Inclusion Now 56 by ALLFIE

Summer 2020 Issue 56

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A voice for the Inclusion Movement in the UK

Contents 2

Editorial

The Power of Community

Brimsdown Primary School

COVID-19 and Inclusion Coronavirus impact

Our rights to EHCP RIP:STARS on lockdown

A long way getting there A family’s inclusion story

Medical Needs COVID-19 Health inequalities

Inclusion ‘no ifs and buts’ International

Legal Question COVID-19 and ECHP

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Editorial

Welcome to the summer magazine! I’m delighted to introduce my first issue as editor of Inclusion Now, the voice for inclusive education - packed with topical articles, current debates and online resources. We are living in extraordinary times. We’ve seen the world gripped by the COVID-19 pandemic, highlighting inequalities in society and causing more. Alongside the horrific killing of George Floyd, resulting in global mass protests, it shows how far we have to go to include everyone equally in society. Michelle Daley opens with positive messages of inclusive community and intersectionality, reflecting on her visit to Brimsdown School (page 3). This serves a timely reminder that lifelong principles and practices of equality and inclusion must be learnt early in life, in our schools: “The introduction of Disabled pupils to the school and the influence of the diverse community has helped to improve support for inclusion for all children at the school, and helped promote the wider issues around inequalities within the community and the education system.” In this issue we shine a spotlight on the discrimination faced by Disabled people (and those with intersectional identities) during the Coronavirus crisis, and the challenges for inclusive education which become yet more serious and complex. “The impact on Disabled children has been dramatic.” - Richard Rieser’s article (page 5) paints a stark picture. He warns that diminishing legal rights for vulnerable children and young people, under emergency Coronavirus legislation, risks making them even more vulnerable. ALLFIE and World of Inclusion’s joint report on health inequalities in the COVID-19 fallout “uncovers the tip of an iceberg of moral and ethical judgements based on medical model thinking and not on the human rights principles of equal treatment” (page 8) Amidst the challenges it’s great to hear Adela Alberto share her inclusion journey to understanding her rights to support for her 9-year-old son (page 14). It is also heartening to see people across the country coming together to show each other compassion and support - in the weeks and months to come, solidarity is more important than ever.

Catherine Bebbington

School Visit

The Power of Community in Supporting Inclusion

Michelle Daley reflects on her visit to Brimsdown School In January 2020 the BBC reported on Brimsdown Primary School in Enfield, North London, featuring Alysha Allen, a Deaf teacher using sign language to teach her pupils. Without hesitation I arranged a school visit to learn more about their practices around inclusion of Disabled Children. During my successful visit to Brimsdown Primary School I had the opportunity to look around the school and meet with some of the teachers and pupils (the visit did not include parents). The tour was conducted by Headteacher, Dani Lang, who gave me the background on the school profile. Throughout the tour I saw intersectional (meaning people’s different identities eg. gender, impairment, age, race, etc) representation of both staff and pupils. I found this to be a positive experience as this reflected the people of the community. About Brimsdown Primary School The school is based in an under-resourced part of London and a large majority of the children that attend the school are from households with low income and/or are newly arrived in England. Unemployment, including other social issues which can impact on the schooling of the child and parent involvement, is high. There are 627 children on roll which is a typical school size for London. Seventy-five percent of the children speak English as a second language and many of the children’s parents do not speak English, which can make parent involvement difficult. Their ages range from 3 to 11, with mixed gender. The school has more than double the average number of pupils with an Education, Health and Care Plan (ECHP) and a higher than average number of children on Pupil Premium. This means that there are a range of provisions to support the children in school with things such as meals, language support.

Dani Lang Headteacher; Alysha Allen Y2 teacher & award winner; Eleanor Painter Deputy Headteacher. (left to right)

Inclusive Community, Inclusive school I also wanted to better understand how Brimsdown Primary School had created opportunities to support ALL their pupils including Disabled pupils within their school. I noticed that the school website slogan has an emphasis on the principles community. It states that: “The school community is calm and purposeful. Pupils’ very positive attitudes to their learning play a significant part in the good progress they make.” (Brimsdown Primary School). Brimsdown Primary School does not segregate from community and the community does not segregate from the school. For example, the school has a good practice of supporting and harnessing the professional

School visit development of people from the local area. Two of the teachers I met had come from the community, starting their careers at the school as classroom assistants and later training to become teachers. These two teachers now play a significant role in promoting and supporting the inclusion of Disabled Children alongside their non-disabled peers. Support for Disabled pupils Brimsdown Primary School has created support and a culture within their school to make sure Disabled children are included in the whole school life. As part of the school curriculum all children are taught British Sign Language (BSL) and some of the lessons are delivered using BSL, creating more of a positive attitude towards Disabled pupils. Having all children learn BSL helps to address the communication barriers, including outside of the classroom, for example in forming friendships, where communication often stops without this provision. This example of breaking down communication barriers has helped to create a positive learning environment that supports the connection and inclusion of pupils, both inside and outside of the school.

