Additional support for learning: implementation in 2017-2018

Annex A: Overlap between Equality Act and the Additional Support for Learning Act

(taken from Accessibility Strategies guidance)

Pupils’ needs which may meet definition of disability under the Equality Act to whom education accessibility strategies apply:

• Physical or Mental impairment including:
• Autism Spectrum Disorder
• Dyslexia
• Diabetes
• Eating disorder (diagnosed)
• Gross obesity
• Disfigurement
• ADHD
• Incontinence
• Epilepsy
• Learning difficulties, including severe and complex
• Hearing impairment
• Some conditions may progress to have a substantial adverse effect; heart conditions, Sickle cell anaemia, Rheumatoid arthritis.

Pupils’ needs which automatically meet the definition of disability under the Equality Act and to whom education accessibility strategies apply:

• Cancer
• HIV
• Multiple Sclerosis
• Certified/Registered Visual Impairment
• Severe long-term disfigurement

There may be overlap between the Acts e.g. a pupil may have a disability and may also have additional support needs.

Pupils who may require additional support under the ASL Act have a barrier to learning as a result of one of the four factors giving rise to additional support needs:

• Learning environment
• Family circumstances
• Disability or health need
• Social and emotional factors

These may include:

• Have motor or sensory impairment
• Are being bullied
• Are particularly able or talented
• Have experienced a bereavement
• Are interrupted learners
• Have a learning disability
• Are looked after by the local authority
• Have a learning difficulty, such as dyslexia
• Are living with parents who are abusing substances
• Are living with parents who have mental health problems
• Have English as an additional language
• Are not attending school regularly
• Have emotional or social difficulties
• Are on the child protection register
• Are young carers

Or for any other reason