5.1 The following pages set out our action plans for the promotion of disability equality across the Scottish Government and its agencies.
5.2 Progress has been made across the range of policy interests in promoting disability equality and addressing the needs of disabled people. However we acknowledge that the considerable changes this year - new Government, priorities, structure and approach to delivery - have impacted on what we have been able to take forward in this period. The Scottish Government has a clear commitment to improving the lives of disabled people and our revised Scheme will outline how we intend to do this.
5.3 Over the period, some work has been done to show how the actions set out below reflect the involvement of disabled people. However, we recognise that we still have work to do to enable disabled people to be involved in a meaningful and appropriate way in identifying and prioritising Government action in relation to disability. The work on involvement which has been undertaken corporately and the information derived from that work has also been used to help shape the content of these plans and has helped some directorates and agencies to prioritise their work (see chapter 3 for a full discussion of our work on involvement of disabled people). We are very clear about the importance of involvement of disabled people and will be continuing to take action to address the inconsistencies and gaps. We have set out in chapter 4 our plans for strengthening involvement and engagement, both in the immediate term and over the duration of the scheme.
5.4 Since the restructure of the Government we have revised our action plans into a total of 12 action plans - 5 action plans under the Scottish government's five strategic objectives, a cross directorate action plan looking at the corporate processes of the Government and 6 agency action plans.
5.5 The action plans cover all of the Government's directorates and some agencies under their relevant strategic objective. Some agencies have produced action plans of their own. The National Archives and the Registers of Scotland have produced their own schemes, and the Scottish Courts Service and Scottish Prisons Service have produced associate schemes (see paragraphs 1.11-1.14 in chapter 1 of the Scottish Government's disability equality scheme).
Expand opportunities for Scots to succeed from nurture through to life long learning ensuring higher and more widely shared achievements.
Policy | Action | By whom | By when | Outcome expected | Progress and Measure |
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Promotion of Equal Opportunities in School Education Evidence: First stage of this work was to review and assess current provision - materials being produced in response. Also, we know from events held to involve disabled people in the development of this scheme that staff training on disability equality and an exercise to review and promote the materials used in schools on disability were recommended. Work was done by CERES (Centre for Racial Equality) at Edinburgh University. | Provision of materials for Education Authorities and Schools which will ensure that equality issues, including disability, are mainstreamed into the curriculum and will assist staff in developing their knowledge in relation to equality and anti-discrimination. Learning and Teaching Scotland ( LTS) are involved to help us develop materials for LTS website. | Schools Directorate, Support for Learning Division | Staff materials were available by Spring 2007 and curriculum materials by Autumn 2007. | Schools will have lesson ideas for mainstreaming equality into the curriculum over a range of subjects including English and Maths. School staff will be provided with training materials on equality, inclusion and anti-discrimination, including case studies. | These materials are now in the final stages of development and will be launched early 2008. All will be available on Learning and Teaching Scotland Inclusion website. |
Provision of support for pupils with Additional Support Needs ( ASN) Evidence: The SEGet Involved consultation identified access to mainstream education as a priority area for disabled people in Scotland; regular consultation with Equality and Human Rights Commission ( EHRC) ; wide consultation before and during Additional Support for Learning Bill in Parliament, which emphasised the need for change and improvement. | Supporting all children with additional support needs and mainstreaming disabled pupils in mainstream schools where this is in their best interests, thus, recognising that some will continue to be best served through specialist provision. | Schools Directorate, Support for Learning Division | HMIE are to report in late 2007 on their monitoring and evaluation of Education Authorities' implementation of the Education (Additional Support for Learning) Scotland Act 2004. This will inform future policy development. | Effective implementation of the Additional Support for Learning ( ASL) Act 2004 in schools ensures the needs of pupils with additional support needs are met. | HMIE Interim report published October 2006. Final report will be launched on14 November 2007 which will inform future policy and direction. ASN Advisory Group of key stakeholders set up to monitor implementation and promote good practice. The Advisory Group includes representatives from disabled groups such as Equality and Human Rights Commission ( EHRC). 10 Implementation Seminars were held across Scotland for professionals including voluntary sectors e.g.EHRC, Enable, and Capability Scotland. Accessibility guidance to local authorities has been revised to reflect ASL Act and new Disability Equality Duty ( DED). This will improve access to education for pupils with disabilities. National training seminars are intended to take place in 2008, involving EHRC and other disabled interests on above new guidance. |
