Department for Children, Schools and Families : Publications : Single Equality Scheme

Disability Equality Scheme - 2006

Why publish a Disability Equality Scheme (DES)?

The duty to promote disability equality came into force on 4 December 2006.

As part of that duty the Department for Education and Skills, as a public authority, is required to publish a DES which says what we shall do to fulfil that duty.

Why should you read the DES?

The DES applies across the Department’s policies throughout the education and children’s sectors, from the earliest years to the education of adults of all ages. The duty applies to all staff in schools and colleges and other education and children’s settings.

Anyone with an interest in the education and children’s sectors should take the time to read the DES.

The document will also be of interest to anyone who is affected by disability, whether they are disabled people, or the parents, children, partners or friends of disabled people.

What happens next?

The Disability Equality Scheme is a starting point rather than an end point. The Action Plans included here will be reviewed at least once a year. Actions with closer finishing points will be reviewed earlier.
Significant policy initiatives will be subject to disability equality impact assessments, usually as part of their broader equality impact assessments. These will be published.

Disabled people, including disabled children and young people, will continue to be involved in review of the DES and in the impact assessment process.

In 2008, the Secretary of State must publish a report on progress towards disability equality across the education and children’s sectors.

Thank you
Thanks are due to all who have contributed to the Disability Equality Scheme and given us so much of their time and thinking:

disabled educationalists;
leaders of organisations of disabled people;
organisations for disabled people;
disabled children, young people and adults;
our partners in organisations such as the Learning and Skills Council, Qualifications and Curriculum Authority, and the Higher Education Funding Council for England;
our Department for Education and Skills colleagues.

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