Analysis of Policies and Provisions for Disabled Young Adults - Report

This report provides a detailed analysis of policies and provisions for disabled young adults. It examines the influence of national, regional, and local policies, including the Equality Act and the Special Education Needs and Disability Act, on their education and wellbeing. The report explores how risk assessments impact the curriculum, emphasizing theoretical learning and digital resources. It also assesses the role of organizations and networks in supporting disabled learners, as well as effective strategies for maintaining relationships with parents and carers. Furthermore, it evaluates the skills needed for collaborative work and the overall impact of policy and regulatory frameworks on disabled young adults' educational and professional development. The report concludes by highlighting the importance of these policies in fostering equal opportunities and improving the lives of disabled individuals.

Report

Table of Contents
INTRODUCTION.................................................................................................................................3
MAIN BODY........................................................................................................................................3
A). National, regional and local policies influence provisions for disable young adults....................3
B). Risk assessment influence the curriculum...................................................................................4
C). Legal requirements and national policies support wellbeing of disable students.........................4
D) Role of organization and networks...............................................................................................4
E) Different ways to maintain relationship with parents, carers and other with interest in the learner
...........................................................................................................................................................5
F) Evaluates the skills needs to work collaboratively for the benefits of disabled person..................5
G). Evaluation of impacts of policy and regulatory framework on disable young adults...................6
CONCLUSION.....................................................................................................................................6
REFERENCES......................................................................................................................................7

INTRODUCTION
Disability is defined as a mental or physical condition which limits the abilities of an
individual. Henceforth, report will emphasis on national, regional and local policies framed to
support disable young people. Impact of risk assessment on the curriculum of the disabled
adult will also summarised in this report. Report will also assess the policies framed by
different body’s influence the wellbeing of disabled adults. Furthermore, report will also
analyse about the role of organisation to support disabled learners. This report will also be
summarised suitable ways to sustain healthy relationship with the parents of disabled adults
will also summarise. Skills are also summarise to deal with disable adults.
MAIN BODY
A). National, regional and local policies influence provisions for disable young adults
UK Government gives disability rights to disable young adults of UK. Disable adults
get right as per the disability right act to ensure equal treatment in the education institutions.
Equality Act 206: UK government launched equality act to ensure the equal treatment with
all disable students in education system. This act enabled education institution to ensure the
equality at the institution with all students (Fajriani, 2019). Government has indicated that
disable student must not be treated unethically due to disability.
Disability discrimination act 2005: This is also a crucial legislation applicable on education
institution to support disable students. As per the guidelines of the act disable student also
must be treated equally irrespective to the disability associated with such students.
Special education need and disability act 2001:This act guides the educational institutions
to cope up with all the needs associated with disable students. The premises of the institution
must be designed in such a manner that it can cope up with the needs of the disable students.
Education Act 1996:Education act 1996 is a crucial act implemented to promote the
education of all disable students. This act drives local authorities to meet different needs of
the disable students related to the education.
All the above laws promote education of disable student in the education institutions
in United Kingdom.

B). Risk assessment influence the curriculum
Risk assessment process related to disable students influence the curriculum in the
following manner.
Remove practical’s: Disable student face plenty of problem in dealing with practical exams.
Risk assessment restricts the practical exams or test from the curriculum so that disable
students do not face any kind of issues in facing exams..
Improve theoretical learning process: Risk assessment process give emphasis on
improving the theoretical learning technique in education. This will provide ease to disable
students in completing the education. Theoretical learning provides ease to disable students in
getting education. While drafting curriculum management aims to cater education on the
basis of theoretical learning process.
Digital learning: Risk assessment also drives to implement digital learning in curriculums.
All subjects are prepared and educated with the support of digital channels to students.
All the above factors indicates how disability of student influence the curriculum.
C). Legal requirements and national policies support wellbeing of disable students
Legislations like equality act, disability discrimination act and other relative
legislation ensure the proper treatment of disable student in education institutions. All such
act motivates educational institution to ensure the proper culture at organisation that can
support disable student to educate and grow (Savin-Baden, 2016). Equality act ensure equal
rights of disable students that also improve the motivation level of disable students. All such
legislation enables education institution to solve all issues faced by disable students for
examples issues such as resistance from other students, unequal treatment and other
associated issues. Solving issues play huge role in improving student well being at the
institution. Special education need act has also been a huge development in improving the
well being of students at the education institutions. This act caters all the needs such as equal
treatments, issues resolving, no discrimination and other associated needs of the disable
students in respect to conducting education for the growth of such students.
D) Role of organization and networks
Organization helps disabled student who wants to learn and wants to achieve their
goals. They organize skills and development class for the disabled person which helps learner
to learn new skills and improves their skills. Most of the non-governmental organization

