Filed under: Uncategorized | Tags: A levels, Asperger's Syndrome, disability, Dyspraxia#, GCSE, SEN, Special Educational Needs
I haven’t blogged for quite a long while. With two boys with special needs at home, requiring help and support to access the curriculum at school, it is fair to say that we took a decision to put all our energies into helping them achieve their aims at school, and to achieve their dreams in their out of school lives. So blogging has I am afraid gone by the by. However, today I am hit by the knowledge that Monday will be the date of William’s last GCSE exam and he will wear his school uniform for the last time. It marks the end of fourteen years of planning, plotting, fighting, hoping and praying for him to reach this time happy and with some qualifications and with options to go on to A levels. The signs are very positive that he will have passed his exams. He has worked hard, and knows where he wants to go – he will start sixth form in September. I am still anxious for the future as I look at the way the government says it would like to develop education. I know that this is not the end of the road. I know that both of my children have a way to go in overcoming the obstacles that will be placed in their way by their disabilities, but I am struck dumb by their tenacity and will to work hard and to succeed.
Filed under: A few thoughts, Education and the new government, Special Needs Education | Tags: battle fatigued, BBC Learning Parents blog, BBC Parents blog, bloggers, cuts to therapy services, education cuts, education transport, Green Paper, Hens, Michael Gove, parents, SEN, SENCO, Special Educational Needs, Teaching Assistant, writers
It has been a good few weeks since my last blog. I must confess to feeling somewhat battle fatigued due to the escapades of the new government and their effects on my children’s schooling and haven’t wanted to write as much as before. I have found it very stressful, watching the effects of the cuts and the changes to our education legislation take shape. My own children’s school recently became an academy, with only the sketchiest of consultation processes. The school’s defence to this when questioned was that they never arranged any meetings because they thought a consultation event would be poorly attended… we never stood a chance. The Local Authority has been trying to save money by messing with transport arrangements for statemented children, and have sent out some confusing letters for parents to worry about. Cuts to therapy services and educational psychology services are starting to have a bigger effect. SENCOs are walking around school looking increasingly stressed, and William is now finding himself ‘buddied’ up with other children to share teaching assistant support. We are watching this carefully but it is hard to object to this knowing that in doing so, another child may simply not get help at all. It is fair to say that some of the services our children rely on are simply not what they were.
In response to this I have found myself taking refuge in my garden more and more. My potatoes and raspberries have been very demanding as have my hens who still have not recovered from the effects the issuing of the Green Paper had on them. See here: http://guerrillamum.wordpress.com/2011/03/09/in-which-guerrilla-mums-hens-suffer-because-of-michael-gove/
I have not been entirely idle however. The people at the BBC Learning Parents blog have asked me to write a piece for them which can be seen here: http://www.bbc.co.uk/blogs/parents/ You can also see posts from other writers/bloggers/parents with similar interests in special educational needs and parenting.
I’m hoping that I can shake off this coalition inspired malaise and get back to blogging soon. Normal service will I trust, be resumed shortly
Filed under: Special Needs Education | Tags: Coalition, coalition cuts, disability, education, education cuts, Education Minister, graduated response, Green Paper, Green Paper SEN and Disability consultation process, Guerrilla Mum, improved teaching, Michael Gove, pastoral care, Sarah Teather, school action, school action plus, SEN, sharing best practice, Special Educational Needs, statement of special educational needs
The green paper for SEN and disability states that those children who currently have a statement, less than 3% of children with SEN, will have an education, health and care plan (EHCP) under the new system. There are also plans to improve achievement for children who are disadvantaged through pastoral care. So far, however, there are only very vague indications about how SEN will be provided for in children who fall into neither of the above categories and have less severe SEN. There will be a lot of children in this lower level category of need! Many of these children will have very real SEN requiring specialist support.
I have commented regularly about the limp and woolly provision currently available to unstatemented children with SEN through the school action and school action plus categories of the graduated response process of our current system for meeting SEN. Yet the new system promises to scrap these classifications replacing them with a new tier of provision. Children will be ‘lumped together’ in this category, with some receiving pastoral care because they are disadvantaged, and others receiving support for SEN through ‘better teaching’ and schools sharing best practice. Also, the voluntary sector will be brought in to carry out so far unspecified roles. Remember, this new system will be implemented by health and education services that have undergone savage cuts and will draw heavily on untrained support from the voluntary sector. I don’t believe it is possible to improve provision for children with SEN and disabilities by cutting specialist services and replacing these with an untrained voluntary sector.
