Disabled Students’ Allowance

Lord Ahmad of Wimbledon Excerpts

Monday 30th June 2014 Lords Chamber

[Lord Addington (LD)]

My Lords, I beg leave to ask the Question standing in my name on the Order Paper. In doing so, I draw the House’s attention to my declared interests.

[Lord Ahmad of Wimbledon (Con)]

My Lords, discussions are under way with stakeholders to inform the Disabled Students’ Allowance guidance for the autumn. Our current intention is that students with dyslexia, alongside other disabled students, will continue to undertake an assessment with a study needs assessor. The term “complex” in the Question does not relate to the nature of the student’s disability; rather, it relates to the range of support needed to address the barriers to their learning.

[Lord Addington]

I thank my noble friend for that reply. Does he not accept that that seems to be a change from the announcement that complex needs would be the criterion? If this is going to change as we move into a reformed situation, when can we expect to get a reliable and useful criterion for this assessment for entrants in 2015?

[Lord Ahmad of Wimbledon]

As my noble friend may well know, we routinely engage with stakeholders on the provision of support for all disabled students, and that dialogue will continue. We are also currently working on the equality impact assessment, which will be taken into consideration. Indeed, the findings of this consultation will be looked at in that light and before we lay down regulations on this matter.

[Baroness Uddin (Non-Afl)]

Will the Minister say whether the Government will commit to publishing an assessment of the impact of the changes, given the detrimental effect that they could have on disabled students with all conditions, including dyslexia and autism spectrum disorder?

[Lord Ahmad of Wimbledon]

I have already alluded to the equality impact assessment, which will form part and parcel of the regulations that we will lay before Parliament in the autumn and which will be open to debate. The discussion, I am sure, will take place at that time, and I look forward to the noble Baroness’s contributions.

[Baroness Walmsley (LD)]

My Lords, is my noble friend aware that in order to make use of some of the assistive technology programs, one needs quite a high-functioning computer? Is any financial assistance going to be available to students who do not qualify for a computer to enable them to buy the standard of computer that they need in order to run the programs?

[Lord Ahmad of Wimbledon]

My noble friend may well be aware that the focus on DSA expenditure will be on the most complex and acute needs. DSA expenditure generally has increased—from £87.8 million in 2009-10 to £125.1 million—so a review of DSA expenditure, as technology advances have been made, is long overdue; it has been 25 years since we last looked at it. Of course, we will look at each case, including specialist requirements and complex cases, and where it is established that a case is complex, students will be supported.

[Lord Stevenson of Balmacara (Lab)]

My Lords, is the Minister aware that research at Edinburgh University has found that disabled students who claim DSA at present have lower drop-out rates than disabled students who do not claim the allowance and non-disabled students? Is it true that the changes that are proposed will in effect mean that the money that is currently paid to individual students through personal budgets is to be transferred, with no additional funding, to the universities themselves? Does that not run against current government policy in these matters?

[Lord Ahmad of Wimbledon]

I have already stated the Government’s position on the need for sustainability of the DSA. The noble Lord is quite right to point out that the expenditure to higher education institutions is being rebalanced, and this is to ensure that within the realms of the Equality Act 2010 they, too, step up to the mark. Indeed, many institutions have. This is all about ensuring that in the existing conditions the money is spent in a focused way on the students who most need it, and that we balance what we spend on the DSA with what the universities and higher education institutions should spend themselves.

[The Lord Bishop of Chester]

My Lords, I declare an interest in that my younger son has just graduated successfully and has benefited from the computer and software for someone with dyslexia. People with dyslexia often flourish later in the educational process as they gain their coping mechanisms. Does this not mean that it is even more important to make sure that this support is fully in place, not least at university?

[Lord Ahmad of Wimbledon]

The right reverend Prelate makes an important point, and I congratulate him on his son’s successful graduation. The point he makes is perfectly valid. I have already mentioned that we will be looking at a full equality impact assessment before laying the regulations. I am sure that part and parcel of that process, and the discussion around those regulations, will be to cover the points that the right reverend Prelate has made.

[Lord Elton (Con)]

My Lords, in answer to the supplementary of my noble friend Lord Addington, the Minister referred to the consultations that are going on in order to produce and agree criteria. Given that the Prison Service is where the highest concentration of dyslexia in the United Kingdom exists, what input is there into those consultations from the Prison Service and from contributing voluntary sector workers such as the Prisoners’ Education Trust?

[Lord Ahmad of Wimbledon]

My noble friend has asked quite a specific question. I am fully aware, as someone who covers in part the justice brief, of the emphasis the Government are placing on the rehabilitation of prisoners. In terms of his specific question, however, I will write to him.