Support for Families with Disabled Children Evidence: Issues of rationalising Government funding and support for families with disabled children raised as important issues through the Get Involved consultations. | To provide greater and more flexible support to families with disabled children through extending the work of the Family Fund, a government funded independent charitable organisation which makes small grants to families on low income with severely disabled children, the development of clear guidelines to local authorities to stimulate uptake of direct payments to families with disabled children, and continuing support to vulnerable families with very young children aged 0-3 years including children and disabled parents under Sure Start Scotland. | Children Young People and Social Care Directorate, Safer Children, Stronger Families Division. | Family Fund work continues. Direct payments guidelines were distributed to authorities mid 2007. Sure Start Scotland: Ongoing | Increased numbers of grants to families with disabled children, greater parental empowerment and control over services to disabled children and continued support for vulnerable families affected by disability. | Family Fund work continues; pilot work to provide additional support to children in transition 16-18 undertaken during 2006. Direct Payments guidance distributed to authorities mid-2007; some remaining work ongoing (principally determination of solutions to legal stumbling blocks to greater uptake at local level - joint central, local government legal and policy input - ongoing. Sure Start - work ongoing. |
Changing Lives - personalisation and access to services are part of the Changing Lives (report of 21 st century social work review) and are intended to ensure that the views of service users inform service development and to develop information and access arrangements which ensure access to services for all as needed, regardless of personal or social circumstances. Evidence: Barriers to accessibility of public services raised as a key priority for disabled people in Scotland through the SEGet Involved consultation. Users and carers raised similar issues during the social work review. | The Service Development Group has identified 'Personalisation' as the key theme for all its work to ensure that social work/care service providers take due account of the needs and views of service users, including those with disabilities, when designing and delivering services. To help take this forward the Group are: - Developing a shared understanding of personalisation across services
- Supporting the development and promulgation of Citizen Leadership (being led by the User and Carer Forum facilitated by the Scottish Consortium for Learning Disability)
- Investigating various models of practice including In Control, Direct Payments/ self directed support; models used by LAs - including in other parts of the UK to identify and share good practice.
| Children Young People and Social Care Directorate, Workforce and Capacity Issues Division | 2007/2008 | Re-designed services which better reflect the views and needs of service users. Better understanding and application of the principles of personalisation and user and carer engagement. Clarification of the legitimate expectations of all service users in relation to care services. | Paper on a shared understanding of Personalisation currently in targeted circulation (including with the SCLD) with a view to revision and formal issue at the end of 2007/ early 2008. Paper on Citizen Leadership produced by the User and Carer Forum in consultation with other affected groups - including those with disabilities, currently in targeted circulation with a view to formal consultation and publication in 2008. Work in hand on the identification of various good practice models, looking at the needs of all users. Also specific projects looking at some key aspects of this agenda being developed. |
Getting It Right for Every Child: a programme to reform children's services in three areas: culture, systems and practice change for professionals, removing barriers to joint working to support these developments. Evidence: Evidence comes from a number of different sources, including: For Scotland's children: Better integrated children's services (Scottish Executive, 2001), It's everyone's job to make sure I'm alright: Report of the child protection audit and review (Scottish Executive, 2002), and consultation on Getting it right for every child: The review of the Children's Hearings system (Scottish Executive, 2004) and Getting it right for every child: Proposals for action (Scottish Executive 2005). | Changing Children's services. Decision by new Scottish Ministers not to legislate meantime | Children, Young people and Social Care Directorate: Safer Children, Stronger Families Division | Implementation is 2007 onwards, with outcomes starting to be achieved from 2010. | Children's services configured around the needs of individual children. Reduced bureaucracy and process. Improvement in children's circumstances. | Pathfinders in Highland on for children experiencing domestic abuse starting to test out new approach with children and families. Early results in Highland indicates that the police have reduced non-offence referrals to the reporter by 70%, with those children not referred having a plan of action put in place where one is required. Comprehensive business analysis shows significant savings possible. |
Inspection of learning disability services Evidence: The Disability Working Group recommended that research on care and support services for disabled people should be reviewed and any gaps identified should be addressed. Social Work Inspection Agency ( SWIA) are also under ministerial direction to carry out this policy. | Performing inspections on local authority learning disability services. | Social Work Inspection Agency ( SWIA) Inspectors | March 2008 | Ensuring best possible social services for disabled people and equal treatment in the provision of social care. | Multi-agency learning disability inspection completed - report published in March 2007. SWIA supporting improvement action plans. Further Inspections under consideration subject to ministerial decision. |
