Reflections on engagement

FEATURE / 25 ➜ LEADERSHIP

Reflections on Engagement

The current framework in education has been struggling to cope with the often-complex requirements of children with SEND. Roger Broadbent, diagnosed with dyslexia as an adult, outlines his reflections on engagement, and the support that should be in place for schools, teachers, children and wider communities.

O

ver the past two years (or more), support agencies, schools, teachers and families have worked admirably under less than perfect conditions and, hopefully, efforts to improve the situation for children with SEND will bring about significant improvement. It should be a priority for us all. The people we are trying to support did not choose to present themselves with their uniqueness; it is our responsibilityt to provide an education system fit for everyone. The burden of responsibilityt should not sit on the shoulders of the pupils needing the improved understanding; any new approach must focus on adaptations and personcentred support.

Delivering this is going to be tricky. We need to be brave and clear as to the benefits to the individual and broader communityt for getting this right. The consequences for not achieving the desired outcome will be the continuance of the present scenario for individuals with SEND: high unemployment rates; expensive legal costs incurred in fighting for educational support; very high numbers of offenders with low literacy levels; and co-occurrence of negative mental health outcomes. This scenario comes at a huge cost to the person and our communities.

This will not be a quick win for any government. It is nuanced and requires a great deal of thought and application, as well as the adequate finance to allow future success for all on a level playing field. However, if it is done correctly then we, the neurodiverse, the people who are wired a little differently, your friends and family members, and wider community, will be forever in their debt.

INDIVIDUAL AND COLLECTIVE REQUIREMENTS

Having recently visited the House of Parliament to interview a number of dyslexic MPs from all parties, the mood is one of determination to get things right. It feels as though the SEND green paper will have universal support, especially if the funding matches the intent. The view echoed by everyone I talked to was that it is unacceptable that half of the prison population is dyslexic. Our education system needs

26 / FEATURE ➜ LEADERSHIP

There is no link between dyslexia and intelligence – we need to empower the young person so that they can reach their full potential.

to be more resilient in its efforts to improve basic literacy and numeracy.

It was interesting to hear Peter Kyle MP talk about his school experience. When he was 13, he was forced to read a passage of Shakespeare aloud. He was humiliated as his teacher laughed at his attempt. The consequence for Peter was that he made the decision to give up on his learning there and then. It was only when he went back to study in his mid-20s that he received the respect and support he needed. He went on to get his doctorate from the Universit ty of Sussex. Another of the dyslexic MPs interviewed, Tom Hunt MP, admitted that he could not tie his own shoelaces until he was 14, but he got a first-class degree from the University of Manchester and a master’s from Oxford University. There is no link between dyslexia and intelligence – we need to empower the young person so that they can reach their full potential.

For too long parents have not felt listened to, and their frustrations can sometimes lead to expensive legal cases. In addition to the financial cost, the time lost during these protracted cases costs school time for the pupil concerned. These are the kids that fall out of love with education and develop that negative selfstigmatisation – I can’t do it, I’m a failure!

So where do we go from here, since we have an excellent opportunit ty to bring about positive strategic change?

BIO

R O G E R B R O A D B E N T

Roger Broadbent is a director of both the Dyslexia Institute UK and the Empowerment Passport Ltd. His dyslexia was not diagnosed until he was in his 40s, and it spurred him to be a passionate advocate for fellow dyslexics, and other people who are neuroatypical, or are faced with extra challenges around mental health and/or physical handicap. To get in touch, contact

Roger@Empowerment

Passport.co.uk or

DyslexiaInstituteUK@

gmail.com and to find out more, visit

empowerment

passport.co.uk and

dyslexiainstituteuk.com

strategy behind the development of the young person. We need to embrace the technology that is available, so that the extra challenges that come with dyslexia/ neurodiversityt are not so onerous. Teachers must be supported during their training and in role, and to learn about the underlying complexities of conditions.

There are some forward-thinking teacher training departments at universities across the country that are actively looking to recruit dyslexic candidates onto their courses. An exemplar of this strategy is Professor Jonathan Glazzard at Teacher Training Department, Edge Hill University. This is one of the positive steps that will not be included in the SEND Green Paper, yet it is just the kind of institutional change that we all need to embrace to deliver the culture shift needed.

WHAT IS NEEDED

It is essential that we have enough qualified educational psychologists to perform the numbers of assessments needed. These will help build the long-term The people we are trying to support did not choose to present themselves with their uniqueness; it is our responsibility to provide an education system fit for everyone.