I can see a lot of children who need specialist intervention for their SEN receiving little more than pastoral support if the school has nothing else to offer, leading to misery and failure for thousands of children. How do I know? This is exactly what happened to my son under the deeply flawed but infinitely more robust graduated response of our current system.
The lack of clarity surrounding this is simply not good enough. Everyone has the opportunity to influence these policies by taking the opportunity to make representations to the consultation, and write to their MP to ask how, in detail will the plans be funded and implemented.
Filed under: Special Needs Education | Tags: coalition cuts, disability, education, Green Paper, Michael Gove, Sarah Teather, Special Educational Needs, successful outcomes
The Green Paper on SEN and Disability, issued yesterday, has caused some furore as parents and children, schools, health and education workers and other stakeholders attempt to take in its implications for the future. I for one have been thinking a lot about the report.
The most pressing thing for me is this: as the parent of children who have statements, I am very interested in the Education, Health and Care plans which will cover a child from birth to the age of 25. If done right I see huge potential for supporting a child through school and into work. The Green Paper detailed that the assessment for these plans is to be carried out over a day, with professionals coming to the child rather than having a number of assessments carried out at different locations and over a period of months. That is all very well, but when you have a child who needs a statement – or similar support, it is vitally important that assessment is both accurate and appropriate. Clearly, there is room for improvement in the length of time statutory assessment (or similar assessments) will take, but they are lengthy for good reasons. Assessing a child with complex needs is complicated and it is time consuming… Most of all it is very hard work for the child, who can find assessment very stressful. Sometimes just one speech therapy assessment can take one, two or even three hours. Other assessments can be similarly time consuming if done well. Children who have statements, or who would need an Education, Health and Care plan will need a series of appropriate assessments, and it is very important that this is done right. It cannot be rushed simply to save money or to make the system more efficient.
Yesterday, as a parent who commented on the original Green Paper call for views, I received this email from the DfE:
‘As you may be aware, this morning we published our Green Paper Support and aspiration: a new approach to special educational needs and disability.
You helpfully responded to the call for views launched last September as we began our work to develop our Green Paper and I would be very pleased to hear from you again. Please respond to the consultation and let us know what you think of our proposals.
If you would like more information, please visit our website for the full text of the Green Paper, the consultation and other associated documents http://www.education.gov.uk
Special educational needs and disability
Department for Education’
Evidently we still have an opportunity to collectively make comments on the Green Paper. I am heartened that there will, hopefully be an equivalent plan to the statement, and that this is not simply to be scrapped and also that this will be protected by legislation. If enough of us continue to comment during the green paper consultation period, between now and June, and if we do so loudly enough, (even if we did not comment on the original call for views), then I do believe we can affect the eventual outcome and the legislation. Also, the document is very aspirational, and I still can’t see where the funding and the well trained health and education professionals to put these things into practice will come from, bearing in mind that the green paper will rely heavily on services that have been savagely cut. I am deeply worried about the government’s plans to bring in an untrained and unpaid voluntary sector into the identification and meeting of SEN. I think it will take a lot of pressure from the general public to get the government to sort these things out so that our children with SEN and disability can have successful outcomes!
Filed under: Special Needs Education | Tags: Academies, Coalition, disability, education, Green Paper, Michael Gove, Minister of State for Children and Families, Sarah Teather, Special Educational Needs, statement
Ever since our oldest son first went to school and I became embroiled in dealing with the system for identifying and meeting special educational needs, and the associated legislation, I have wanted this system to be reformed. I had hoped that this would happen through a truly transparent process where interested bodies and other stakeholders would be asked for their views through a robust process of consultation and open debate. Instead on the very cusp of the proposed reforms, when I should be trembling with expectation, I am instead trembling with fear for what these changes might mean for children with special educational needs and disabilities.
