The Experiences of Students with Physical Disabilities in Second ...
The Experiences of Students with Physical Disabilities in Second ...
The Experiences of Students with Physical Disabilities in Second ...
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<strong>The</strong> <strong>Experiences</strong> <strong>of</strong> <strong>Students</strong><strong>with</strong> <strong>Physical</strong> <strong>Disabilities</strong> <strong>in</strong><strong>Second</strong> Level Schools1
Fiona Daly, Anna Fiona Keogh, Jean Whyte<strong>The</strong> Children’s Research CentreTr<strong>in</strong>ity College, Dubl<strong>in</strong>This research was commissionedby the National Disability AuthorityMay 2007
Introduction<strong>The</strong> aim <strong>of</strong> this study was to explore the educational experiences<strong>of</strong> young people <strong>with</strong> physical disabilities, and especially the experiences<strong>of</strong> early school leavers. In particular, it was hoped to identify thefactors which impede or, on the other hand, facilitate the participation<strong>of</strong> young people <strong>with</strong> physical disabilities <strong>in</strong> the education system upto and <strong>in</strong>to third level. <strong>The</strong> research questions were as follows:i) What factors <strong>in</strong> the Irish education system and how it is organisedare positive or negative <strong>in</strong> promot<strong>in</strong>g successful completion <strong>of</strong>education for young people <strong>with</strong> physical disabilities?ii)What factors at school level help or h<strong>in</strong>der?3
iii)iv)What supports/accommodations or their absence help or h<strong>in</strong>der?What factors are there at the level <strong>of</strong> the family?v) What factors are there <strong>in</strong> terms <strong>of</strong> community supports,socialisation, peer groups?vi)What are the perspectives <strong>of</strong> those who have left school early andthose who have successfully completed second level education?In this Executive Summary, we will outl<strong>in</strong>e the background from thereview <strong>of</strong> the literature, describe the methodology, summarise thema<strong>in</strong> f<strong>in</strong>d<strong>in</strong>gs <strong>in</strong> relation to the research questions and list therecommendations made by participants.4
Review <strong>of</strong> relevant legislationand research<strong>The</strong> review aimed to provide a context for the research study.It considered:• the prevalence <strong>of</strong> disability <strong>in</strong> the population;• second level educational provision <strong>in</strong> Ireland and the relevant policyand legislative background;• current educational provision for children and young people <strong>with</strong>disabilities <strong>in</strong> Ireland;5
• Issues and factors that impact on the educational experiences<strong>of</strong> young people <strong>with</strong> disabilities;• research on the educational experiences <strong>of</strong> young people <strong>with</strong>disabilities <strong>in</strong> Ireland and other countries.A few small scale studies have been undertaken <strong>in</strong> this area <strong>in</strong> the lastfew years, but overall there is a lack <strong>of</strong> research on the experiences <strong>of</strong>Irish young people <strong>with</strong> disabilities (Kenny, McNeela and Shevl<strong>in</strong>, 2003).However, this is also the case <strong>in</strong>ternationally. Davis (2004) argues that,dur<strong>in</strong>g the 1990s, academics stated that the view <strong>of</strong> disabled childrenand young people about their education, health and social serviceswere not known. Despite the general lack <strong>of</strong> research <strong>in</strong> this area,some research f<strong>in</strong>d<strong>in</strong>gs were presented on the educational experiences<strong>of</strong> young people <strong>with</strong> disabilities.While there is widespread evidence <strong>of</strong>negative experiences, this was not the experience for all young peoplewho took part <strong>in</strong> such research studies. It should also be rememberedthat young people <strong>with</strong> disabilities have unique experiences <strong>of</strong> theireducation and school<strong>in</strong>g. <strong>The</strong> factors that impacted on young people’seducational progress that were identified from the research <strong>in</strong>cludedissues to do <strong>with</strong> physical, academic and social access, a frameworkdevised by Kenny et al (2000).6
Participants<strong>The</strong> participants <strong>in</strong>cluded 34 young people and a number <strong>of</strong> parents(N=11), education pr<strong>of</strong>essionals (12) and pr<strong>of</strong>essionals work<strong>in</strong>g <strong>in</strong>disability agencies (N=9).<strong>The</strong> young people were aged between 13 and 35 years.<strong>The</strong>participants met the target criteria for those who should take part<strong>in</strong> relation to age, hav<strong>in</strong>g primarily a physical disability and hav<strong>in</strong>gexperience <strong>of</strong> ma<strong>in</strong>stream, and some <strong>of</strong> them <strong>of</strong> special, education.<strong>The</strong>re was a wide range <strong>of</strong> physical disabilities among participants,<strong>in</strong>volv<strong>in</strong>g different degrees <strong>of</strong> difficulty <strong>with</strong> certa<strong>in</strong> activities,7
8particularly <strong>with</strong> walk<strong>in</strong>g. <strong>The</strong>re were slightly more male participants<strong>in</strong> the study than females; 59% (20) were male compared to 41% (14)who were female. Young people <strong>in</strong> the study were drawn from manydifferent areas around the country, <strong>with</strong> a fairly even breakdown <strong>in</strong>those from urban and rural areas. <strong>The</strong>refore, the experiences <strong>of</strong> thisgroup are likely to reflect the issues that young people face <strong>in</strong> bothtypes <strong>of</strong> geographical location.
