Inclusion Now Magazine 58 Spring 2021 by ALLFIE

Spring 2021 Issue 58

£2

A voice for the Inclusion Movement in the UK

Contents 2

Editorial

Empowered by Online University: Melody’s story

One Young person’s Experience of Lockdown Learning

Inclusive Education and the European Court

Jonathan Bryan interview

Review of ‘Silenced: The Hidden Story of Disabled Britain’

Promoting Disability inclusion through reading

Inclusive Education Scotland

International news: Italy

BBC Criptales: Media Disability Representation

Legal Question

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Editorial Welcome to the latest edition of Inclusion Now, full of news and topical debates in the field of inclusive education. As we head into spring, we’re delighted to hear from so many Disabled Young writers, who bring a fresh perspective to these pages. There is an air of positivity emerging from their Covid-19 education experiences, for example from established Disabled Young author, Jonathan Bryan’s via his interview and poetry (page 10). As we approach International Women’s Day, March is a time to celebrate and raise-up women globally, and this issue highlights the voices of Young women writers within the Disability Movement. Melody Powell’s article about online university (page 3) kicks off the Spring issue and is a great guide for any Young Disabled person who is considering studying online. On page 5, Fifteen-year old Kadijah Adam writes her first article for the magazine – bringing her positive perspective on Covid-19 remote education – as she shares her personal experiences of lockdown learning. Melody Powell’s later review (page 14) of the BBC’s ‘Criptales’ delves into current media and societal representations of disability. ALLFIE’s Disabled Black Lives Matter group follow this theme and go further (page 16). Their joint critical review of the BBC’s recent documentary: ‘Silenced: The Hidden History of Disabled Britain’, exposes the erasure of intersectional voices and contributions, in both historical and contemporary representations of Disabled people and their movements. On a legal note, Thandi Groof discusses Inclusive Education in the European Court, referring to recent case G.L. vs Italy (page 7); while the Legal Question (page 26) addresses legal responsibility for British Sign Language (BSL) on Covid-19 virtual education platforms. In solidarity,

Catherine Bebbington

Cover image: Jonathan Bryan and his friend pictured during a school lesson, using a spelling board to communicate.

Young Person’s Voice

Online University Empowers Disabled Students By Melody Powell (She/Her) The year 2020 was a tough and emotional experience for most of us. It forced us to adapt to new situations and find alternative ways to continue with our education. Online studying quickly became the new normal for many, an experience that was unknown and challenging for most. I have been studying online since 2018 through the Open University and have a lot of appreciation for its flexible and accessible ethos. I hope that by sharing my experiences of online study, fellow university students can confidently approach university life online, whether that be as a temporary solution or permanent change. My Online University Journey My university experience began a year later than most, at age 19, as my unpredictable health caused problems with the set schedules of a brick (in-person) university. When I eventually discovered online learning via the Open University, I felt that further education was finally achievable for someone like me as I could study at my own pace. The application process was remarkably straightforward too, with student support assisting with any accessibility needs along the way, nothing was too much trouble. I was then directed to Disabled Students Allowance (DSA), a government scheme that provides equipment that you need to study, such as height adjustable tables, screen readers and text to speech software. The university can also provide you with accessible module materials, things like comb-bound books, audio books and print outs from the website can be sent to you if you need them. Even with my extra equipment, I felt full-time study would be too much for me, so I decided to work on a part-time schedule. This means that my degree will take six years, rather than the standard three. Although that means it will take me longer to complete, I know that I won’t burn myself out studying and can reach my academic potential. The great thing is that if your circumstances change at all, you can even break down the work further as you can defer for a year or two on most courses.

Young Person’s Voice The ability to attend lectures in the morning or evening is also well suited to those with unpredictable lives, you just book onto whichever time suits you best. This has increased my productivity greatly as I do not have to rely on people to take notes or email over missed lectures while I’m absent from university. It’s also great to be able to study from anywhere - I no longer have to worry if I am too tired to get out of bed or need to stay overnight in hospital - as I can always take my virtual university with me and study any time. Looking After Physical and Mental Health is Important The ability to customise your educational journey is not the only highlight of online university, the support you receive for physical and mental health is amazing. If at any point you need guidance or an assignment extension due to unexpected life events, your tutor is contactable 24/7 via email or phone and gets back to you within 2 working days. For more urgent queries about your study, or if you feel the workload is too much, you can always contact student support for advice. The online student forums and social media groups are a great source of encouragement too. Having fellow students from all walks of life to form study groups and discuss everyday problems with is very comforting. Why Access to Online Education is Important Education is such an empowering thing and should be accessible to anyone wanting to learn. Unfortunately, most schools only promote brick universities, which cannot always cater to everyone’s unique needs and learning styles. This lack of advertising for online study causes people, including my past self, to wrongly believe that online degrees are easier and of a lesser standard. Online university provides the same respectable qualifications as any other university and deserve to be praised for the accessibility they provide. Lives are constantly being changed thanks to online university, as people have the chance to achieve things they could only ever dream of before. With flexible online education, the possibilities are now endless.

Young Person’s Voice

My Positive Experience of Lockdown Learning Kadijah Adam - a Disabled teenager studying in her local mainstream school - is interviewed by Michelle Daley, ALLFIE Director, for Inclusion Now magazine. We hear about her positive mainstream inclusion experiences at St Paul’s Catholic School in Milton Keynes, including how Covid-19 remote learning has enhanced her inclusive education experience. My name is Kadijah Adam, I am 15 years old and experience sensory, physical and learning difficulties. I’m currently studying Year 10 at my local mainstream school, St. Paul’s Catholic School in Milton Keynes where, out of 800 pupils, only a few are Disabled pupils. Before I started at St Paul’s there were discussions around me attending a special school, but fortunately my parents rejected the idea and I remained in mainstream education. Why is it important that Disabled children attend mainstream school? It’s a bit scary being in mainstream school for example you get can red marks for things like late attendance - but I developed a small friendship circle, which is very important to me. I believe all Disabled children should have the opportunity to mix, to learn together, which increases our friendship circles, so nobody is segregated from the experiences of community life. How have you found home-schooling and remote learning during lockdown? I really enjoy home-schooling and remote learning. In a formal classroom setting, I find the size and structure difficult to cope with. This causes barriers which impact on how I work in groups and communicate with other pupils in the classroom, including forming relationships. At school, before lockdown, I often felt a lack of motivation and was considered by others as socially awkward. I was made to feel

