Asked by: Emma Lewell-Buck (Labour - South Shields)
Question to the Cabinet Office:
To ask the Minister for the Cabinet Office, what estimate he has made of the number of school leavers and adults with dyspraxia who are (a) in work and (b) in training or further education.
Answered by Chloe Smith
The information requested falls within the responsibility of the UK Statistics Authority. I have asked the Authority to reply.
Asked by: Emma Lewell-Buck (Labour - South Shields)
Question to the Cabinet Office:
To ask the Minister for the Cabinet Office, what estimate he has made of the number of people diagnosed with dyspraxia who are (a) unemployed and (b) not in training or further education.
Answered by Chloe Smith
The information requested falls within the responsibility of the UK Statistics Authority. I have asked the Authority to reply.
Asked by: Emma Lewell-Buck (Labour - South Shields)
Question to the Department for Education:
To ask the Secretary of State for Education, what the nationally agreed criteria are for the identification, assessment and intervention for dyspraxia; and how adjustments for that condition at GCSE and A levels are determined.
Answered by Nadhim Zahawi
We require schools to assess a pupil’s needs as soon as they become aware that they are not achieving their potential. The pupil’s teacher and the school’s Special Educational Needs Coordinator (SENCO) should involve other teachers and should include the views and experience of the pupil, their parents or carers and any relevant external supporting information. If they identify a need for special educational support, they must formally notify the parents or carers and agree what adjustments, interventions or support will be put in place in a support plan. The subject teacher then is responsible for implementing the plan on a daily basis. The school should review the impact and progress made by the planned date and provide further support as needed. This “Assess, Plan, Do, and Review” cycle is set out for schools in detail in paragraphs 6.36-6.56, in the statutory guidance ‘Special educational needs and disability code of practice: 0 to 25 years’ (https://www.gov.uk/government/publications/send-code-of-practice-0-to-25).
Regarding adjustments for GCSEs and A Levels, schools have a duty under the Equality Act 2010 and must make reasonable adjustments, including the provision of auxiliary aids and services, to ensure that disabled young people are not at a substantial disadvantage compared with their peers. Exam boards have a duty to make reasonable adjustments for disabled students who, because of their disability, would otherwise be at a substantial disadvantage when demonstrating their skills, knowledge and understanding in an assessment.
Asked by: Emma Lewell-Buck (Labour - South Shields)
Question to the Department for Education:
To ask the Secretary of State for Education, what the current pathways for the identification of children at risk of dyspraxia in schools are.
Answered by Nadhim Zahawi
We require schools to assess a pupil’s needs as soon as they become aware that they are not achieving their potential. The pupil’s teacher and the school’s Special Educational Needs Coordinator (SENCO) should involve other teachers and should include the views and experience of the pupil, their parents or carers and any relevant external supporting information. If they identify a need for special educational support, they must formally notify the parents or carers and agree what adjustments, interventions or support will be put in place in a support plan. The subject teacher then is responsible for implementing the plan on a daily basis. The school should review the impact and progress made by the planned date and provide further support as needed. This “Assess, Plan, Do, and Review” cycle is set out for schools in detail in paragraphs 6.36-6.56, in the statutory guidance ‘Special educational needs and disability code of practice: 0 to 25 years’ (https://www.gov.uk/government/publications/send-code-of-practice-0-to-25).
Regarding adjustments for GCSEs and A Levels, schools have a duty under the Equality Act 2010 and must make reasonable adjustments, including the provision of auxiliary aids and services, to ensure that disabled young people are not at a substantial disadvantage compared with their peers. Exam boards have a duty to make reasonable adjustments for disabled students who, because of their disability, would otherwise be at a substantial disadvantage when demonstrating their skills, knowledge and understanding in an assessment.
Asked by: Lord Browne of Belmont (Democratic Unionist Party - Life peer)
Question to the Ministry of Defence:
To ask Her Majesty's Government what procedures are in place for members of the armed forces who present with learning difficulties.
