nclusion

A voice for the Inclusion Movement in the UK

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Volume 27 Autumn 2010

Contents

2

2 Editorial

3 Including William at St Augustine�s Primary School

6 Dramatic Rise in Black Pupilsin Special Needs Schools in England

8 Where Are We Going? Liz Wilson challenges �Aiming High�

9 The CliffPeter Keane inspires hope and tenacity

10 Spain Rises to the Challengeof Implementing Inclusive Education

12 Inclusion at Leeds MetLeeds Metropolitan University Conference Report

14 Celebrating SuccessPi�s Accredited Inclusion Training Pathway

16 TributesZahrah Manuel and Rowen Jade

17 NEW - Legal QuestionStatementing and Statutory Assessment

18 EventsDisability History Month + VSA video screening

19 Subscriptions / Helpline info

20 Who we are

Inclusion Now is alsoavailable on tape, disc andvia email. See subscription

form on page 19

EditorialThis Autumn 2010 issue goes to print at a time offlux, as the ground is shifting in the wake of theOfsted report "A statement is not enough" (moreof which in the next issue) and in anticipation ofthe Green Paper which the Department forEducation will publish later this year.

Despite the coalition government's initial pledge to"reverse the bias towards inclusion",representatives of organisations in the inclusionmovement who have met with government officialshave found that those who hold the reigns arelistening, and are beginning to understand therationale of inclusive schooling for all.

Most notably, the government has consistentlypresented parental choice as a significant priority.For this to be meaningful, however, the choice ofmainstream has to be made available to all. Werecently heard from representatives of theDepartment for Education that developing thecapacity of mainstream schools to provide for the fulldiversity of learners is a priority for the government, inorder to improve the choice available to all parents.

We encourage our readers and supporters toremember that change happens in many ways.Every parent or professional who encourages andsupports an ordinary local school to develop moreinclusive provision helps bring about change. Everyschool that asks "how can we?" instead of "canwe?" helps bring about change. In this sense, wecan all be agents of change. Let us all keep movingforward, continuing to think what small change wecan make happen in our local community. Bigchanges can happen in lots of small steps.

In solidarity

Artemi SakellariadisDirector, CSIE

Cover: Allfie joined disabled people leading the marchagainst cuts at the Conservative Party Conference. Photo by Eleanor Lisney

DON�T FORGETThis is YOUR magazine. Send us your news, views,stories, furies, elations, etc.

Schools

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When I was told for the first time that Iwould be teaching a pupil who had come

from a special needs unit, I must hold my handup and say that I gulped. In just my fourth yearof teaching, I had not met this situation before.Although it was covered during my PGCEcourse, it was not yet anything I had had toadjust to in the realities of planning andteaching a KS2 curriculum. Very soon afterWilliam started with us, we were briefed onWilliam's specific problems - being in his ownworld, speech and language difficulties, findingempathy and relationships tricky things tonavigate, being fixed on one thing for longperiods of time.

What were my concerns? I was worried that I wouldnot be able to meet William's needs educationally,and that he would not be able, in the context of abusy, mixed-age Year 4/5 class, to make theprogress that he needed to. Hitherto, he had beentaught in a small, quiet unit, 1-1 with a teacher formost of the day. Secondly, I worried about the classthat he was coming into. Would William be a high-dependent pupil, and if so, how would that affect myability as a teacher to continue to meet the needs ofthe rest of the pupils, all of whom had a legitimatecall on my time, energy and attention?

Lastly, I worried about how William and the classwould interact with each other. Would Williambecome agitated in the face of a noisy classroom?The development of teaching towards more pupil-centred and less teacher-led didactic activities hasmeant that classrooms can often times now beanimated and lively places where children areencouraged to think through questions and

including

WILL IAMAT ST AUGUSTINE'S

solutions for themselves. How would William copewith this I wondered, and how would the otherpupils cope if William could not respond in a waythat they could understand or respond to? WouldI, being relatively new to teaching, be able to put allthese things together and make sure that all thepupils made good progression.

William joined the class in January, one-third of theway through the academic year, and he arrived witha statement. The funding that this came with madea significant difference to his progress as a pupil,because it meant that within a mainstream context,he had an assigned teaching and learning assistantfive mornings a week. In practice this meant thatWilliam was able to adjust extremely quickly intothe routine of the classroom. The TA was able to"interpret" so that, for instance, William couldunderstand figures of speech, and other non-literalways of speaking. (It took a large mentaladjustment on my part to moderate my use ofmetaphors!) William settled quickly and easily intolife in a small, mainstream Primary school.

In short, many of my initial fears quickly proved to beunfounded. On the contrary, I was privileged towatch how the benefits of genuine and supportedinclusion can play out in mainstream schools. Therewere two significant impacts in particular. The firstwas how other pupils in the class developed anincredible empathy for William and became likesecond teaching assistants. One incident was whenin an afternoon geography session, not long afterWilliam joined us, I asked another pupil to sit with

Schools

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William and "keep him going". (William would oftenstop after writing one or two words initially, if notprompted to continue). This pupil not only managedto get William to complete almost a page of writing,but successfully finished his own work to a highstandard. Using lots of positive reinforcement, hisprompts included: "That's brilliant William, nowwrite three sentences about..."