Young person’s voice that my epilepsy and other impairments were an issue to my learning. With remote learning, I find it easier and less stressful because I don’t have to deal with the school processes and structures. I have my own routine, I don’t have to move from one class to another, and I have my own desk with my laptop and phone to do school work. As a result, I now spend the week working on subjects which I do well in, which makes me happy and I feel motivated to do more work in my own environment. I also have fewer distractions, which gives me time to pursue topics and subjects I love. Remote education gives me control over what I'm doing with my learning, and motivates me to dig deeper into the topics I have learnt. As a result of home-schooling/remote learning I was awarded the pupil of the week in English for the first week of December. I have also been nominated for 2019/2020 learning support achieved at key stage 3 - without home-schooling I wouldn't have achieved this. I have also improved my cooking skills, which I’m passionate about. Over lockdown, I have done a lot of cooking and baking at home with my mum and sisters. Unfortunately, I don’t have access to my learning support assistant, but my parents have provided my support, which has worked well. What should school look like after the lockdown? I think that the Department for Education should talk with pupils to find out about our experiences on the good and bad things about home-schooling and remote learning. I don’t think we should go back to the old ways of schooling, children should have access to both in person classroom and/or remote learning and this should include: flexible timetable, choice of in-person classroom or remote learning, and access to support assistance outside of the classroom. I think these changes would improve accessibility of schooling and learning for all children. I want more Disabled children like myself to be able to attend mainstream school so that everyone can learn together, which will help us to learn about unity and respect.

Inclusive reading If you like Inclusion Now, you may be interested in subscribing to ezines and blogs from Inclusive Solutions. https://inclusive-solutions.com/termly-inclusive-ezines/ https://inclusive-solutions.com/category/blog/

Inclusion Law

The Right to Inclusive Education and the European Court European Court promotes Inclusive Education in recent judgment G.L. against Italy. By Thandi Groof, European Human Rights Law Student We all want inclusive education, right? Although we also know that governments (except Italy) are generally not very eager to realize it. But in a verdict in September 2020, the European Court for Human Rights has endorsed inclusive education as a right that is fundamental to enjoy other rights. Because, if society excludes you, they dehumanise you; you are told that you are a failure that needs to be fixed before entering the society. And a human society does not want to dehumanise you, right? What is the European Court for Human Rights? Europe has its own United Nations, which is called the Council of Europe (CoE), with 47 States (the EU has only 27 States). The Council of Europe was founded in 1949 to prevent another war and to protect human rights and democracy after the terrible holocaust in World War II. Nearly all of the European States are members. These states adopted the European Convention of Human Rights. If a citizen thinks that the State has violated a person’s rights they can go to the European Court of Human Rights, but only after they’ve been to all the national courts. The Court decides if a country has violated the rights of their citizens as recorded in the Convention. For the UK (and Europe), an important judgment is the Osman case (a young man stalked by a teacher which resulted in a murder), in which the Court judged that the state has to protect the life of their citizens. This can be used against the local authorities when they do nothing against hate crime. Another famous verdict is the Cosans and Campbell case, in which the Court judged that parents don’t have to sign a paper that allows the school to execute corporal punishment. States usually comply with the verdict, and because of this the European Court has a strong influence on states to take their obligations seriously.

Inclusion Law The right to education. One of the human rights is the Right to Inclusive Education. While the European Council at the start spoke only on the Right to Education (Article 2 of the first Protocol), the article gradually was extended to inclusive education by the Committee of Ministers of the Council of Europe and by exchanging views with other international courts. However, it is not consolidated yet in the European Court, where in every case there might be different judges with different attitudes. In light of this, it is so important that in the latest verdict of G.L. against Italy, the Court explained the merits of, and the necessity for inclusive education so thoroughly. What was the case about? The case involved a Young person with severe learning difficulties who had been provided with enough learning support and care in nursery school (4-6 years of age) “to enable her to benefit from the educational and social service offered by the school on an equal footing with the other pupils”, as Italian law prescribes. But after starting the elementary school, the local authorities stopped the support by telling the parents that the local support budget was spent on adults with a muscle disease, and that therefore they couldn’t provide support for this Young person. The parents went to the local judge, the appeal court and the supreme court of Italy, who all confirmed that the local authorities’ lack of budget was a good enough argument to not be able to give the desired support. The European Court, however, disagreed by calling this discrimination because the lack of budget affected only this Young person and not the other pupils. The Court argued further: “without support the [Young person] was unable to continue attending prima ry school under conditions equivalent to those enjoyed by non-Disabled pupils, and that this difference in treatment was due to her disability.” And: “support was needed to promote her autonomy and personal communication and to improve her learning, relationship life and school integration, in order to eliminate the risk of marginalization.” The Court also mentioned the huge advantage for other children in reiterating the Council of Europe Ministers: “providing Disabled persons with the opportunity to participate in ordinary educational structures is important not only for them, but also for non-Disabled people who will become aware of disability as part of human diversity.” In her decision, the Court mentions the obligation of each State under the European convention, by stating:

Inclusion Law “due diligence [by the state is] required to ensure that the applicant enjoys her right to education on an equal footing with other students.” And the Court stresses the necessity of inclusive education for social integration: “the discrimination suffered by the applicant is all the more serious because it took place in the context of primary education, which provides the basis for education and social integration and the first experiences of living together.” Paragraph 54 is interesting: “The Court also recalls that when a restriction of fundamental rights applies to a particularly vulnerable class of population that has in the past suffered significant discrimination, the state’s discretion is then significantly reduced.” This means that the state must have very strong appropriate arguments to restrict the right to inclusive education. What do we learn from this verdict? 1. That now we have the European Court on our side to convince local authorities about inclusive education. 2. Lack of budget is no excuse for not giving a pupil the support she needs. Budget cuts must be divided evenly between Disabled and non-disabled pupils. 3. The court might be the place to fight discrimination on the grounds of disability, like in the US, the case Brown v the board of education, accelerated the civil rights movement. (If you have no money to start a legal process, then the state must give you the money, because the right to have practical access to a court (Article 6.1) is a very strong one since the Irish Airey case). 4. How much will this affect things in the UK? Even though the United Kingdom has left the European Union in January 2021, the UK is still a member of the European Convention on Human Rights, as such, it is still bound by the ruling of the European Court on Human Rights. For Disabled people in the United Kingdom, this means that the people are still able to hold the UK Government accountable with regards to it’s obligations to protect the rights of Disabled people. Further reading • The Case itself can be found here: HUDOC: ECHR no59751/15