Promote a system that offers and supports focused and flexible learning opportunities and entitlement in education and training. | More Choices, More Chances - a strategy to reduce the proportion of young people not in education and employment or training in Scotland / Higher and Further Education futures work. | Lifelong Learning Directorate, Enterprise and Employability for Young People/ Higher Education and Learner Support/ Further and Adult Education Division. | Ongoing review of action plans with local partnerships. | Fewer individuals out of employment, education and training due to disability, and more individuals with learning disabilities participating in learning and training. | Young people with disabilities are highlighted as one of the target groups most in need of more choices and chances; local action plans must include descriptions of how the key target groups including disabled young people as a key sub-group will be targeted. Integration at local plan level of education services with e.g. social work and post school psychological services gives a particular focus on young people with mental health problems. |
Improving information, advice and guidance for learners in Scotland. | Ministers are considering output of consultation on the de-merger of Careers Scotland from Scottish Enterprise. Building on the information service offered by learndirectscotland we are now in the final stages of developing and introducing a national information provider on funding. | Schools Directorate/ Lifelong Learning Directorate, Employability and Skills Division, Higher education and Learner Support Division. | Launch of learndirect scotland national provider service on funding in February 2007. Annual reporting of Non Departmental Public Body to the Executive on progress and outcomes throughout the year. The Skills Body to be operational by 1 April 2008. | Clearer Information, Advise and Guidance ( IAG) focused on individual needs, provided through appropriate intermediates. Smaller percentage of disabled adults excluded from learning. Increased percentage of disabled people accessing information and guidance services- learndirect scotland/ Careers Scotland management information collection. | A Ministerial decision was made to merge Careers Scotland (in both Scottish Enterprise and Highlands and Islands Enterprise) with Scottish University for Industry to form a new skills body (Skills Development Scotland Ltd). The skills and training elements of the enterprise networks will also be part of the new skills body. Skills for Scotland: A Lifelong Skills Strategy was launched in September 2007 . It aims to put the individual at the centre of learning and achieve a clearer IAG landscape. The Statement on Equality contained within the Strategy commits the Government to ensuring that each underpinning programme will be equality impact assessed across six strands (race, disability, gender, sexual orientation, age and religion/faith) and monitored thereafter. |
Supporting community based adult learning to make a positive difference in our communities and peoples lives. | Adult ESOL (English for Speakers of Other Languages) Strategy / Working together to build stronger communities ( WALT) / Adult Literacy and Numeracy Strategy refresh ( ALNIS). | Lifelong Learning Directorate, Further and Adult Education Division | ESOL Strategy launched March 2007; continue supporting implementation of WALT through community based adult learning. ALNIS refresh due to be complete spring 2007 | Larger percentage of disabled adults engaged in learning Collaboration between care and learning organisations will make lead to more effective learning that increases learners' potential choice and independence | ESOL Strategy launched March 2007 - £5m allocated to support the strategy in 2007/08, to create around an additional 4,000 classroom places in Scotland's colleges and Community Learning and Development Partnerships ALNIS consultation expected to launch in spring 2008 Learning Connections Adult Literacies Research into Effective Learning for Adults with Learning Difficulties published November 2007; to be widely disseminated to multi-disciplinary audience. |
Supporting successful progression through learning | Determined to succeed / school college strategy / Review of Scotland's Colleges Determined to Succeed (DtS) | Lifelong Learning Directorate, Determined to Succeed / Further and Adult Education Division Lifelong Learning Directorate, Enterprise and Employability for Young People | Review of Scotland's Colleges all strands was completed by spring 2007. Phase two pilot of Skills for Work courses (school college strategy) complete 2007/08. Ongoing | Fewer individuals dropping out of learning because of disability. Higher percentage of disabled individuals as employees in FE/ HE sector To create, in Scotland, young people who are successful learners, confident individuals, responsible citizens and effective contributors to society. | Scottish Government's response to the Review of Scotland's Colleges was published on 30 October 2007. The Review's Core Group will monitor the implementation of the Review's outcomes and evaluate its effectiveness in terms of its impact on disability and other equality strands. The Skills for Work pilot was successfully completed. The new courses are now available nationally. Determined to Succeed 3-year on report launched in March 07. Key achievements include: 7,000 school/employer partnerships; 22,000 teachers trained in enterprise in education; and more pupils than ever having access to vocational learning. In terms of special schools, dealing with pupils with additional support needs, research highlighted that DtS fits well with their existing ethos and gives a level of endorsement which is proving to be motivating for the whole school. environment. In March 07, Determined to Succeed sponsored HMIE conference ' Technical Education: Something Special' focusing on teachers of children with Additional Support Needs. |
