Disability Awareness Toolkit
Disability Awareness Toolkit
Disability Awareness Toolkit
Toolkit collated by Chloe Johnson
What is Disability and Why Do We Need Disability Awareness?
To understand why we need Disability awareness, we must first look at how we understand disability.
A Disability is defined by the Equality Act 2010 a “a physical or mental impairment that has a ‘substantial’ and ‘long-term’ negative effect on your ability to do normal daily activities.” however the current disability movement suggests that it is society’s reaction to an impairment that forms a barrier, rather than the impairment itself, that is disabling.
- Lupus
- Cerebral Palsy
- Multiple Sclerosis
- Limb Difference
- Major Depressive Disorder
Not everyone with an impairment will necessarily identify as Disabled, and disabilities are not always visible or physical.
A disability can be viewed in a variety of ways. An outdated way to view disability is by the Medical Model, whereby disabilities are viewed as something to be fixed or cured, and places the responsibility of this on the Disabled person. The Social Model of Disability has been developed by Disabled people as a way to combat this model, and is a popular way of viewing disability. Though it is very popular, it is not the only way to view disability, and not everyone uses it.
Scope, a charity in the UK, defines the Social Model as:
“The model says that people are disabled by barriers in society, not by their impairment or difference. Barriers can be physical, like buildings not having accessible toilets. Or they can be caused by people’s attitudes to difference, like assuming disabled people can’t do certain things. The social model helps us recognise barriers that make life harder for disabled people. Removing these barriers creates equality and offers disabled people more independence, choice and control. Not everyone uses the social model and that’s ok. How anyone chooses to talk about their impairment is up to them.”
A disability can therefore, by the Social Model, be seen as having an impairment which society places barriers against. An example of the Social Model in action would be if a wheelchair user can not access a shop due to steps, suggesting putting in a ramp to combat the problem with the building, not the person. However, this model does not work for everyone and is not prescriptive. Those with chronic illnesses, for example, may not necessarily relate to this model. However, we can acknowledge that it is one way in which we can view disability that many Disabled people find helpful to combat ableism, prejudice and negative opinions.
The most important thing to note about disability awareness is that every disability experience is different and unique: what works for one Disabled person is not prescriptive for all Disabled people.
The Diverse Educators’ Disability Awareness Toolkit
- What is meant by disability?
- What are my preconceptions about disability and disabled people?
- What is the difference between disability awareness and disability rights?
- Why is disability awareness important for non-disabled people?
- Why do we still need disability awareness?
Articles
Blogs
Books
Podcasts
Resources
Videos
Pregnancy and Maternity Toolkit
Pregnancy and Maternity Toolkit
Pregnancy and Maternity Toolkit
Toolkit collated by Emma Sheppard
What Is Pregnancy and Maternity?
- Pregnancy and maternity is a protected characteristic under the 2010 Equality Act that ensures that women’s employment rights including her health and safety are protected from when she becomes pregnant to 26 weeks after she has given birth.
- Maternity discrimination also extends for the period that a woman is on maternity leave.
- Beyond the 26 week / maternity leave period, discriminating against a mother is included in sex discrimination – either considered ‘direct’ or ‘indirect’ sex discrimination.
- Breastfeeding is now protected within the pregnancy and maternity characteristic.
- As a protected characteristic, pregnancy and maternity does not extend to fathers, women or men undergoing fertility treatment, adoption, non-birth mothers in same-sex relationships, mothers who are not breastfeeding after the 26 week / maternity leave period or when a mother stops breastfeeding.
- Women who fall under the protected characteristic of pregnancy and maternity are entitled to protection from pregnancy and maternity discrimination – any treatment, comments or behaviours that treat a woman unfavourably because she is pregnant, has recently given birth or is breastfeeding.
How Are Pregnant Women and Mothers Protected?
- Pregnant women and breastfeeding mothers are entitled to a risk assessment, updated according to any new developments in their pregnancy.
- Pregnant women are entitled to paid time off for antenatal appointments.
- During the pregnancy and maternity protected period, teachers should not be disadvantaged because of their pregnancy or time on maternity leave, which includes having access to training and development and opportunities to promotion.