Young person’s voice

“Like a bird released from a cage, I am free to fly in the open fields” Jonathan Bryan, a 14-year-old author, poet, charity founder, campaigner, and Disabled non-verbal champion for inclusion, is interviewed by Richard Rieser for Inclusion Now. Jonathan, tell us about your home, family and friends - how does your household operate? “I live in a small village in Wiltshire with my parents, two younger sisters and our golden retriever; and along with a team of personal assistants (PA) we make a busy household which never sleeps, as my night PA are awake all night.” And what about the nature of your impairment and the impact it had/has on your functioning? “When my mother was pregnant she was in a car accident and I suffered a placental abruption, which starved my body of blood and oxygen. Following this, I was diagnosed with cerebral palsy and end stage renal failure and received a kidney transplant just before my fourth birthday. After my transplant I contracted Adenovirus (they have adapted a chimp version of the Adenovirus to make the Coronavirus vaccine), which left me oxygen dependent. The combination of these impairments has left me with a worn out body but an alive mind.”

Young person’s voice What were the pluses and minuses of attending your special school? “When I was four, I started at special school where I was taught by a lovely teacher and made good friends. I was labelled as PMLD (Profound and Multiple Learning Disability) so was given a sensory curriculum. When I was in reception this was fun, but as the years went on it was obvious that there was no expectation of progression and no teaching of literacy, or even understanding that we develop in interests beyond pre-school. This was frustrating and demeaning.” Tell us how your mother and others found out about your eye pointing method of communicating and developed it with you? “When I tried an eye gaze computer it didn’t work for me and I found it very frustrating, but my personal assistants stood behind the machine could see where I was looking; so we started using a Perspex e-tran frame with my learning resources stuck to it and my carers and mother pointing at where I was looking. At special school I was not taught to read or write, so my mother took me out of school to teach me at home for a couple of hours a day. After a year and a half, I had learnt enough to spell out everything I wanted to write and say, using the alphabet divided into colour coded groups and stuck to the e-tran frame. Each letter is two looks on the board. I have a separate board with numbers stuck to it for maths.” Explain the feelings and perceptions you had from no longer being ‘locked in’? “Throughout my life I have been able to use non-verbal communication, but there is nothing like being able to communicate my thoughts and feelings using words. Life is richer, life is deeper, life is fulfilled. Like a bird released from a cage, I am free to fly in the open fields.”

Young person’s voice Tell us about going to your local primary school? How did your peers and teachers learn to support you? “My local village primary school went out of their way to include me, both in the classroom and out of it, by for example, joining my class on school trips and residential. Where possible the teachers sent lesson plans and resources in advance so my carers could adapt them to make it easier for me to join in. In the class, I was often asked a question and then the teacher came back to me a few minutes later for an answer. My table had table raisers so my wheelchair fitted under the table, and my class partner sat on a stool. The layout of the classroom was adapted so I could access the parts of the room I needed to. For our music lesson I took in Soundbeam so that I could join in. In games my peers took it in turns pushing me, as far as I was concerned the faster the better (my carers didn’t always agree with this philosophy). Sometimes I would take my walker in and my friends would whoop and clap when I managed to move it. All my peers could use my spelling board for yes and no, and one of my friends learnt to use my board for all my communication, she was so quick my personal assistants became redundant as communication partners.” How did you feel being included and do you think all Disabled children should have the chance to be included? “Being included as part of the class and school is great and makes you feel valued in the community. Before I could spell, I attended my local primary school for one afternoon a week, which was always fun and I made some good friends.” What do you think will need to change to make inclusion a reality? “If everyone valued inclusion, it would be more of a reality. It takes belief in the importance of inclusion and a can-do mindset to enable it to happen.” Based on your experience you started a charity and campaign ‘Teach Us Too’. Tell us why you set this up and some of the main impacts it has had to change things for children with complex communication needs? “Tragically, there are many children with academic labels like PMLD (Profound and Multiple Learning Difficulties) who are not taught to read or write at school. Expectations founded on labels often leads to a lack of educational aspiration. For non-verbal children like me, literacy is not just a life skill, literacy gives us a voice. Even at its most basic, being able to write simple words gives us the ability to say what we want in our own way. With my charity ‘Teach Us Too’, I have sought to raise awareness of this issue, I’ve done interviews, spoken to thousands of trainee teachers and heads of schools. We challenge attitudes and assumptions based on labels, influence educational practice and encourage ambition, and share good practice for practitioners and parents alike. Until all children are taught to read and write, I will continue to be the voice for the voiceless.” Tell us about your transfer to secondary school? What worked well and what could have been better? “When I transferred to secondary school, I made a small pamphlet explaining who I was, why I needed a wheelchair, and crucially, how I communicate. It was folded A5 and I tried to think of the questions people at school would like to know about me, and then answer them. The pamphlet was given to everyone in the school the summer before I joined, including the new year 7s on their taster day. As a result, everyone at secondary has always talked to me