So why am I worried? Although Sarah Teather is nominally the Minister responsible for this process, it is possible to detect the Hand of Gove everywhere! Almost unnoticed in the Academies Act is a section which removes the right of appeal for parents to the Special Educational Needs and Disability Tribunal (SENDT). Instead, all routes of appeal lead only to HIM. And we all know how ‘flexible’ he is, don’t we? Previously it was a more open process adjudicated by independent educationalists who spoke from experience of dealing with all of the issues presented to them in a child’s case.
Why is this so important? We and thousands of ordinary parents like us have been forced to take the extraordinary step of going to a tribunal to make sure that our children can access the curriculum in the same way as every other child. I am worried that the Green Paper will propose new ‘designations’ placing children with challenging or complex needs in a category attracting only a minimal amount of intervention which is delivered at the discretion (or not) of a school or academy. In academies, where parents disagree with the level of help given to their children, all routes for appeal will lead to guess who – the Minister of State for Education. With financial incentives for conversion to academy status more and more schools will seek it and more children with special educational needs will be left without the right of appeal to an independent body.
This government has already demonstrated some very strange attitudes towards disability. On one hand it has produced workable guidance for the Autism Act (though has yet to come up with the money), and on the other some truly dreadful attacks have been levelled at Disability Living Allowance. Maybe this inconsistency is because this government IS a coalition. It’s really frightening to think what the combination of Gove’s ideology and Tory cost cutting could do to this Green Paper.
However, I am still hoping for the best. Hoping for a considered, fair, and most importantly, fully funded system in which children with SEN & Disability have their rights to access to an appropriate education recognised. In a Big Society this would happen because these children can also make valuable contributions. We just need to value them first. Oh, and ‘SHOW ME THE MONEY!’
Filed under: A few thoughts | Tags: 21st century, bankers, big society, Coalition, coalition cuts, Daddy's millions, disability, education, elites, elitism, equality, Fairness, Forestry Commission, Francis Maude, Green Paper for SEN and Disability, Guerrilla Mum, inheritance, public school boys, Radio 4, selection, Special Educational Needs, The Cabinet, The Today Programme, two-tier education system
For those of you who simply wish to read about special educational needs, education or disability issues etc, you should perhaps stop reading now because this post is quite unashamedly political in nature. I was eating breakfast this morning when on Radio 4 I heard yet another government minister/apologist blaming the government’s savage cuts on their ‘inheritance’ from Labour.
It struck me like an epiphany. I’ve got very fed up with hearing this argument recycled, time and time again. Of course they are talking about inheritance because they come from a class in which inheritance (Daddy’s millions) is their birthright, their experience or their expectation. These are people with no understanding whatsoever of what it is like to live in 21st century Britain (don’t forget 19 out of 23 members of the Cabinet are millionaires).
Now, just because I understand now why they think and speak in the way they do, does not mean I feel any less angry or insulted by being patronised in this manner. We are not ‘all in it together’! The society may look big from the top where the Prime Minister and his cronies sit but for people with disabilities and those caring for them our society can be a very lonely place.
My children’s inheritance was genetic conditions, physical, developmental and sensory disability. They are not cushioned from the realities of life by ‘Daddy’s millions’, but they have the same rights to quality of life, family life, and a decent and appropriate education which this government seeks to deny them.
So the next time you hear a government representative or minister speak, listen to the words they use, the callous catchphrases and the spin they employ to try to dupe the public into acceptance of their savagery. Do not be fooled, this is not about saving money to rescue the economy, it is ideological, and it is about deconstructing our public and social structure so that big business can move in and enable those at the top to profit. Today the government is talking about selling off the Forestry Commission. The forests are part of OUR inheritance, for the NATION! Which sector of society do you imagine can afford to buy a forest? Would you rather go to the New Forest or the MacDonald’s New Forest for your holidays (assuming you can afford one this year!)?
How about a catchphrase of my own?
COALITION GOVERNMENT – PUTTING THE GRRR INTO GUERRILLAMUM SINCE MAY 2010!
(And where is the Green Paper for Special Educational Needs and Disability!?)
