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<p>The department wants to provide all young people with Special Educational Needs
and Disabilities (SEND), including those with neurodiverse conditions, with good opportunities
which allow them to transition from education into a fulfilling adult life.</p><p>We
know that with the right preparation and support, the overwhelming majority of young
people with SEND are capable of sustained, paid employment. All professionals working
with them should share that presumption and should provide the career advice and support
that help young people to develop the skills and experience, and achieve the qualifications,
that they need to succeed in their careers.</p><p>Further education (FE) providers
must use their best endeavours to secure the special educational provision called
for by the student’s Special Educational Needs (SEN). In addition, FE providers also
have duties and obligations under the Equality Act 2010 to ensure that they are acting
inclusively and not discriminating against disabled students. They are obliged to
make reasonable adjustments to prevent disabled students being placed at a substantial
disadvantage.</p><p>Furthermore, under the SEND Code of Practice, FE providers should
ensure there is a named person with oversight of SEND provision in every FE setting.
They are responsible for co-ordinating, supporting and contributing to the strategic
and operational management of the setting. Curriculum and support staff in an FE setting
should know who to go to if they need help in identifying a student’s SEN, are concerned
about their progress, or need more advice.</p><p>The government expects all higher
education (HE) providers to fulfil their responsibilities under the Equality Act 2010
to be making reasonable adjustments for all students, including students with neurodiverse
conditions, and disabled HE students, not just those in receipt of Disabled Students’
Allowance (DSA).</p><p>In terms of funding, DSA is available in addition to the standard
support package to help students with the additional costs they may face in HE because
of their disability, including long-term health conditions, mental health conditions,
or specific learning difficulties such as dyslexia.</p><p>DSA is not means tested
and does not have to be repaid. It is available to full-time and part-time students
at undergraduate and postgraduate level, alongside support available from HE providers,
and in line with the recommendations of the student’s DSA Needs Assessment. There
is no list of approved disabilities: to receive DSA, any student must be eligible
for the main support package and disabled in line with the definition contained in
the Equality Act 2010.</p><p>Wherever possible, disabled students and students with
neurodiverse conditions should expect to have their needs met through inclusive learning
practices and individual reasonable adjustments made by their HE providers.</p>
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