The government is encouraging local authorities to further integrate pupils at special needs schools with mainstream teaching. But is that what pupils want?
| Real life is about mixing it gives confidence and real life skills. |
Raman Sharif, 8, has arthrogryphosis, a condition that causes sufficient problems with mobility that for four and a half days a week, he attends Richard Cloudesley Special School.
Hes proof that its emphasis on individuals works: My favourite lesson is English. In my class, theres Jamie, Jan, Reem, Thomas and me. Fives just right. I get on with everyone. I have one teacher and two support assistants.
His remaining half day each week is spent at the nearby mainstream school Prior Weston, about which he is at best ambivalent. If the teacher says do it, then I do it, he says. Its a big class and I only have one teacher. When we play outside, people push me by accident, but I always push them back. I prefer to play with my friends who go to Richard Cloudesley as well.
Mary Caven, head teacher at Prior Weston, accepts the challenges of integration, saying, I know why people can feel panicky. But she is adamant integration is in her pupils best interests. Real life is about mixing it gives confidence and real life skills. Its wonderful and all schools should do it.
But while the educationalists believe they know best who should be schooled where, an individual like Raman can be left wondering where his preference to attend Richard Cloudesley full time will be heard.
About the team
This article was produced by Stuart Fletcher, 17, Rachel Kellett, 14, Sinead Kirwan, 14, Duane O'Garro, 14, Ben Baginsky, 13, and Bryony Hope, 11. It was published in Local Government Voice Solo.
