How Do You Feel About The Changes To SEND Provision In The UK?

I get asked this question almost everyday but what's more I ask MYSELF this question everyday. I work with students who are effected by the current provision and will be effected by any proposed changes. But it's personal to me as well; whether the term is in or out of fashion, I would describe my family as 'neuro-spicy' with a sprinkling of extra chilli flakes.

How will my younger kids integrate into secondary school with their individual peculiarities? Will they maintain friendships? Will they be accepted as they are or excluded for who they are? Will they be able to deal with the changes? Will they be able to access education through 'normal' channels or require something special?

I don't begin to have the answers.

I do know that I have worked in specialist provisions for young people with a broad range of additional needs and I know that some of them are not fit for purpose. I've seen classes of intelligent and able students of GCSE age who could be achieving and thriving sit through lessons more suitable for a primary school; sticking and colouring in what is nominally a maths lesson. I don't think this is a good use of anyone's time.

I do know that I have worked range of neurodiverse students in mainstream schools who have thrived with little to no adaptation of lesson delivery. I've seen some of these students years later and been delighted that they have excelled in their fields. They haven't grown up isolated from their wider society but have felt a valued part of it.

These are, I suppose, toward the opposite ends of the spectrum; not extremes but examples of where an integrated and isolationist approach to SEND have worked or have failed to provide a pupil-centric solution which delivers results.

The fact is there is no broad solution which works for every student because every student is unique. Why would we expect anything else? The nomenclature of autism comes from the term for 'self,' how we see ourself, how we present our self, and how that self interacts with the world. With cases of autism we accept that the self and the interactions of that self are considered atypical to the norm- whatever that norm may be.

Our education system still has roots in a system designed to produce 'round pegs.' Once we start to recognise that education should allow 'pegs' of every shape to thrive maybe we will have an education system which will suit every young person.

Please, don't misunderstand me though! Our education system is world leading. Many of our teachers are amazing, some aren't. Many of our schools are focused on helping every student excel, others are OFSTED rating and exam result driven (I personally don't think those should be mutually exclusive- but hey, there's a reason I don't work in a bricks and mortar school). I think that a systemic re-imagining of what a great education system looks like is due. Bring on the education revolution! Let's educate our children in a way that supports each and every child! Should that be in a single schooling system? Maybe. Should there be separate environments that help those with the most unique of needs? Of course! But should most young people be able to access mainstream education. Yes. No doubt about it

I don't claim to have the answers to this problem. I have an opinion and it may be wrong in your eyes. But in summary my thoughts are this:

Schools should provide a safe environment in which every student can thrive and access an excellent education.