Assistive Technology: Support for Special Educational Needs

Debate between Lord Addington and Baroness Garden of Frognal

Thursday 25th May 2023 Grand Committee

[Lord Addington (LD)]

There is an old joke that when you get applause at the start of a speech, you should sit down and take it.

[Baroness Garden of Frognal (LD)]

No, carry on.

[Lord Addington (LD)]

My Lords, I want first to thank everybody who has taken the time to get here this late on a Thursday when we have a recess coming up. I should also make a declaration of interests, the most important of which is that I am chairman of Microlink PC. It is one of the bigger companies in this country, if not the biggest, dealing with this issue. There are many fields and many pies here; we have fingers in many of them.

My other interest is that I am president of the British Dyslexia Association and dyslexic. My last interest, which I probably do not have to declare but which is relevant to everything else, is that my life was transformed about 25 years ago when I got working assistive technology. I am a severe dyslexic; the way I communicated a written message was to dictate it. Suddenly, when I got assistive technology, I could do it myself, so if I sound a little messianic on this it is because I am talking from my own experience.

That was happening to somebody who had managed to get through the system due largely to the influence—shall we say?—of a tiger parent. It got me through the system, into the university structure and out the other side, because once you get over the first hurdle, people are generally quite willing towards you. Once you have proved you have some capacity, they are there to invest in you.

Unfortunately, most people do not have that support and help, or it is not given effectively, or they are simply missed. The most common experience for somebody with SENs, particularly with a neurodiverse background, is that you are told to try harder and work harder. We need the capacity to spot those with problems and then go to that wonderful and expanding box of tricks, which can help you get through. It is dependent on you having a working platform for it—normally, it is a computer; a tablet or something might work, but you need something to use it on. Once you have that, many things become possible.

So far, I have been talking about things which are to do with the communication of information. There are those Members—I am looking across the Room at two of them—who will have experience of bits of supportive technology that help with movement and other forms of support. I look forward to hearing about them.

I could mention all the areas where assistive technology is used, but we have only an hour. I could also mention the products if we had a couple of weeks—I reckon that there are about 40,000 of them. It is about making sure that people know what is out there and getting the right thing in front of them. The real point of this Question is what the Government are doing to make sure that happens. What the benefit is to the state is a reasonable question to ask on every occasion.

If you have assistive technology, and you need it, you stand a chance of becoming an independent and, one hopes, positive economic influence in your society. It may not be impossible otherwise, but it is much more difficult. Occasionally, you hear people talk about “the exceptional people who get through”. Any system that is dependent on you being either brilliant or lucky has fundamentally failed, so I hope that we will get a better understanding of what the Government are going to do about utilising this box of tools to allow people to go forward. That is really what I am aiming at today.

Look at our current system. I appreciate that the Government are now starting to look at and take some steps on it. The system we devised has a graduated approach up to the education, health and care plan, which replaced the old statement. I know the Government are working on making this an easier process but, let us face it, if it works it will be a little like the cavalry coming over the hill. It has become a legal process and it has probably done more to benefit specialist legal firms dealing with the education sector than anyone else. The Minister was not on that Bill, but I was, so maybe I should take some of the blame: we did not see it coming.

One of the other things that has happened is that the graduated approach that was supposed to come in behind it has become virtually irrelevant for many. The experience of many people I have spoken to is that you need the support of the plan to access help. Assistive technology is potentially much cheaper, if you have identified it correctly and got through. The problem is identifying who will benefit from it, even including those in the neurodiverse spectrum. I am going to talk about the needs closest to me, simply because I understand them slightly better.

For somebody who is dyslexic, identifying their level of need and the problem early enough means you stand a chance of bringing them assistance. The same is true of dyspraxia, dyscalculia and ADHD. There are a lot of devices here that will help all of them. Indeed, the same devices are often used differently. Trying to get them at the right time is about the identification process.

A lot of people are talking about screening programmes. How are we getting these screening programmes to identify people? With the best will in the world, people will be needed to administer them and, at the moment, the consensus is that people in the education sector are not well trained enough. I am sceptical about whether the new level 3 SENCO is the answer. The Minister will undoubtedly tell me otherwise, but are they going to identify and get people in the right way? Do the teachers know how to administer the screening process to identify that group?