Once William was writing he continued with his ownwork. In observing their behaviour, he keptconstantly checking on William out of the corner ofhis eye. When William had completed thesentences, he would give him the next prompt.When I drew the rest of the class' attention to howwell this pupil had helped William while still finishinghis own work, they all understood how to help. Fromthen on, there was no shortage of volunteers for therole. They moderated their language so easily, thatthey showed me how to do it better. This pupil topupil support worked so well that I was able tosupport less able pupils without concern for Williamkeeping on task. William gradually became moreand more independent during afternoon sessionswithout his one-to-one teaching assistant and wewere able over the course of eighteen months to gethim to a point where he was often working withoutany support to complete work.

The second major impact was on the improvementin William's speech and language and hiscommunication skills. Over the eighteen monthsthat William was in my class, this improveddramatically. He was able to initiate conversationswith both peers and adults. He was able to say whathe wanted and to ask for things. From initially givingresponses which were often totally off the subject,he was able to participate and give clearly relevantresponses which were often quite insightful. He wasable to ask questions and initiate and sustainSocratic dialogue. Socially, from initially remainingaloof and wary of other pupils, he was able to join ingames on the playground, including football andother activities which require a degree of rapidcommunication and processing. His classmates, inincluding William and initiating conversations withhim, never gave up. Yet at the same time, they neverlost their sensitivity to his need to sometimes just gooff and have some time on his own. We haddiscussed before William came to join the class that

sometimes he would want to have his own spaceand that he wasn't being rude. William spent timewith his peer group friends outside of school andhas established some firm friendships.

So, why was this a successful inclusion outcome forthis particular pupil? Was it because of theCatholic ethos of the school, which nurturesempathy, caring and sensitivity in all the pupils?Was it that this group of pupils found an enablingempathy within themselves which at that momentmatched William's developmental need tocommunicate. Was it that William was at a stagein his development when he needed meaningfulpeer group interactions to draw out his innatecommunication skills, and inclusion enabled this?The benefits to William have been clear anddemonstrable in terms of his academic attainmentand his social skills. What was less predictable,and a privilege to witness, was how the other pupilsin the class responded so positively to William andhow they developed their understanding of how tosupport a pupil like William.

My experience of inclusion has more recently beenwidened to teaching a pupil with Asperger's. Onlyrecently assessed, this pupil has been educatedentirely in mainstream classes. He does not havea statement and is not supported by a 1-1 teachingassistant. He often withdraws into his own worldbut is a very able, bright child with an extensivevocabulary. He is highly kinaesthetic and rarelycompletes work, particularly written work, without1-1 support, and this is not always possible.However, he can sometimes exhibit violentbehaviour and severe tantrums if faced withchanges to routine or something which he findsirrational or unexplained or simply not what hewants to happen. The pupils in this class are notany less kind, caring or willing to help. But I wouldhave to say their responses, particularly theirempathy, have been tempered by their experiencesof upsetting behaviour in the classroom, corridorand playground. The challenge of inclusion has tobe in making this pupil's experience, as well as thepupils that he is taught with, an equally successfuloutcome as it was for William and his classmates.

Joyce Massé Class teacher

St Augustine's RC Primary School, Lincolnshire.

5

For a great many years I have been tellingpeople that inclusion benefits all children.

This was something that I believed and felt thatI had seen, but only at a distance. When I hadchosen a school for my boys I had hoped thatthey would be educated with their disabledpeers but inclusion is little practiced where Ilive so this had not been the case.

My youngest son, Luc, loves to go to school becauseit enables him to see his friends. He is excitablearound other children, which has not alwaysendeared him to his teacher, he has never been ableto remember to put his hand up before calling out orto resist chatting when he is supposed to be listening.At home too he tends to be over-assertive andargumentative with his friends to the point that I havebeen anxious that they would stop coming to play.

At the end of last term we received a school reportthat I struggled to believe was his. It started bytalking about his caring and considerate nature, hisrespect and awareness of others, and the wholereport is positive. As I read it to him I couldn't resistteasing him that it belonged to some other little boyand we laughed and weredelighted together.

I did not have to think longabout what had broughtabout this transformation.This year Luc has becomegood friends with William.The first time Williamcame to our house to playI was amazed by how Lucbehaved. He remainedquiet and calm throughoutthe visit, asked Williamwhat he would like to doand did it without arguing,and generally showedcare and considerationthat I did not know he wascapable of. We had heard

lots of stories about William, about funny things hehad said and his wonderful dancing - in fact ourmeal-times were peppered with William quotes! Inanswer to my questions Luc had told me thatWilliam was "a little bit autistic" and had explainedthe need to be quieter and calmer around him andexplain things carefully.

It is not just Luc who has learned from William.They are in a class blessed with quite a number ofvery loud and talkative boys who all manage to gaincontrol over themselves out of respect for William.I look forward to his visits for the enjoyment of hischaracter and personality and for the calm that hebrings to my own household. The children in theclass are familiar with the concept of them allhaving gifts. Luc thinks William's gift is to bring funand light.

William has recently become interested in theconcept of ambition. During a recent meal he askedeveryone around the table what their ambition was.When it was my turn I said that I wanted to write abook and 'change the world'. William immediatelyresponded "Oh no Anne, don't change the world,it's wonderful just as it is!"

Anne Emerson, parent

Robert, William and Luc

WILLIAM AND LUC

6

Issue

pupils in special schools is not mentioned in thekey points. It confirms the "marginal status ofrace equality" pointed out by Peter Wanless in areport on black pupil exclusions.