Help more people move from unemployment and benefits into work, through improving the cohesion and effectiveness of local employment/employability services. | Embedding employability framework: Workforce Plus; | Lifelong Learning Directorate , Employability and Skills Division. | Formation of a National Workforce plus partnership autumn 2006 Local workforce plus partnerships to equality proof the plans they submit to the Executive, end 2007 | Improved services to individuals and employers that lead to higher employment rates for people routinely disadvantaged in the labour market. | Funding, targeting, and planning regimes will be changed in the light of the Comprehensive Spending Review - November 2007. In the meantime, local action plans include disabled people in their target groups. We will continue to assess employment rate data for specific client groups . During 2008 we will offer local employment partnerships support in developing their equality impact assessments. |
| Action | By whom | By when | Expected Outcome | Progress and measure |
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1. What arrangements will you put in place to ensure that the policies you develop and/or the services you provide pay due regard to the need to eliminate any unlawful discrimination against disabled people?. | Publications are available via the Scottish Executive website, which conforms to strict accessibility standards. We will also respond to requests for hard copy documents in alternative formats. | All Education and Lifelong Learning Directorates | Ongoing | Our disabled customers and stakeholders are able to access information. | The Scottish Government fund Enquire, a national independent free voluntary advice service and phone line for parents of children with Additional Support Needs and disabilities. Enquire also provides publications in alternative formats and languages. |
We will engage effectively in the equality impact assessment process to inform policy development and ensure we recognise any policies which discriminate so appropriate action can be taken. We will advise and support policy teams to engage with disabled people in policy planning stage, as appropriate. | All Education and Lifelong Learning Directorates | From December 2006 | Our policies comply with the law, and promote equality, and prevent discrimination. | A survey of Equality Impact Assessments ( EQIA) in Education and Lifelong Learning Directorates was undertaken in July/Aug 2007. The results of this survey were shared with equalities research and through them the equalities unit to help inform future actions in this area. Nine EQIAs were identified as completed or in progress. Further training on EQIAs for analysts and staff is planned for the future and Education Information and Analytical Services ( EIAS) will participate in this. We will carry out EQIAs for our planned enhancements to the Individual Learning Account ( ILA) Scotland Scheme, offering improved support to part-time learners and for our adult ESOL strategy for Scotland. Scottish Government held a joint seminar with EHRC on new DED implications for education authorities in September 2007. |
The Scottish Government was involved in a national working group developing guidance on DED for education authorities and schools. |
Education and Lifelong Learning Directorates will continue to conform with corporate HR arrangements and training policies, to ensure that our staff understands what unlawful discrimination is and are aware of their responsibilities to disabled customers/ stakeholders. | All Education and Lifelong Learning Directorates | Ongoing | Our staff are aware of their responsibilities in relation to their specific remits. | A number of staff have undertaken diversity training during 2007. At Support for Learning Divisional away day there was a presentation by Branch Head on DED and implications. Training Issues- Scottish Government funded Training DVD for Professionals to support ASL Act implementation; The Scottish Government funded training DVD for teachers regarding Dyslexia at Transitions and are also funding national roadshows across the country from September 2007 to March 2008. The aim is to improve provision for pupils with dyslexia. |
We will ensure provisions are made so that events are accessible to all attendees, including disabled people. For example, where required British sign language interpreters will be in situ, and wheelchair ramps will facilitate physical access. | All Education and Lifelong Learning Directorates | Ongoing | Events which provide information about our policies are accessible. | When arranging events we aim to consider the needs of all delegates which includes ensuring easy access, have documents available in different formats, employ interpreters etc where possible. The Scottish Government guaranteed interview scheme procedures were followed. |
Social Work Inspection Agency ( SWIA): Support and inform social work policy by collecting and disseminating good practice in social work service delivery via publication of reports, internal policy groups, conferences and our website. Inclusion of information on disability equality in the staff welcome pack and learning and development strategy/plan. Ensure all communication channels are fully accessible to disabled people; all publications appear in plain English, and are available in alternative formats on request. The SWIA communications strategy stresses accessibility of information to disabled people. Ensure complaints are effectively handled through the SWIA complaints procedure. Ensure appropriate social services and equal treatment for disabled people through performance improvement. | SWIA Inspectors SWIA: Corporate Services SWIA: Corporate Services SWIA: Corporate Services SWIA | March 2008 Completed Completed Completed Mid 2009 | Improved practice in Local Authority social care services. Awareness of disability equality issues amongst staff. Accessibility of services and information to disabled people and removal of barriers to disabled lay inspectors. Issues regarding disability inequality are effectively identified and resolved. A comprehensive evaluation of learning disability services for disabled people across all local authorities. | We have established a quality group to take forward the collecting and disseminating good practice in social work services delivery. Welcome pack and learning and development strategy/plan includes information and activities on diversity including disability equality. Disabled Lay Inspectors have been involved in inspection. Advance information made available to inspectors at an early stage. Audio version of Inspection information leaflet produced for people with visual impairments. All events organised by SWIA can provide augmented communication systems and alternative formats as required. Complaints procedure in place and fully accessible to disabled people. Performance Inspections have and continue to report on social work services for disabled people and make appropriate recommendations where required. Latest Performance Inspections were published August2007. |
