1. Supporting the achievement of apprentices with sensory impairment
Martin McLean
Education & Training Policy Advisor at the National Deaf Children’s Society
Jude Thompson
Specialist teacher for vision impaired students

2. NatSIP
National Sensory Impairment Partnership is a partnership of organisations working together to improve outcomes for children and young people with sensory impairment. 
Includes charities, professional bodies, local authorities and schools.
Ask group who they are and what their experience has been of SI apprentices

3. Today’s aim
Delegates to meet the needs of deaf and vision impaired apprentices and fulfil your duties under the Equality Act 2010.
Through receiving practical info on:
Reasonable adjustments
Funding
Communication support and technology
Assessing needs
Maths and English policy changes
Mention handout pack and Supporting Achievement resource.

4. The policy/legal context
The Equality Act 2010
The Children and Families Act 2014
The Apprenticeships, Skills, Children and Learning Act 2009
Ask delegates what the main piece of legislation they need to be aware of?
ESFA funding policy

5. Equality Act 2010 Applies to employers and education providers
Unlawful to discriminate, harass or victimise someone due to a disability
Requirement to make reasonable adjustments
Duty is anticipatory

6. Children and Families Act 2014
Young people up to the age of 25 can request Education, Health and Care (EHC) Plans
An EHC plan can be maintained whilst a young person is on an apprenticeship
In January 2017 there were 262 apprentices with an EHC plan

7. Apprenticeships policy
Maths and English requirements – greater flexibility introduced in 2017:
Young people with EHC plans can work towards Entry Level 3 Maths and English if required
British Sign Language qualifications permitted instead of English requirements for deaf people who use BSL as their main language
Funding incentives for employers and training providers to recruit young people with EHC plans

8. Barriers to apprenticeships
Groupwork:
Discuss the barriers to apprenticeships faced by young people with sensory impairment
List the barriers on the flipchart paper provided

9. Common barriers Poor careers advice
Discrimination in the application process
Lack of awareness from training providers and employers
Health & safety fears
English and Maths requirements
Adjusting to the workplace
Issues with socialising

10. Reasonable adjustments – deaf apprentices
On training
Effective communication between trainer and apprentice
Ensure a good listening environment
Video material is subtitled
Provide materials in advance
Ensuring group work is accessible

11. Reasonable adjustments – deaf apprentices
Assessments/tests:
Extra time?
Modified papers
Live speakers
BSL interpretation
Oral language modifiers
Is it a competence standard??
Has the difference between a competence standard and method of assessment been considered?
Is the assessment inclusive?

12. Reasonable adjustments – deaf apprentices
In the workplace:
Employees to be flexible in how they communicate (e.g. and text rather than phone)
Ensure people speak one a time in meetings
Minimise background noise
Organise communication support if needed
Reasonable to pay for communication support?

13. Support for deaf apprentices
British sign language interpreters
Communication support workers
Note takers
Speech to text reporter
Lip speaker
Teacher of the Deaf / Language support tutor

14. Technology for deaf apprentices
Radio aids
Streamers
Loop systems
Alerting pagers
Next Generation Relay service
Video relay service (BSL users)

15. Reasonable adjustments – vision impaired (VI) apprentices
Effective written communication between trainer and apprentice – appropriate medium
Ensure the environment optimises residual vision, is uncluttered and remains the same
Video material is audi-described

16. Reasonable adjustments – apprentices with VI
Assessments/tests:
Extra time?
Modified papers – braille, large print, tactile diagrams
Reader – although not permitted for English
Scribe

17. Reasonable adjustments – apprentices with VI
In the work place:
Apprentices are shown around the work place so they can begin to learn the layout, important places – toilets, lunch room etc
They are addressed by name, before being given an instruction
Ensure everyone introduces themselves at the start of a meeting

18. Support for apprentices with VI
Mobility/habilitation support to learn routes and workplace layout
Materials produced in braille (access to an embosser), large print
Note takers
Qualified Teacher of the Vision Impaired (QTVI)

19. Technology for apprentices with VI
Speech software – JAWS
Enlarged text - Zoomtext
CCTV

20. End Point Assessments Look over the assessment plan
What barriers might arise for apprentices with SI?
How can a fair assessment be ensured?

21. LUNCH

22. The view from apprentices
Fraser: Stewart:
Refer to written case studies – Jane and Chloe
Any thoughts from the group after seeing the case studies?

23. Is a specialist assessment needed?
Assessing needs
Initial assessment
Is a specialist assessment needed?
Has apprentice received regular support from VI or HI teacher earlier in education?
Does the apprentice have an EHC plan which does not have sufficient detail about the supported needed on the apprenticeship?
You need advice on the technology needed to access learning activities
You need advice on ensuring assessment is accessible
Specialist assessment
Access to Work
Recommendations
Education & Skills Funding Agency

24. Identifying needs – important factors
Encouraging disclosure
Input from the apprentice
Input from specialists
Transfer of information

25. Maths and English exemptions
BSL
Is the apprentice deaf and do they use BSL as their main language?
Does the apprentice have a BSL qualification already?
If NO, who can provide BSL exam tuition?
Local college?
Private training provider?

26. Maths and English exemptions
Education, health and care plans
Does the apprentice have an EHC plan?
Did they previously have an EHC plan or statement of SEN?
Have you conducted an evidenced assessment demonstrating that even with support, reasonable adjustments and stepping stone qualifications the apprentice is not able to achieve English or maths to the minimum level as a result of their learning difficulty or disability?
Do you reasonably expect the apprentice to achieve Entry Level 3 functional skills and achieve other aspects of the apprenticeship?
Are there any industry specific minimum entry requirements?

27. Funding for additional support
Access to Work
Department for Work and Pensions
Up to 42K per year
Can fund equipment and communication support in workplace and on training
Applied for by the individual
Learning Support Funding
Department for Education
Up to 19K per year
To fund learning support only
Must be applied for by training provider

28. Access to Work Grant can cover: adaptations to the equipment you use
special equipment or software
British Sign Language interpreters and video relay service support, lip speakers or note takers
taxi fares to work or a support worker if you can’t use public transport
a support worker or job coach to help you in your workplace
a support service if you have a mental health condition - this could include counselling or job coaching
disability awareness training for your colleagues
the cost of moving your equipment if you change location or job

29. Scenarios and action planning
In groups discuss the four scenarios given to you. Each scenario is for an apprentice who is about to join you
For each scenario develop a brief action plan:
What steps will you take to ensure the apprenticeship is inclusive?
What do you need to consider?

30. Further information… www.natsip.org.uk www.ndcs.org.uk www.rnib.org.uk