There are nearly 18% of pupils with specialeducational needs but the majority are providedfor in mainstream schools. Less than 3% holdstatements and it is these pupils who are mostlikely to find themselves in special schools. Asthere is no parallel rise in impairments for blackpupils, questions have been raised as to why somany black pupils find themselves in the specialschool sector.

The Black Community and Special EducationalNeeds (SEN)

Concern on the over-representation of blackpupils in the then ESN (Educationally Subnormal)schools was first raised in the mid 1960s,concretised in 1971 by Bernard Coard's booklet'How the West Indian child is made educationallysubnormal in the British school system.' MrCoard's thesis led to the burgeoning of theSupplementary School Movement for blackchildren, more popularly known as 'Saturdayschools'. He argued that it was near impossiblefor black pupils placed in special schools to moveinto the mainstream.

In 2004, a report by Parents for Inclusion on theexperiences of black and ethnic minority familieswith a disabled child concluded that "The way BME(Black and Minority Ethnic) disabled children aretreated by the education system is probably theresult of unintentional racism . . . Institutionalracism therefore acts as a huge barrier to socialinclusion for these disabled children."

Education, Education, Education" was themantra that marked Tony Blair's Labour

leadership in the UK, backed by billionspumped into the education sector. Forinstance, during Labour's tenure, core 'perpupil' funding for schools rose by just over100% over 13 years to 2010.

Despite such efforts, there is a group of pupils forwhom mainstream education is steadily movingout of their grasp. These are black pupilsassessed as having special educational needs,the vast majority of them boys. It is these pupilswho increasingly find themselves segregated inspecial needs schools or 'special schools' as theyare commonly known.

Pupils in special schools have a 'Statement ofSpecial Educational Needs', a legal documentwhich details the pupil's special educationalneed, the additional support required and thedesignated school. Special educational needscan vary from mild learning and emotional orbehavioural difficulties to more severe physical ormental disabilities requiring one-to-one support.

Black Pupils in Special Needs Schools

In 2003, there were 2,990 black pupils in specialschools accounting for 3.39% of the total of88,170. By 2010, the figure has risen to 4570accounting for 5.32% of 85,890 pupils in specialschools. This represents a rise of 52.8%.

The Department for Education (DfE) flags up keypoints in their statistics including the fact that in2010 most pupils walked to their mainstreamschool whereas special school pupils travelled bybus. Remarkably, the rise in the number of black

Preethi Manuel

SPECIAL NEEDS SCHOOLS IN ENGLAND

DRAMATIC RISE IN BLACK PUPILS

"

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Education Ministers on SEN

In 1997, in 'Excellence for All Children', the thenSecretary of State for Education andEmployment, David Blunkett, proclaimed: "Thegreat majority of children with SEN will, asadults, contribute economically. That is a strongreason for educating children with SEN, as far aspossible, with their peers. Where all children areincluded as equal partners in the schoolcommunity, the benefits are felt by all." Despitethis rhetoric, the number of pupils in specialschools has more or less remained constantoverall except rising for black pupils.

Michael Gove, Secretary of State for Education inthe newly formed coalition government in the UK,has no current initiatives to tackle this inequality.

A spokesperson for the DfE told the author: "Therehas been a considerable increase in the numberof black pupils in all schools over the past sevenyears and this is reflected in an increase in the

population of black pupils placed in specialschools. Better assessment for pupils with SENmay also have contributed to the increase."

Notes:

'Core' funding refers to the total revenue and capitalper pupil combined.

Black pupil numbers here refer to 'Black Caribbean','Black African' and 'Any other Black background'only.

For full source list see the article here:http://www.suite101.com/content/special-needs-schools-in-england---dramatic-rise-in-black-pupils-a274684

This article was first published in August 2010 atsuite101.com

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The past 7 years haveseen an unprecedented52.8% rise in the numberof black pupils in specialneeds schools in England.

8

Opinion

AIMING HIGH - WHERE ARE WE GOING?

Over 14 years ago, when Elsa was just atiny baby, we were offered a free trip to

the seaside in a taxi with hundreds of otherdisabled children and their families. I stillfeel a tinge of guilt when I remember how Iexploded at the woman who offered theinvitation. �We don't want charity, we don'tneed pity, we want to do what other familiesare doing�. She'd never met a parent like mewho just refused to be grateful anddemanded rights.

The offers of such trips receded, maybe peopleknew better than to offer them to my family, butI really think there were less around - until thisyear - when Aiming High* money has started tobe used for segregated outings. It is reminiscentof the coach trips I went on with my mum andbrother as a child, a sort of safety in numbersback in the days that we regularly got asked toleave places because 'that type' of personwasn't welcome. We had to hire a church hallfor eating in and changing, there were noaccessible loos. As a child I knew it wasn't theright way to have a day trip, and I'm even moreconvinced now.

It seems that families are being bedazzled bythe freebies into not noticing that the supportand opportunities needed for their children tolive ordinary lives just isn't there. As long aspeople are getting the trappings of consumerlife and being lulled into an artificial community,there is no need for disabled children and theirfamilies to engage in their local community.When we are divided from our naturalcommunities everyone loses out - but mostimportantly, our children miss the opportunityto develop relationships with their peers whowill act as natural advocates, and with local

shops and businesses who could provide themwith work opportunities later on, and with asource of PA's who are embedded in the localcommunity.

