Navigating SEND in the 80s: A Personal Journey Through Challenges and Triumphs

In the seventies and eighties, being physically impaired automatically served as license for teachers, and pupils alike; to brand a child as stupid. The best way to avoid being the target of this behaviour: to pretend that I wasn’t disabled. But it was a continuous, exhausting task of cat and mouse.

Whilst I have always considered myself lucky, my cerebral palsy only affects my right-hand-side, concealing half an awkward flinching body, and gait became a constant additional task to learn.

I learned early on, that in that draconian era, there were no special educational needs, moreover, being disabled was ignored or mocked. Aged seven, in primary school, and not long out of my plaster cast (unsuccessful surgery attempting to correct ligaments) along with the other young pupils, we were tasked with learning to write. It was the transition from smudgy thick leaded pencil to fountain pen. An inky messy lesson, even for slicker more dexterous students! I was the last pupil to learn to write in both mediums. Whilst it was apparent that my right-hand preferred fist mode, my left hand, and perfectly intelligent brain wished to take the lead. Using my own initiative, I formed good lettering, well enough to blend-in with my naturally adept peers but I was disallowed to thrive, my teacher opting instead, to belt my good hand onto my thigh, for cheap entertainment.

This treatment occurred in some form in every lesson. I loathed sports, especially The Vault to which I was introduced aged eleven. In my naivety I thought hiding at the back of the queue, Mrs. Hooker might not notice me. She did and announced my attempt with, “here comes Hopalong-Cassidy,” much to everyone’s enjoyment; particularly hers. I ran to an accompaniment of riotous of laughter and failed to jump over the scary wooden box.

I was stigmatized; there was no respite in lessons. Even English, which I enjoyed and felt engaged with was a minefield of mockery. In the 80s, the SEND “problem” was whitewashed with ignorance. In staffrooms students with challenges to accessing education were proffered up for entertainment. I know for a fact that teachers assumed I was dim. I know because they told me. I was placed in the lower ability classes for every academic subject which led to an onslaught of continuous bullying.

Thankfully, these days most special educational needs are recognized, and largely well supported. We are on the road to improvement. The road is long; the route is challenging. But hopefully these days, wheelchair accessible.