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POINT OF VIEW
Point of view: parent
A+ in strengths
Lets bring learning to the child, not the other way around, says Victoria Phipps-Lucking
S
chool is hard enough for any child, but when your child has diverse learning needs it can be even more challenging. I recently received a school report for my son who has 16p11.2 syndrome, a rare chromosome disorder, and although the teacher’s comments were warm and encouraging, the academic results at the end of the page clearly stated that my son is so far away from “age appropriate targets”. They listed his current levels and there was a helpful page attached informing me where he should be according to his “age. Schools must include this information as it is expected by the Department for Education but I feel this decision should be contested. I would like to sit down with my son, share his report achievements and show him the positive remarks his teacher has made without showing him a piece of paper which just highlights that apparently he is failing. There was no mention of the
esteem. The SEN system encourages the use of a deficit model where pupils are constantly compared to a mythical “norm”. A school has the right not to enter a student into SATS tests if they are working below the expected standards, but what about the children whose profile means there are strengths and weaknesses in certain areas? An alternative approach should be used to assess their academic achievement rather than the one-size-fits-all standardised testing. At the very least, parents should be spared the constant comparisons with what a typical child is doing.
enormous hurdles he has overcome or of the fact he spoke in assembly, which is a massive achievement for a selectively silent child. It didn't mention that he has worked incredibly hard to move on to creating short stories or that he can now get changed by himself for PE. I wonder how many parents are receiving these reports which undermine every important milestone reached. We wonder why children with learning disabilities are six times more likely to have mental health issues (Young Minds, 2016), yet the school system perpetuates self-doubt, limitation by expectation and lowering of self-
practical ways? I suspect the pressure put on teachers to achieve results inhibits the amount of time given to the creative subjects. We already know that children learn in different ways. Howard Gardener’s theory of multiple intelligences suggests we all have a blend of different learning styles – including linguistic, logical-mathematical, spatial, bodily (kinaesthetic), musical, inter and intra personal – and what we should take from that is that learning is personal, creative and a process which has no rigid timescales. Therefore, the creative subjects like art, music and drama
SENISSUE88
Embracing difference Standardised testing has long been criticised in mainstream schools, so is it not time for schools to take the initiative and provide a challenging and useful curriculum for those with SEN that not only stretches them academically but provides education in more creative and
Parents should be spared the constant comparisons with what a typical child is doing should be used to encourage and even assess children with SEN. This would enable teachers to hone in on skills and talents, which in turn would give the child a sense of self-worth and pride in their achievements, which are every bit as worthwhile as those in more academic subjects. The whole purpose of education is to enrich people’s lives with knowledge for the heart and the mind and prepare the young with the tools to be decent adults who can fulfil their potential. Perhaps more respect should be given to whatever that potential is rather than a very narrow view of academic success being five GCSEs, three A Levels and a degree. I would like to receive a school report for my son that said he is happy, learning at his pace and enjoying his education. That would be something we could treasure together.
Further information
Victoria Phipps-Lucking has worked for many years in the field of SEN and is currently on the final year of a BA in Special Education at the University of East London. She has a son with 16p11.2 syndrome. For more information on the condition, visit: https://simonsvipconnect.org
WWW.SENMAGAZINE.CO.UK