A disabled teenager was told she could not start a beauty course because she could not hold a nail varnish pot correctly.
Georgie Ready, 18, of Rockingham Road, Corby, who has cerebral palsy, was due to enrol on the BTEC beauty course at Tresham College in Corby last week when she was told that because she could not hold a nail varnish pot in her left hand, she would not be able to start the course.
Georgie had assumed there was no barrier to her joining the course as about a week earlier she had attended an open event where no concerns were raised.
Her mum Lynn said she was furious with the college.
She added: “This has been Georgie’s dream for years.
“She has worked really hard getting the grades she needs to start the course.”
Mrs Ready said she was contacted by someone at the college who suggested her daughter apply for a course in English.
She added: “She doesn’t want to do anything except beauty.
“It isn’t fair to exclude her because of her disability and because she can’t hold a nail varnish pot correctly – I asked what was wrong with just putting it on the table.”
Mrs Ready has since been in touch with Corby MP Andy Sawford to ask him for help.
She said: “Georgie still wants to join the course. It’s all she wants to do.
“She’s upset but she isn’t letting this put her off.”
Tresham operations director Andrea Finkel-Gates said: “Tresham was sorry to hear of the incident that happened recently and has already begun to investigate using the college’s robust ‘Talkback’ procedures.
“Once a full investigation has been carried out Tresham will inform all parties of details of the action that will be taken.
“The college is committed to equality and inclusion, providing support for learners where required.
“We are taking this situation seriously and hope to resolve it as soon as possible.”
According to the Disability Discrimination Act, disability discrimination in education is unlawful.
Schools and colleges must not treat disabled pupils less favourably than others.
They must make “reasonable adjustments” to ensure that disabled pupils are not at a substantial disadvantage, and they must prepare school accessibility plans to show how they will increase access to education for disabled pupils over time.
Schools must also provide any “auxillary aids” required.