We need to speak up and make it clear thatthere is a big difference between peer supportfor disabled children and their families andcoach trips. Yet another generation is beingpoisoned by the charity model, the numbers offamilies acting as allies and choosing inclusionis not growing. I would like to challenge each ofyou to divert at least one family from that paththis year - let's start rolling the snowballs thiswinter and use the opportunity of cuts toengage people with real communities.Inclusion isn't about just financial resources, agood attitude goes a lot further and is moresustainable than a cash boost.

Liz Wilson

*Aiming High refers to a pot of money fromGovernment to revamp services for families ofDisabled Children. The money came as arecommendation from the 2007 �Aiming High forDisabled Children: Better Support for Families�report. £419m was disproportionately splitbetween �short breaks� (respite care), accessiblechild care, transition and for parent participation.The vast majority of the money went on providing�short breaks� which in the main has been soakedup by traditional providers of respite care so verylittle innovation has happened. No funds were ringfenced for participation opportunities for disabledchildren and young people despite the title of thereport! For many families and their disabled youngpeople the monies, which come to an end in March2011, have made very little difference to their livesand has had even less impact on service designand delivery. Ed.

9

This is the metaphor I often use to explainthe experience of working with young

people with challenging behaviour andemotional turmoil when training staff. Itlooks at how it feels to do the work andwhere the impact often comes.

There is a cliff towards which some youngpeople seem to be drawn irresistibly. For someit is the lure of criminal activity and it'sassociated harm. For others it is substanceabuse, gang culture, abusive relationships,rejection of education. Over the cliff edge arewasted lives of imprisonment, dependency andpoverty.

As they rush towards the cliff, those of uscharged with guiding these young people standpointing towards the direction of safety. Theyoung people rush past us, heedless. The moredetermined among us grab hold of their coattails and hang on.

THE CLIFF, THE COAT-TAILS AND THE HELICOPTER

The process can be brutal, we are draggedalong, into dirt, over rocks, through bushes.Some of us cannot hang on very long. We try tobe tenacious, but our strength is limited. Atlast, even the strongest lets go and rollspainfully to a stop. Once we catch our breath wesit up. Looking around, we see our colleagues,brushing away dirt, soothing bruises andscratches. 'That was horrible', we say. 'I tried tohold on, but it was no use', someone adds.Wearily, we trudge back to await the next wave.We do not feel we have done any good.

High above us a helicopter hovers. From theirvantage point they can see what we cannot,that only the young people that no one heldonto went over the cliff. The rest, dragging usalong, changed course. Imperceptibly at first,but then more definitively they swerved. By thetime the last person let go they were moving ina different direction. Some came very close tothe edge, but missed it and carried on. Only thepeople left in the dust were unaware of thisdevelopment, and returned to their workconvinced of its futility.

Peter Keane

Global News

10

In July 2010 I attended and presented a weeklong seminar in Santander, Spain, on

implementing Inclusive Education. With apopulation of 46 million and a weakereconomic position than the UK, progresstowards inclusive education is beingsystematically approached with fullGovernment support.

This is in stark contrast to the UK, who are still theonly country out of 90 that have ratified the UNConvention on the Rights of People with Disabilities(UNCRPD) to reserve on implementing Article 24 onInclusive Education and being still committed to'removing the bias to inclusive education'.

The conference was addressed by Pablo Pineda, anactor, and a person with Down's Syndrome. Born in1974 in Malaga, and supported by his mother ingoing to mainstream kindergarten and schools, hegraduated from high school and went to universityto study Psycho-Pedagogy. Pablo wants to be ateacher and is completing his Masters, while heworks for the Town Council.

"This was unthinkable when I started at schoolthere were just so many barriers. Now it is easier,but there are still many things to be done", Pablotold us. "I still remember my first day at university.The faculty had never taught a person with DS - tohave me as a student, rather than a subject was aclash of paradigms - they thought it wasimpossible. I did not know how to behave and myclass mates had never seen someone like me atuniversity. Was I capable of learning? I had mydoubts. There was only one curriculum with noadaptations. I was done no favours. I demonstratedthrough hard work my academic skills, but this onlyilluminated the faculty's concerns.

Later my peers accepted me and one lecturer wentout of his way to support me. They were moredemanding of me than of non-disabled students. It

is important that lecturers have no prejudice asthere are now lots of students with disabilities.

Let's humanise education and welcome those leftout. Is education about values or content?Education has to do with the co-existence of thesetwo. Access, culture and knowledge are allimportant. Let us do as much as we can to developpeople's basic gifts. What do I do in the classroomnow I am learning to be a teacher? I motivate andsensitise students and allow students to learn attheir own pace and in their own way.

At my high school I never felt left out. They werehappy days. When I performed in plays everyoneclapped. I also needed time to myself to reflectand learn. The struggle for equality is verygratifying. I was supported by my peers. At home Iwas not over-protected. I was the youngest of fourand I had my own household tasks to complete.

Much still needs to be done, but things areimproving. There are many disabled students atuniversity, they get support and there are moredisabled lecturers. Teachers should never say 'thischild cannot learn', they need to motivate andmake it understandable. Teachers need to find outthe needs and characteristics of pupils and adaptto their needs and be proactive. Teachers need todo research in different, practical ways, close totheir students. In Malaga we argue forheterogeneous classes. We follow the path to beinnovative, democratic and tolerant."

Pablo recently starred in the award winning film, 'YoTambien'( Me Too). Pablo plays a 35 year old manwith Down's Syndrome, who has graduated fromuniversity and goes to work in an office, where hedevelops a relationship with a non-disabled woman.