Although the interaction with the children was brief, their messages were profound. Given the negative attitudes and exclusion of Disabled people from society, it was good to hear that the children had such a positive outlook about their futures and could picture themselves as being part of the world. The School had created positive experiences around differences in people which helped these children to be proud of their intersectional identities as Disabled children. Promoting equality in education and community In conclusion, Brimsdown Primary School is based in a community that has many social disadvantages and inequalities which can impact on the school. It is not possible for the school to easily ignore these issues around inequality because there are simply too many. However, the introduction of Disabled pupils to the school and the influence of the diverse community has most definitely helped to improve the schools support for inclusion for all children at the school. It has also helped to promote the wider issues around inequalities within the community and the education system. Thank you to the staff and pupils of Brimsdown for supporting our visit to their school.

Brimsdown Primary School has an onsite resource School website: www.brimsdown.enfield.sch.uk/ for Deaf and hearing impaired pupils and a nurture provision, these are additional educational support outside of the standard classroom. The nurture Michelle Daley provision has resulted in low exclusion rate. The low Director, ALLFIE exclusion rate is also promoted through building relationships and working with other agencies to support children to remain in school. During the tour of the school there was a separate BSL class being delivered to a small group of Deaf pupils. Prior to these children attending the school, the majority of pupils had limited or no BSL communication skills. It was great to speak with the children, who were really excited to show off their BSL Communication skills. They had a lot of questions! There was one child that got my attention who spoke very positively about her different identities (religion, background, impairment and gender). This particular child proudly told me that she was a Deaf, Muslim, Girl and also shared what she wanted to do when she left school.

Inclusive reading If you like Inclusion Now, you may be interested in subscribing to ezines and blogs from Inclusive Solutions. https://inclusive-solutions.com/termlyinclusive-ezines/ https://inclusivesolutions.com/ category/blog/

Policy

COVID-19, Education and Inclusion The Coronavirus pandemic and spread of COVID-19 in the UK, particularly in England, the high level of fatalities (43,370 on 1st July) and ongoing impact on us all, is not accidental but the product of bad political decision making. The UK Government, preoccupied with Brexit on 31st January, appears to have largely ignored the advice of the World Health Organisation and wasted precious weeks when effective planning and preparation would have eased the spread and devastating fatal effects of the virus.

• the late introduction and low capability of testing • the very late recognition that care homes and other institutions were very much more likely to be prone to the virus spread. Covid-19 and Disabled people

Disabled people, especially those in care homes and other institutions, have been particularly badly hit. At the peak of the crisis eugenicist ideas, such as the survival of the fittest, raised their head Key issues were: through triage systems and rationing of scarce • the UK emergency planning was geared to a resources such as respirators. Those dependant major Flu outbreak - hence the lack of PPE and on personal assistance in their homes, through late banning of public events direct payments or council services were often left • the ending of general track and trace on 12th with little or no support. March

Policy Coronavirus Law and Policy Impact on SEND Learners The impact on disabled children has been dramatic. The general closure of schools allowed for children of key workers with EHC Plans and those called ‘vulnerable’, with a social worker, to continue to attend school with social distancing and a skeleton rotation of staff. The Risk Assessment guidance and parental fears led to less than 10% of this group actually attending school. With the Government’s premature decision to reopen schools in England from 1st June the guidance has changed. Now every effort is to be made to get students who are vulnerable back into school even though many of the risks remain the same . The Secretary of State for Education issued a notice under the Coronavirus Act 2020 to modify section 42 of the Children and Families Act 2014 – the duty to secure special educational provision and health care provision in accordance with EHC plan. This Section 42 modification means that the duty on local authorities or health commissioning bodies to secure or arrange the provision is temporarily changed to a duty to use ‘reasonable endeavours’ to do so. Timescales are also varied in the new guidance, such as the 20-week deadline to complete assessment and produce an EHC Plan or the holding of annual reviews.

SEND and School Closures: Learning in Lockdown Evidence of the impact of the lockdown on disabled children’s learning is currently anecdotal, but clearly all children from more deprived backgrounds are less likely to have access to IT, space and parental support. Also, those with SEND are not going to have access to specialist therapies and teaching. Valuable Government supported attempts to provide lessons, such as online Oak Academy, were not inclusive from the start and only later had access added e.g. BSL and differentiation. The assumption is still that there are children with learning difficulties who need a simplified separate curriculum, rather than developing a curriculum that is universally accessible with different extension pathways. In a recent letter to the Government from the Special Education Consortium they raised the following issues which are not being addressed in discussions about reopening schools: • How children with SEND can be expected to return to school/settings without the support outlined in their EHC plans which enables them to access learning? • What children and young people with SEND will need to supplement provision in an EHC plan, or on SEN support, during and after lockdown?

These measures came into force on 1st May and • How preparations for transition into new educational settings and phases of education run to 25th September in the first instance. They will be undertaken, with a focus on accessibility/ should be revoked then or as soon as possible. reasonable adjustments, to restore a sense of There is a tendency in UK recent history for belonging and welcome? emergency legislation to become long term, despite being subject to Parliamentary Review. For • How to restore wellbeing during reintegration, to support a positive return to current schools/ example: settings, and avoid the issues that can lead to • the Prevention of Terrorism Act 1974, introduced disruptive behaviour and exclusions? as a temporary suspension of civil rights in the wake of the IRA Birmingham bombings, These questions beg the question whether it is continued being annually reviewed until 1989. safe for staff and children to return to school from 1st of June 2020, when many countries with lower • the licensing laws introduced by Lloyd George levels of infection, including Scotland and Northern in 1915 during 1st World War were not revoked Ireland, have decided to keep schools closed until for over 100 years later. The teachers unions, particularly the NEU, have opposed the decision to open schools for Reception, Years 1 and 6 from 1st June, and Secondary Year

Policy 10 from 15th June, to opening until it is safe: “We want to begin to re-open schools and colleges as soon as we can. But this needs to be safe for society, for children and their families and the staff who work in them. We have these five tests which the Government should show will be met by reliable evidence, peer-reviewed science and transparent decision making.”