Let us face it: no system is perfect, certainly not in its first phase. What will we do afterwards? The noble Baroness was instrumental in making me have a discussion with those providing alternative provision—AP. The one question that I asked them, which I was worried about, was what they were doing about screening when people get into AP. They said, “We are relying on the rest of the education system”. The noble Baroness said, and everybody agreed—when everybody agrees in politics you know something will go wrong—that most people in AP have a special educational need, almost by definition. Relying on the rest of the education system to spot it cannot be right; you will need another degree of assessment, because presumably somebody has already been missed.

If you can get assistive technology to somebody, they will have something that they can take with them to deal with things in a certain way, or at least to stand a chance. The identification of need tells them another thing: you can succeed; you can take part and join in. That is why I am trying to find out what the Government’s policy is. It is about that degree of training, support and structure: “Here’s a tool; get in there”.

It is also an opportunity to break the cycle of depending on a tiger parent. This is why, for instance, dyslexia was thought of as the middle-class disease—“exam-passing disease” would probably be a better term. Parents who have aspiration and have got through themselves ask, “Why is my child not the same?”

All the conditions that I have spoken about today have similar stories attached to them. There is a very black-humour joke: if you want to be a successful disabled child, choose your parents correctly. That has been true until this point and it is another condemnation of the system we have at the moment; you have had to fight to get through it.

Are we going to train teachers well enough to use this and give it to a person so that they can act on it for themselves for the rest of their lives? We should remember that most of these children are going to grow up. I have concentrated on education here but, hopefully, the workplace is waiting. What are we going to do? Can we make sure that people are prepared to take on this role?

I hope the Minister has some good news for me about the process and access to it, and can tell me that schools understand it and will bring it in. It should give independence, be cheaper and allow that person to have a model of process that is relevant outside the classroom. Traditional types of help, such as 25% extra time, are not going to be a great deal of help for you if you have to fill out a form at work under pressure, or if you have to complete a task on time. We need skills that are transferable. Assistive technology has the capacity to take on at least some of that role.

I hope the Minister and indeed all others here will put pressure on the Government to ensure that we take advantage of this, because if we do not we are missing a trick that can make people’s lives better, save money in the long term and improve the strength of our workforce. This is one occasion when the ha’porth of tar should be put on the boat.

Schools Bill [HL]

Debate between Lord Addington and Baroness Garden of Frognal

Committee stage
Wednesday 22nd June 2022 Lords Chamber

[Baroness Garden of Frognal (LD)]

It is a great pleasure to follow the right reverend Prelate the Bishop of Blackburn, and I absolutely agree with everything he has just said. I rise to speak to Amendments 116, 118, 125 and 126 in my name. I tabled these amendments on behalf of home educators. There are quite a lot of them so I crave your Lordships’ indulgence.

As we have heard from the right reverend Prelate and the noble Baroness, Lady Brinton, the first two refer to wishing to lengthen the relevant period in a number of different situations. My amendments lengthen from 15 to 28 days the period in which parents are required to comply with duties imposed by local authorities, but I would be happy to go along with the 30 days in the other amendments. Parents would argue that they may need time to consult, possibly obtain legal advice or, at the very least, consider all the implications, and 28 or 30 days is a much more reasonable timeframe for that than 15.

Amendment 125 finds itself in this group. It seeks to ensure that the less structured but enormously beneficial forest schools and farm schools are not overlooked. Both teach a great deal to pupils and get them out in the open, with fresh air and acquiring a new understanding of natural surroundings, animals, crops and all the other invaluable work of farms. My daughter teaches four year-olds, who really love their forest school lessons. It is some of the most pleasurable and productive learning they achieve. It is particularly beneficial for town and disadvantaged children, who may never have walked through woods or seen a cow.

Amendment 126 ensures that someone who has made strenuous efforts to provide information should not be penalised if the information is deemed inadequate. People can do only their best, and we would not wish to see parents fined for matters that were not their fault.

[Lord Addington (LD)]

My Lords, I will speak briefly to Amendment 129. I put my name to this because I saw it and said, “Yes, this is right”. What level of support are you going to give to a certain group with special educational needs, particularly if they do not have the plan? Anyone who has looked at special educational needs knows that there is a great struggle to get the plan. We have a bureaucratic legal system in which whether you get it often depends on the lawyer you have employed. I know that this was not the original intention of the Bill, because I did it. Going through this process, there was supposed to be something called a graduated approach involved. Can we have some indication of what the Government feel the process will be in future? I assume that the new review of special educational needs will come up with something that is an improvement.

The law of unintended consequences, or the cock-up theory of history, means that we have a mess in special educational needs at the moment. I do not think anybody seriously disputes that, but I hope that in future we will not be so dependent on the plan, the statement mark 2, the gold star tattooed on the back of your neck or whichever way you identify special educational needs; you will not be as determined on the higher classification. Many people are getting the plan now because they are not getting any support, their education is deteriorating and they are suddenly finding themselves in the higher-needs group.

