" in a political sense, it is also defined as "Citizenship is also carrying out the duties and responsibilities of a

member of a particular society". To me, this suggests that citizenship should be about more than the law, tax and voting systems, but also about learning genuine human compassion and teaching ourselves to understand how we can better help people fit into our society.

Being disabled myself, I have often faced ridicule as a result of people misunderstanding me. I did not feel like a citizen at all, and is that any wonder when you discover that citizenship in school is not about learning about the other citizens we are meant to work alongside, but is instead about teaching us the way we are governed. 

Yes the government is an important part of life, that we all need to learn, but under that same importance comes the discovery of each other and the way we need to open our minds to view people with disabilities as more than a statistic or a disease. 

 

 

 

SOURCE: The Department of Education, The national curiculum in England Framework Document 2014. PAGE 227

The national curriculum for citizenship aims to ensure that all pupils:

  •  acquire a sound knowledge and understanding of how the United Kingdom is governed, its political system and how citizens participate actively in its democratic systems of government

  • develop a sound knowledge and understanding of the role of law and the justice system in our society and how laws are shaped and enforced

  •  develop an interest in, and commitment to, participation in volunteering as well as other forms of responsible activity, that they will take with them into adulthood.

  •  are equipped with the skills to think critically and debate political questions, to enable them to manage their money on a day-to-day basis, and plan for future financial needs.

Teacher & Student

Does Disability ever feature?

Interested Student

The short answer is yes. But not in the way that it should! In the framework document, there is a small 1 page analysis of how teachers should go about including pupils with extra needs. As a disabled person myself, this offends me. Our entire education is reliant on inclusion and support, however, when in writing throughout a 264-page document, we are given just 1 page of consideration.  

Some schools will work on the information they receive much better than others, but it states nowhere in the framework that pupils should ever be taught about their peers or what makes them unique. How do we expect our children to learn and understand, if it is deemed more important to learn about the properties of rocks? 

SOURCE: The Department of Education, The national curiculum in England Framework Document 2014. PAGE 9

Responding to pupils’ needs and overcoming potential barriers for individuals and groups of pupils

  • 4.2 Teachers should take account of their duties under equal opportunities legislation that covers race, disability, sex, religion or belief, sexual orientation, pregnancy and maternity, and gender reassignment.

  • 4.3 A wide range of pupils have special educational needs, many of whom also have disabilities. Lessons should be planned to ensure that there are no barriers to every pupil achieving. In many cases, such planning will mean that these pupils will be able to study the full national curriculum. The 0-25 Special Education and Disability Code of Practice includes statutory advice on approaches for identification and assessment which can support this. A minority of pupils will need access to specialist equipment and different approaches. The SEN and Disability Code of Practice is clear about what should be done to meet their needs.

  • 4.4 With the right teaching, that recognises their individual needs, many disabled pupils may have little need for additional resources beyond the aids which they use as part of their daily life. Teachers must plan lessons so that these pupils can study every national curriculum subject. Potential areas of difficulty should be identified and addressed at the outset of work.

  • 4.5 Teachers must also take account of the needs of pupils whose first language is not English. Monitoring of progress should take account of the pupil’s age, length of time in this country, previous educational experience and ability in other languages.

  • 4.6 The ability of pupils for whom English is an additional language to take part in the national curriculum may be in advance of their communication skills in English. Teachers should plan teaching opportunities to help pupils develop their English and should aim to provide the support pupils need to take part in all subjects.

What good do they teach them? 

Every parent or carer longs to see their child succeed in life There is nothing wrong with the education system when it comes to learn about maths, science, english and all the other subjects your child may want to take a degree in. But when it comes to society, there are strict rules on things the children 'must' learn, which leaves little room for the other things that matter. 

I am overjoyed to see that the framework suggests we encourage our children to volunteer within the school and community, but cannot help but think that disability is a huge part of education that is missing, People are disabled in every town, in ever home, we are all running on different levels of ability, we just have to be taught to accept and understand that.

Volunteers

SOURCE: The Department of Education, The National Curriculum Framework Keystage 3 and 4. PAGE 83-84

Key Stage 3 Pupils should be taught about:

  •  the development of the political system of democratic government in the United Kingdom, including the roles of citizens, Parliament and the monarch

  •  the operation of Parliament, including voting and elections, and the role of political parties

  •  the precious liberties enjoyed by the citizens of the United Kingdom

  •  the nature of rules and laws and the justice system, including the role of the police and the operation of courts and tribunals

  •  the roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities, including opportunities to participate in school-based activities

  • the functions and uses of money, the importance and practice of budgeting, and managing risk.

Key Stage 4 Pupils should be taught about:

  • parliamentary democracy and the key elements of the constitution of the United Kingdom, including the power of government, the role of citizens and Parliament in holding those in power to account, and the different roles of the executive, legislature and judiciary and a free press

  • the different electoral systems used in and beyond the United Kingdom and actions citizens can take in democratic and electoral processes to influence decisions locally, nationally and beyond

  • other systems and forms of government, both democratic and non-democratic, beyond the United Kingdom Citizenship 

  • local, regional and international governance and the United Kingdom’s relations with the rest of Europe, the Commonwealth, the United Nations and the wider world 

  •  human rights and international law 

  •  the legal system in the UK, different sources of law and how the law helps society deal with complex problems

  • diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding

  • the different ways in which a citizen can contribute to the improvement of his or her community, to include the opportunity to participate actively in community volunteering, as well as other forms of responsible activity 

  •  income and expenditure, credit and debt, insurance, savings and pensions, financial products and services, and how public money is raised and spent.

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