Given the gravity of events outlined at the beginning of this article it is right that the Government have been called out on their strategy.

What has occured is a staggered return, with social distancing and risk assessments leading to many schools not restarting until September. It was confirmed on June 10th that most school children will not be back fully until September at There are 5 tests they think the Government must the earliest. What we need now are more laptop meet before moving to the further opening of computers, morning TV lessons on BBC1 and fully schools: funded summer camps with catchup tutoring. Test 1: Much lower numbers of Covid-19 cases The new case count must be much lower than it is now, with a sustained downward trend, with confidence that new cases are known and counted promptly. And the Government must have extensive arrangements for testing and contact tracing to keep it that way. Test 2: A national plan for social distancing The Government must have a national plan including parameters for both appropriate physical distancing and levels of social mixing in schools, as well as for appropriate PPE, which will be locally negotiated at school-by-school and local authority level. Test 3: Testing, testing, testing! Comprehensive access to regular testing for children and staff to ensure our schools and colleges don’t become hot spots for Covid-19. Test 4: Whole school strategy Protocols to be put in place to test a whole school or college when a case occurs and for isolation to be strictly followed.

Assessment The unfairness and negative impact of our current assessment system, especially for disabled students, has been thrown into contention by the lockdown. Teachers were asked to rank their students based on course work and internal tests. The Exam Boards will then adjust these marks by the historic scores of the school and fix pass rates and grades. Under Gove’s reforms we moved away from course work and understanding to a more factbased curriculum disadvantaging many disabled learners. Surely now is the time to move back to a fairer system of assessment, which gives all learners a chance to show what they can achieve!

Richard Rieser

World of Inclusion

References www.theguardian.com/world/2020/may/10/100-days-laterhow-did-britain-fail-so-badly-in-dealing-with-covid-19

Test 5: Protection for the vulnerable Vulnerable (disabled) staff and staff who live with vulnerable people, must work from home, fulfilling their professional duties to the extent that is possible. Plans must specifically address the protection of vulnerable parents, grandparents and carers”.

www.gov.uk/government/publications/coronavirus-covid-19send-risk-assessment-guidance/coronavirus-covid-19-sendrisk-assessment-guidance

As this article was being written support for this approach was streaming in, from many, many parents and over 50% of UK Local Authorities, as well as the British Medical Association and the independent Sage group.

www.thenational.academy/online-classroom/ specialist/#subjects

www.gov.uk/government/publications/coronavirus-covid19-guidance-on-vulnerable-children-and-young-people/ coronavirus-covid-19-guidance-on-vulnerable-children-andyoung-people

https://neu.org.uk/press-releases/5-tests-governmentbefore-schools-can-re-open www.independentsage.org/wp-content/uploads/2020/05/ Independent-Sage-Brief-Report-on-Schools.pdf

Young person’s voice

Our Rights to Education, Health and Social Care Provision A generation of children and young people with special educational needs and disabilities (SEND) is failing to receive the support it deserves, say the Education Committee in its report on SEND. The words of the Government in October 2019. At last we thought, recognition that more needed to be done to support the 1.3million children with special educational needs and disabilities in England. We were proud to have been part of that SEND enquiry, seeing our words in that report and giving evidence alongside other disabled young people, and the many parents and professionals from across England. We waited for decisions to be made, announcements to be made about how things were going to get better – after all admitting to letting down a whole generation surely deserved some response from government.

Given the percentage of SENDIST appeal hearings that find in the family’s favour is approximately 89%, we do not hold out much hope that disabled children and young people will get the support they have a right to, and of course deserve.

Never did we expect to see this…

Of course, our own research showed that the quality of EHCP needed improving but at least they gave approximately 350,000 children and young people some legal rights to support. To us removal of our right to support is discriminatory. We are not an afterthought, we are not to be side-lined, we are rights-holders with a right to an education and a future.

Yes we know this has been passed because of COVID-19, and at the moment this is just in place until 31st July 2020. But it has already been extended twice, announced over a weekend, and it could be extended again… so we are watching and waiting. So as many children will be starting to go back to school, there will be many disabled children and young people who won’t be able to as their support has been removed, their needs will not be met, and their right to an education gone. Please sign the petition to ensure this is a temporary measure.

Our rights to education and health provision set out in Education, Health and Care plans were removed. As of the 1st of May 2020, our rights to support under Section 42 of the Children and Families 2014 were modified by the Secretary of State for Education due to the coronavirus. Our rights have been reduced to ‘reasonable endeavours’, which means our access to important support such as Please see our website www.ripstars.net speech therapy, teaching assistants, and specialist resources will be up to individual local authorities Follow us on Twitter: @stars_rip The RIP:STARS- Eva, Ben, Jordan, to decide as they see fit.

Tom

Sign the petition Sign the change.org petition here - and share with friends & family!

