文轩探花

On Thursday of last week, the House of Lords held a short debate on the use of assistive technology (AT) to support those with special educational needs (SEN). It was encouraging to hear parliamentarians from across the House agreeing on the potential of AT to change the lives of children and adults with SEN. But speakers also expressed frustration at the lack of pace of progress in this area given the widespread recognition of the positive difference that access to AT can make.

At the 文轩探花, we call for urgent access to AT and, importantly, the training to use it, as standard across education, in the workplace and in public service settings.

There is no dispute that AT can remove barriers that individuals with SEN face. AT supports independence and inclusion: enhancing well-being, enabling participation in society and empowering individuals to live productive, dignified lives.

It is also cost-effective. AT can reduce the need for the work of caregivers, and it can lessen the risk of secondary costs arising from exclusion, isolation and poverty. It can also be tailored to an individual鈥檚 needs. The provision of the right AT, at the right time, increases the chances that an individual will be able to progress in education and employment and make a positive economic contribution to society.

But there have been several studies and reports in the past few years describing common obstacles to accessing AT. As well as general lack of awareness, lack of training and lack of confidence about the AT that is available and where to get advice about it, it is the cost of AT and the access to funding which remains a significant barrier for many. This exacerbates inequalities and, as Baroness Twycross (Lab) described, maintains 鈥渁 vicious cycle of poor outcomes鈥�.

In the debate, Lord Shinkwin (Con) referred to the which identifies the 鈥榙igital black holes鈥� the current funding system leaves people with SEN in at key transition points in education and employment and the unacceptable delay in getting Access to Work funding in place for people on work placements, traineeships and apprenticeships:

鈥�The Government need to accept their responsibility as the facilitator of appropriate, effective and timely provision.鈥� - Lord Shinkwin (Con)

At the 文轩探花, we recently described the publication of the SEND and Alternative Provision Improvement Plan, as a 鈥渕issed opportunity鈥� for assistive technology. We believe that , with training provided so that children and young people can have the skills and confidence to use AT throughout their education and working lives.

Parliamentarians in this debate agreed:

鈥�How can government ensure that accessibility is part of the conversation in all areas of policy, regulation and service delivery?鈥� - Baroness Garden of Frognal (LD)

鈥�We know that this is an equalities issue. Those eligible for free school meals, black pupils and children in care are disproportionately likely to be assessed as having special educational needs. We also know, as has been pointed out, that children in alternative provision are far more likely to have a special educational need. This makes it all the more important that provision of appropriate assistive technology is not left to parental income or chance but becomes part of the provision by default.鈥� - Baroness Twycross (Lab)

鈥�Ultimately, this is about enabling and emancipating talent鈥攂e that at school, university, further education or employment.鈥� - Lord Holmes of Richmond (Con)

We will continue to campaign on this issue so that every individual with dyslexia can reach their full potential in education, in employment and in life.

For further information: You can read the House of Lords鈥� briefing for the debate . You can watch a recording of the debate on . You can read the transcript of the debate .

Image credit: UK Parliament, Flickr