- Teachers should not be subject to discriminatory behaviour, treatment or comments because of their pregnancy, time on maternity leave or decision to breastfeed.
- Teachers are entitled to maternity pay and conditions according to those outlined in the Burgundy Book.
- Teachers are entitled to 10 KIT days or 20 SPLIT days per parent, as mutually agreed with their employer.
- An employee’s job and terms and conditions, or a suitable alternative job on similar terms, is protected whilst on maternity leave.
The Diverse Educators’ Pregnancy and Maternity Toolkit
- How can we avoid pregnancy and maternity discrimination in our schools?
- How can we retain and support the career progression of teachers when they become mothers?
- How can we empower teachers over the pregnancy, maternity and return to work period?
- How can we reduce the gender pay gap in education by understanding more about, and addressing the ‘motherhood penalty’?
- How can we go beyond the current legal requirements to support colleagues undergoing fertility treatment, becoming parents through adoption or surrogacy, fathers, parents in same-sex partnerships and as teachers continue to balance their professional and parenting commitments beyond the protected period?
- How can we make our schools more ‘family-friendly’ employers, to benefit all staff?
Articles
Blogs
Books
Networks
Podcasts
Research
Resources
Videos
One Bristol Curriculum
One Bristol Curriculum
The One Bristol Curriculum (OBC) is an organisation dedicated to the diversification of lessons, resources and materials used in schools. The project was set up in response to the 2017 Runnymede Report, which highlighted ethnic inequalities in education within Bristol, and cited that the National Curriculum falls short in meeting the needs and experiences of Black And Minority Ethnic young people.
We work with teachers, historians, arts practitioners and community leaders to develop new teaching materials for Key Stages 1-4. We aim to increase engagement and promote tolerance and understanding among pupils. Local stories, knowledge, and talent are used to create a curriculum that helps children explore how the different African, Caribbean and Asian communities have contributed to knowledge creation, innovation, and experience in Bristol, the U.K. and beyond.
Our teaching materials will be available for free on our website and will be routinely updated and added to. We will also be creating a consultancy programme whereby OBC consultants help schools to embed our resources and make sustainable changes. This will be supported by our unique benchmarking system through which schools can assess themselves and their progress, ensuring that they are adapting their schools to be more inclusive and supportive of all students and staff.
We Belong
We Belong
We Belong is the first nationwide migrant youth-led organisation, campaigning for the rights of young migrants, developing young leaders by providing advice, support, and training. Our aim is to change policies that prevent young migrants from full integration and participating in society. We engage 16–25-year-old migrants, once empowered, we work closely with young people to create a strong counter-narrative to the UK’s hostile environment by advocating for reform within the UK’s immigration system. Based in London, we serve young people nationwide by delivering our activities in person and online through digital activities. Additionally, we deliver training on the issues we campaign for to schools and university staff.
We Belong has worked with over 1,500 young migrants with precarious status intervening at a crucial stage to ensure equal access to higher education. Our focus is not only on symptoms of the issue but also on the root causes. Lived experience is integrated intentionally throughout the organisation from members of staff, volunteers, and our inclusive governance structure.
- Winners of the Inspiring Youth Organization Award at The UK Youth Awards 2021
- Winners of the Community Campaign of the Year Award at UK Parliament Awards 2021
- Mental Health Report
We are based in Manchester in addition to our head office in London
Arise
ARISE: Anti-Racism in Schools and Education
ARISE: Anti-Racism in Schools and Education – is a social enterprise that provides diversity, inclusion and anti-racism training within the education sector. The organisation was founded by Mpula Lawton, a lawyer and educator with over ten years’ teaching experience, after experiencing poor practice in the education sector with regards to racism. ARISE’s comprehensive services include staff training sessions, parent workshops, student workshops and resources for educators. With ARISE, Mpula now travels to schools, colleges and universities across the country delivering invaluable training sessions and helping educational institutions in their journey to becoming truly anti-racist.
The Steve Sinnott Foundation
The Steve Sinnott Foundation
The Steve Sinnott Foundation works with teachers and educators to deliver projects that progress the achievement of Sustainable Development Goal 4 – ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. We are proud to work toward making this goal a reality.