MethodologyData were collected by means <strong>of</strong> semi-structured <strong>in</strong>dividual<strong>in</strong>terviews, <strong>in</strong>-depth <strong>in</strong>terviews, focus groups and a questionnaireto all second level schools.F<strong>in</strong>d<strong>in</strong>gs <strong>in</strong> relation to the research questions:i) What factors <strong>in</strong> the Irish education system and howit is organised are positive or negative <strong>in</strong> promot<strong>in</strong>gsuccessful completion <strong>of</strong> education?• Be<strong>in</strong>g permitted to repeat a year to make up for lost time wasimportant for some young people who had lost time through illness;9
• Hav<strong>in</strong>g a choice <strong>of</strong> schools – ma<strong>in</strong>stream, ma<strong>in</strong>stream <strong>with</strong>a special support unit or special – was perceived as positive,though much depended on the <strong>in</strong>dividual needs <strong>of</strong> the studentand the degree <strong>of</strong> support needed and made available, whichdiffered across schools;• <strong>The</strong> transition year was seen as very valuable for theopportunities to make new friends and to engage <strong>in</strong> extracurricularactivities;• Lack <strong>of</strong> jo<strong>in</strong>ed-up supports when students move from onesector to another is disempower<strong>in</strong>g and dishearten<strong>in</strong>g.ii)What factors at school level help or h<strong>in</strong>der?• At school level, the attitudes <strong>of</strong> the pr<strong>in</strong>cipal and teachers couldhelp or h<strong>in</strong>der, as could the attitudes <strong>of</strong> peers;• Where teachers were sensitive to bully<strong>in</strong>g, life was easier asbully<strong>in</strong>g was a factor;• Flexibility <strong>in</strong> relation to tim<strong>in</strong>g and teach<strong>in</strong>g arrangements wasfound to be helpful where it occurred, e.g. some young peopleneeded extra time to go from one class to the next;• An understand<strong>in</strong>g by staff <strong>of</strong> the special needs <strong>of</strong> the <strong>in</strong>dividual10
<strong>with</strong>out emphasis<strong>in</strong>g differences, e.g. for periods <strong>of</strong> rest, forless homework;• Attention to build<strong>in</strong>g self-esteem and self-confidence wasthought to be important by some participants.iii)What supports/accommodations or their absence helpor h<strong>in</strong>der?• <strong>Physical</strong> accessibility, ramps, level access to toilets, lifts <strong>in</strong>stead<strong>of</strong> stairs, cater<strong>in</strong>g facilities, transport for trips were very basicsupports which were not available to many <strong>of</strong> the participants<strong>in</strong> the study;• Special needs assistants support<strong>in</strong>g students on a one-to-onebasis were found to be <strong>in</strong>valuable – but were not permitted <strong>in</strong>all classes;• Other supports mentioned <strong>in</strong>cluded: note takers, specialisedequipment, laptop computers, extra time <strong>in</strong> exams.iv)What factors are there at the level <strong>of</strong> the family?• For many parents, much anxiety stemmed from medical issuesas opposed to educational issues and the difficulties <strong>in</strong>volved <strong>in</strong>11
ensur<strong>in</strong>g that their children get the best medical attentionand support;• Some had experienced difficulties l<strong>in</strong>k<strong>in</strong>g <strong>in</strong> <strong>with</strong> supportservices;• Expense is a factor for many: extra transport costs, where theyoung person cannot access the school transport daily; medicalvisits or for educational trips; purchas<strong>in</strong>g a wheelchair; pay<strong>in</strong>gfor additional services;• Parents reported varied experiences <strong>with</strong> the schools attendedby their children. Some were quite negative and led to a feel<strong>in</strong>g<strong>of</strong> be<strong>in</strong>g excluded; others, <strong>in</strong> particular primary schools, wereextremely supportive;• Parents seemed to be overall very supportive <strong>of</strong> their children’sambitions <strong>in</strong> education and appeared to do everyth<strong>in</strong>g possibleto ma<strong>in</strong>ta<strong>in</strong> their motivation and enthusiasm for education, even<strong>in</strong> the face <strong>of</strong> adversity.v) What factors are there <strong>in</strong> terms <strong>of</strong> communitysupports, socialisation, peer groups?• <strong>in</strong> some cases, disability agencies were able to provide supportto students <strong>in</strong> schools by liais<strong>in</strong>g <strong>with</strong> the school and provid<strong>in</strong>g12