Answered by Earl Howe - Deputy Leader of the House of Lords
Defence recognises four Specific Learning Difficulties (SpLD), comprising dyslexia, dyspraxia, dyscalculia and scotopic sensitivity syndrome.
Individuals affected by SpLD are eligible for specific support which may include reasonable adjustments to training and working environments. SpLD is recognised as being an issue that is principally and proactively managed by the individual, supported where necessary by their Chain of Command and not a condition which should draw undue attention, impractical or unmanageable special measures or stigma.
Defence direction on SpLD is accessible at unit level through Joint Service Publication (JSP) 822 'Defence direction and guidance for training and education' (part 1, section 6.1 refers). In addition, the single Services have trained SpLD advisors who can offer advice, guidance and a range of strategies to help individuals get the support they need.
Asked by: Paul Blomfield (Labour - Sheffield Central)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what account his Department took of (a) attention deficit hyperactivity disorder, (b) Asperger syndrome, (c) dyspraxia and (d) other neuro-developmental conditions when designing fitness for work questionnaires.
Answered by Penny Mordaunt - Lord President of the Council and Leader of the House of Commons
The capability for work questionnaire (form ESA50) was developed with medical experts and groups representing a range of disabled people. It is designed to mirror the Work Capability Assessment which relates to functional ability in the workplace rather than being linked to specific conditions. The form is regularly reviewed and revised and we have worked closely with a number of charities and stakeholder groups to make changes to the ESA50.
Asked by: Kevin Foster (Conservative - Torbay)
Question to the Ministry of Defence:
To ask the Secretary of State for Defence, what steps are being taken to prevent discrimination against people with dyslexia in the Armed Forces.
Answered by Lord Lancaster of Kimbolton
Dyslexia is one of four specific learning difficulties (SpLD, including dyspraxia, dyscalculia and scotopic sensitivity syndrome) recognised by the Armed Forces which are not a bar to recruitment or service in the Armed Forces, as long as all applicable recruitment, training and job performance standards are met in full. SpLD are viewed by the Armed Forces as naturally occurring differences in learning that, through targeted support and the implementation of coping strategies, can generally be successfully mitigated. Many dyslexic Armed Forces personnel are enjoying successful careers.
Individuals affected by SpLD are eligible for specific support which may include reasonable adjustments to training and working environments. SpLD is recognised as being an issue that is principally and proactively managed by the individual, supported where necessary by their Chain of Command and not a condition which should draw undue attention, impractical or unmanageable special measures or stigma.
Detailed policy guidance on SpLD is accessible at unit level through Joint Service Publication (JSP) 898 'Defence Direction and Guidance on Training, Education and Skills'. In addition, the single Services have trained SpLD advisors who can offer advice, guidance and a range of strategies to help individuals get the support they need. These advisors administer the dyslexia adult screening test (DAST) to assess personnel once a trainer, trainee, line manager or member of the Services suspect dyslexia. The test is not mandatory; it is administered only with the individual's consent. The DAST result will determine whether further specialist assessment by an educational psychologist is required and also provide a profile of strengths and weaknesses which will support any necessary remedial training programme.
Asked by: Tim Loughton (Conservative - East Worthing and Shoreham)
Question to the Department of Health and Social Care:
To ask the Secretary of State for Health, what guidance his Department issues to sperm banks on the grounds for rejecting donors.
Answered by Jane Ellison
The Human Fertilisation and Embryology Authority (HFEA) issues guidance to licensed clinics, including sperm banks, on donor recruitment, assessment and screening in the HFEA Code of Practice. A copy of which is attached.
The HFEA requires clinics to select donors on the basis of their age, health and medical history, provided on a questionnaire and through a personal interview performed by a qualified and trained healthcare professional. This assessment must include relevant factors that may assist in identifying and screening out persons whose donations could present a health risk to others, such as the possibility of transmitting diseases, (such as sexually transmitted infections) or health risks to themselves (e.g. the risks associated with the egg collection procedure or the psychological consequences of being a donor).