For a longer interview with Pablo Pineda see:http://www.disabilityworld.org/06-08_03/il/down.shtm

SPAIN RISES TO THE CHALLENGE OF

IMPLEMENTING INCLUSIVE EDUCATION Richard Rieser

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The Spanish State's School Council consists of 105representatives from Government, Families,Students, Teachers Unions, Business, Privateschools, Universities, Town Councils, Women'sOrganisations, CERMI (disabled organisations) andSchool Councils from 17 autonomous regions. InJune, the State Schools Council approved andpublished a report 'Quality inclusive education isthe objective'. According to a school census in2007/2008, 97% of disabled children aged 6 to 15are in school. 19.1% attend special schools, 32.2%in resourced classes, 45.9% in ordinary classes.

By 2008-2009, 77.8% of disabled pupils wereattending ordinary schools, with 91% hearingimpaired and 94% visually impaired pupils inmainstream; 80% of those with physicalimpairments were in mainstream. In the 1990sfollowing the Salamanca statement there was a bigpush to Inclusion, but in the years following thingsbegan to drift and little progress was made.Legislation favouring equality and access in 2003and Inclusive education, transition for disabledstudents into work and educational support framedSpain's ratification of the UNCRPD. The progresstowards inclusive education is now much moreunified. Some of the incentive for this comes from asurvey of 25 to 44 years olds, which show only 0.9%of non-disabled people cannot read compared to8.9% of disabled people unable to read. Forcompletion of primary education (a former gradesystem) only 7.7% non-disabled people have notcompleted compared to 23.3% disabled people.

Now the focus is on 'an inclusive education for all,with all'. This reactivation of inclusive education isencouraged by Ministry and autonomous regiongovernments providing:

Provision of human and physical resources

Flexible school organisation and curriculumadaptations

Training Plans and Awareness for Teachers

Improvements in teacher/student ratios

New regulation of economic support and grants.

Quoting UNESCO, the State Council plan assertsthat the goal is 'Inclusive schools which provide anew understanding of education that goes beyondcurriculum, organisation and methodologicalchallenges: a shared project of the educationalcommunity and society as a whole'.

Some of the best practices reported at theconference came from the autonomous co-operative schools run on socialistic principles byteachers and the community. There are some 500such schools in Spain and they are a reminder thatafter the dictatorship of Franco, Spain underwent asocial revolution, the echoes of which still haveresonance in the entire population. The SpanishUnion of Teaching Cooperatives (U.E.C.O.E) is theonly representative body at a state level of thoseteaching centres whose legal form is that ofteaching co-operative societies.

At the recent UN Conference of State Parties, 2young people with Down's Syndrome from Spain,launched their 'Guide UNCRPD comments by itsProtagonists'. This was the result of a consultationwith 150 Spanish young people with Down'sSyndrome, identifying human rights abuses andwhat they want:http://www.sindromedown.net/adjuntos/cPublicaciones/57L_guia.pdf

see http://www.sindromedown.net/ for videosand more information.

�What do I do in the classroomnow I am learning to be a teacher?

I motivateand sensitisestudents andallowstudents tolearn at theirown paceand in theirown way�Pablo Pineda

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Report

12

Asnow-covered rugby pitch formed thebackdrop for the Leeds Metropolitan

University School of Education's InclusionConference for student teachers, in January2010. The conference at Headingley CarnegieRugby Stadium, which provides teachingspace for Leeds Met, was attended by over100 second year students, marking thebeginning of an inclusion module and offeringmost students their very first introduction tothe notion of inclusive education.

Keynote speaker for the conference was inclusionactivist and writer Maresa MacKeith, assisted byCaroline MacKeith. Maresa, 25, gave an engrossingintroduction to her personal struggle to ensure herright to education within mainstream schooling.Some student delegates were moved to tears, theywere so shocked by her story.

As Maresa shared her vision for a truly inclusivemainstream education system, she paused to invitequestions and reflections from the floor. Several ofthe students shared their experience of havingsiblings with impairments.

'We are all part of a society and school is the placewhere we all could go to meet a broad spectrum ofpeople who will teach us how to be part of anetwork larger than our family', said Maresa. 'Ifwe go to a special place for only people likeourselves, how are we going to learn how to giveand receive ideas in a dynamic way?

'Maresa's presentation was sharply focused', saidHelen Toft, Senior Lecturer on the EducationStudies BA (Hons) programme, 'providing wellselected and appropriate background informationwhilst posing many challenges to each student.Maresa's 'presence' was stunning and her multi-media and sensory presentation offered manyinsights. The whole speech was a wake-up andclarion call for inclusion!'

After a break, students participated in a specially-commissioned interactive performance by thegroup Parking is an Obstruction. Designed toprovoke personal responses from the students, the40-minute performance combined physicalcomedy, projections and film, exploring themesraised in Maresa's speech and her writing.

LEARNING ABOUT INCLUSION

AT LEEDS METROPOLITAN

�We are all part of a society and school is theplace where we all could go to meet a broadspectrum of people who will teach us how tobe part of a network larger than our family.