I did the Bill and the noble Baroness did not, so maybe this fault falls more on me than on her, but that is the state of affairs at the moment. Some indication that the Government will intervene before they get to this crucial point would be very reassuring, at least with regard to their thinking and lines of progression on this. It is not happening at the moment, and some assurance that it will happen in future, or at least that the Government plan for it to happen in future, would make life a little easier.

Skills and Post-16 Education Bill [HL]

Debate between Lord Addington and Baroness Garden of Frognal

Committee stage
Tuesday 6th July 2021 Lords Chamber

[Baroness Garden of Frognal (LD)]

My Lords, I shall speak to Amendments 1 and 6, to which I have added my name, and to Amendment 20 in my name and that of my colleague and noble friend Lord Storey. I declare an interest for the whole Bill: I am a vice-president of City & Guilds, an organisation for which I worked for some 20 years.

On Amendments 1 and 6, I have been crossing out what I would have said as the noble Lord, Lord Lucas, has said it far more effectively than I could. I do not believe in repeating what others have said, even if I have not said it myself, so I shall just agree with what he said. It is essential that we take into account potential students—and not just the young people of Eastbourne, I suggest—who should surely be important players in any discussion. If there are no students, there is no point in employers wishing to train them. It is not just the views and interests of students but those of student unions, trade unions, relevant community groups, agencies and local government that need to be taken into account. There should also be constant dialogue with careers advisers.

Funding must be made available for social mobility. An aspiring blacksmith or chef should not be disadvantaged if local needs are engineering-based. Dyslexic students should not be disadvantaged if their skillset is different from local needs. Amendment 20 ensures that providers of distance learning are brought into play. As the Explanatory Notes set out, the role in the local skills ecosystem played by providers without a local bricks and mortar presence in a particular area is taken into account in local skills improvement plans. Of course, it may not be bricks and mortar. It could be any skills area, but distance learning is truly important, as the work of the Open University and other distance providers makes clear. The OU has been a life-changer for many who could not study residentially.

Often, people may wish to study for employment not directly available in their area but for which they can develop skills and earn qualifications which will serve them well in other parts of the country. We should not be depriving them of the wherewithal to do just that. Throughout the Bill we shall seek to ensure that distance learning is taken into account. This amendment will do that and provide opportunities for learning to those without local provision.

I add my support to Amendments 11 and 81, tabled by the noble Baroness, Lady Whitaker, a staunch supporter of the Gypsy, Traveller and Roma communities, but these proposals go much broader, to those who have problems with GCSE English and maths which, for so many skill areas, are not essential. To have an academic qualification in English and maths is not necessary for a whole range of perfectly useful employment opportunities. I also support the amendments tabled by my noble friend Lord Addington, who will be following me to speak for himself. They are important amendments too.

I hope that the Minister will be able to look favourably on the amendments in this group.

[Lord Addington (LD)]

My Lords, this is one of those debates when everybody has said and everybody is going to agree with everybody, so let try to do it in as precised a way as possible. Before, I do, I should remind the Committee of my declared interests and let the Committee know that I have become an adviser to Genius Within, which looks at neurodiversity with Birkbeck, University of London.

The basic thrust of this is: what will be put into the plans, how flexible will it be and how will it adjust to the needs of those people who are supposed to be covered by it? We have heard about many subjects. When someone mentions dyslexia in front of me in one of these debates, I give myself a little cheer because, hopefully, the word is getting out.

The most important thing about my Amendment 22, if you throw everything away, is identification. Most people in the neurodiverse sector or with any special educational need have moderate or lower-level needs that, if not addressed or supported, can lead to failure to get academic qualifications giving access to training. The noble Baroness, Lady Whitaker, and I might argue about GCSEs and certain points, but the essential thrust of what she said carries through to these groups. Someone who has trouble in that learning environment will always have trouble. If we suddenly get—as I did with the officials who the Minister was kind enough to give me access to, for which I am eternally thankful—“Oh but we have a high-needs strategy”, well, that is great, but what happens to the 18% of the population who are identified as having special educational needs but who are not in the high-needs group? They will become your workforce. They are the people who are underachieving and either do not get jobs or get jobs which they do not fulfil or can access other qualifications with.

