Inclusive Education for All #12
7 April 2022 by Chris Barnes, Inclusive Education Officer, Down Syndrome International
Firstly, I’d like to say that this post has been based on many, many interviews with parents of children with intellectual disabilities and/or special educational needs & disabilities during my research. I have also listened to SEND ‘professionals’, school leaders, and inclusion advocates on this subject, but my primary sources remain those with the deepest and most vested interest: parents.
Secondly, as a parent of three children without disabilities, I hold my hands up and admit my experience is not ‘lived’ in the way a parent with a child/children with an intellectual disability (or other) is. I therefore present my humble findings, welcoming your responses and feedback.
It goes without saying, you know your child better that any teacher, doctor, SEND consultant, therapist, or support worker ever will. Never lose sight of this, and when decisions, support, or expectations about your child’s education offer don’t sit right with you – consider your options and speak up!
Firstly, I’d like to say that this post has been based on many, many interviews with parents of children with intellectual disabilities and/or special educational needs & disabilities during my research. I have also listened to SEND ‘professionals’, school leaders, and inclusion advocates on this subject, but my primary sources remain those with the deepest and most vested interest: parents.
Secondly, as a parent of three children without disabilities, I hold my hands up and admit my experience is not ‘lived’ in the way a parent with a child/children with an intellectual disability (or other) is. I therefore present my humble findings, welcoming your responses and feedback.
It goes without saying, you know your child better that any teacher, doctor, SEND consultant, therapist, or support worker ever will. Never lose sight of this, and when decisions, support, or expectations about your child’s education offer don’t sit right with you – consider your options and speak up!
- Visit a variety of settings so you can get a feel of what is/could be available
- Have open conversations with leaders/principals and general staff
- Talk to other parents either in person or using social media
Nursery/pre-school
Ann Minchin is a teacher and a parent of a child with SEND. In this video she gives advice to parents entering the education system.
Visit the nursery when it’s in session and be sure to speak with the nursery manager.
Tell them about your child and listen to how they will include them and care for them effectively.
Don’t scare them off with what you expect but do briefly explain your child’s disability, along with their character and personality.
Speak to some of the parents – they will give a brilliant insight into the feel of the place; ask them to be honest.
EYFS & Primary school
In this video Heather Harrison, a parent of a child with SEND, explains how she chose the right school for her child.
Before you arrange a visit, look at the website – read the values of the school, and jot down the names of the head teacher, SENCO, and teacher (who may be teaching you child). Look at a gallery of pictures so you get an idea of what to expect. In other words, decide who you’d like to speak to and what you’d like to see.
Be sure to visit in-session, if you can, so you can get a feel of the school during lesson time.
Ask the school about things you or your child may require, e.g., local trusted speech & language therapist, before/after school clubs, extra-curricular activities, suitable/necessary accommodations etc.
Do your best to meet the head teacher and ask them about their views on inclusion and how they define it. If you can, speak to the SENCO (who should be a different person) and ask them the same. Check out the school’s Facebook and request to join the parent group where you can ask questions.
If you can, do all this several months in advance of any application deadlines so you’re not rushing about and can give yourself time to consider your options.
Secondary school / post-primary setting
In this video, Karen and David Vickers, parents of a child with SEND, talk about the challenge of choosing the right secondary school for your child with SEND.
What’s right for a child at this stage of their journey is different in every case and any blanket answer would be insulting.
Dependent on your individual child, their specific personality and ‘needs’, and what’s available where you live must all be entered into the equation. As with all children, one child may feel perfectly suited to the most local secondary school, whereas the child next door may not.
As mentioned before, do not leave it too late to start looking! Have discussions from the beginning of year 5 about various options open to you and start meeting the people involved and having tours.
Although legislation does say that a child with an EHCP is, theoretically, entitled to attend the school of their choice, and the school must make all reasonable accommodations to effectively support them, this isn’t always the case. This is a point for discussion another time – for more info and support on issues like this, see the Education information on our site.
When trying to decide which post-primary setting is best for your child:
- Meet the SENCo(s) face-to-face for a friendly, and honest chat.
Before you go, decide what you’d accept and what you’d query, e.g. Will your child be included alongside their peers? Could they be offered 1:1 support? Can they have extra and extended transition days before September? How will the school effectively honour requirements set out in your child’s EHCP? - Visit! Arrange a look around (in-session, during lesson time if you can) to get a feel of the atmosphere.
How would the site(s) work physically for your child – will they manage, e.g. distances or stairs etc? Have a look at the provision for SEND support and try to speak to the inclusion manager. Do they have experience teaching children with ‘similar’ disabilities? - Which setting will provide the warmest welcome for your child, the best personal care, the highest expectations of behaviour or academic achievement, the best opportunities for friendships, socialising, and extra-curricular activities?
I’m sure you’ll have other non-negotiable categories/expectations. - What are your, and your child’s, hopes and aspirations for the future?
Which setting could most effectively achieve them?
Debates about ‘inclusive education’ are filled with shoulds and coulds, musts and mustn’ts.
It’s reasonable to expect local schools to welcome your child with open arms and do their best to offer support needed.
If they don’t, or say they can’t, you have a difficult decision to make – do you want your child to attend somewhere like that?
Next week: ‘Why is there high demand for special education?’