If we go to a special place for only people likeourselves, how are we going to learn how togive and receive ideas in a dynamic way?�

Steve Loader

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'We took inspiration for thisperformance from being in ateaching environment, based in arugby stadium,' said Ange Taggart,of Parking is an Obstruction, 'andbuilt direct references to teachingand sports into the performance.At times we were coaches, refereesand a teacher. It wasn't like atraditional play and we ruled outthe audience just sitting passively.Instead, the audience wereencouraged to move around thedifferent parts of the performanceand to engage with us.'

Helen Toft reflected, 'If we stick tothe status quo of simply tellingstudents about inclusion, we do not actuallyengage all the senses they are capable ofexploring. The interweaving of technology, comedyand relationships, as well as the space and theobjects found in it, made us confront our corethinking about ourselves and others, bothphysically and emotionally. It was different fromany other kind of drama I've attended which had asimilar intention, as it included the students 'in themoment', more than just as a passive audience.'

Maresa and Caroline experienced the performancealongside the student-teachers, who fed back theirexperiences post-performance, giving spaceto wide-ranging personalresponses to both theperformance and theconference as a whole.

Two months on, NickMitchell, Tutor in EducationStudies at Leeds Met, saidhis group of students'demonstrated that anyonewho had a link with asibling or child with specialneeds was supported bythe performance intotalking about barriers tobeing part of society.

Others thought it was really challenging for thempersonally to have to take responsibility, but I'venoticed that their subsequent presentations havebeen much deeper than previous ones - so I thinkit's important something similar is used at thebeginning of the project, each time it runs. It reallymakes them sit up and think about the issues.'

Helen Toft summed up the relevance of theconference in the wider context of the student'sdevelopment: "'Discomfort' is an essentialrequirement for learning. Being asked to 'see thefunny side' of our responses to diversity - with the

biggest heart at its core - was whatmade the performance both'uncomfortable' and 'memorable.'"

For more on the writing andactivism of Maresa MacKeith, visitwww.one-for-all.org.uk and for moreon Parking is an Obstruction, go towww.parkingisanobstruction.com

Training

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Cause for celebration: The first accreditedInclusion Training Pathway - an 18 month

course for parents of disabled children - endedin July successfully.

Parents for Inclusion has offered an in depth skilland capacity building programme for parents ofdisabled children since 1997. In 2007 we weresuccessful in a bid to City Bridge Trust for a pilot runof a time limited and accredited version of it. 20parents of disabled children of different ages andfrom different boroughs committed in January 2009to this course and were registered with theaccrediting body 'Open College Network'. Thetraining covered three broad themes:

Disability equality, diversity and inclusion - aHuman Rights perspective, the legal frameworkand parents' role as ally to disabled people.

Applying the social model of disability andactive listening skills in the work with otherparents of disabled children - the Parents forInclusion Model.

Tools for inclusion and inclusive communitybuilding: Person centred planning, circle offriends, MAPS and restorative solutions asexamples.

Undoubtedly 'pilot project' stands for: lots oflearning for everyone involved, including the PiTraining Team. In the final feedback the parents onthe course agreed how important the learning withand from one another has been, what a joy towitness each other grow in confidence andcompetence and how valuable and encouraging toexperience inclusion 'for real'.

CELEBRATING SUCCESS

As far as our three original objectives go, which wegot funded for, namely:

To accredit the Inclusion Training Pathway.

For the parents on the course to learn what itmeans to facilitate inclusive lives for theirchildren and to become equipped with thenecessary skills.

For the parents to become active agents of thechange towards disability equality and inclusion.

We can proudly announce that these have beenwell achieved! What a powerful group of parentallies developed over the months!

Towards the end of the 18 months the parentsplanned, carried out and then reported on a smallproject of their choice. These projects are the verybest illustration of all that has been achieved andlearnt in so many ways more than 'aims andobjectives' can ever describe. This is what some ofthe parents did:

'Inclusion is a Celebration'

Egidija created a 5 starwelcome at her home forLithuanian parents of disabledchildren and their children. Sheread them her own version of aWelcome song to her daughterand she passed on everythingshe had learned about the toolsfor inclusion, the social model ofdisability and the importance ofinclusion for everyone, as wellas about rights and benefits.

Cornelia Broesskamp

"I want to teach everyone how beautiful Inclusionis and how it benefits everyone always"

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'Meet the Author of Dear Parents'

Huma had organised a poetry reading with Micheline Mason at abookshop in Newham. She hosted the event, which lots of peopleattended, including the Mayor of Newham.

'Getting to school in time is expected of everyone. Why ismy daughter stopped from turning up in time?'

Husna worked with her daughter, the school of her daughter and theschool transport department in the borough, the drivers and escortsto effect a seemingly small change: Making sure that the childrenwho rely on school transport are on time like everyone else. Beingmotivated by being an ally to her daughter and being well informedshowed Husna to be a trustworthy leader, who other parents and theschool are now turning to.

'My parents' perspective'

Betty spoke at a trainingevent for social workers andnurses about the differencethat support based on thesocial model has made toher son's life and herrelationship with her son.

'Being at the park'

An experiment of creatingfun time after school inthe local park whichworks for Jenny'sdaughter and her friends.With great insight andrespect for her daughter,the other young peopleand their parents, Jennytackled an issue which somany parents strugglewith: How to supportfriendship.

'It is not nice to leave people out'

Sam prepared an access audit of a primary schoolwith five Year 5 children. Together they reported ontheir findings at a whole school assembly. Thechildren loved being involved, getting stuck in andhad lots of excellent ideas of their own.