2. What arrangements will you put in place to ensure that the policies you develop and/or the services you provide are able to pay due regard to the need to promote equality of opportunity between disabled and non-disabled persons? | We will embed a question in all new consultations (where appropriate) about equality. We will engage effectively in the equality impact assessment process to inform policy development and ensure we recognise any policies which discriminate so appropriate action can be taken. We will incorporate impact assessment tools in option appraisals for Ministers. We will ensure, where possible, that mainstream provision is inclusive of the needs of disabled people rather than making adjustments as an add on provision. | All Education and Lifelong Learning Directorates | From December 2006 | Our policies comply with the law, promote equality, and prevent discrimination. | Training, development and support is ongoing to ensure staff awareness and understanding of how to pay due regard to the need to promote equality of opportunity in policy/service development. As part of UK Single Equality Bill consultation we are consulting specifically on proposal that the Additional Support Needs Tribunals should hear disability discrimination cases in education in line with England and Wales. Currently these cases are heard by Sheriff Courts in Scotland. We have excellent links with The Equality and Human Rights Commission and discuss with them what other disabled groups should be consulted e.g. revised guidance on accessibility strategies for schools will be sent to them and others for comment. |
We will continue to ensure that all statistical data collections and research are equality proofed in relation to disability. Data collections will be broken down by disabled/non-disabled wherever feasible and appropriate. For example, we are now collecting data on the number of disabled pupils and whether the child has been assessed as requiring access to adaptations. | Information and Analytical Services Division | Ongoing | Provide Directorate policy teams and our customers/stakeholders with data to feed into policy development. | Several other data collections are now linked to the disability information in the pupil census allowing further analysis. Collection on disability among teacher workforce also agreed. Our research procedures have been updated using a new approach to ethical issues which covers our equality responsibilities. This requires the issue of equalities to be expressly addressed in each project undertaken. In addition, one of our principal research officers is identified as an ethical advisor to review and offer advice where ethical issues including equalities arise. Specific questions are now being asked about disability in annual pupil census through Scot ExEd. This will enable us to have more data about disabled pupils. Through European Agency we will be involved in their data collection process about special educational needs ( SEN), providing a European picture on SEN. |
We will continue to collect data for monitoring key trends in relation to disability; identifying any gaps in terms of monitoring within the current policy context. This is particularly relevant in relation to the priority areas we have identified. | Information and Analytical Services Division; All Policy Divisions | Ongoing | We are able to monitor the outcomes of our policies for disabled people to ensure they are the same for non-disabled people. | A briefing exercise is currently underway whereby briefings covering issues of ethnicity, disability, gender , age, sexual orientation and religion are being prepared under the SMARTER heading (includes data from schools, Children, Young People and Education and Lifelong Learning and Analytical Services Units). These briefings outline what we know about inequalities, the sources of data and the potential gaps in our knowledge. Disability Equality Duty puts duty on Education Authorities ( EA) to collect this. We will also get information through Scot ExEd. |
The Equality and Human Rights Commission ( EHRC), who monitor EA compliance with new Disability Equality Scheme, are currently examining schemes in EAs . The aim is for EHRC to be involved in national training events for EAs in 2008 which should give good practice and establish areas where improvements need to be made. |
We will review the SEED Analytical Strategy to ensure it makes appropriate reference to the Equality Impact Assessment process. | Information and Analytical Services Division | August 2007 | Policy makers have appropriate support in applying the Scottish Government Equality Impact Assessment process at the early stages of policy development. | Since setting this target the major organisational re-structure of the Scottish Government has removed the rationale for having this strategy. A Scottish Government -wide corporate strategy is being developed, which may largely supplant it. The EQIA process will be fed into development of these new strategies. |
Scottish Government will develop its automated Business Planning Tool, which feeds into Director General reporting systems and associated guidance, to incorporate material on equality, including disability. | Scottish Government | For F/Y year 2007/08 | Reports on Equality Duties and commitments will be maintained electronically and issues of consistency will be more readily demonstrated and audited by managers at different levels. | The new business planning tool will include a requirement to comment on the production of EQIAs. This new tool is now being introduced across all directorates and divisions in the Scottish Government. |
We will ensure that all of our consultations reflect the diversity of our communities and will seek to include all those people affected by the proposals. | All Education and Lifelong Learning Directorates | Ongoing | Policy development accurately reflects the needs of disabled people. | Ongoing training, development and support for all staff to ensure policy consultation and development seek to include all those people affected by proposals. The Scottish Government funded external evaluation of Enquire. This involved a wide variety of stakeholders including parents and young people. Additional Support for Learning act consultation exercise is widely accepted and promoted externally for its involvement and participation of all stakeholders. |
Social Work Inspection Agency: Perform an impact assessment on SWIA's contribution to Scottish Government's disability equality scheme. Inspection Manual, Hand-book and desk instructions should be equality impact assessed. Monitor the number of disabled people applying for employment in SWIA; actively engage with the Scottish Government in their work placement scheme; and actively recruit and provide appropriate support to disabled lay inspectors. | SWIA: Corporate Services SWIA: Corporate services and Statisticians SWIA Inspectors and statisticians | Complete EQIA on Disability Equality Scheme by March 2008. Included in EQIA, to be completed by March 2008. March 2008 | Identify progress and further action required on disability equality including current involvement of disabled people. Identify any further actions required on disability equality. Removal of barriers to employment and appointment. Monitor success against diversity targets. A lay inspectors for disabled people, with a number of satisfactory work placements for disabled people arranged. | Advice received from Equality Unit on approach to be taken and advice on single equality scheme and relationship to disability equality scheme from Commission for Equality and Human Rights. Review to form part of wider restructuring of documentation. SWIA recruits to Scottish Government standards and has employed disabled lay inspectors. Recent recruitment for Social Work Inspectors and a Depute Chief Inspector positively encouraged applications from people with a disability. Disability Scotland alerted to the vacancies. |
Actively poll disabled service users on satisfaction with services and our inspectors will target and consult with a representative sample. Determine the number of people requesting alternative formats of reports. Address disability equality issues through the Performance Inspection Model ( PIM). Amend the PIM illustrations. Working with social work educators and the Scottish Social Services Council to raise awareness of disability legislation and the implications for teaching, learning and student placements. | SWIA Inspectors and statisticians. SWIA SWIA in partnership with Disability organisations. SWIA | Mid-2009 March 2008 Nov 2007 March 2008 | Incorporate the view of disabled people in the development of services. Identify number of disabled people accessing SWIA information. Equality of social care services. Increase of opportunities for disabled social work students and awareness of all students. | Performance Inspections ( PI) have and continue to report on social work services for disabled people and make appropriate recommendations where required. Inspections actively poll disabled service users on satisfaction with services through service user questionnaires, focus groups, interviews and observed practice. Last PI scheduled mid-2009. Monitoring process now in place. PIM illustrations amended and published. Organised and evaluation process to be finalised. |
3. What arrangements will you put in place to ensure that the policies you develop and/or the services you provide are able to pay due regard to the need to eliminate any harassment of disabled people, related to their disability? | We will engage effectively in the equality impact assessment and ensure that where policies can help to prevent harassment we build appropriate measures into their development. We will ensure all teams incorporate impact assessment tool in early option appraisals with a specific view to highlighting potential areas of discrimination. We will ensure sure all staff are aware of the disability duty and are trained in disability equality. We will include a specific question around evidence of discrimination within all policy evaluations. | All Education and Lifelong Learning Directorates | From December 2006 | Our policies prevent harassment, where possible. | Staff have been or will be trained in diversity and Equality Impact Assessments including Education Information and Analytical Services staff during 2007/08. All research evaluation projects address the issue of inequalities as far as is feasible. Training and planned national seminars on Disability Equality Duty. We will cover issues relating to harassment of disabled people Innovative Initial Teacher Education Project at Aberdeen University (2005-10) aims to train teachers about inclusion and equality as core modules within teacher education and not add on or selective course. |
Provision of materials for Education Authorities and Schools which will ensure that equality issues, including disability, are mainstreamed into the curriculum and will assist staff in developing their knowledge in relation to equality and anti-discrimination. Learning and Teaching Scotland ( LTS) are involved to help us develop materials for LTS website. |
Social Work Inspection Agency: Inclusion of information on disability equality. Include a diversity component in the staff welcome pack and a learning and development strategy/plan. Ensure that Local Authority services eliminate harassment of disabled people. | SWIA: Corporate services SWIA Inspectors | Completed Mid-2009 | Ensure disability equality awareness amongst all staff. Improved Local Authority social care services for disabled people. | All training activities are equality Impact assessed. Inspection reports have and will continue to reflect community safety arrangements and the partnerships between social work services, housing, the police and others. Last Inspection scheduled mid-2009. |
4. What arrangements will you put in place to promote positive attitudes towards disabled people? | We will support and encourage all policy implementation teams to consider positive promotion of attitudes to disability in their communications strategies, including for Ministerial public statements. We will implement a programme of diversity training to encourage all staff to be more aware of how their attitudes and behaviours can have an unequal impact on disabled people. We will continue to ensure that the positive images we use in publications fully represent Scottish society, including disabled people. | All Education and Lifelong Learning Directorates and Communications Education | Ongoing | Positive images of disabled people are disseminated. | Ongoing. Directorate teams continue to work with Communications to consider positive promotion of attitudes to disability. Diversity training for all staff is ongoing. Directorate teams continue to ensure that we use positive images in publications that reflect Scottish society. |
Where appropriate, we will encourage Ministers to attend key events in relation to disability issues and meet with relevant groups. | All Education and Lifelong Learning Directorates All Divisions | Ongoing | Key positive messages about disabled people and our associated work are in the public domain. | Ministers are encouraged and do attend key events and meet with key stakeholders e.g. Minister for Children and Early Years attended opening of new Unit at Daldorch School for pupils with autism in September 2007; Mr Ingrim also met with SENSE (voluntary organisation for pupils with sensory impairment) in October 2008. |
The views and contributions of disabled people are incorporated into the materials and information we develop. For example, this approach has been employed through the development of the Curriculum for Excellence. | All Education and Lifelong Learning Directorates | Ongoing | The materials we produce are inclusive of disabled people. | Approach incorporated in all publications e.g. Code of Practice for Additional Support for Learning Act' ;developing guidance for Education Authorities on accessibility strategies. |
Social Work Inspection Agency: Incorporate information on disability equality in a Learning and Development Strategy. Ensure that images, views and contributions from disabled people are incorporated in SWIA materials, e.g. posters. The SWIA communication Strategy makes reference to accessible information for disabled people. | Corporate Services and all staff Corporate Services Corporate Services | Ongoing Ongoing Ongoing | A positive attitude towards disabled people. Increase visibility of disabled people and highlight their role in SWIA. All SWIA information is accessible to disabled people. | Welcome pack and learning and development strategy/plan includes information and activities on diversity including disability equality. Performance Inspections ( PI) have and continue to report on social work services for disabled people and make appropriate recommendations where required. Latest PI published August 2007 SWIA web-site is under development and future material will include images of disabled people. Advance information made available to inspectors at an early stage. Audio version of Inspection information leaflet produced for people with visual impairments All events organised by SWIA can provide augmented communication systems and alternative formats as required. |
5. What action will you take to encourage the participation of disabled people in public life? | Encourage organisations, such as the Scottish Youth Parliament, which acts as representation of young people to promote participation of and inclusion of disabled young people. | All Education and Lifelong Learning Directorates | In ongoing work plans. | Promote participation of and inclusion of disabled young people. | The Scottish Government fund Partners in Advocacy, a voluntary organisation, to help young people with Additional Support Needs and disabilities to self advocate in matters relating to their education. |
Ensure all adverts for public appointments include appropriate text about interviewing disabled candidates. | All Education and Lifelong Learning Directorates | Ongoing | Disabled people are given equal opportunity to take up positions of responsibility in public life. | Additional Support Needs Tribunals - all appointments follow Public Appointment principles. Advice being sought on this issue to ensure upcoming recruitment campaign for Scottish Science Advisory Committee complies with guidance. |
We will positively encourage the appointment of disabled people to apply for public positions and as representatives on advisory groups. | All Education and Lifelong Learning Directorates | Ongoing | Increased number of disabled people in public appointments or on advisory groups. | Advisory groups: Autism Spectrum Disorders Working Group which includes Health professionals, Environment Agencies and key voluntary groups for autism i.e.National Autistic Society and Sector Skills Agreement.. The intended outcome of this group in late 2007 is the production of a resource pack/tool kit for education authorities which will include: strategic planning for future service provision; guidance on the information education authorities should be publishing for parents; and guidance to schools. Advice being sought on this issue to ensure upcoming recruitment campaign for Scottish Science Advisory Committee complies with guidance. |
We will ensure our consultation arrangements facilitate input from disabled people. | All Education and Lifelong Learning Directorates | Ongoing | Disabled people are given the opportunity to contribute to the development of our policies. | Ongoing. |
Social Work Inspection Agency: SWIA participates in the Scottish Government 'two-ticks' and work placement schemes. Ensure that job adverts encourage applications from disabled people and we will support flexible working patterns. Encourage social care services to provide mechanisms to allow disabled people to participate more fully in public life. | Corporate Services Corporate Services SWIA Inspectors | March 2008 Completed & Ongoing Mid 2009 | Work placements for disabled people. A diverse workforce with greater participation of disabled people. Greater participation of disabled people in public life. | All SWIA recruitment meets two-tick requirement. Recent recruitment campaigns have positively invited applications from disabled people. A learning disability work placement managed throughout 2006/2007. led to successful paid employment out-with SWIA. Performance Inspection ( PI) and Multi-Agency Learning Disability inspection have a clear focus on keeping people safe, independent and able to participate fully in public life. SWIA evaluates local authority performance across this range of factors. Last PI scheduled mid-2009. |
6. How will you ensure that disabled people are involved in the development of your directorates policies and activities? | We will ensure all policy development and implementation teams, where appropriate, involve disabled people as part of the planning phase as well as consultation phase. Ensure that consultation and consultative forums, such as working and advisory groups, are representative of disabled people's views, particularly in relation to our key policies. For example, maintaining broad representation of disabled people groups on the direct payments working group. | All Education and Lifelong Learning Directorates | Ongoing | Views of disabled people are heard and acted upon. Satisfaction from our stakeholders that the disability duty is being observed in a meaningful and effective manner; with necessary information in place to demonstrate that on an ongoing basis. | Disabled people participate in our consultations and specific arrangements are made when necessary. We continue to ensure consultations and consultation forums are representative of disables people. Independent Adjudicators training event in November was made accessible for all delegates e.g. reserve parking spaces for disabled people, allow extra travelling time etc. |
Any Advisory Groups established in key policy areas are representative. For example, our Additional Support Needs Advisory Group includes representatives of disabled people. | All Education and Lifelong Learning Directorates | Ongoing | Forums to influence key policy areas are provided to disabled stakeholders. | Skill Scotland is represented on the core group responsible for co-ordinating the Review of Scotland's Colleges. |
Social Work Inspection Agency: Actively involve disabled people in inspection process and seek their views as service users. Approach appropriate Agencies who will be representative of a wider group of people. Support and inform social work policy by collecting and disseminating good practice in social work service delivery. | SWIA Inspectors SWIA Inspectors | March 2008 Mid-2009 | Disabled-friendly social services. Use inspection-derived knowledge on services for disabled people to inform social care policy. | Disabled lay inspectors involved in Inspection. Disabled service users' views are sought through service user questionnaires, focus groups, interviews, and observed practice. All Performance Inspections have reported on services to disabled people. Last Inspection scheduled mid-2009. |
7. What arrangements will you put in place to ensure that we are able to report on progress on an annual basis? | Our Business Planning Tool will be developed to provide information on progress against equality issues. This will provide an automated process for monitoring. | Scottish Government | By 2007/08 | Reporting is assisted by automated processes and mainstreamed into current practice. | This is being implemented through a field in the business planning tool that asks about EQIAs and can be used to track the range of contexts in which they are being used. |
We will review our Analytical Strategy to commit to the early involvement of analysts in the Equality Impact Assessment process. This will include the development of additional indicators/evidence as appropriate to enable monitoring. | Information and Analytical Services Division and Policy Divisions. | August 2007 | We have suitable indicators to assist impact assessment and monitoring. | Education Information and Analytical Services staff work with policy colleagues to identify at an early stage any new data needs arising from EQIA process being applied in policy development. We routinely consider equality monitoring issues within any new and all existing data collections and also in the design of research commissions. |
Where our policies have review processes built-in, we will mainstream equality issues in the exercises, as with the forthcoming review of the Youthwork Strategy. | All Education and Lifelong Learning Directorates | Ongoing | Effective monitoring of policies in relation to equality. | Will take forward action plan following outcome of HMIE review of ASL Act November 2007. HMIE also reviewing Dyslexia provision which is due to report 2008. Action will be taken as appropriate |
We will work with our Analytical Services Division to ensure that, where they do not already exist, the necessary baseline information is established and that appropriate monitoring milestones and means of meeting these are built in to this process. | All Education and Lifelong Learning Directorates | Ongoing | Satisfaction from our stakeholders that the disability duty is being observed in a meaningful and effective manner; with necessary information in place to demonstrate that on an ongoing basis. | Working with statistical colleagues to improve data collection on disability and Additional Support Needs statistics for future annual census. |
Social Work Inspection Agency: Report on disability equality issues within the Local Authority social care services as part of the inspection process. | SWIA Inspectors | Mid 2009 | Local Authority action plans to deliver improvements in social work services A quality indicator in the SWIA performance inspection model is "inclusion, equality and fairness in service delivery" SWIA will continue to report on equalities in this context. | All Performance Inspections have reported on services to disabled people. Last Inspection published August 2007. |