Most parents find they have few problems with their child attending school. Nearly all the children are able to go to a local playgroup and attend a mainstream school, even those with a severe bilateral deficiency. It is advisable to explain your child's condition to the playgroup leader or headteacher before the child starts so that any anxieties or potential problems can be identified beforehand.
Most teachers are sympathetic, but occasionally inflexibility of attitudes can cause problems. One mother writes,
"We live in a village near a little school for R. He knew all the children from playschool. The school accepted R and things went fine for a few months. Then R wanted to join in with the other boys for P.E. That was when our troubles started. R walked from one year and he knew he could move better without his legs. He played football with his school chums and he wanted to do P.E. without his legs. I asked the Headmaster. He said no."
This illustrates that although superficially the school seemed to accept the child it is obvious that they were not willing to integrate him fully into school life. Careful preparation is need to ensure that schooling will be as smooth as possible and parents need to know their and their child's rights under the 1981 Education Act; (see Integration in Schools).
Special Educational Needs
The 1981 Education Act
The 1981 Education Act provides the new legal framework for assessment and placement of children with (dis)abilities in school, it encourages placement in ordinary schools wherever possible. It sets up ways in which children who have SPECIAL NEEDS can be IDENTIFIED, ASSESSED and PROVIDED FOR. It also states quite clearly that parents must be involved in any assessment stressing the importance of a partnership with parents and the education auth¬orities. The act does not speak of (dis)abled or handicapped children, but instead uses a broad term:
- Children with Special Educational Needs (SEN). Your child will have special educational needs if s/he has a learning difficulty which calls for special educational provision to be made.
Learning difficulties can mean that s/he has:
a) a greater difficulty in learning than the majority of children of the same age.
b) a (dis)ability which prevents him/her making use of the educational facilities of a kind generally provided in schools in the Local Education Authority (LEA).
Integration into Schools
LEAs have a duty to arrange suitable education for all children in their area up to the age of 19. Three main conditions need to be met before a child with SEN can be integrated into a mainstream school:
1) the educational needs of the child must be met.
2) the education of the other children in the class must not be disrupted.
3) it is compatible with the efficient use of resources.
In addition the LEA must take into account the views of the child's parents. The act states that subject to the conditions 1-3 above and whenever reasonably practicable, children with SEN should join in the activities of the school alongside other children.
Assessment
The procedure for assessment might seem rather complex and there are many excellent help sheets available from organisations such as the Royal Associ¬ation for Disability and Rehabilitation (RADAR) and The Advisory Centre for Education (ACE). STEPS also keeps copies of these documents.
Children under two.
1) The District Health Authority (DHA) must tell the LEA if it thinks a child might have special educational needs, (this could apply to children with lower limb deficiencies as the Health Authority will have been notified of the birth of a child with such a congenital abnormality.)
2) Parents can request that their child have an assessment and the LEA must carry it out.
3) The assessment can be carried out in any way which is appropriate for the child. A formal statement may or may not be made.
4) Although the LEA may has to assess the child it does not have to make any special provision.
Children age two to nineteen
Parents can request an assessment and the LEA cannot unreasonably refuse the request.
The DHA may inform the LEA, usually through a doctor, or health visitor.
If the child is at nursery school or school the head of the school will ask for an assessment. Social workers, speech therapists or educational psychologists might also request one.
The LEA must inform parents in writing that it proposed to carry out an assessment and tell you of your right to be represented.
Hie Assessment
The assessment will usually be carried out by a number of different professions who will submit reports to the LEA. Parents have the right to be present at any examination. Parents also have a right to see all the reports that they make.
The Act also gives parents the right to make representation ie give their opinion either in writing or verbally. Before assessment you might wish to go and visit schools where your child might be recommended to go, so you can form an opinion as to which might be best suited for your child. If you decide you definitely prefer a particular place, press for it to be named in the statement.
After the assessment parents will be told that:
1) Your child has SEN for which a statement will be made, or 2) Your child has SEN for which a statement will not be made.
This will cover the child who needs a little additional help but will not need the formal protection of a statement.
or 3) Your child does not have SEN. The LEA must tell you that you have the right to appeal to the Secretary of State. He can direct the LEA to reconsider or confirm the LEA decision.
The Draft Statement
This gives you chance to ensure that what is said about your child is correct and that all the needs have been identified. If you feel something needs changing or something has been missed now is the time to draw attention to it. The draft statement contains:
1) Basic introduction, ie name, address, age etc.
2) Special Educational Needs. The LEA's opinion of the child's needs.
3) Special Educational Provision. The provision the LEA intends to make.
4) Appropriate School or other arrangements. Details of proposed school.
5) Non educational provision, eg. this might include physiotherapy.
NB. If a particular school is named as the best place for a child to go, then the parent is obliged to send them there.
If you agree with the statement, it will then be confirmed.
If you disagree with the statement, within 15 days of receiving the draft statement you may request a meeting with an officer of the LEA. A series of meetings and representations may follow and you may wish to have independent assessments made of your child.
When these discussions have taken place the LEA will reconsider the situation and inform the parents that:
1) the draft statement will remain the same
or 2) the draft statement will be amended
or 3) no statement will be made.
Confirmation of the Statement
Parents will be sent a copy of the final statement. They will also be given details about their rights of appeal.
Re-assessment of the child needs may take place as part of an annual review or at the request of the parents.
Transfer to Secondary School.
Parents with experience of children transferring to secondary school advise that preparation should begin whilst the child is in the second years juniors (year 4). Research all available options, take advice from experts you can trust and from other parents. Be politely insistent about the placement and the provisions you feel may be necessary to meet your child's needs. Be prepared again to educate and support staff who may have no experience of your child's (dis)ability.
If you would like to read more about this the actual documents which make up the law are:
Education Act 1981 HMSO (area 2.30) The Education (Special Educational Needs) Regulations 1983 Statutory Instrument 1983 NO 29 (area 1.65)
Obtainable form the HMSO Government Bookshop. PO Box 596, London SE1 9WH.
Written by Linda Townesend and Sue Banton for the Lower Limb Deficiency Booklet in 1991 and revised in 1997.
