The government’s SEN green paper is wide of the mark
The government’s SEN green paper is as can be expected: full of waffle offering choice in services instead of pursuing child inclusion, offering up horror stories of a sector in lieu of joined-up thinking without dealing with the issues at hand, and offering the olive branch of personalised budgets.
Since when did Big Society become a veil for vague policy? Or has it always been this way?
One of the contentious subjects regarding statements for children with learning difficulties is that it stigmatises them early on in their development. And yet in this latest green paper less emphasis is being put upon integrating children into mainstream education and challenging the negative perception of SEN.
In fact one of the bargaining chips for increasing the independence of children’s assessments from councils, conveniently at a time when public sector jobs are being struck off without a private sector able to fill the gap, is allowing parents and communities to set up special free schools.
It’s unclear at this time how Michael Gove has planned to deal with the matter of social exclusion when allowing the permission of parent-led schools.
Joined-up thinking has been held by the government as a way of condensing the assessment process of a child, reducing the amount of time it takes to address a pupil’s learning difficulties. The benefits of the single assessment is that it will reduce repetition and cut down bureaucracy, however extra cautionary measures need to be in place to ensure no child falls through the net.
What is disconcerting about the green paper is that it has been informed by “Ofsted’s evaluation of SEN support, published last September, which said that thousands of children are wrongly labelled as having SEN.” The scare stories about children being put on statements because they have food allergies are so few as to be regarded purely as a matter for general teaching competency. The criteria for labelling a child as having special educational needs are quite clear, and every measure should be taken to ensure assessments are rigorous and followed to the letter.
What changes to the assessment process should not do is allow for the opinion that special educational needs are attached to too many children or used as a perverse incentive for schools to receive more money.
The argument that the label is applied to too many children has been had many times before.
The Warnock report (Baroness Warnock) for the department of education and science (DES)had been reflected in the Education Act of 1981. The most prominent feature of the report to feature in the Act was the recommendation to abolish the ten statutory categories of handicap which had encompassed special educational needs since the 1944 Education Act.
Those categories were blind, partially sighted, deaf, partially hearing, educationally subnormal, epileptic, maladjusted, physically handicapped, speech defect, and delicate, and only applied to 2% of school aged children.
The Act went on to criticise the lack in identifying solutions to children with special educational needs, and though not addressing the exact number of children who qualified, a DES circular 8/81 accepted that up to 20% of children of school attending age can be regarded as having special educational needs (p.9, Croll and Moses, Special needs in the primary school: one in five?)
What had developed with further enquiries and scientific research was that children who needed a special education made up a larger amount of the population than originally thought, when only appealing to physical disabilities and not emotional.
The argument that was to emerge, and linger in the minds of many educationalists, was whether children with special educational needs could be educated in the same setting as other children.
The Daily Mail was one of the papers who viewed Mary Warnock with suspicion, referring to her as having a “monstrous ego” that has helped destroy our moral and social heritage, for her work on special needs, embryo research and support for euthanasia.
But, as Mike Baker in 2005, retorted:
The Daily Mail derided her as a “monstrous ego” who had established the principle that all children, however disabled, “should be taught in mainstream schools”.
Yet she has never said all children should be taught in mainstream schools. Her Committee of Inquiry, and the subsequent legislation, said that provision should be in the mainstream “wherever possible”.
Warnock negated the view of some (even many schools and school leaders) that children with special educational needs were unable to be educated. Further, it predicted the rise in children who could be identified as having special educational needs (in the immediate aftermath of the report the percentage went from 2% to 20%), which, as with many stigmas in society, was not something that didn’t exist before, but the way in which experts have defined it, and the measures with which they judge special needs, has changed.
Isolating everyone who could be identified as having special educational needs would dilute schools and build barriers between people, that wouldn’t be beneficial for anyone in the long term.
Not helping matters much was Warnock’s decision to make a u-turn on her report in the 70s, saying instead that more, not fewer, special schools should be set up.
Today the argument has been raised once more. The reality is that children’s learning can be helped through educational integration, not social exclusion, though the green paper looks less concerned with trying to amend that problem. The other issue has to do with how assessments are conducted. Erroneous assessment is not the same as having too many children labelled with SEN, but inevitably the SEN sceptics in the right wing press will try to angle news of this towards the latter.
The green paper is really an exercise in BS clap, but it also fails to address major problems such as exclusion. The policy recommendations are unextraordinary and conclusions wide of the mark.
I’m glad to see the Conservative government is opposed to a minimum price law on alcohol. As I said
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