To ask His Majesty’s Government whether they have a plan to support the use of assistive technology throughout an individual’s education and adult life.
My Lords, the Government are committed to increasing awareness of assistive technology and building digital skills for disabled people. The Department for Education is promoting evidence-based practice and expanding assistive technology use with new research and national training for teachers in 2025. The Department for Work and Pensions is improving the Access to Work scheme and consulting on its future through the Pathways to Work Green Paper.
I thank the Minister for that quite helpful response—it happens every now and again. Would she give us some assurances that we will not get bogged down in issues of diagnosis but will go to a needs-based reaction for the technology? To get an assessment for a neurodiverse condition can cost you £750. That delays the process. Can we get to something where, if you have an identified need, we address that need more quickly?
I thank the noble Lord for recognising me being quite helpful—I am starting the day as I mean to go on. He makes an important point; if he is particularly referencing the disabled students’ allowance then I understand his point. More broadly, the Government are bringing together people who need to use assistive technology, alongside tech companies and others, in the assistive technology working group, which is an important way to identify not only how quickly people can make use of assistive technology but how that technology can be developed to help people further.
My Lords, I declare my interest as the chief executive of Cerebral Palsy Scotland. A vast amount of a child’s communication development takes place in the first two years of life. Without AAC specifically in these years, these children are already at a significant disadvantage, yet too many children are not referred to speech and language therapists until after the age of two. The practice of having to prove competence in order to receive an AAC system, for example, is one unnecessary barrier. How will the Minister ensure that the assessment for and availability of AAC mirrors that of typical language development and is a priority for these early years?
The noble Baroness raises a specific point, although her broader point about the need for earlier assessment is one that the Government wholly recognise. We are, for example, providing further training for those in early years settings to be able identify needs earlier. As she says, we need to get better at the specifics around how we identify a need for assistive technology. That is part of the reason for training teachers, for example. I will take back her point about how we ensure that that happens as early as possible.
My Lords, the present system is time-consuming, as the pupil often has to wait quite a long time, and it is costly. Would it not be sensible to use the expertise of qualified SENCOs in schools to speed up the process?
The noble Lord is right that SENCOs play an important role in identifying a need for assistive technology. That is why SENCOs receive specific training on how to use assistive technology. From this September, as part of initial teacher training, all teachers will receive training on the use of assistive technology. In that way, I hope that more teachers will understand the benefits for children and that the equipment will be used in schools not just more quickly but more effectively.
My Lords, the All-Party Parliamentary Group for Assistive Technology recently recommended the creation of a centre for assistive technology to pull together the strands of exciting innovation to the benefit of students with disabilities and those in employment. Can the Minister update the House on the Government’s response?
I am aware of the important work that the all-party group does and the specific recommendation for the centre that the noble Lord outlines. I understand that my right honourable friend Stephen Timms is working on the short-term improvements to the distribution of assistive technology, as spelled out in the Government’s Pathways to Work Green Paper, and thinking about how to develop the type of centre that the noble Lord and the APPG were talking about.
My Lords, I congratulate my noble friend the Minister on the fact that those new to the profession will be trained on assistive technology. That is a brilliant departure. I wonder if she can say anything more about the kind of catch-up that is obviously needed for those who may have been in the profession for some time.
My noble friend is right. I made the point about the training provided to SENCOs, which means that there is capacity within schools to make sure that all teachers have an understanding of the potential uses of assistive technology and that the SENCOs are able to focus particularly on those children identified as needing it. There is always a problem when you focus on those new to the profession, but I am sure that they will bring renewed knowledge and enthusiasm that others in the staff room will be able to benefit from.
My Lords, as the noble Baroness, Lady Kidron, said recently, there is very good evidence that those with disabilities or special needs benefit from edtech. One has to look only at Orchard Hill College, one of south London’s largest SEND schools, which received its third consecutive outstanding Ofsted rating, with inspectors praising assistive technology. In government two years ago, we set up the assistive technology test and learn scheme in 151 schools across the country, with really positive feedback results. Will the Minister confirm that her Government will continue what was widely recognised as an excellent initiative?
The noble Earl is right that that research—which, to be fair, happened under the last Government—is an important basis on which we can now expand the ability to use, and improve the use of, assistive technology across schools and education. That research has identified the barriers in the system and the opportunities to address them. It is why, as I have already said, we will be able to expand workforce training, improve connectivity and facilitate better multiagency working. We will be publishing research on that later on, in the summer. I think those things will make a genuine difference to assistive technology users across the country.
My Lords, some years ago, my granddaughter had to move school in order to be identified as having dyslexia. She was treated as stupid at the first school. She then had wonderful training from the school she went to—a brilliant primary school in Kentish Town. What sort of training are teachers getting to at least identify that dyslexia is there?
The noble and learned Baroness raises a really important point. We need to ensure that all teachers are, first of all, able to be special needs teachers, because that is their role. Secondly, we need to ensure the much earlier identification of those children with special needs. That needs to start, in many cases, before children even get to school. That is the reason why we have improved the guidance and training for those in early years settings and are improving the support available to schools to be able to identify children much earlier, including those with dyslexia, so that action can be taken. There is, of course, more that we need to do in this area, which is why special educational needs reform is a key priority for this Government and the Department for Education.