Young person’s voice in a normal voice, knowing I understand. Early on, my tutor group had a session on other ways of communicating including having a go at my spelling board. After the first half term, my care team and I had a meeting with the teachers on how best to support my learning in the classroom. Ideally this happens every new academic year, as close to the start of term as possible, as I have new teachers every year.” Tell us about your writing? “Writing is my joy and passion. In 2018 my first book, ‘Eye Can Write’, was published, in which I shared my story. I regularly write blogs on my website, eyecantalk.net, and write articles and poems when my school work allows.” Lockdown for Covid-19 has been difficult for everyone, but you have been out of school for 10 months because of your high risk of infection. How have you coped and what thoughts have you had about coping? “From an educational point of view, lockdown has been really difficult. Like many secondary schools, during the first lockdown my school produced sheets of work for us, to be self-marked. I felt this didn’t further my academic progress like one would have hoped, or anticipated; and, as I’m sure Jonathan’s poem for Disability my peers found, worksheet after worksheet was very History Month 2020 boring and demotivating. This time lockdown has been brilliant, and I have had my first online lesson PMLD from my school since March last year. We are not capable of learning During the first lockdown, I started tweeting So do not tell me everyday using the hashtag of my own making, There’s something going on behind the #ThankfulNotFearful, because being thankful and disability. finding and celebrating things every day is a way Treated as useless handicaps Minds with nothing in there, tragically to help us appreciate all that we’ve been given. In Stuck in a wheelchair, September, I added #GratefulNotResentful, in a bid Disabilities visibly crippling to match the mood as restrictions started up again. Just incontinent and dribbling, Living life in all its fullness means making the most We are not of the situation we are in. New opportunities have Academically able. opened up for me because of the lockdown, rather You should make our minds than in spite of the lockdown. For example, I have Stagnate in special education! had conversations with people it would have been We cannot logistically difficult to meet, and the more accepted Learn to read, universal use of platforms like Zoom has opened a Learn to spell, new world for me.” Learn to write, Instead let us How do you think we can get more equality for Be constrained by a sensory curriculum. Disabled children and Young people now and in It is not acceptable to say the future? We have the capacity to learn. “Disabled people need to be valued as people so that School should occupy us, entertain us; society can’t imagine life without us. If the mind-set but never teach us changed from ‘how can we accommodate disability’ You are deluded to believe that to ‘how can we make sure everyone is included’, we Our education can be looked at another could make amazing progress.” way! Now read it again from the bottom line Jonathan’s UK Disability History Month film up. Jonathan Bryan The Boy Who Speaks with His Eyes

Media

The CripTales and Inclusive Education CripTales is a series of six powerful and dramatic short monologue films, each 12 to 15 minutes long. The BBC series was created by Disabled actor and writer, Mat Fraser, with each episode also having been written, directed and performed by Disabled people. The monologues were originally broadcast on BBC Four in November 2020 and are available on BBC iPlayer until October 2021, if you wish to watch them before reading this. The CripTales films highlight the need for more disability representation in schools, not only for the benefit of Disabled pupils, but for all children and staff. Within each of the six episodes lies a common theme - the fact Disabled people often feel unlovable and inadequate. This is suggested to be because of society’s perceptions and negative associations of Disabled people’s differences, even though we, as humans, all have the same thoughts, feelings and life expectations. As a Disabled person myself, I know how alienating it is growing up without seeing anyone who looks like you or has similar experiences to you. It can be so isolating to not have anyone you relate to, to ask for advice or support. The comedy within Audition and Hamish are great examples of how poignant and sensitive issues regarding disability and ableism can be discussed without making the audience feel sorry for Disabled people. Episode one, Audition, uses self-aware comedy that subtly makes fun of how people perceive disability as scary, whilst discussing the casual ableism often found within the work environment. Comedy is used with a more direct approach in episode four, Hamish, as the main character openly jokes about wanting to be a ‘dirty bugger’ in the woods. However, this episode still manages to accurately show how demeaning it can feel to constantly rely on others, and how there is often a desire for freedom in any form for Disabled people. This ability to shed light on important topics without belittling the minority being discussed is so important, and definitely a technique that would be beneficial for schools to adopt in order to reduce the feeling of segregation. This feeling of solitude and segregation is shown in Hamish, episode four of the series, where he is desperate to escape his house once he gains his independence, having been given an electric wheelchair. Disability is seen as a taboo subject for most of the mainstream world, with many people wrongly assuming things about Disabled people as they are never corrected. The need to show society the real lives of Disabled people is apparent when watching episode two, The Real Deal, where Meg expresses the frustration that Disabled people often face as they don’t look ‘Disabled enough’ to fit the expectation.

Media

In contrast, often Disabled people struggle to be seen as ‘normal’ enough for mainstream life too, which creates a feeling of alienation as you don’t seem to fit in any group. Jackie in episode five, Paper Knickers, describes her fears of being treated differently due to becoming visibly Disabled, which draws attention to the issue humans have with assuming things based on how a person looks. Having a cross curricular topic week in schools regarding disability that talks about Disabled people’s achievements in history, has Disabled authors read their stories in Literacy and implements Paralympic style sports in P.E, would help normalise disability. This, in turn, would help society understand the realities of life for Disabled people and stop the world feeling sorry for Disabled people. Another important message emphasised throughout the series is the lack of education around relationships and sexuality that is related to Disabled people. A great example of how Disabled people feel they are viewed in regard to romantic relationships is in episode five, Paper Knickers. In this episode Jackie is about to have her leg amputated and her biggest concern is that her crush will no longer find her attractive as “people love symmetry”, insinuating she will be unlovable once she loses her leg. Episode three, Thunderbox, is perhaps the most painful story, yet is one of the most important. It very authentically discusses how Disabled people are often viewed as unfit parents and sometimes forced to not have children in the first place. These stories help explain why there is a great need for a more inclusive Relationships and Sex Education (RSE) in the UK - we need to reduce the stigma around Disabled people’s sexuality and having children. The suggestions made here will not be introduced into schools overnight, and will need lots of campaigning to achieve, however that doesn’t mean schools can’t begin representing disability in their classes now. All six of the CripTales monologues have important and educational messages that could influence so many people. This series would not only teach Young people about the realities of disability, but enable Disabled people to feel empowered by seeing themselves represented in an authentic way. Personally, I think The CripTales is a phenomenal series and something I wish I could have seen as a teenager so that I could have had a more positive sense of self.

Melody Powell (She/Her)

Intersectionality

What more can we achieve?

A Critical Review of ‘Silenced: The Hidden Story of Disabled Britain’ ‘Silenced: The Hidden Story of Disabled Britain’ is a recent BBC documentary which captures the challenges and the emergence of disability rights in modern Britain. The programme draws on how Disabled people were shut out of society, how they were treated with fear and prejudice, and the fight for basic human rights. ALLFIE’s Disabled Black Lives Matter group opens the conversation on intersectional erasure, to encourage discussion which can inform teaching on tackling disablism, racism and interlocking oppression within the school curriculum. The documentary is presented by Cerrie Burnell, a white Disabled presenter who continues to fight against disablism. Burnell personally experienced this discrimination, after being horribly abused as a CBeebies presenter because of her impairment. This sets the premise of the documentary, which delves into the history and development of the Disability Rights Movement in modern Britain. It addresses critical issues of eugenics and segregated institutions, pinpointing shifts in Britain’s attitudes towards Disabled people. The documentary notably brings to light the origins and history of segregation, shedding light on how our modern-day attitudes to Disabled people are influenced by the workhouses of Victorian Britain. While ALLFIE welcomes greater media representation of Disabled people’s exclusion to raise awareness, we believe more current debate is needed on how segregated education reinforces the manifestation of exclusion, and how the dreadful consequences for Disabled people and society continue today.