Reinstate our Children’s rights to education and health provision from 1st August 2020 www.change.org/p/secretary-of-state-for-education-reinstate-ourchildren-s-rights-to-education-and-health-provision

Young person’s voice

Being Seen, Being Heard

The cover of Inclusion Now magazine Issue 56 features a graphic story produced at project workshops. ‘Being Seen, Being Heard’ is a joint project between ALLFIE and RIPSTARS (Research Into Practice: Skilled Team with Ambitions Rights and Strength), a group of Disabled young researchers from Coventry aged 18 to 25. The project involves working with disability rights leaders to create graphic stories using visual materials to support younger Disabled people. The aim is to help change the negative narrative about disability and promote the involvement of young disabled people in the Disability Rights Movement. Following the Government’s Covid-19’s social distancing guidance, ALLFIE and RIPSTARS co-hosted 4 successful Zoom workshops, attended by 18 Disability rights leaders. The workshops looked at the importance of intergenerational experience, leadership and its importance to the future of the Disability Rights Movement.

Parent voice

A Long Way To Getting There I would like to dedicate this article to all the parents who think their children might have Special Educational Needs and who would benefit from some extra support from the school or other professionals. I am a mother of two boys, aged 9 and 11. I have never had any concerns with my older boy, who has always done very well at school. My concerns began with my younger one. He was no problem as a babyjust sleeping and eating when hungry. Then, when he was one year old, we began attending playgroups and later nursery. That’s when his nursery teachers and I began noticing a strange behaviour in him. If he couldn’t complete his work or a given task, or did something wrong, he started tantrums: throwing his shoes, taking off his clothes and screaming loudly. The nursery teachers thought he might be showing signs of Autism and referred us to a Paediatrician. After several appointments, spread over three years, his Paediatrician said he did have signs of Autism. But, at that time, I wasn’t ready to accept a formal diagnosis. I felt he would be labelled and thought it would be something bad, both for him and his future.

I was under constant stress and pressure: wondering when will the school call me to come and collect him or who is going to approach me at pick-up. He was getting in trouble, particularly at play times. He couldn’t bear to lose or do anything wrong, and was becoming angry and aggressive when he couldn’t score at football or when his team lost. He couldn’t handle his feelings and was always upset and sad. He could also get very upset in class, for example if he couldn’t get an answer right in a test or was last to complete his work. He expressed his anger towards other children and the teachers by throwing objects and chairs in the class. On a few occasions, this led to the class being evacuated.

As a result of not being able to handle his feelings, he was referred to a Dramatherapist and Primary Mental Health Worker from Health and Emotional Wellbeing Service at CAMHS. She started to have weekly play therapy sessions with him, where she tried to make him lose a game and teach him to handle his feelings and However, when he started school - and especially not get so upset. I think this Dramatherapist was when he reached juniors - he found it harder and brilliant but, unfortunately, the problems continued harder to cope. For one thing his birthday is in late- because he wasn’t getting necessary one-to-one August, which means some of the children in his support in the classroom. class are nearly one year older than him. He was constantly getting in trouble and the school began In all, he was excluded from school 13 times (twice excluding him. This had a big impact on both him for the whole week). I was heartbroken and felt sad for him and bad for myself – asking myself, ‘what and me.

Parent voice am I doing wrong?’ It was like punishing him for something he couldn’t help. He was missing school, friends and socialising. These exclusions made him feel bad about himself and ashamed to show up in front of his friends when we went to pick up his older brother in the afternoon. One time he said to me, ‘Mum, I wish I was never born’. That was a very painful thing to hear. This period of exclusions went on for about a year. I was afraid the school might permanently exclude him, meaning he would either have to be homeeducated or moved to a special school or unit for children with disabilities or behavioural problems. This was something I was desperate to avoid, because I didn’t want to separate him from his friends. I knew the school couldn’t support him more because they didn’t have sufficient funds. I realised that the only way to get the funds for essential help and support was to get him formally diagnosed. Therefore, I decided to ask his Dramatherapist to refer us to the psychological team at CAMHS to be assessed for possible Autism. We had to wait six months for an appointment but, when the assessment finally happened, it was quite easy. It took three hours, with my son being interviewed by a Psychologist in one room while I was interviewed in a separate room. In the end, he was diagnosed as having an Autistic Spectrum Disorder (ASD).

funding and, before it closed because of the pandemic, my son was getting the help he needslike a one-to-one Learning Support Assistant in class. I think the whole process has made the school far more aware of my son’s needs, for example, they now have a special corner in the classroom where he can go at any time if he’s feeling upset and needs somewhere to calm down.

