Inclusive Education for All #10
25 March 2022 by Chris Barnes, Inclusive Education Officer, Down Syndrome International
I’ve found this question particularly difficult to explore this week as, generally speaking, parents’ expectations of schools have varied so dramatically, in my experience and during recent interviews. The question of what parents should expect, should – in an ideal world – be similar/the same across the UK. Expectations internationally can be vastly different.
There is a great deal of legislation, guidance, and recommendations available to parents wishing to remind schools of what is expected – however, this isn’t always received too favourably by staff 😊. A key document that is worth reading is the SEND (Special Educational Needs & Disabilities) Code of Practice (UK) 2014 which says…
‘All children and young people are entitled to an appropriate education, one that is appropriate to their needs, promotes high standards and the fulfilment of potential.’
It goes on to say, ‘Mainstream schools must: Use their best endeavours to make sure that a child with SEN gets the support they need – this means doing everything they can to meet children and young people’s SEN’ and ‘Ensure that children and young people with SEN engage in the activities of the school alongside pupils who do not have SEN.’
Parents can reasonably expect their child to be valued, supported as required, and treated with kindness and compassion alongside all other children in the setting. Your child should be welcomed, involved in the normal day-to-day activities of school, as well as partake in lessons and breaktimes alongside their friends. Their 4 broad areas of SEND needs should be well-understood, or at least in the process of being evaluated which means activities and learning should be matched to their cognitive ability, preferred method of communication, sensory needs, and social & emotional wellbeing.
It is reasonable to expect that – over time – school will get to know your child. They should build trust and a relationship with him or her, and develop/evolve to best meet their needs, socially and academically. It’s upsetting for many parents and teachers, where some schools & local authorities do not seem to share these priorities, or, do not have the capabilities, facilities, or resources to effectively provide support.
Needless to say, all contexts and circumstances are individual and there are rarely examples that apply to all. Parents and teachers of children with profound and multiple learning disabilities will justifiably argue that needs cannot be met in their local mainstream setting – I would not dream of suggesting otherwise.
However, given that the vast majority of children with SEND are in mainstream settings, it shouldn’t be impossible to expect (for the majority of children):
- Your child be involved in lessons, activities and breaktimes with their peers, e.g., if the class/cohort are doing maths; your child is doing maths.
- Your child be taught by the qualified teacher, for at least some of the lesson/day and not exclusively by support staff.
- Work & activities set are appropriate to the ability of your child, so at least some can be attempted/completed independently.
- High expectations of learning, progress, and behaviour is expected of your child, including regular assessment of academic skill.
- With reasonable accommodations made, your child join in with extra-curricular activities, trips, visits, clubs, assemblies, and performances etc.
In other words, where reasonably possible, you should expect school to make every effort to include your child in being part of the school community, alongside children of the same age, supporting them as much as required to make friends and feel a sense of belonging.
Please share your thoughts, opinions, and experience on this theme.
I welcome and value contrasting and similar sentiments and use them as primary sources research. This campaign hopes to advocate for and highlight the values of the concept, and practical realities, of Inclusive Education.
At DSi, we believe that an inclusive system of education will better serve all children, including those with Down syndrome.
