Commons Sense

House of Commons · Westminster Hall

Disabled Children: Accessible and Inclusive Education

09 December 2020 · 4 other contributors · 4,168 words

Opened by Lisa Cameron SNP East Kilbride, Strathaven and Lesmahagow

Responding minister: Vicky Ford

Mental HealthChildren & Families

Summarised by AI from the official record, so it can contain mistakes.

Read the full transcript on Parliament.uk

At a glance

Lisa Cameron raised concerns about disabled children: accessible and inclusive education in Westminster Hall. A government minister responded.

Key points

  • Children with disabilities have faced higher mortality rates and reduced social care during the coronavirus pandemic.
  • The Centre for Mental Health estimates that 1.5 million children need mental health support due to pandemic-induced conditions.
  • Families report challenges with remote learning formats like Zoom, which are not suitable for all disabilities.

Key requests to Government

I ask the Minister to ensure that provisions in the Children and Families Act 2014 are resumed without delay, protect medical support for children with disabilities out of this pandemic, maintain continuity of care, include music as a key element in inclusive education, review university policies for students like Gary Copland, and provide a timeline for the promised review of special educational needs criteria.

How the debate unfolded

MPs spoke in turn to share their views and ask questions. Here's what each person said.

Opened the debate

Lisa Cameron SNP East Kilbride, Strathaven and Lesmahagow

Children with disabilities have been disproportionately affected by the coronavirus pandemic, facing higher mortality rates and reduced social care provision. The Centre for Mental Health estimates that 1.5 million children will require mental health support due to conditions such as depression, anxiety, and PTSD. Families have reported challenges with remote learning formats like Zoom, which are not suitable for all disabilities. There is an insufficient number of specialist professionals providing necessary support, leading to delayed education, health, and care assessments. Since the start of the pandemic, 24% of children with disabilities have not returned to school full-time, while many await key therapies that have been delayed.

Other contributors (4)
  • Chris Clarkson Lab Kingston upon Hull North

    The Minister acknowledged the importance of early assessment, intervention, and support for children awaiting diagnosis. The current system's failure to provide interim support is a critical issue that must be addressed.

  • Jim Shannon DUP Strangford

    He congratulates the hon. Lady on securing the debate and highlights that Zoom education does not achieve the best results for sensorially-impacted children, underlining the importance of face-to-face teaching.

  • Olivia Blake Lab Sheffield Hallam

    Children with disabilities have been most affected by the shift to online learning during the pandemic, as many cannot engage effectively with this format. I highlighted a case where a child with autism had to travel for hours in an unfamiliar taxi setting due to local authority provision, leading to behavioural issues and educational impact.

  • Rachael Maskell Lab Co-op York Central

    She raises concerns about access to education for disabled children and questions whether local authorities have sufficient provision to ensure all children can access education, particularly mentioning a case where only 50% of transport costs are covered. She also discusses the need to view autism through a social model rather than a medical one to ensure early intervention support. I raised the issue of transport into schools, which comes out of local authority budgets. A constituent is currently not in school because they need specialist transport and cannot travel with others; parents are having to pay for 50% of that travel.

Government Response

Vicky Ford

The Minister acknowledged the importance of inclusive education for children with special educational needs and disabilities (SEND), noting a £1.5 billion increase in high needs funding over two years. She highlighted that 80% of children with EHC plans were back in schools at the start of the month, emphasizing ongoing efforts to strengthen mainstream school support for SEND through the cross-Government SEND review. The Minister also detailed pandemic-related measures such as remote learning resources and continued access to respite services, reiterating the government's commitment to supporting children and families during these challenging times.

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