I just want to tell other parents: don’t be afraid that your child will be labelled if diagnosed with ASD, ADHD, OCD, etc. - this is just the best way you can help your child and get them all the extra support they need. It was a hard decision, but I had to do it and I think I did the right thing. If I hadn’t done it, I don’t think he’d still be at the school he loves with Following this, I started to gather information his friends! As my son says: regarding Autism to learn more about my son’s “I feel much happier now that I’m getting more help diagnosis. I attended lots of courses and workshops and support at school. I am doing a bit better now such as The Incredible Years, 1-2-3 Magic and Family and looking forward to when my school re-opens.” Fun, run by ADDISS/ADHD in Barnet. This is how I came to meet other parents who have a child with And I’m a much happier mum now that I have special educational needs. It made me feel calmer managed to get my son all that. Good luck to all of and more confident to realise that I’m not alone and you and go for it! there are other parents out there struggling with similar difficulties. It was brilliant to exchange our Adela Alberto experiences, get advice and just talk to each other. However, getting the all-important Education, Health and Care Plan (EHCP) was not so easy. Our application was turned down twice, because Barnet Council hadn’t received the necessary report from an Educational Psychologist. But I remained very persistent and, in October 2019, we finally got him an EHCP. This means the school receives additional

Health

Medical Needs and Inclusion For disabled children and young people to be properly included in education and social life it will require: • removal of barriers with provision of individual adjustments • to have the support they want for the impacts of their impairment on the functioning of their body and mind so they can thrive in their own terms and achieve equity. The Inclusion Movement The Inclusion Movement campaigning for human rights must recognise the education of Disabled people as a human right. They must find a way of recognising the needs of Disabled children, young people and their families- to take control of specific requirements for our impairments. Developing notions of self-worth, mutual-worth, empowerment and agency are crucial. At the same time we must continue to work to create an environment which accepts and welcomes difference, by removing notions of normality (with their eugenicist foundations, stereotypes and stigma) and challenging all forms of bullying. Impact of Covid-19

Akosua stated: “my son is shielding, and we [parents] support him with his schoolwork and medical needs at home.” She also shared examples about the types of support the school is currently providing for home schooling. This includes lessons sent by e-mail, weekly phone calls to find out how he is coping and google sessions online. There didn’t appear to be any differentiation of the educational material issued to her son and the family are having to provide the support. Akosua has further worries about her son’s safety to return to school and said she wants to “know what measures will be put in place to keep him safe” because she will not put her son at risk of getting virus (Covid-19). Akosua continued to speak about the support provided by the school when her son transited from primary to secondary school. She describes this as “a tough experience because there was a change to his TA [Teaching Assistant] and challenges with his behaviour”.

The tendency to ration medical support via triaging or encouraging ‘do not resuscitate’ statements for disabled people is evident in the current Covid-19 pandemic. This uncovers the tip of an iceberg of moral and ethical judgements based on medical model thinking and not on the human rights principles of equal treatment, regardless of Unfortunately, there seems to be a disconnect impairment, espoused on the surface. between primary and secondary school in the During this pandemic Disabled people have been process to ensure the continuation of the same widely ignored across UK Government departments. type of support. Akosua felt that the experiences Covid-19 has revealed the extent of the difficulties affected her son’s settlement in Secondary schooland struggles of Disabled children in accessing the new arrangements for Akosua’s son was not to education as well as learning support, creating “have one-to-one TA but to have access to a team of inequality for them within the education system. different TAs and this was hard for my son to adjust We spoke with Akosua Amoteng from Waltham to”. She also spoke a (little) bit about her son’s Forest, a parent to 13-year old son who attends a painful experience in developing relationships with mainstream school. Her son has learning difficulties other peers and making friends at school. and is ventilator dependent.

Health Austerity

• Fewer than half of the CCGs who responded were The current pandemic has created further barriers able to provide full information about their CAMHS for disabled people which exacerbated the ten budgets. If CAMHS services are to improve, there years of austerity, and forty years of neo-liberal, free needs to be far greater accountability about where market-based capitalism which have left our public money is being spent. services hollowed out. Our hospitals, social care, • In the first year of extra funding (2015-16), environmental health, benefits and social housing only 36% of CCGs who responded increased their are under-invested. Important rational decisions CAMHS spend by as much as their additional for the public good were not taken, reducing the government funds. Nearly two-thirds (64%) of CCGs UK’s capacity to deal with not only the pandemic, used some or all of the extra money to backfill cuts but a myriad of issues including public health. or spend on other priorities. Child and Adolescent Mental Health Services (CAMHS) are another example of the pressures put on young people. The austerity and education reforms have ratcheted up the levels of mental health issues, while these services have been reduced and inevitably rationed. Specialist CAMHS, NHS mental health services that focus on the needs of children and young people, can provide really useful support. These are multidisciplinary teams, often consisting of a wide range of specialists from psychiatrists, psychologists, social workers, nurses, support workers, occupational therapists and psychological therapists. Psychological therapists may include child psychotherapists, family psychotherapists, play and creative art therapists, primary mental health link workers and specialist substance misuse workers. One in ten children between the ages of five and sixteen have a clinically diagnosable mental problem, and many go into adulthood with serious unresolved problems. Indeed 50% of mental health problems in adults were identifiable by the age of 14. Government funding

• In the second year of extra funding (2016-17), only half of CCGs who responded increased their CAMHS spend by as much as their additional government funds. The other half are using some or all of the extra money for other priorities. The 2014 Children and Families Act introduced a new joined up way of holistically meeting Educational, Health and Care Needs. Some of us had been trying to get joined up support for disabled children and young people since 1997. It was evident the underfunded and hard-pressed health service would not be able to properly support children’s medical needs. In May 2016 the two inspectorates, Ofsted and the Care Quality Commission (CQC), started a new type of joint inspection. The aim is to hold Local Areas to account and champion the rights of children and young people. The report ‘What is the Outcome?’ revealed some disturbing findings from the 131 Local Areas inspections completed, 63 have to reply to a Written Statement of Actions, (+5 more DfE are to determine). In other words, they are not carrying out the basics required by the Children’s Act Part 3. One of the key weaknesses identified was ‘poor relations with parents, a poor local offer, lack of joined up working especially with health and weak diagnosis pathways.’ These experiences were before the Coronavirus lockdown. However, there is a removal of legal rights for an EHCP by the Coronavirus Act 2020 which has now been replaced by Local Authority ‘best endeavours’.

