Disability Awareness Training for Schools

It is important to encourage a positive view of disability from a young age.

Enhance the UK believes that educating young people about disability is essential if we are to ever have a future without discrimination.

Positive attitudes are the key to removing barriers for people with disabilities. We believe that these attitudes should be directly fostered from a young age. Our workshops are designed to encourage children and young people to develop an awareness of and respect for diversity.We offer training for early years, key stages 1, 2, 3 & 4 as well as for students in further education.

Watch our short film…

"How does a deaf person wake up on time in the morning?"

Children's Questions...

"Does a guide dog know the way to lots of different places?"

Children's Questions...

"Can a person in a wheelchair drive a car?"

Children's Questions...
Ask Us ANYTHING
Our disabled trainers encourage questions form children in an environment that they can feel safe in. 

This allows exploration of different disabilities in a safe environment. We believe children need to engage with disabled people. All of our trainers are disabled themselves and comfortable with discussing their disabilities.

Our workshops cater for a range of learning styles and emphasis is placed on interactive learning and the trainer as facilitator. During the workshops the children and young people will meet two trainers with different disabilities. Our Trainers are all DBS checked and we have a child protection policy.

School Workshop FAQ’s

How much does the school workshop cost?

Full day children training – based on 100+ children

Just £595 – typically 1 hour per class including all training

Full Day Teacher Training

£850 including full teacher training

★ Our user-led team deliver training within your school.
★ Our training is tailor made to accommodate your specific needs.

What does a session focus on for Key Stage 1?

Our workshops for children in Key stage 1 are unique in that they allow children to think about similarities and differences between each other as well as disabled people. They have an opportunity to recognise that disabled people are similar to themselves in many ways and value the differences that disabled people may have.

They have an opportunity to engage with the trainers and ask questions about their impairments. The ethos of the workshop is supportive and inclusive.

Intended learning outcomes:

  1. To identify and respect the differences and similarities between people.
  2. To listen and respond appropriately to adults and their peers.
  3. To ask relevant questions to extend their understanding and knowledge.

Children’s version

  1. I feel good about ways we are similar in the group and ways I am different.
  2. I can tell you how I am the same and different from my friends.
  3. I can tell you what ‘disabled’ means.
  4. I can describe ways that a person with a disability is the same and different from me and respect these differences.
  5. I can listen to what others in the group are saying.
  6. I can ask questions these. differences.

Key vocabulary:

Include, Exclude, Different, Similar, Disability, Respect

What does a session focus on for Key Stage 2?

Our workshops for children in key stage 2 are designed so that children can take part in a range of activities planned to get them thinking about disability and inclusion. They have an opportunity to recognise that disabled people are similar to themselves in many ways and to learn about and value the differences that disabled people may have.

They are also encouraged to think carefully about inclusion and devise ways in which disabled people can take part in activities which at first glance may not appear possible. Children take the lead in these activities and our trainers, who are disabled themselves, are there to facilitate and stimulate discussion. Children are encouraged to ask questions to the trainers that they may not have the opportunity to do in other forums.

Intended learning outcomes:

  1. To identify and respect the differences and similarities between people which can arise through disability.
  2. To identify how not being included can make disabled people feel and to suggest ways in which activities can be adapted to ensure that people with activities can take part.
  3. To listen and respond appropriately to adults and their peers.
  4. To ask relevant questions to extend their understanding and knowledge.

Children’s version

  1. I can tell you what ‘disabled’ means.
  2. I can describe ways that a person with a disability is the same and different from me and respect these differences.
  3. I can tell you how it may feel to not be able to take part in an activity.
  4. I can think of fair ways of making sure that everyone can take part in an activity.
  5. I can listen to what others in the group are saying.
  6. I can ask questions.

Key vocabulary:

Include, Exclude, Different, Similar, Disability, Respect, Fair, Fun, Adapt

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