therapeutic support as well as provid<strong>in</strong>g teachers <strong>with</strong><strong>in</strong>formation and basic tra<strong>in</strong><strong>in</strong>g around disabilities;• In addition, young people’s own <strong>in</strong>volvement <strong>in</strong> such agenciesprovided them <strong>with</strong> opportunities for participat<strong>in</strong>g <strong>in</strong> differentactivities and mak<strong>in</strong>g new friends.vi)What are the perspectives <strong>of</strong> those who have leftschool early and those who have successfully completedsecond level education?• All <strong>of</strong> the four participants <strong>in</strong> the study who had left schoolearly had, <strong>in</strong> fact, stayed <strong>in</strong> or returned to the education systemand had completed a range <strong>of</strong> exams and certificates. None feltthat their condition had directly impacted on their decision toleave school. But bully<strong>in</strong>g and a lack <strong>of</strong> sensitivity on the part<strong>of</strong> teachers were factors <strong>in</strong> two cases. One young person hadbeen encouraged to leave by his mother and regretted it. <strong>The</strong>education system as such does not appear to have been afactor <strong>in</strong> three cases;• Those who had completed second level had very diverseexperiences. So much depended on the needs <strong>of</strong> the <strong>in</strong>dividualand a range <strong>of</strong> school-based factors.13
RecommendationsOne pattern that has emerged is the discrepancy between disabilitylegislation and the experiences <strong>of</strong> participants <strong>in</strong> the study. It isacknowledged that the implementation <strong>of</strong> provisions conta<strong>in</strong>ed<strong>with</strong><strong>in</strong> recent disability legislation is at a very early stage. However, itis <strong>in</strong>tended that the recommendations put forward here can help to<strong>in</strong>form how such legislation may be implemented <strong>in</strong> practice and theissues that may require prioritisation.15
Recommendation 1: Resource ma<strong>in</strong>streameducational provision and support<strong>The</strong> Education for Persons <strong>with</strong> Special Educational Needs Act 2004states that children <strong>with</strong> special needs are to be educated <strong>in</strong> an<strong>in</strong>clusive sett<strong>in</strong>g unless this would not be <strong>in</strong> the best <strong>in</strong>terests <strong>of</strong> thechild or the effective provision <strong>of</strong> education for other children <strong>in</strong> thema<strong>in</strong>stream environment. <strong>The</strong> f<strong>in</strong>d<strong>in</strong>gs <strong>of</strong> this study po<strong>in</strong>t to manypositive aspects <strong>of</strong> young people’s educational experiences. Whetheryoung people received the appropriate educational supports to meettheir needs was, however, largely dependent on the school theyattended. In order for schools to ma<strong>in</strong>stream, teachers must bewill<strong>in</strong>g and open to accept students <strong>with</strong> disabilities, and theiradditional needs, as part <strong>of</strong> their job role. Some parents felt thatteachers may not realise the additional work that is <strong>in</strong>volved <strong>in</strong>support<strong>in</strong>g students <strong>with</strong> disabilities as part <strong>of</strong> their job role. Schoolsneed to be supported, not only <strong>in</strong> develop<strong>in</strong>g an ethos <strong>of</strong> <strong>in</strong>clusionbut also to have the appropriate means to implement this <strong>in</strong> practiceand thus realise the policy objective <strong>of</strong> ma<strong>in</strong>stream<strong>in</strong>g. Participantssuggested various ways <strong>in</strong> which this could be achieved, which arepresented below.16