A Survey by Young Minds in 2016 revealed the Government had invested an extra £1.4 billion up until 2020, in order to “transform” CAMHS in line with the recommendations of the 2015 Future in Mind report. Despite huge public concern about children’s mental health, CAMHS currently account for just 0.7% of NHS spending, and around 6.4% of mental health spending. Research into the responses of 199 Clinical Commissioning Groups It is not just referral and support from CAMHS that (CCGs) from Freedom of Information requests has is in short supply. revealed that:

Health Speech and language therapists, physiotherapists and occupational therapists are usually supplied by a service contract between the Local Authority and the NHS. These provide services up to an age cut-off to both mainstream and special schools and are therefore in short supply.

This often prevents us from talking about and reclaiming the means of managing our impairments. The long and growing attachment to special educational needs, often sought by parents and encouraged by professionals, and existing legal framework (SEND), is a reaction to this unresolved contradiction.

A way of spreading the scarce resource is the ‘Consultancy Model’ where a clinically trained Richard Rieser & Michelle Daley practitioner assesses and reviews the needs of World of Inclusion & ALLFIE the child and then develops a programme which the Teaching Assistant delivers. This can work but it needs to be integrated into the curriculum and References school day and reviewed regularly. 1 www.theguardian.com commentisfree/2018/ Independent special schools increasingly offer feb/27/mental-health-cuts-children-young-people direct therapy and an on-site team of multi- 2 disciplinary therapists, which leads to an increasing https://youngminds.org.uk/media/1285/foinumber of parents seeking these placements at 2016-press-release.pdf Tribunal - at great cost to the Local Authorities (LA). 3 https://adcs.org.uk/inspection/article/sendThe answer is for LAs to increase the provision in inspection-outcomes-summary their schools for therapies where needed. This will 4 www.senexpertsolicitors.co.uk/site/news/sendrequire an increase in the Higher Needs Budget for tribunal-national-trial-what-you-need-to-know LAs. Austerity was previously used as the reason to cap this, however it is now clear it’s about the lack of political will for the inclusion of disabled children. The ask The 2014 Act only provided legal redress to education protection, neglecting Care and Health issues. The DfE set up a pilot in 2018 for SENDIST Tribunal to rule on Care and Health provision. They have dealt with more than 1500 cases and unofficial feedback is overwhelmingly positive, as the trial has provided increased accountability for Care and Health Agencies. The Government has recently agreed the National Trial will be extended to August 2021. Lodge cases with SENDIST if you are not getting justice in the provision for Education, Health or Care for your child or young person up to 25. We know that inclusive education has not been regarded as a priority issue the SEND system or in the UK Disabled People’s Movement. The social model/human rights model rightly puts the focus on society to address the historically rooted and still dominant oppression of disabilism we face.

www.inclusive-solutions.com

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International

Working toward inclusion ‘without ifs and without buts.’

Revisiting an interview with Profs Salvatore Soresi and Laura Nota, University of Padova conducted by Dr Elena Tanti Burlo’, University of Malta I conducted this interview for the Faculty of Education’s journal, Malta Review Educational Research, special edition on ‘Inclusive Education: Listening to the Disabled Students’ Voices.’ Revisiting the interview I conducted with Profs Salvatore Soresi and Laura Nota, from the University of Padova, after the appearance of COVID-19, further engages me with the essence of our work; promoting environments for inclusive education. COVID-19 has magnified the inequalities in our educational systems laying bare the marginalisation of many students, especially disabled students.

3. Thirdly they focus on developing positive attitudes like hope and optimism, concepts borrowed from Positive Psychology. Who are “the others”? The success for inclusive education depends on many stakeholders: the teachers, the support staff, the school management team, parents, other professionals, the Unions, policy makers and, above all, ALL the students. To create inclusive scenarios, Nota states that we need to focus on:

a. “The engagement of all who work at school” to create that ‘inclusive culture’ which one breathes The following words sum up Profs. Salvatore Soresi at every corner of the school; and Laura Nota’s work as they continue to stress b. The engagement of all the parents; on the development of “the skills needed to identify diversity, to respect and celebrate it”. These skills c. The engagement of classmates, so that they can be learnt. They see “Diversity”, in its broadest may learn how to manifest pro-social behaviour (acceptance, support, and solidarity) in their sense, as being “part and parcel of life”. relationships. For Soresi “Inclusion just does not happen on its own. It is up to us to create the right contexts” The “engagement of class-mates” through the Peer (p.169) and teach the necessary skills for us to Preparation Programmes (PPPs) is pivotal to their be able to include each other.” There are no short work. Soresi has advocated these programmes cuts to inclusion. Cutting corners may easily lead since the late 80’s creating a space for “students’ us straight into segregating environments thinking voices”. The early PPPs focused primarily on they are the only way forward, as they lose hope the inclusion of disabled students while those developed recently deal with diversity in its totality. and optimism. According to Soresi “it makes no sense to talk Briefly, three themes can be identified in their about the inclusion of certain categories of people, interview: for example disabled people, persons with mental 1. The first highlights the notion that the success health problems, immigrants and so on….this of inclusive education depends on “The Other”. would have been valid when we used to speak of The necessary conditions for inclusive practices mainstreaming and of integration” (p.165). are creates for inclusion to exist and flourish; Today we need to defend the achievements gained 2. Secondly Soresi and Nota focus on the peers’ and protect those “conditions which characterise” awareness and acceptance of diversity, in all its the inclusive context. These conditions need to be safeguarded as basic human rights. forms and shades;