One of the greatest strengths of this documentary is that it provides a much-needed insight to the UK Disability Rights Movement. It outlines some of the shocking ways Disabled people have been abused and oppressed whilst also addressing the ways in which Disabled people have fought for equality. It is a good attempt to change the narrative around the invaluable contributions made by Disabled people to create an inclusive society for all. The programme tried to give recognition to Disabled campaigners as leaders of social justice, determined to fight persistent outright disablism. Additionally, the show features the significant campaigns led by prominent Disabled Women activists, such as Baroness Jane Campbell, Alia Hassan, and the founder of ALLFIE, Micheline Mason, televised alongside her daughter, Lucy Mason, helping to tackle disability discrimination with our society. However, one of the shortfalls of the documentary is that it looks at Disabled people as a homogenous group.

Intersectionality ALLFIE’s Disabled Black Lives Matter (DBLM) group noted that the programme was not representative of Black Disabled people activists, such as Millie Hill, Saâdia Neilson, Dr. Ossie Stuart, and Nasa Begum, who have made major contributions to our Disability Rights Movement. It was clear that there was no room within the programme to give space to Black Disabled campaigners. The message for us and the future generation is its “ok” to do valuable work behind the scenes, but do not expect to get recognition. Black Disabled people must deal with multiple barriers of disablism, racism, and the resulting intersectional and interlocking oppression in our everyday lives. We know the intersect of disablism, racism, sexism and other intersectional oppressions in schools continues to be a prominent issue that negatively impacts on our Disabled children’s performance, causing increased risk of exclusion from school and other areas of life. The programme also under-represented many other groups the Disabled people’s movement is made up of. For example the experiences of Young people, or those with learning difficulties, were minimised. The focus remained predominantly on interviewees with physical impairments. There remains an underlying assumption that the issue of segregated institutions is no longer a problem in today’s society. In fact, there exist current examples of institutionalisation and scandals (see Dame Christine Lenehan report and the Timpson Review).

In conclusion, we felt that the documentary was a good introduction to the Disability Rights Movement, but it touched on the various topics too briefly. Perhaps detailing the documentary in 3 or 4 episodes would have been more informative. We would have liked to see more explanation on the medical model and the social model, and how language around disability has evolved. In depth discussion of topics such as racism and intersectionality of Disabled people’s identities, and experiences of people with various impairments, would no doubt have enriched the programme. It also missed a great opportunity to show the current barriers that Disabled people face today. For example, many Disabled people are still living in institutions today, and are still being segregated in schools and colleges. From our point of view, the programme made it seem like the struggle of disability rights is now over, and Disabled people now have equality. We understand that major progress has been made, but we know from our work, that equality is still far from being achieved, and the battle still needs to be won. We still have a long way to go for the inclusion of Black Disabled people and people of colour within our movement. In solidarity.

Disabled Black Lives Matter

Book review

Neither Victims nor Heroes: Promoting Disability inclusion through reading Richard Rieser reviews ‘The Full Story’ by Mark Jennet, Published by the National Education Union in 2020.

Launched during UK Disability History Month, 2020, by the National Education Union, The Full Story, is a welcome contribution to developing a more disability inclusive curriculum through reading in nursery and primary classrooms. Mark Jennet, who previously produced the Union’s series- ‘Every Child, Every Family’ looking at LGBTQ+ identities, and ‘Breaking the Mould’ examining gender stereotypes, makes it clear that depictions of disability are still relatively rare. Where they do occur, they are often part of bullying narratives or feature people ‘overcoming’ their impairments. In the 21 titles recommended here, Disabled characters are depicted neither as victims nor heroesbut ordinary people getting on with the business of living: “The books in this resource take a number of approaches. Some talk specifically about diversity in all its forms and can be used to ensure that disability is included in wider conversations about both our differences and the many things we have in common. Some feature Disabled protagonists (although their impairments are not what defines them) and many just include Disabled children as part of the action. All have value but, arguably, this last group are the most important. For some children, the first people they may associate with disability are Paralympians or someone like Stephen Hawking. Such high achievers are valuable in terms of how, for example, they challenge common stereotypes about disability – but their lives do not reflect those of most Disabled people.” “Reading stories that feature familiar situations and in which disability is just one aspect of many people’s lives is one of the best ways of promoting disability inclusion…. Our suggested books also include a range of ethnicities, faiths, sexual orientations and other differences since Disabled people are as diverse as everyone else, and fictional depictions should reflect those intersectional identities.” Starting with picture books suitable for Early Years and Key Stage 1, from publisher Child’s Play (International) and Barefoot Books, the illustrations are of a diverse population with a range of impairments doing ordinary things. Jennet provides a series of ‘Asks’ to discuss with children, to focus and generalise their thinking. The books selected here are not an exhaustive list, but rather a guide to the type of books likely to be most effective at promoting inclusion.

Campaigns ‘What the Jackdaw Saw’ and ‘Freddie and the Fairy’ are pointed to as examples of applying ‘social model’ approaches to issues in the story. Both are about overcoming communication barriers for Deaf characters. Chapter books for Key Stage 2 readers are also covered. “A Storm of Strawberries’ is told in the first person by 12-year old Derby who has Down’s Syndrome, while ’Running on Empty’ is about 11-year old AJ who loves to run and is a carer for his parents who have learning difficulties. Both raise a whole series of issues about disability and wider diverse relationships. ‘I am Not a Label’, featuring 34 Disabled artists, thinkers, athletes and activists from past and present, focused more on their achievement rather than their impairment, is recommended. This book, also available on NEU website, is a welcome addition to challenging disablism in the primary curriculum but, as it says, much more needs to be done to bring this approach into all parts of the curriculum. World of Inclusion provides many examples and ways of doing this.

Supporting Scotland’s Journey Towards a more Inclusive Society A24 Scotland is a new network of Disabled people, parents of Disabled children and professionals in Scotland. Two of A24’s founders, Fiona Couper-Kenney and Jennifer Rutherford, spoke to Inclusion Now about their campaign for full implementation of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD). A24 (or Article 24), is a new organisation in Scotland, named after the section of the United Nations Convention for the Rights of People with Disabilities that aims to secure inclusive education. A24 wants to achieve inclusive education for all children and Young

people in Scotland’s schools, and consider inclusive education a human rights issue. They believe that all children and Young people learn better in inclusive schools that take full account of difference. The group formed after meeting on a Partners in Policy Making Course in 2019. They run a blog and use Twitter and Facebook to communicate with growing numbers. As their blog states: “We are a group of parents of Disabled children, self-advocates, researchers, academics and practitioners. We are committed to supporting Scottish education on its journey towards a fully inclusive system. Inclusive education is a human right and needs systemic change in all our schools for all our children.”

Campaigns Inclusion in Scotland Scotland currently does well with inclusion in mainstream, and almost all Disabled children and Disabled Young people attend their local school with their friends. Seven authorities have no segregated schools, and several only have one. But A24 are concerned about plans to reduce the provision for inclusive education and increase the uptake in segregated schooling. They want to build on the successes of Scottish inclusion, not turn back the clock and institutionalise Disabled children and Young people. They believe inclusive education should be integral in Scotland’s national policy and legislation framework. The Scottish Parliament have debated inclusion several times but never considered planning for inclusive education, or taken account of international conventions such as UNCRPD and the General Comment No.4. As a result of this lack of political leadership, Scotland is

now being left behind by countries like Italy and Portugal, who have placed human rights and inclusive education at the centre of policy. A24 believes Scotland should do the same, and wants to see: 1. Every education authority having a legal duty to provide inclusive education without exception. 2. Specialist support being available to all schools rather than segregated provision and hoarding of resources in segregated SEND schools. 3. Every school to plan and identify ways to improve their approach towards including all children. 4. Teachers and support staff in every classroom confident and competent in the range of practice for inclusive education. 5. All children to be supportive of each other in their school community.

Richard Rieser caught up with A24 to find out more: Tell us why you’re interested in education rights. Jennifer Rutherford: “I am the parent of a five year old with cerebral palsy. My son is non-verbal and non-mobile. He is very bright and is learning to communicate using eye gaze. He started our local primary school in August and so far his mainstream experience has been brilliant. He is a valued member of the school where all the children are learning from each other. However, his inclusion feels precarious and at any moment could change. So many people asked me where he was going to start school. They do not ask this of parents of non-Disabled children. Why shouldn’t he go to his local mainstream school? His enrolment at mainstream school challenges people’s attitudes. We think our society is inclusive, but it is not.” Fiona Couper-Kenney: “Each of my four children has different needs. Two are autistic, and they have had very different experiences of education and schooling when compared to their non-autistic peers and siblings. All children have needs and require support as they develop, however some needs are met automatically in school and others require a lot of brokering. I would love to see more children included in the way mine are just now - with flexibility and understanding, and involving them in decisions about their education - however, I know not everyone experiences this. One of my children has had some time in a segregated school for a while after illness, this was our best option at that time. However, the curriculum and culture of the school did not accommodate their aptitude or potential.

Campaigns Perhaps more importantly, they were not able to have local friends, due to traveling out of our area to attend school. Learning about the rights of Disabled people at Partners, and about ALLFIE in England, was very empowering for me, enabling our family to seek full inclusion locally for all our children.” What impact does A24 want to have? Fiona: “A24’s Blog includes law and policy to share knowledge about rights and the Scottish education context. We hope these posts are used to empower parents, students, and school staff to create the best situations for each child, as is their right. We hope that policymakers use these posts to reconsider the caveats in the current system, which allow for exclusive practices to continue. Our most read posts, however, are stories. We are collecting and publishing stories about good inclusion as these are tangible ways for people to know what is possible. We try and get parents, children and Disabled advocates to talk about their experiences in a way that shows what is possible. A film would be an amazing way to share good practice.” Jennifer: “Article 24 goes back to the precarious situation we find ourselves in. Before my son started school, I took the opportunity when we had to move house to look around local schools and think what would suit him best. I found Jonathan Bryan’s documentary, ‘Locked-in Boy’ on CBBC and then read his book ‘Eye Can Write’ when my son was aged three and that provided a model for me as he was very similar in his communication needs. It inspired me. In the end it was better for my son to stay in the place where he had his friends and where his sister already attended school. We have been really lucky but I have also seen parents really struggling with which school to send their child to. Do they choose the local school where their child is not going to necessarily get the attention they need; or do they send them to a special school away from their peers and friends, but they are going to get the support they need? It is a difficult choice for parents. I want to share the knowledge and experience of parents, children and schools who have achieved a school situation which did not require compromise between education, socialising and support - all are in the same place.” What is next for A24, perhaps in a five year timescale? Fiona: “The Scottish Government are committed this year to fully incorporating the UN Convention on the Rights of the Child into Scottish Law and we can build on this, highlighting the additional rights that Disabled children and Young people have under the UNCRPD. As parents, we want to ensure that the right situation exists for our children now - which includes working together with school staff engaged with our own children - and also lobbying MSPs and the Government for law and policy change to impact schools for all children.”