Please, when we are doing this, can we build in a capacity to identify people who have already failed in the school system? As adults, they will be presenting differently, with established types of behaviour, which may mean that they are resistant to certain activities because who on earth wants to be told again: “You’ve failed, you can’t do something”? Let us take everybody who is scared of heights and stick them up that ladder and shake it. Let us make sure that it is uncomfortable and that something that you do not like to have gone through again. What will happen about identifying the people in these groups, people with ADHD, people who come from lower socioeconomic backgrounds, with parents with the same problems, who do not have the type of parents that I had behind me?

I appreciate that this is all that you can do here, but what steps will be taken to ensure that everybody gets through and is supported? The idea that you need only a functional grasp of English and maths is a step forward, but we must embrace the fact that there is now technology available that can do most of this for you, at least at a functional level. If you can talk, you can word-process now. Can we ensure that this is taken into account in the plans because the groups who are unskilled, which we are addressing, will be helped?

My Amendment 26 is about looking slightly wider than just at one area. It came from a conversation that I had with someone at the British Dyslexia Association, who said, if someone feels that they would be happier in something that uses hand skills and is slightly out of area, please can they be supported to get there? This is true of virtually all groups but is probably slightly more intense in this situation. If you are living in an area which is just on the boundary, the thing that you may want to train in is probably in the next area. All of us have done this for schools to work. Arguments about constituency boundaries go to an audience where many may have an interest. Can we please take that into account? When the Minister comes to answer, or at a later stage, can he give some idea of how these group plans or areas of concentration will work together? If they do not, we will be excluding large numbers of people from getting the support that they need where that is a local employment opportunity for them. We are still assuming that they will stay in their local areas for jobs for long periods. If we are doing that, then let us at least be realistic about it.

Business and Planning Bill

Debate between Lord Addington and Baroness Garden of Frognal

2nd reading & 2nd reading (Hansard) & 2nd reading (Hansard): House of Lords
Monday 6th July 2020 Lords Chamber

[Lord Addington (LD)]

My Lords, I was drawn to this Bill when somebody pointed out there may be an error—or, rather, an omission—in the way the licensed premises are designed. If I read it correctly—the advantage of being elderly and long-sighted is that you actually can read when you are looking down at something—this is that premises licences are what we are talking about. Club premises licences, which most sports and social clubs have, do not seem to be in the mix. This means that a bar in a sports or social club, which is the main driver of this hub of social activity—or at least the financial driver that ensures what is going on—may well be excluded.

I ask—and we have two Ministers here, which is the advantage of being in the Chamber—if we have got this wrong, that is great, but could they let us know? If this is an error, can it be changed? We have the whole of Committee to go through and it is a small change. Can we make sure it is addressed? I see one Minister nodding and one looking concerned about looking at this to check it. I think we have all just scored a point in favour of having a physical House where you can interact, as opposed to having merely an exchange of monologues.

However, if we have that going, can we have a look at this? Sports clubs and so on are so important and are such an important deliverer, and this is how most of them are financed. It is an important factor. Can we check that and make sure that we get it right? If we do not, we will damage one of those bits of society which is already taking a pounding. Cricket has come back, but will we generate enough money for the juniors next year and for the season that is left? If there is ever a sport that is last back, it will be rugby union—why did I choose to play that sport all my life? Football, rugby league, hockey—anything that requires contact—will be slow to come back. If their bars are not working or not working at capacity, they will have another problem.

There are all sorts of schemes and you can bandy around the monetary figures, but if you have not made sure that they can sustain themselves in the way they did before, you will make a bigger problem for yourself, you will create holes in social provision, and you will miss out on something that is done by society for itself—the state has only to make sure that they can carry on functioning, not much more. I would have thought that the Liberal/Tory traditions could join in with that, and I am quite sure that the Labour Benches have no objection to it either. Can we make sure that that actually happens, have a look at this and make sure that it goes through?

Lastly, I do not know how many hours I have spent in this Chamber over the years talking about disability access. The noble Lord, Lord Balfe, beat me to this. A buggy—it used to be called a pram—and a wheelchair usually require similar accessibility aspects. You will be making it easier for everyone if you make sure that the pavement is accessible for a person with either one of those two things, let alone luggage on wheels, which have now joined them. Make sure that the access is there, and you may well address many of the problems here. It is not the perfect solution, but it could be better by addressing and making sure that, if you have got it wrong, you change it, and if you have got it right, let people know.

[The Deputy Speaker (Baroness Garden of Frognal) (LD)]

I call the noble Lord, Lord McNicol of West Kilbride. No? I call the noble Lord, Lord Wei.