Filed under: A few thoughts | Tags: Academies legislation, demands of KS3 & 4 curriculum, Disability Living Allowance, Dyspraxia#, Free Schools' legislation, Green Paper on SEN and Disability, Guerrillamum, handwriting difficulties, laptop, learning to type, parent support group, Sara Teather, SEN critics, Special Educational Needs, typing tutor, verbal dyspraxia
A few years ago I was lucky enough to be invited to a parents’ support group for parents of children who had dyspraxia. This was held at our local hospital and was run by a paediatric occupational therapist and a paediatric physiotherapist. It was really interesting and I met a number of other parents who were like me trying their best to help their children.
One week we were offered a session that promised to give us an insight into the world of a dyspraxic child. Now, as a motivated parent who had done lots of research into this condition I thought I was pretty sympathetic to the challenges that my children went through every day. I knew that they had problems with handwriting, planning and organisation and in William’s case, speech. I knew that they were inclined to be a bit clumsy, and I was only too well aware of the social and emotional issues that they had. I expected that the session would be instructive, but would leave me with the certainty that I ‘got it’, that I understood my children’s world, as I so definitely felt I did. I was in for a shock.
The session was set up a bit like an assault course, with a number of ‘stations’. At each station there was an activity. Picking up dried peas whilst wearing boxing gloves. Yes, this was very difficult but hardly surprising. We were asked to walk along a balance beam whilst carrying a tray of objects – and yes, I did fall off and I did drop the tray. Then we were blindfolded and turned around, whilst people shouted things at us from different sides, then given the task of locating things – also a bit tricky, but I felt I was doing well! Then I arrived at the ‘heavy bucket’ station. I was given a blindfold and was led to the bucket. I was asked if I had any back problems, and told to pick up the bucket by bending my knees with a straight back as it was very heavy. I braced myself, lifted, and as I fell over the universe shifted. All that I thought I could count on to be the same as the last time I picked up a heavy load had gone. I had no point of reference for this strange task and I felt anxious and scared. There was NOTHING in the bucket. Yes, I had been tricked and cheated. I felt a bit of a buffoon, but as I picked myself up it struck me that my children must experience this all the time. They don’t have points of reference on which they can rely and for the first time I really understood why the world can be such a scary place for them.
They hadn’t finished with me yet! They smoothed my ruffled feathers and sent me on to the next station – I would have a chance to calm down, it was a little writing task. Off I went. I was given a mirror and a piece of paper with a star printed on it. It was a smaller star with a larger star around it forming a tram lines effect. The aim of the task was to hold the mirror up to the picture and to draw along the edge of the star, without going out of the lines to see if I could get all the way around it. The only rule was that I could not look directly at the paper, and someone held a piece of paper over it so I could not look down. I had to do the task whilst only being able to look at the star in the mirror.
Well, I don’t think I managed a straight line at all. My pen wandered like a demented spider and the more I tried to help myself, and to think through the process, to correct the direction of my pen, the more unsuccessful I became. I tried everything. Pushing the pen the opposite way to the way I thought I ought to push the pen. I tried shutting my eyes and just not looking in the mirror. I tried looking at the image in the mirror and just following the line, not with an end product in mind, but just to try to keep my pen within the lines. Nothing worked. In this reversed world I simply did not have the motor planning in my head for the task I had been given. I was lucky. I could take the mirror away, look directly at the image and finish the task with a few strokes of my pen. A dyspraxic child with handwriting difficulties does not have this option. For a few minutes I had an insight into their world that I never forgot.
When I carried out these tasks, I was doing it simply out of curiosity. I was in a supportive room full of grown ups who were all sharing this voyage of discovery. My children however, like many others, have to go through this experience every day in a challenging classroom environment, probably where very few people have any insight into what they are going through.
Dyspraxia is unlike many other disabilities. It is not so obvious, and there are many, many much more severely disabled children who also need resources in our classrooms. It is easy for the needs of dyspraxic children to not be prioritised highly in an inclusive classroom setting. However, I kept that star up on my kitchen door for years as a reminder not to either minimise my children’s dyspraxia myself or to let anyone else minimise the effects of their condition. This experience was also one of the factors that pushed us to ensure William had the right sort and amount of speech therapy for his verbal dyspraxia. We also decided to ensure both of our children had laptops specified in their statements at an early enough stage so that they could learn to use them and be ready for the more challenging school work they would need to do in KS3 & 4. William arrived at secondary school fully able to type on his laptop and at 14 Peter can also type well enough to support his GCSE and AS level work.