Campaigns Jennifer: “In the next five years we are unlikely to remove segregation. We hope to have shared many stories and made many more connections. We aim to raise the profile of inclusion with Local Authorities (32 in Scotland that run all state schools), teachers, teacher trainers and law makers. We want to develop more work with researchers and academics. We need funding and a formal structure. The way is not marked, but through the developing network of A24 parents are already connecting over issues, such as transitions. In five years, we hope more children are well included at school rather than precariously.” David Watt added this statement: “A24 are keen to see the right to inclusive education implemented and established as part of Scotland’s journey towards being a more inclusive society. At present, the law only places a duty on the 32 education authorities to provide education not in special schools the presumption of mainstreaming – except where a child’s ability is suited to mainstream school education, or where their education would affect the education of others and where the cost is unreasonable. These exceptions impact on Disabled children’s right to inclusive education with their peers. This law of presuming placement in mainstream education was passed in 2000 before Article 24 and the right to inclusive education was set out. It fails to take account of UNCRPD (2006), the concluding observation and concerns of UNCRPD in their report on the UK in 2017 and guidance from the Human Rights Council in 2019, which described Article 24 as a ‘multiplier’ right. At present, we are left with a divisive set of statues. In addition, the political landscape can seem unresponsive to claims for the rights of Disabled children. In 2020, UNESCO in their Global Education Monitoring Report, stated that debating inclusive education is to be seen as similar to debating the abolition of slavery or ending apartheid. In the last four years, the Scottish Parliament has debated the presumption of mainstreaming on three occasions. A majority of MSPs, from SNP and Conservative parties voted to see it as having only “laudable intentions” i.e. not a right for Disabled children. Then they compounded this by seeking to increase numbers in segregated special provision. In recent years in Scotland, numbers of children in segregated special schools has increased. As well as debating the merits of inclusive education, MSPS have also shared their concerns about how well children’s support needs are being met in education in Scotland. Scotland’s legislation here is farmed through the Additional Support for Learning Act passed in 2004 and amended twice in 2009 and 2016. Most recently, a further report was published “All our Children”, which recorded the dissatisfaction of many parents teachers and Young people but also addressed their positive comments on the approach, which aimed to move from a child deficit model towards one that focused on changing the learning environment to meet the needs of all. Such a laudable intention has not been realised, mainly due to financial pressure and cuts to education authority budgets, leading to declining numbers of teaching and support staff offering additional provision. The ‘All Our Children’ report identified all the problem but it seems has not persuaded the Scottish government to change the course of restoring the cuts to education authorities. The report also did not seek to change Scottish Legislation to bring it into line with best practice internationally regarding the legislation at present as sufficient.”

International

Inclusive education works: an Italian example Inclusion Now hears from School Teacher, Paulo Esperson. “As a pupil, I studied all my life in inclusive classes. As a specialised teacher, I have been working for 18 years in Italian state’s primary schools with Disabled and non-Disabled children. Like the vast majority of Italian teachers, principals, parents and school staff, I believe in inclusive education and consider every diversity a value.” Italy’s Inclusive Education Background In 2017, Italy celebrated 40 years of full inclusion. Research and experimentation on integrazione scolastica – ‘inclusion’ - were carried out after the first law that opened mainstream schools to Disabled learners in 1971. In 1975, the Falcucci Commission reported the conclusive results of these studies and the outcome was that the progress and development of Disabled children was significantly higher when they were attending regular school classes. Special schools and classes were abolished in 1977 (Law 517/77). The aim was to overcome every form of exclusion of Disabled people, promoting change in school structure, in order to welcome every child and fully promote their personal development. Attendance in mainstream schools did not require Disabled children to achieve a set level of competence for each subject in the curriculum. The assessment for the school year was meant to consider progress in all developmental areas. The new legislation affirmed a more articulated concept of learning: to enhance all forms of expression through which pupils realise and develop their potential; and that inclusion is possible if accompanied by a change of environment and context. All school staff needed to learn and understand inclusion, and develop new didactic strategies, specific planning and teamwork. Decades of inclusion contributed to changing society and there is still need for improvement. Today in Italy. less than 1% of disabled pupils are educated in segregated ‘special needs’ schools. The segregated schools that could remain open after 1977, were those specific for auditory/visual impairment. According to the Italian Ministry of Education, in 2020, special schools included: 2 preschools (total mainstream schools 27.797), 2 primary schools (total mainstream schools 17.369) and 8 high schools (total mainstream schools 17.665). Definition of Inclusion The word inclusion can change meaning depending on the culture and policies of a nation, but it must be defined with precision when we want to facilitate the inclusion of all learners. The observation, consequent goals and objectives must be pursued on the following different levels, to be considered in relation to the individual as well as the group: 1. The structural level - related to barriers, environment and resources. 2. The didactic level - related to the content of the topic/subject. 3. The educational level - related to skills children need to learn to participate equally in society

International We observe and assess each child’s strengths and what they need to develop. Additionally, we observe and assess when the group behaves in an inclusive manner, and what the group needs to develop to became more integrated and inclusive. The skills of the educational level are as important as the skills needed to achieve the highest grade in a class. Teaching inclusive values means working towards educating children to be open minded, and self-aware, to interrupt cultural patterns of prejudice. Teachers can support this by helping each child to participate and contribute to the group, through the development of their abilities and potentials. Harmonising diversity in a group signifies planning an inclusive background, also called environmental facilitator, where diversity can be welcomed as an additional value. We can choose any subject to plan an inclusive background in classrooms. An inclusive background allows children to perceive themselves differently, express and develop their potential. The case study below shows a section of initial observation and planning in which the inclusive background was created with music activities:

Case study background Leo was six when he joined the first year of a primary state school. The neuropsychologist warned us to expect him to have the behaviour of a onetwo year old child. He could not communicate verbally and used three - four spontaneous gestures to indicate his mother, father and primary physiological needs. The severe impairment was manifest in an insecure motor control and walk about, which was not entirely autonomous, this resulted in a tendency towards isolation. He did not allow any visual contact during communication, neither to people nor things. The start of the first year of elementary school was very difficult for Leo, his family, classmates and teachers. The teachers were anxious - they had never had a child “so difficult to understand”. The majority of his classmates were afraid of him as he could explode in unexpected high pitch vocalisation. I imagine he was probably scared, too.

Information on the structural level

The class was on the first floor, with the children’s desks organised in a circle to allow each child to see everyone, plus the teacher and the board. A trolley with two trays, containing photos of all children, plus a board with augmentative visual communication was placed close to Leo’s desk and available for all children to share simple communication. One music room was organised with Orff instruments and mats. In order to learn how to relate to and plan in the best interests of all children, the teachers had several meetings with parents and specialists who were working with Leo outside of school hours.

International The plan Aims for the year: • To encourage the process of inclusion of the group • To encourage the development of a sense of belonging to the group Specifically, for Leo, the term inclusion referred to the following aims: • Stimulate and motivate Leo to relate to adults and to his peers • Stimulate eye contact • Stimulate voluntary actions-reactions during musical activities Specific aims for Leo’s classmates: • To encourage the development relationship/ communication amongst peers • To develop the ability to accept diversity, recognising similarity and differences in personal styles of communication and expression • To develop attention, listening, memory, coordination • To encourage communication/expression and listening amongst peers The dedicated space of musical activities was chosen as the environmental facilitator. It was fundamental to help teachers, Leo and his schoolmates to get to know each other and trust one other.

