Assistive Technology: Support for Special Educational Needs

Lord Shinkwin Excerpts

Thursday 25th May 2023 Grand Committee

[Lord Shinkwin (Con)]

My Lords, I also thank the noble Lord, Lord Addington, for securing this debate. My noble friend Lord Holmes of Richmond is a very hard act to attempt to follow, but I will endeavour to do so. His speech had such powerful and authoritative personal experience.

I declare an interest as chair of the Institute of Directors’ commission, “The Future of Business: Harnessing Diverse Talent for Success”, and as co-chair of the All-Party Parliamentary Group for Assistive Technology, with Lilian Greenwood in the other place as my co-chair. It was in the latter capacity that I was delighted to co-author the foreword to the excellent APPG report by Geena Vabulas, Talent and Technology: Building Bridges to Employment for Disabled People—because, as my noble friend quite rightly said, this is ultimately about talent.

I appreciate that my noble friend the Minister will have myriad reports to wade through at any one time, and I do not envy her that task. I am not assuming that she will have had a chance to read the APPG’s Talent & Technology report, but I commend it to her. While much of it focuses, as the title would suggest, on employment, four of its 10 findings look at the education end of the bridge to employment. While I am not disputing that education has its own intrinsic worth, I think we would all agree that, without it, the prospect of an individual being able to realise their potential, especially in employment, is inevitably limited. So it is an essential part of a much bigger life chances equation.

The report’s first finding was that current systems of assistive technology, or AT provision, leave disabled people in digital black holes at key transition points that affect their ability to find and secure employment. The APPG would encourage the Government to raise their sights and aim higher to ensure equitable access to digital for disabled people in their efforts to close the disability employment gap—mentioned by my noble friend Lord Holmes of Richmond—which remains obstinately at around 30%, as the Minister knows. A practical way of doing this would be for the Government to appoint and empower a national assistive technology champion to develop and deliver, in collaboration with disabled people, a framework on disabled people’s life transitions, including between different educational settings and at different stages.

The report’s second finding was particularly worrying: disabled students are still leaving education without knowledge of work-based AT provision, without the skills to use it in the workplace, and without the confidence to navigate these issues when starting a new job—for example, as my noble friend mentioned, when having to justify the use of specific equipment, which could so easily be addressed by having a passport that enabled them to get on with the job from day one.

That is why the APPG also recommends that education providers should ensure that careers education, information, advice and guidance—or CEIAG, which is yet another acronym—and disability support and guidance are joined-up, so that education leavers know how to access AT and support to enable their transition into employment. It also informs the APPG’s recommendation that the DfE should produce and promote guidance and resources for education providers on AT and workplaces and preparing for employment. This should include information about Access to Work and other routes to securing timely access to AT.

I mention that it should be timely because the final recommendation relating to the DfE, as well as to DWP, concerns Access to Work. At the moment, the scheme does not put in place AT fast enough for disabled students on short-term work placements, and education professionals can be unaware of this DWP-sponsored support. This makes collaboration between the two departments essential to ensure that disabled people on work placements, traineeships or apprenticeships are able to use AT from day one of their placements. I do not think this need involve a lot of work and money. The support could be developed as an enhanced Access to Work offer, jointly sponsored by DfE and DWP, or as a fund available to education providers, or a combination of both elements.

I would be really grateful if my noble friend the Minister could address the report’s recommendations in writing and detail not only what the Government have done but what they plan to do in response and, crucially, when.

Statistics make it clear that AT is not a niche subject. Indeed, only last year a survey found that nearly a third of higher education students reported using captions or transcriptions. I could go on, but what is equally clear is that the onus should not be— as, unfortunately, it too often can be—on the individual student to self-advocate. The Government need to accept their responsibility as the facilitator of appropriate, effective and timely provision.