However it’s not all good. We still find teachers (who should know better!) writing things like ‘ Do on paper’ for homework or issuing worksheets with boxes far too small for Peter to be able to write in. Having watched Peter ‘draw’ every letter because he does not have the motor planning for writing, I often think how frustrating it must be to be
verbally eloquent but to go to school in a world where you are judged mostly on what you can write. So when a senior staff member at the school said that he could not take
his laptop into her lessons I was adamant that we would fight this. We did and we won. He can now type essays on his own.
How has this been achieved? Teaching assistants helped William and Peter to learn to type in school, with specialist typing programmes on laptops provided for them as part of their statements. It wasn’t easy and we had some battles en route but without those very dedicated TAs and the statement providing for laptops for them to work on at school and home, their continuing success would not have happened.
Without adjustments such as these Peter and William would not be able to access the curriculum at all. I hope that some of the critics who think that money spent on SEN is for frivolous extras read this and can now understand that this provision is critical and a necessity, absolutely fundamental to their success.
We are still waiting for the Green Paper on SEN and disability. The silence is ominous and frightening. I look at what the government is doing with Disability Living Allowance and it is clear that they have no respect for the quality of life of people with disabilities. The government were able to use emergency powers to force through the Academies legislation. They did the same thing regarding Free Schools’ legislation, which will benefit only a very small minority of most probably non disabled students. So what is going on with Special Educational Needs and Disability? Sara Teather we are waiting and watching to see what you do next.
Filed under: Book reviews | Tags: Asperger's Syndrome, classroom strategies, education, Gill D Ansell, Higher Level Teaching Assistant training, Role of TAs, role of Teaching Assistants, SEN, Special Educational Needs, successful outcomes, Teaching Assistant Training, Teaching Assistants, Working with Asperger Syndrom in the Classroom
Gill Ansell has over 14 years’ experience of working with children with Autistic Spectrum Disorders in special school and mainstream settings. She begins her book by explaining something about Autistic Spectrum Disorders and how these impact on children in the classroom. She describes her first job as a TA when she wasn’t sure what to do or what was expected of her with a refreshing candour. Now she is someone who has valid and relevant experience of working with children with AS and much to share with both parents and education professionals alike.
The book contains a wide range of strategies to use with children with AS and Gill explains in detail why they work so well. These include strategies for visual learners such as ‘The Good Book’, ‘The Feelings Book’ and ‘Oops! Cards’. There are also sections on small group work and working one to one, behaviour/anger management, and a range of strategies regarding the child’s physical working environment such as individual work stations. She talks about the stresses of break times and bullying and helping children deal with feelings and emotions.
There can be huge variations in the training and effectiveness of TAs. What is noteworthy about Gill is that her creative strategies are quite clearly aimed not just at emotionally supporting children in school but also at engaging the child in learning. She keeps going until she gets as close to this aim as possible in a bid to give the children better educational outcomes. Also many of her strategies are low cost which makes it much more likely that a school will take up suggestions from parents.
If a child’s needs are not being met at school it can be really difficult for parents to get across in meetings exactly how they would like the school to help their child. This book with its practical advice and its accessible explanations will offer lots of ideas to all parties taking part in discussions about how a school might best meet the special educational needs of children with AS in primary and secondary settings.
I have been involved with special needs education for 10 years now since my oldest son first displayed difficulties at school. I still found some new strategies in here that we can use, and I wish that this book had been available to me 10 years ago.
Filed under: Book reviews | Tags: AS in the classroom, Asperger's Syndrome, Autistc, Autistic Spectrum Disorders, disability, education, Gill D Ansell, Insiders Guide, Special Educational Needs, statement of special educational needs
A very belated Happy New Year to bloggers and readers alike! Thanks to the ‘flu, it has taken me a little while to feel like my old self and to ‘get going’ again in the blogosphere.
This year I thought I would spend a little time on reviewing some of the other books on the market that are aimed at parents of children with special educational needs. Of course, I am sure that my usual blog posts will also feature!
Here’s to another year of blogging possibilities!