supports disabled learners by offering health care services (Adams, 2017). Organizations
organizes program in which includes several learning activities for disabled learner. The main
goal of the program to enhance engagement of disabled learners and gives them platform to
show their talent in front of people. Education is the main base to empower disabled learners.
So, NGO’s offers education classes which helps disabled learner to understand morals and
ethics of life which they can apply while doing job. Thus, organizations offer their social care
services which can consider support or disabled learners.
E) Different ways to maintain relationship with parents, carers and other with interest in the
learner
There are several ways which builds relationship between parents, carers and disabled
learners. For example, when parents treat their disabled children as normal child and inspires
them to work hard instead of pressurizing. Disabled learners must communicate with parents
about their decision and interest. While parents engage themselves with disabled learners, allow them
to take their decisions, show support and encouragement and many more. As same concept
implements for carer motivates learners to work hard to get success in their filed in which
they have interest. On the other hand, when parents set dream for their children without
knowing their interest that leads social isolation in learners. So, it requires parents and
learners understand their perspectives each other and supports to redeem their lifestyle by
achieving good carer.
F) Evaluates the skills needs to work collaboratively for the benefits of disabled person
There are several skills which are required to work collaboratively for the giving and
achieving benefits form disabled learners such as:
Analytical skills: A person who wants to collaborate with disabled person must have good
analytical skills because the person need to understand disabled perspectives like which
language they understand and what are issues which causes unable to capture informative
knowledge (Shieland et.al., 2016). Such kind analysis supports to understand disable learner
then can collaborate with them effectively.
Communication skills: Communication is another highly needed skill which is required for
disabled person because when person has good communication skills then easy to
communicate with disabled learner that leads better understanding in disabled learners.

G). Evaluation of impacts of policy and regulatory framework on disable young adults
All the legislations associated with disable students supported the disable young
adults to compete the education. Apart from the disability such student put efforts to
complete the education that drives the growth of such student in further professional career.
With the support of legislation act government and education institution cater all the needs of
such students (Hidayat and et.al., 2018). For example, in the institution student one disables
young student was facing issue in respect to getting unethical treatment at the institute. With
the support of equality act student could get the right in the institute towards getting equal
treatment at the education institute. All legislation improves the potential of disable student to
ensure proper education in order to improve the growth potential of such students.
Government also played huge role in improving the motivation level of such disable students.
CONCLUSION
The report has been concluded national, international and local policies which
influences provision for disabled person young people and adults. Risk assessment which
influences curriculum has been summarized in report. Current legal requirement and national
policies and guidance which promotes the rights and wellbeing of learners can be evaluated
in report. Role of organization and different ways of maintain relationship with parents,
carers and learners has been concluded in the brief study of the report.

REFERENCES
Books and Journals
Fajriani, H. N. A., 2019. The Vocabulary Learning System in EFL for Inclusive High School
Level (Study of Tenth Grade for Hearing Disability Students SLB WAHID HASYIM
2018/2019 Academic Years)” (Doctoral dissertation, IAIN SALATIGA).
Savin-Baden, M., 2016. The impact of transdisciplinary threshold concepts on student
engagement in problem-based learning: A conceptual synthesis. Interdisciplinary
Journal of Problem-Based Learning. 10(2). p.3.
Hidayat, R. and et.al., 2018. Exploratory and confirmatory factor analysis of PERMA for
Indonesian students in mathematics education programmes. Pedagogika. 2018. t.
132. nr. 4. p. 147-165.
Adams, M., 2017. The experiences of the teachers' working with intellectually disabled
learners in three special school in Capricorn District, Limpopo Province (Doctoral
dissertation).
Asch, A., 2017. Critical race theory, feminism, and disability: Reflections on social justice
and personal identity. In Disability and Equality Law (pp. 143-176). Routledge.
Shiel, Cand et.al., 2016. Evaluating the engagement of universities in capacity building for
sustainable development in local communities. Evaluation and program
planning. 54. pp.123-134.