Recommendation 2: Improve the physicalaccessibility <strong>of</strong> school build<strong>in</strong>gs andfacilitiesSchool build<strong>in</strong>gs and facilities need to be fully accessible to students<strong>with</strong> physical disabilities.<strong>The</strong> study found that many schools did nothave adequate physical accessibility. In addition, delays were reported<strong>in</strong> relation to some schools mak<strong>in</strong>g appropriate alterations to facilitateyoung people <strong>with</strong> physical disabilities, for example <strong>in</strong>stall<strong>in</strong>g a lift ora ramp.As recommended <strong>in</strong> the Report <strong>of</strong> the Special Educational ReviewCommittee (1993), the Department <strong>of</strong> Education and Science mustensure that all necessary fund<strong>in</strong>g is made available speedily to schoolmanagement authorities who wish to make modifications to schoolbuild<strong>in</strong>gs, furniture, fitt<strong>in</strong>gs or light<strong>in</strong>g, <strong>in</strong> order to accommodate pupils<strong>with</strong> disabilities. Part 3 <strong>of</strong> the Disabilty Act 2005 refers to access tobuild<strong>in</strong>gs and services <strong>in</strong> ‘public bodies’. 1 One <strong>of</strong> the provisions <strong>of</strong> theAct provided for the establishment <strong>of</strong> a Centre for Excellence <strong>in</strong>Universal Design <strong>in</strong> the National Disability Authority. <strong>The</strong> f<strong>in</strong>d<strong>in</strong>gs <strong>in</strong>this report po<strong>in</strong>t to a potential role for the Centre <strong>in</strong> <strong>in</strong>form<strong>in</strong>g thedesign <strong>of</strong> State schools that are physically accessible to young people<strong>with</strong> disabilities, particularly when new schools are be<strong>in</strong>g built and1‘Public bodies’ are def<strong>in</strong>ed as <strong>in</strong>clud<strong>in</strong>g ‘Government Departments, local authorities, healthboards and semi-state bodies, as well as most other state organisations.’ Guide to the DisabilityAct 2005, Department <strong>of</strong> Justice, Equality and Law Reform17
also when schools are mak<strong>in</strong>g adapations to premises, <strong>in</strong>clud<strong>in</strong>gbuild<strong>in</strong>g extensions.Recommendation 3: Facilitate disabilityagencies <strong>in</strong> the voluntary sector to providesupports to schoolsFrom some <strong>of</strong> the <strong>in</strong>terviews carried out <strong>with</strong> pr<strong>of</strong>essionals <strong>in</strong> disabilityagencies, it was clear that much work was be<strong>in</strong>g done <strong>with</strong> schoolsto facilitate them to meet the needs <strong>of</strong> young people <strong>with</strong> physicaldisabilities. However, some disability agencies are restricted <strong>in</strong> theircapacity to do so because <strong>of</strong> limited resources and fund<strong>in</strong>g. Onesuggestion made was that fund<strong>in</strong>g be made available to establish ateam <strong>of</strong> dedicated practitioners whose ma<strong>in</strong> responsibility wouldbe to l<strong>in</strong>k <strong>in</strong> <strong>with</strong> schools directly. <strong>The</strong> team might <strong>in</strong>clude aphysiotherapist, a psychologist, a speech and language therapist andan occupational therapist.This would mean that young people couldpotentially be visited on a fairly regular basis and the team wouldprovide ongo<strong>in</strong>g support to the young person and staff <strong>in</strong> the school.Some disability agencies that took part <strong>in</strong> the study reported thatschools directly contacted them <strong>with</strong> queries <strong>in</strong> relation tosupport<strong>in</strong>g young people <strong>with</strong> disabilities. In order for them toprovide appropriate supports requires adequate fund<strong>in</strong>g.18
Recommendation 4: Provide access totherapeutic services <strong>with</strong><strong>in</strong> ma<strong>in</strong>streameducation sett<strong>in</strong>gsWhere young people choose the ma<strong>in</strong>stream route, they shouldhave access to therapeutic services when needed. So, there shouldbe a l<strong>in</strong>k established between ma<strong>in</strong>stream education and specialisttherapeutic services. A disability service provider <strong>in</strong>terviewed for thestudy reported that some parents were concerned that their childmay not receive certa<strong>in</strong> therapeutic services as provided <strong>in</strong> a specialschool sett<strong>in</strong>g should they choose to send their child to a ma<strong>in</strong>streamschool. <strong>The</strong>re are examples where ma<strong>in</strong>stream education is provided<strong>in</strong> conjunction <strong>with</strong> specialist therapeutic services. In some localauthority areas <strong>in</strong> the UK, young people <strong>with</strong> disabilities attendma<strong>in</strong>stream classes for the majority <strong>of</strong> the time while also be<strong>in</strong>g ableto avail <strong>of</strong> therapeutic services either on an <strong>in</strong>dividual or small groupbasis. Service agreements are agreed between the relevant schoolsand the appropriate therapeutic service providers. 