International Soresi is categorical here. A context cannot be inclusive for one category of people and not for another. “A context, in our opinion, either is or is not inclusive and it cannot demand any conditions for membership. (We like to say….inclusion with no ifs and no buts)” (p.165). Nobody has to prove to anyone else their right to membership. We strive to include all children in heterogenous classrooms

Are there differences in those schools, which implemented programmes like ‘Positive Actions’ (Le Belle Azioni) and ‘Hurray to Differences, Hurray to Participation’ in the students’ level of participation specifically during this pandemic? Did those participating in the training programmes develop: greater awareness about diversity; reduce negative stereotyped attitudes and acquire more refined It is this engagement of heterogeneous groups of interpersonal relationship skills, promote pro-social classmates that the peer preparation programmes skills and “favour positive and hopeful attitudes address. Today the schools’ contexts reflect a “high when faced with problems and difficulties”? (p.167) level of heterogeneity and a plurality of situations”. In the third and final core theme Nota explores Belonging to such classrooms benefits everyone. the development of positive attitudes like hope Children miss out when they are categorised and optimism, since these positive attitudes are according to gender, bands, levels, abilities, involved when dealing with diversity and prolanguage, special needs etc. social behaviour towards other. It is these positive Soresi and Nota contend that if one wants to attitudes that we need to develop in our students strive towards an inclusive school where, everyone and ourselves. belongs with “no ifs and buts”, we need to identify and remove those “barriers and obstacles that still present risks of exclusion and discrimination, especially for persons who are particularly vulnerable notwithstanding the existence of policy declarations and current legislation” (p.166). We are, indeed, well aware what these “negative and penalising phenomena are”; “permanent and affirmative” “counter-measures have to be put in place” which deal with “the teaching and the education of all involved” in “how to act respecting diversity, inclusivity and solidarity … to combat injustices”(p.167).

Here she introduces the workshop “Jujube of Optimism and Hope at school” (Nota, Di Maggio, Santilli, & Ginevra, 2014): “This workshop proposes to analyse, together with the children, the idea of optimism and hope, stressing the importance of certain strategies and ways of thinking and developing children who are optimistic and hopeful” (p.169). Jujube (Giuggiole in Italian and Ġuġu in Maltese) are colourful gummy sweats, which children love. The children are taught to identify positive thoughts, and characteristics associated with hope and optimism as opposed to negative thoughts and characteristics. This helps It is in these heterogenous classrooms that children the children “formulate positive objectives for their grow in respect, creating a “micro-reality and a own future, showing also the strategies they need laboratory of solidarity, pluralism, and compassion” to achieve them” (p.169). (p.167). “Inclusion” does not happen on its own There is no quick fix for inclusive education. We are it “requires intentionality, investment in human in the business of developing relationships creating resources and continuous care” (p.167). We need an environment where all children, teachers, other to ask to what extent have vulnerable children been educators, and parents feel that they belong. This included during this pandemic in online sessions, needs time. It needs nurturing and continuity to been in contact with their peers, attended visual develop security, participation, hope and optimism contact with their educators? I would expect that and a sense of belonging. We need to identify the answers to these questions would depend on and eliminate any systemic barriers to inclusion how included all educators, parents and peers are which favour segregating practices and introduce in the first place. This is certainly a topic, which inclusive methodologies and positive attitudes on needs to be researched. a whole school approach.

International Soresi and Nota are masters in this and I thank The whole interview may be viewed: https://www. them once again for continuing to generously mreronline.org/wp-content/uploads/2017/12/2share their innovative insights on how children Elena-Tanti-Burlo%CC%80.pdf may be prepared to become empowered and self-determined making their voices heard in an Dr Elena Tanti Burlo inclusive participatory environment. University of Malta Selected References Asante, S. (2002). What is inclusion?. Toronto: Inclusion Press. Banks, J. A. (2009). Diversity and citizenship education in multicultural nations. Multicultural Education Review, 1(1), 1-28. Nota, L., Di Maggio, I., Santilli, S., & Ginevra, M. C. (2013). Nuggets of optimism and hope at school: A laboratory for middle school students. Nota, L., Santilli, S., Soresi, S., & Ginevra, M. C. (2014). Employer attitudes towards the work inclusion of people with disability. Journal of Applied Research in Intellectual Disabilities. 27(6), 511-520. Nota, L., Soresi, S., & Ferrari, L. (2014). What are emerging trends and perspectives on inclusive schools in Italy. In J. McLeskey, N.L. Waldron, F. Spooner, & B. Algozzine, (Eds.) Handbook of EFFECTIVE inclusive schools. Research and practice (521-534). London: Routledge Publishers. Soresi, S., Nota, L., & Ferrari, L. (2006). Family setting in Down syndrome. In J. A. Rondal & J. Perera (Eds.), Down syndrome, neurobehavioral specificity (191-211). Chichester: Wiley. S Soresi, S., Nota, L., Ferrari, L., Sgaramella T. M., Ginevra, M. C., & Santilli, S. (2013). Inclusion in Italy: From numbers to ideas... that is from â&#x20AC;&#x153;specialâ&#x20AC;? visions to the promotion of inclusion for all persons. Life Span and Disability, XVI(2), 187-217.