Clinics should ensure that its procedures for recruiting donors are fair and non-discriminatory. The HFEA has never required or endorsed prohibiting people with dyslexia, dyspraxia, attention deficit disorder, attention deficit hyperactivity disorder and other disorders from becoming sperm donors. In relation to the recent press coverage about a particular centre, the HFEA has clarified its requirements for selecting donors with this centre, and has reviewed all the exemptions cited in the centre’s materials, to ensure that all future donors are treated fairly and in accordance with the law.
Asked by: Emma Lewell-Buck (Labour - South Shields)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will introduce a diagnostic assessment pathway for (a) dyslexia and dyspraxia and (b) other specific learning difficulties.
Answered by Edward Timpson
Arrangements for referrals for diagnosis of a learning disability are a matter for local determination and a referral might be made via education or health. The new framework for special educational needs, introduced by the Children and Families Act 2014, provides a basis for the different sectors to work together in supporting the assessment of children’s needs and identifying the support they need.
The Healthy Child Programme plays an important role in supporting the early identification of a complex need in the first five years of a child’s life. This is the key universal service for improving the health and well-being of children, through health and development reviews, health promotion, parenting support, screening and immunisation programmes.
All early years providers are required to have arrangements in place to identify and support children with special educational needs (SEN) or disabilities, and to promote equality of opportunity for children in their care as set out in the Early Years Foundation Stage Framework, which is published online: https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2. Early years providers and educational settings should have arrangements in place that include assessment of SEN as part of the setting’s overall process for monitoring and assessing children.
All schools must use their best endeavours to make sure that children with SEN get the support they need. When deciding on the provision to be made for a particular child or young person with SEN or a disability, schools and local authorities must refer to the SEND Code of Practice, which is available online here: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25. Teachers, and others working in schools, will work closely with their local Special Educational Needs Coordinator (SENCO) when supporting children with SEN and disabilities, including those with dyslexia and dyspraxia.
The Department is working with dyslexia organisations to facilitate better support for children with dyslexia, including funding of £204,000 in 2015/16 to the Dyslexia - Specific Learning Difficulties Trust to provide expert advice, information and training on literacy difficulties, speech and language difficulties and dyslexia to schools and parents. This includes training teachers to deliver quality teaching and Special Educational Needs (SEN) support for pupils with dyslexia.
A grant of £550,000 in 2015/16 has been made to the British Dyslexia Association to fund a project to address issues around early identification and effective provision. The project will develop a certification framework which provides a graduated route towards a whole school policy for supporting children with literacy difficulties.
Asked by: Lord Hunt of Kings Heath (Labour - Life peer)
Question to the Department of Health and Social Care:
To ask Her Majesty's Government what steps they are taking to improve support for children and adults with dyspraxia, a form of developmental co-ordination disorder.
Answered by Earl Howe - Deputy Leader of the House of Lords
It is for local clinical commissioning groups (CCGs) to assess the needs of the local populations they serve. CCGs work with their local providers to gain an understanding of the nature of local provision, and the part it should play in their future commissioning plans.
The Children and Families Act has introduced new arrangements for supporting young people with a special educational need and disability, including dyspraxia, and their families. A single assessment involving professionals and commissioners, and the child's family, will identify the care needs for the child or young person (from ages 0 to 25) to inform an individual Education, Health and Care Plan focusing on outcomes and the integrated services to deliver them.
The Government is committed to ensuring all children and young people should be supported to achieve their best, regardless of their disability or circumstances. The new special educational needs and disability (SEND) Code of Practice due to come into force in September, sets out clear guidance for educational settings on the process for appropriate identifying, assessing and securing further support for children with SEND which can include those with dyspraxia. Through the Code we are ensuring all educational settings have arrangements in place for monitoring the progress of all pupils and responding quickly to their needs.
Chapter 6 of the draft Code of Practice makes specific reference to dyspraxia amongst examples of conditions that educational settings should be aware of when planning SEND provisions.