2<strong>The</strong> Education for Persons <strong>with</strong> Special Educational Needs Act 2004<strong>in</strong>cludes the provision for a child/young person to have an assessmentto establish if special educational needs exist.Where a child/youngperson is found to have such needs, an education plan for <strong>in</strong>dividual2One example is North Tyneside Council, where therapeutic services are available to anumber <strong>of</strong> young people <strong>with</strong> physical disabilities <strong>in</strong> three ma<strong>in</strong>stream schools. Inclusiveschools for the future: Additionally resourced provision for pupils <strong>with</strong> physical disabilities (2005)North Tyneside Council Education and Cultural Service, see www.northtyneside.gov.uk19
children/young people may be drawn up and submitted to therelevant Special Educational Needs Organiser. Section 7 <strong>of</strong> the Actdeals <strong>with</strong> the provision <strong>of</strong> services follow<strong>in</strong>g this process. It statesthat it is the responsibility <strong>of</strong> the National Council for Special Educationor the Health Service Executive to provide the services identified <strong>in</strong>the education plan.When this section <strong>of</strong> the Act is be<strong>in</strong>g implemented<strong>in</strong> practice, the necessary structures need to be put <strong>in</strong> place wherebychildren/young people <strong>with</strong> disabilities can receive therapeutic serviceswhile attend<strong>in</strong>g a ma<strong>in</strong>stream school, thus facilitat<strong>in</strong>g them and theirfamilies to access ma<strong>in</strong>stream educational provision.Recommendation 5: Redef<strong>in</strong>e the role <strong>of</strong>the special education sectorDespite the emphasis on ma<strong>in</strong>stream educational provision <strong>in</strong>educational policy and disability legislation, there is still a place forspecial schools, although not as widespread as <strong>in</strong> the past. Somesuggestions were made for change <strong>with</strong><strong>in</strong> the special school<strong>in</strong>g sectorby a few participants <strong>in</strong> the study. In particular, that special schoolsshould have a role beyond provid<strong>in</strong>g day care facilities. In addition, acareer guidance system should be <strong>in</strong>troduced <strong>in</strong>to special schoolswhich would facilitate young people <strong>with</strong> disabilities to access furthereducation/tra<strong>in</strong><strong>in</strong>g or employment as appropriate.20
Courses aim<strong>in</strong>g to support students <strong>with</strong> disabilities <strong>in</strong> a practical wayand to help them develop their strengths and life skills would be verybeneficial <strong>in</strong> order for them “to be able to let them go out and live lifeas normal as possible”.Recommendation 6: Improve services <strong>in</strong>the wider community and co-ord<strong>in</strong>ationbetween servicesIt was po<strong>in</strong>ted out that improv<strong>in</strong>g disability services <strong>in</strong> the widercommunity would support young people’s educational participation.<strong>The</strong>re is a need for improved accessibility <strong>in</strong> the wider community.<strong>The</strong> Education for Persons <strong>with</strong> Special Educational Needs Act 2004recognises the need for health services to provide supports andresources to enable some children to participate and benefit fromeducation. One <strong>of</strong> the central aims <strong>of</strong> the Act is to ensure that therewill be co-ord<strong>in</strong>ation and co-operation between the Health ServiceExecutive and the National Council for Special Education. Participants<strong>in</strong> this study highlighted the importance <strong>of</strong> improved communityservices and <strong>of</strong> co-operation between educational and health services,especially when people cannot easily access services due to f<strong>in</strong>ancialconstra<strong>in</strong>ts and lack <strong>of</strong> transport.21