MixEd
MixEd
MixEd is a platform for educators (and others) to discuss race, racial identity and diversity. MixEd was set up by Louise Jaunbocus- Cooper and Marcus Shepherd, both mixed-race secondary senior leaders.
Being mixed race is a very unique experience and can often go unrepresented in discussions on race, ethnicity and identity. The aim of MixEd is to provide a space to amplify the voices of mixed-race educators and young people, to encourage others to share their experiences and add their voice to the drive for genuine racial equality and diversity.
Menopause Training Company
Menopause Training Company
So many companies and organisations worry about saying or doing the wrong thing when it comes to talking about or supporting those going through menopause.
- Almost 8 out of 10 of menopausal women are in work.
- The fastest growing demographic in the workforce are menopausal women.
- It’s estimated that currently, around 13 million women in the UK are either peri-menopausal or menopausal. This is equal to one third of the entire UK female population
We’ve created an online course that helps you:
Get clear on how to have and start conversations about menopause without worrying about saying or doing the wrong thing.
Understand the legal implications for employers and employees and understand the measures you can put in place so you can create your menopause friendly workplace.
Course information
The course consists of 20+ lessons with videos varying between 1.5 minutes to 11 minutes long, documents, downloadable templates, case studies, best practice examples and additional resources. The full course is 2 hours long.
8 modules
1 – Menopause Symptoms and their impact on your colleague and the workplace
2 – Introduction to difficult conversations
3 – Preparing for your difficult conversation
4 – Your difficult conversation
5 – The legal stuff
6 – Resources and templates
7 – Menopause friendly workplace checklist
8 – Signposting
AIELOC
AIELOC (Association of International Educators and Leaders of Color)
AIELOC is devoted to amplifying the work of international educators and leaders with a focus on advocacy, learning, and research. The team is led by folx with current and former international school experience. We started as a social media affinity group which transitioned to an association. Our group exists so that all are fully seen, heard, valued, and belong in the international ecosystem.
Our work includes: a variety of members (school members, business members, individual members), in person and virtual conferences, the first Aspiring Leaders of Color Program, the DEIJ Leaders Certificate Program, an Advocacy Collective Council, Research Collaborative, Community Visioning, affinity spaces, and consultancy.
Our All Staff Training
Our All Staff Training
Our All Staff Training
Our Training Offer
We support primary schools, secondary schools, colleges and special schools with their DEI training needs.
We deliver face-to-face or virtual INSET and twilight professional learning sessions.
We facilitate core DEI training for all staff including teachers, leaders, governors and operational staff.
- Developing an understanding of key DEI concepts and language
- Reflecting on our own identities and lived experience
- Exploring our power, privilege and blind spots
- Creating an inclusive culture
- Sharing collective responsibility
- Modelling inclusive behaviours
- Holding one another to account
- Brentford Girls’ School
- British School Muscat
- Christ’s Hospital School
- Dr Challoner’s Grammar School for Boys
- Dr Challoner’s High School for Girls
- Fulham College
- Halcyon International School
- Halesowen College
- Handsworth Girls’ School
- Hatton Special School
- High Storrs Secondary School
- Knighton Mead Primary School
- Jersey College for Boys
- Jersey College for Girls
- Jersey College Primary
- Langley Park Girls’ School
- Pinner Wood Primary School
- Villiers School
- West Buckland School
The ‘Introduction to DEI’ training we received was perfectly pitched to ginite purposeful discussions. It was sensitively delivered and provided a great starting point for a confident continuation of the discussions for this really important aspect for schools.
Cath Bufton-Green, Headteacher, The Gateway School
Thank you so much for this morning – the powerful conversations have continued over lunchtime and I feel confident that you have enabled us to think clearly about where we need to and want to go next with this work.
Jenny Slinger, Principal
Thanks so much for Tuesday’s session – staff are still talking about it! I think it was a really great way to start the discussion and I think that people are understanding the need to ‘feel comfortable with the uncomfortable.’ It was a thought provoking, emotional and very relevant session.
Sarah Marriott, Headteacher