Quote:
Originally Posted by Taf
What is planned and what actually gets built is often far from what is needed... and I have seen some real doozies (wheelchair ramps at 45 degs or greater for example). Surely there is a central point somewhere in the country with decent plans, etc. for modifications, etc. ?
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You'd have thought so wouldn't you. Sadly, in my experience, it doesn't always happen. Some years ago I set up a parents group which successfully lobbied our LA and eventually managed to persuade them to provide funding to replace some ancient leaking and drafty wooden huts which were being used as a special infant unit. Despite our best efforts, neither the parents or the unit staff were consulted about the design of the new unit at all. Whilst not design experts, parents of children with disabilties and the real life users of such facilities are often able to provide very valuable, practical input into their design. In our case although new facilities were ultimately provided which were far better than those they replaced, costly mistakes were made with certain superfluous and unsuitable facilities being provided yet some much needed ones being omitted, basically because those responsible for their design and specification of the new unit didn't really understand the complex needs of the children.
That having been said in our borough at least, things have improved to the extent that I don't think something like the 'cage' could never happen here and consultation about such things is more common and inclusive. Something really important has therefore been achieved here to the benefit of our vulnerable children and young people who don't have a voice of their own.
---------- Post added at 16:25 ---------- Previous post was at 15:56 ----------
Quote:
Originally Posted by Maggy J
I do like the idea of inclusive education but it cannot always work and for the more mentally fragile it seems a disaster.
I remember a Downs syndrome child who just couldn't concentrate most of the time with the consequence his 'helpers' were doing most of his written notes and he virtually did no work of his own.I'm not sure what he gained from the experience and I felt the whole experience was more for his parent's benefit than for his.
Mind there was an added bonus in that his classmates learned at first hand experience how to deal with a Downs Syndrome peer..I felt that any future meetings they had with mentally and physically challenged people would be positive.  |
Our special schools have adopted integration to the extent that groups of children regularly visit mainstream schools and take part in certain lessons or activites. IMO this is very valuable since it exposes the mainstream children to their disabled peers, helps educate them about their problems/needs and engenders a degree of empathy which is very useful. This I believe goes a long way to preventing some of the very hurtful behaviour and abuse which used to be routinely directed at SEN children.