Inclusive Education in Malta

he National School Support Service of the Ministry of Education and Employment, Malta took exception to the article on Inclusive Education in Malta in the last issue of Inclusion Now (No.55). Richard Rieser, the author accepts he should not have identified an individual pupil and apologises for this. However, his article was written from his personal perspective and expertise and was drawing on talks with inclusive education experts in Malta, 40 LSEs, staff at the school visited and some parents of disabled children. He also had a briefing from the National School Support Services who have criticised the article. This magazine goes by the UNCRPD definition of Inclusive Education, but we welcome dialogue.

Legal question

“

My son Steve is in Year 6. I’ve been sent an NHS letter telling me he falls within the shielding group criteria for Covid-19, meaning he should not go out. Steve has an EHCP that includes speech, occupational and physiotherapy, and teaching assistance to help him take part in a full-time programme of learning activities, which can’t be done via on-line learning. Both the Local Authority and school are saying they can’t do anything as he’s in the shielding group and staff don’t want to put him and themselves at risk of contracting the virus. I’m worried Steve will receive no education until a vaccine becomes available, which could be up to 18 months – my son has a right to an education. What should I do?”

The Local Authority are ordinarily under an absolute duty to secure special educational provision and health care provision in accordance with an Education, Health and Care Plan (EHCP). In light of the Coronavirus Act 2020 Modification of section 42 of the Children and Families Act 2014 (England) Notice 2020, this duty has been relaxed to one of ‘reasonable endeavours.’

We do not know how long the shielding of vulnerable individuals will be considered necessary and nor do we know if and when a vaccine will be available to protect people against Covid. This means that the Local Authority and the school should be considering reasonable alternatives for your son whilst he is shielding. This may mean that it is necessary to deliver provision different (or in a This means that any duty imposed on the Local different way) to what is specified in his plan but Authority is to be treated as discharged if they have they should essentially try and get as close as used reasonable efforts to put provision in place possible whilst maintaining your son’s safety. during the period specified in this notice. Examples of this may include the provision of This notice is in force until at least 1 July 2020. resources to allow you to effectively home educate However, the Secretary of State may extend this your son, ensuring that appropriate PPE is provided further but as of 16 June (at the time of drafting), to therapists who may, at some point, be able there has been no indication that this notice will be to make direct contact with your son or for your extended or otherwise. The Secretary of State for son’s therapists to draft individual programmes Education has been threatened with legal action and/or strategies for you to implement at home. over the notice but is reported to be defending the Exactly what is appropriate is going to depend on your son’s specific needs and will be different action. for different children but it is important that local Although this situation is subject to change given authorities and schools work together to establish the fast moving nature of things, whilst this notice what can be achieved safely whilst this situation is in force, the Local Authority are only under a duty continues. to ‘try’ and secure the provision in accordance with your son’s EHCP but there is nothing in law to say If families find themselves in difficult situations they must do so. As soon as the notice expires, the like these then they can seek legal advice on duty to secure provision in plan is more definite. their individual circumstances. It is important However, whether or not the notice is in force, there to remember that the law and the guidance is is a duty on both the Local Authority and the school changing regularly and up to date advice on your specific circumstances will always be beneficial. to ensure that children remain safe.

Lydia Neill Lydia Neill is a Paralegal in the Public Law Team at Simpson Millar www.simpsonmillar.co.uk

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This magazine is published by: The Alliance for Inclusive Education (ALLFIE)

A national campaigning organisation led by disabled people. ALLFIE works to change laws, practices and procedures which discriminate against disabled young people and prevent inclusion. ALLFIE works together with allies to build a social climate in which everyone has a valued place. 336 Brixton Road, London SW9 7AA Tel: 020 7737 6030 Email: info@allfie.org.uk Website: www.allfie.org.uk

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A team of psychologists and associates who specialise in cutting edge practical strategies and ideas for developing effective inclusion in local mainstream schools and communities. We work with anyone who wants to bring about the real systems changes that are necessary to move towards a truly inclusive society. Tel: 0115 9556045 or 01473 437590 Email: inclusive.solutions@me.com Website: inclusive-solutions.com

World of Inclusion

A consultancy that provides advice, resources and training in the UK and around the world to develop equality for disabled people especially in education. Richard Rieser is an expert disabled international equality trainer, consultant, film maker and writer and teacher. Basement, 78 Mildmay Grove South, London N1 4PJ Tel: 020 7359 2855 or 07715 420727 Email: rlrieser@gmail.com Website: worldofinclusion.com

DISABLED PEOPLE, PARENTS AND ALLIES, WORKING TOGETHER to educate, facilitate and empower everyone who wants to be part of the growing inclusion movement. Together we want to bring down the barriers so all young people can learn, make friends and have a voice in ordinary school and throughout life. For each and every young person, this is an essential human right.

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