Recommendation 8: Improve access to<strong>in</strong>formationMany participants (young people and parents) reported that theyfound it very difficult to access the <strong>in</strong>formation they needed <strong>in</strong>relation to supports, entitlements, etc.<strong>The</strong> Education for Persons <strong>with</strong> Special Educational Needs Act 2004states that one <strong>of</strong> the functions <strong>of</strong> the National Council for SpecialEducation is to provide <strong>in</strong>formation to parents <strong>of</strong> children <strong>with</strong>special educational needs about their entitlements. <strong>The</strong> research hasidentified a need <strong>in</strong> this area, based on the responses from some <strong>of</strong>the participants, and re<strong>in</strong>forces the importance attached to thisfunction for the Council.Information on entitlements across differenteducational sectorsInformation should be made easily available on entitlements tosupports and f<strong>in</strong>ancial assistance for young people when they movefrom one educational sector to another, for example from second tothird level, and how this may affect their current entitlements, toprevent be<strong>in</strong>g mis<strong>in</strong>formed.24
<strong>The</strong> po<strong>in</strong>t was made that supports received by young people<strong>with</strong> disabilities are tied <strong>in</strong> to an <strong>in</strong>dividual educational <strong>in</strong>stitution.<strong>The</strong>refore, when young people move from primary to second levelschool or from second to third level education, they have to re-applyfor similar supports, which can take time and be a difficult process.This highlights the importance <strong>of</strong> hav<strong>in</strong>g timely access to <strong>in</strong>formationon entitlements and supports available as young people progressthrough the education system.Recommendation 9: Enhance supports <strong>in</strong>higher education<strong>The</strong>re is a need for <strong>in</strong>creased resources <strong>in</strong> the higher educationsector, <strong>in</strong>clud<strong>in</strong>g more Disability Officers to help organise the relevantsupports for students <strong>with</strong> disabilities.Most <strong>of</strong> the young people who had gone on to higher educationspoke very highly <strong>of</strong> the supports they had received, <strong>in</strong> contrastto some <strong>of</strong> their experiences at second level. However, the level<strong>of</strong> supports that were available was largely dependent on theuniversity/college they were attend<strong>in</strong>g. Dedicated full-time DisabilityOfficers are needed as, <strong>in</strong> some cases, this role had been taken onby an already fully-occupied staff member and it was an additionalresponsibility for them rather than be<strong>in</strong>g their core responsibility.25
ReferencesDavis, J. (2004) ‘Disability and Childhood: Deconstruct<strong>in</strong>g theStereotypes’ <strong>in</strong> Swa<strong>in</strong>, J., French, S., Barnes, C. and Thomas, C. (eds)Disabl<strong>in</strong>g Barriers – Enabl<strong>in</strong>g Environments Sage London,Thousand Oaksand New Delhi p. 142-148Department <strong>of</strong> Education (1993) Report <strong>of</strong> the Special EducationalReview Committee. Dubl<strong>in</strong>: Stationary OfficeKenny, M., McNeela, E., and Shevl<strong>in</strong>, M. (2003) ‘Liv<strong>in</strong>g and learn<strong>in</strong>g: theschool experience <strong>of</strong> some young people <strong>with</strong> disabilities <strong>in</strong> Shevl<strong>in</strong>,M. and Rose, R (eds) Encourag<strong>in</strong>g Voices National Disability AuthorityDubl<strong>in</strong> p. 138-158Kenny et al (2000) Hidden Voices:Young People <strong>with</strong> <strong>Disabilities</strong> speakabout their <strong>Second</strong> Level School<strong>in</strong>g Bradshaw Books Cork26
National Disability AuthorityÚdarás Náisiúnta Míchumais25 Clyde Road,Dubl<strong>in</strong> 4.Tel/M<strong>in</strong>icom 01 608 0400Fax 01 660 9935Email nda@nda.iewww.nda.ieNDA is the lead state agency on disabilityissues, provid<strong>in</strong>g <strong>in</strong>dependent expert adviceto Government on policy and practice.Designed by