Training team: Cornelia Broesskamp (coursemanager), Pam Hall, Zelda McCollum, YasminAndersen, Cath Ford, Sarifa Patel, Linda Whitehead.

For more information contact Pi (details on back page)

Tributes

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The inclusion movement has so sadly lost asparkling innovator, pioneer and star. Zahrah Manuel passed away last May aged just 22.

I met Zahrah many years ago in the early days of thecampaign trail. She and my daughter were fighting fora place in their neighbourhood schools. We marchedtogether, burnt statements together, presented ourpetitions together; and shared many hours lettingothers know that inclusive schooling should be a rightand the only way to ensure an inclusive life. Therewere times when I and my family despaired andnearly lost heart. But seeing how Zahrah and hermother never gave up despite so many obstacles keptus going and holding on to the dream.

Zahrah was absolutely inspirational as she alwayslived that dream. Although we didn't see each otheroften over the years, we nevertheless spent some funtimes together. I also kept up with how Zahrah wasdoing at school, and how she was continuallytrailblazing and helping others learn a great deal.My best memory was on a delightful boat trip downthe Thames to celebrate Zahrah's 18th birthday. Theboat was filled with Zahrah's friends and relatives,dressed in gorgeous Mexican colours. How beautifulZahrah looked that day in her fabulous dress and howshe exuded pleasure, as her young school friendsstood by her sharing in the celebrations with her. Itwas a moment in time that absolutely confirmed in mymind and heart that inclusive education is the key forall our futures.

I know in Zahrah's short life she made many friends,Atiha and Guy amongst them and also loved herthama (grandmother) and cousins. She will be sosorely missed, particularly by her Mum who loved herso dearly. Zahrah loved life and taught so many somuch. Her Mum Preethi describes her as exuberantwith a sense of mischief; and how much fun they hadtogether. You can just see them in the cinema withtheir 3D glasses enjoying Avatar. Or Zahrah squealingwith laughter at a silly film like "Burn after Reading".She loved her life so much, and though there weretimes of struggle she was always so strong andfearless.

Dear Zahrah, the inclusive education movementgained such ground through your importantcontribution; sharing with others your gifts. Thank youZahrah for all that you started and will continuebecause of your brilliance. You will always beremembered.

Zelda McCollum

was sorry to hear about the recent death of RowenJade. Rowen has been described by friends and

fellow disability activists, as a "gentle warrior" and a "force for change".

Rowen and I worked together on the Equality 2025 advisory network tothe Government and I always loved her ability to 'manage' civil servants,but her connection with ALLFIE goes back to 1999 when she co-authoredWhose Voice is it Anyway?, a hugely influential report on the experiencesof young disabled people in special and mainstream schools.

The report had been a "guiding principle" for the organisation ever sinceand it's what our commitment to young people's participation is basedon. Rowen was an incredible woman - a real power house for inclusionand equality and she will be missed by activists and politicians alike.

Tara Flood

THINKING ABOUT ZAHRAH

Inclusion Now

Legal Questions

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This depends on exactly what you have asked the Local Authority (LA) to do. The first step in thestatementing procedure is a request by the parent or school for a statutory* assessment of the child'sspecial educational needs. There is a useful letter on the website of IPSEA (Independent Panel for SpecialEducational Advice).

The SEN Code of Practice provides that the test for deciding whether statutory assessment is necessary is"whether there is convincing evidence that, despite the school, with the help of external specialists, takingrelevant and purposeful action to meet the child's learning difficulties, those difficulties remain or have notbeen remedied sufficiently and may require the LA to determine the child's special educational provision."

The LA must make a decision whether to carry out statutory assessment within six weeks of receiving therequest. If it agrees, it should complete the assessment process within a further ten weeks. This involvesobtaining advice from a number of sources, including the school, the parents, an educational psychologistand possibly other relevant experts. The time limit can be extended in some circumstances, for example overthe school summer holidays. If the LA decides that a statement is required, it must produce a draft statementwithin two weeks of completing an assessment, and must finalise the statement within eight weeks.

If the LA refuses a statutory assessment, parents have a right to appeal to the Special Educational Needsand Disability Tribunal (SENDIST). The same applies if the LA agree to carry out statutory assessment butrefuse to issue a statement.

Full information about how to appeal is given on the SENDIST website:www.sendist.gov.uk/Documents/FormsGuidance/ForParents/HowtoAppealSENDecisionbooklet_9sept10.pdf

The deadline for entering an appeal is two months from the date of the LA's letter notifying the parents ofthe refusal of statutory assessment or refusal to issue a decision, and the appeal form comes at the end ofthe booklet at the website address above.

The appeal process is meant to be reasonably informal and parent-friendly. It normally takes about 20weeks, unless the LA changes its mind earlier. It is essential to obtain expert evidence from, at the veryleast, an educational psychologist, to support the parents' case. If the school supports the request, thenevidence from them will also obviously be very helpful. Full details of the procedure are set out on theSENDIST website.

Therefore the answer to this question is that, if you have made a formal request for statutory assessmentwhich has been refused, or if the LA has carried out assessment but has refused to issue a statement, youshould appeal to the tribunal. If no formal request has been made, it needs to be sent as soon as possible.

Eleanor Wright*Statutory - a legal obligation

Eleanor Wright is a partner at Maxwell Gillott Solicitors. Maxwell Gillott is a firm of specialist solicitors, providing legal adviceand assistance for clients who face difficulties with the key publicservices of education, health and social services.www.maxwellgillott.co.uk

If you have any legal questions send them in to Inclusion Now and we will see if we can answer them.

