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Scottish Government Disability Equality Scheme 2008-11: Annual Report 2009

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Footnotes

1 http://www.equalityhumanrights.com/fairer-britain/equality-measurement-framework/

2 http://archive.cabinetoffice.gov.uk/equalitiesreview/

3 http://www.scotland.gov.uk/Publications/2007/06/12121646/0

4 http://www.scotland.gov.uk/Publications/2003/09/18318/27570

5 http://www.scotland.gov.uk/Publications/2007/12/04093619/0

6 The 'Categories of reason for support currently used in schools for pupils with additional support needs' are:

  • learning disability; dyslexia; other specific learning difficulty ( e.g. numeric); other moderate learning difficulty
  • visual impairment; hearing impairment; deafblind; physical or motor impairment; language or speech disorder; autistic spectrum disorder; social, emotional and behavioural difficulty
  • physical health problem; mental health problem
  • other

7 http://www.scotland.gov.uk/Publications/2009/09/01114213/11 Chapter 9 Internet, table 9.2

8 http://www.scotland.gov.uk/Publications/2009/09/01114213/13 Chapter 12 Volunteering, table 12.2

9 http://www.scotland.gov.uk/Publications/2008/05/01095851/4 paragraphs, 2.47 and 2.48 and figure 10

10 Evaluation of the programme is published at:

http://www.scottisharts.org.uk/1/information/publications/1006303.aspx, and a summary at: http://www.scottisharts.org.uk/1/information/publications/1006302.aspx

11 http://www.scotland.gov.uk/Publications/2008/11/24104710/0

12 http://www.scotland.gov.uk/Publications/2009/09/01114213/15

13 http://www.scotland.gov.uk/Publications/2009/03/30103041/0

14 http://www.scotland.gov.uk/Publications/2009/05/13144419/0

15 http://www.scotland.gov.uk/Publications/2009/03/02144159/0

16 http://www.scotland.gov.uk/Publications/2009/10/26114015/0.

17 http://www.scotland.gov.uk/Publications/2009/09/28102003/0

18 http://www.scotland.gov.uk/Publications/2008/06/25104032/0

http://www.scotland.gov.uk/Publications/2008/06/09160103/0

http://www.scotland.gov.uk/Publications/2008/12/10094101/0

19 All differences between categories which are noted are statistically significant at the 95% confidence level, although it has not been possible to check the significance of the data from the FRS. Totals may not sum due to rounding.