Outcomes

Children became aware of Leo’s communication style and gestures, which they started to use with him during the school day. Leo started to make eye contact and look around. Children stopped fearing him and all of them would come close to Leo’s desk and engage in communication using the augmentative tools organised in the classroom. The group became very cohesive and supportive. All children, including those with difficult behaviours or different, specific needs, became more reflective, cooperative and active. Beyond skills at an educational level, children developed many skills to perform better on a didactic level, such as attention, listening, global coordination, eye-hand coordination, concentration, memory. Teachers started to create other inclusive backgrounds during the school day. The school created a supportive community, and the most significant evidence was visible out of school. For the following 4 years, Leo had a few close friends, families connected with each other and Leo was always invited to birthdays and celebrations. His birthday was also attended by all classmates.

Inclusive learning

Inclusive education works, for all children and all of society. It fosters empathy and cooperative attitudes, helps to reduce fear, exclusion, competition and isolation. Inclusive values support the development of tolerance and understanding of diversities, it helps to break patterns of structural discrimination, prejudice and intolerance. There is much to gain by such a path, walking together to explore what we need to let go of to truly achieve an inclusive education that enables the creativity and potential of both teachers and children. Something to remember as teachers is that inclusive values are the core-essence of education, to enable the expression of the full potential of educators and children.

Legal Question

“

My daughter Joanna is a Deaf, British Sign Language (BSL) user with cancer. She is not attending school because she is shielding, in line with government guidance. Her school have decided to use BBC school programmes as part of their remote education offering for all pupils who are shielding or have tested Covid-19 positive. Like her non-Disabled peers, Joanna wanted the opportunity to watch the programmes again at her own leisure. There has been an argument between the school and the BBC on who is responsible for the BSL interpretation – with each claiming it’s not them. Who is legally responsible for BSL on virtual lessons, homework and education platforms?” Schools are under a legal duty to provide online education for children of compulsory school age, if they are unable to attend school due to Covid-19. This new legal duty is temporary and there is little detail on what schools need to do to comply with the duty. However, the guidance published by the Department for Education states that remote education should be suitably tailored for Disabled children and those labelled with Special Educational Needs (SEN), so any teaching will need to be adapted. If your daughter cannot access online education without the BSL interpretation, then adaptations should be made to ensure that her education is tailored in line with her needs and, if necessary, BSL interpretation be provided. Schools are also required to make adaptations in any event as they are also required to comply with the Equality Act 2010, which includes a duty to make reasonable adjustments for Disabled pupils. If your daughter’s school do not make reasonable adjustments to her teaching then you could have grounds for a claim for disability discrimination, which can be pursued in the First-tier Tribunal (SEND). Exactly what reasonable adjustments should be made will depend on your daughter’s specific needs and will be different for different children but it is important that the school should work together with you to establish what adjustments should be made any issues with this. A reasonable adjustment may include the provision of BSL interpretation to ensure your daughter can access her learning materials. Local Authorities (LAs) are under a legal duty to make arrangements for the provision of suitable education for those children of compulsory school age who, by reason of illness or otherwise, may not receive suitable education unless such arrangements are

made for them. If your daughter cannot access her learning materials without the BSL interpretation, then the Local Authority are under a responsibility to ensure that arrangements are made so that she will receive a suitable education. This legal duty is found under Section 19 of the Education Act 1996 and the Local Authority’s refusal to provide your daughter with a suitable education may be challenged by way of Judicial Review. In addition, the Local Authority may also be under a legal duty to provide support if your daughter is in receipt of an Education, Health and Care Plan (EHCP). This is because she is still entitled to the special educational provision detailed in the plan whilst she is not permitted to attend school. This means that if section F of your daughter’s EHCP contains the provision for a BSL interpreter and she is not receiving this provision whilst at home, then you may be able to challenge this through a Judicial Review. This is because, she should still be receiving the special educational provision that she is entitled to, despite being unable to attend school due to Covid-19. Whilst the BBC also has duties under the Equality Act, it does not have any duties as an education provider so is not responsible for ensuring that BSL users are able access the education resources provided by their school. If families find themselves in difficult situations like these then they can seek legal advice on their individual circumstances. It is important to remember that up to date advice on your specific circumstances will always be beneficial. Please also take into consideration that the legislation and guidance in relation to Covid-19 is frequently changing and this could impact on any advice given.

Lydia Neill is a Paralegal in the Public Law Team at Simpson Millar: www.simpsonmillar.co.uk

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This magazine is published by: The Alliance for Inclusive Education (ALLFIE)

A national campaigning organisation led by disabled people. ALLFIE works to change laws, practices and procedures which discriminate against disabled young people and prevent inclusion. ALLFIE works together with allies to build a social climate in which everyone has a valued place. 336 Brixton Road, London SW9 7AA Tel: 020 7737 6030 Email: info@allfie.org.uk Website: www.allfie.org.uk

In collaboration with: Inclusive Solutions

A team of psychologists and associates who specialise in cutting edge practical strategies and ideas for developing effective inclusion in local mainstream schools and communities. We work with anyone who wants to bring about the real systems changes that are necessary to move towards a truly inclusive society. Tel: 0115 9556045 or 01473 437590 Email: inclusive.solutions@me.com Website: inclusive-solutions.com

World of Inclusion

A consultancy that provides advice, resources and training in the UK and around the world to develop equality for disabled people especially in education. Richard Rieser is an expert disabled international equality trainer, consultant, film maker and writer and teacher. Basement, 78 Mildmay Grove South, London N1 4PJ Tel: 020 7359 2855 or 07715 420727 Email: rlrieser@gmail.com Website: worldofinclusion.com

DISABLED PEOPLE, PARENTS AND ALLIES, WORKING TOGETHER to educate, facilitate and empower everyone who wants to be part of the growing inclusion movement. Together we want to bring down the barriers so all young people can learn, make friends and have a voice in ordinary school and throughout life. For each and every young person, this is an essential human right.

ALL MEANS ALL