My local school thinks my child has special educational needs (SEN) - I have askedthe Local Authority for a statement and they have said no. What can I do?

Events

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Celebrating Our Lives,Challenging Disabilism,

Achieving Equality

22ND NOVEMBER TO 22ND DECEMBER 2010 AND ANNUALLY!Disability History Month is supported by 33 organisations - Disabled People's Organisations (DPOs), TradeUnions and Non-Governmental Organisations (NGOs) who have come together to pledge their support andagree the focus of the month. Please organise an event at your school, college, community or workplaceduring Disability History Month. We want to :

Celebrate our struggles and achievements as disabled people with our allies - parents, friends,professionals, work place colleagues or neighbours.

Create a greater understanding of the barriers we face both today and in the past and how suchbarriers and inhuman treatment are fuelled by negative attitudes and customs, underpinned byoppressive disablism.

Develop and campaign on what needs to be changed for disabled people to achieve full equality in allareas of life.

Make equality a daily reality. The UK Government have passed the Equalities Act 2010 and ratifiedthe United Nations Convention on the Rights of People with Disabilities. Much has to happen to makethese Rights a daily reality for the 12 million disabled children and adults in the UK.

We want to cover the full range of impairments and link with disabled people also struggling against sexism,racism and homophobia and other forms of discrimination.

Disability History month is already supported by three important education unions: National Union ofTeachers, National Association of Schoolmasters Union of Women Teachers and University and CollegeUnion and the Trade Union Congress Disabled Workers Committee which will help schools, colleges andworkplaces, throughout the UK, to organise events and a focus in the curriculum. Other supporters include ALLFIE, Parents for Inclusion, CSIE, NCIL, Change, Dis Lib, UKDPC, RADAR, SCOPEand a number of regional DPOs are supporting and will be holding events during the month. These will bepublicised on the website www.ukdisabilityhistorymonth.comSee the website for information on how you can get involved in Disability History Month and for informationand activities to do during the month. Richard Rieser, Co-ordinator rlrieser@gmail.com

COLLABORATIVE VIDEO SCREENING

VSA, the international organisation on Arts and Disability, with partners from around the world willcelebrate the International Day of Persons with Disabilities on December 3, 2010 through acollaborative video screening designed to generate public awareness and support for this year's theme,Keeping the promise: Mainstreaming disability in the Millennium Development Goals towards 2015and beyond. On the evening of December 3, selected partners will screen a video by the artist SimonMckeown on various outdoor public buildings. Mckeown is internationally recognised for his movingdigital sculpture, Motion Disabled, which uses motion-capture technology to record the physicalmovements of people with disabilities. http://www.motiondisabled.com

For more information, visit www.vsarts.org or contact: December3@vsarts.org

UK DISABILITY HISTORY MONTH IS UP AND RUNNING

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nclusionow

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SSuubbssccrriippttiioonn aauuttoommaattiiccaallllyy eennttiittlleess yyoouu ttoo mmeemmbbeerrsshhiipp ooff tthhee AAlllliiaannccee ffoorr IInncclluussiivvee EEdduuccaattiioonn..

The Alliance for Inclusive Education is a nationalcampaigning organisation led by disabled people. The Alliance works tochange laws, practices and procedures which discriminate againstdisabled young people and prevent inclusion. The Alliance works togetherwith allies to build a social climate in which everyone has a valued place.

ALLFIE: 336 Brixton Road, London SW9 7AATel: 020 7737 6030 Email: info@allfie.org.uk Website: www.allfie.org.uk

Funders: Platinum Trust, Big Lottery Basis Fund, Big Lottery Research Fund

DISABLED PEOPLE, PARENTS OF DISABLED YOUNG PEOPLE AND ALLIES, WORKING TOGETHER

�ALL OUR CHILDREN BELONG TOGETHER�

The Centre for Studies on Inclusive Education (CSIE) is anindependent centre, set up in 1982, actively supporting inclusive educationas a human right of every child. Our work is driven by a commitment toovercome barriers to learning and participation for all children and youngpeople. Our activities include lobbying and campaigning, research, training,consultancy and dissemination of information.

CSIE: New Redland Building, Coldharbour Lane, Frenchay, Bristol BS16 1QUTel: 0117 328 4007 Fax: 0117 328 4005Email: admin@csie.org.uk Website: www.csie.org.uk

Funders: Platinum Trust

Parents for Inclusion is a national organisation of parents ofdisabled young people. Pi runs a telephone helpline, and holdsworkshops for parents and professionals. Working at grassroot level Pisupports parents in 23 schools in S. W. London through the setting up ofinclusion groups. This model is to be developed regionally.

Pi: 336 Brixton Road, London SW9 7AATel and Fax: 020 7738 3888 Email: info@parentsforinclusion.orgWebsite: www.parentsforinclusion.orgHelpline: 0800 652 3145 Mon 10-12 noon & Wed 1-3pm

Funders: Platinum Trust, Paul Hamlyn Foundation, The Henry SmithCharity, City Bridge Trust, Lambeth Children and Young People�s Service

This magazine is published by:

We are working together to educate, facilitate and empower everyone who wants to bepart of the growing inclusion movement. Together we want to bring down the barriers soall young people can learn, make friends and have a voice in ordinary school andthroughout life. For each and every young person, this is an essential human right.

In collaboration with: