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Disability Equality Questionnaire

A. Disability Status - Disclosure

1. A disabled person is defined in the Disability Discrimination Act as someone with a physical or mental impairment that has a substantial and long-term impact on their ability to carry out day-to-day activities.

The impairment should have lasted or be expected to last 12 months or more. People with hidden conditions e.g. cancer, diabetes, epilepsy, asthma are covered. People with severe disfigurements, people with learning disabilities, people living with HIV/AIDS and people with MS are also covered from the time the symptoms first appear.

People who have had a disability within the definition are protected from discrimination even if they have since recovered e.g. from depression.

Having read this do you consider yourself or a member of your family to be covered by the definition?*

2. If you answered ‘yes’ to Q1, and would like to, please indicate (using the boxes below) the nature of your disability (tick as many as are applicable)

Dyslexia / Learning disability
Blind / Partially sighted
Deaf / Hearing impairment
Mobility difficulties
Personal care
Mental health difficulty
Unseen disability (e.g diabetes, epilepsy, asthma)
Multiple disabilities
Autistic Spectrum Disorder (incl. Asperger's Syndrome)
3. Did you declare a disability for you or your child when your child first joined the school?
4. If you answered ‘No’, what were your reasons for not disclosing?
5. Have you disclosed you or your child’s disability to the School since?
To whom did you disclose?
7. How would you rate the level of response you received upon disclosure?

B. Your Experience

9. How important do you feel the following are to the participation of disabled families at the school?

Application and induction
Physical environement
Assistive technology
Policies and procedures
Communication/information sharing
Information technology
Access to advice and support
Other, please give details below
 Very unsupportiveUnsupportiveNeither supportive nor unsupportiveSupportiveVery supportive
School policies and procedures
Leadership Team
Other staff
 Serious barrierLimited barrierNo impactSome benefitSignificant benefit
Policies and practices
Awareness of the school within the local community
Access to facilities and events at the school

C. Disability Equality Scheme

14. In order to ensure that the Schools Disability Equality scheme meets the needs of disabled staff, children, parents and families, what do you feel are the key areas of school life that the scheme needs to focus on? (tick any that apply)

Thank you for your time and valuable contribution to the Disability Equality Scheme.

Information from this questionnaire will be used anonymously. However, we would like to follow up this questionnaire with further consultation activities. If you would be willing to participate in such activities (e.g. further questionnaires or focus group) please provide your contact details below: