Showing posts with label mainstream. Show all posts
Showing posts with label mainstream. Show all posts

Guest Post by Kristian Naylor - Uncle Martin, 50

Kristian is the close friend of a friend, a hardworking single Dad, a gaming expert, a cheeky comedian and the nephew of a man who has Down's Syndrome.

Please read his heartfelt words about his Uncle Martin who is nearly 50, and how times have changed for those with the condition. But have we got our priorities wrong?


Uncle Martin



My Uncle Martin is approaching his 50th Birthday. He was my grandparents second child, following a gap of almost 10 years after his sister (my mother). They had already started their family later than many at the time following my Grandfather’s enlistment in the Army during WWII. There were no controversial screening programmes back then so they didn’t know he had Downs Syndrome until he was born. 

I don’t know exactly when it was that I became aware that my Uncle had Downs. As a child yes labels do exist, but until you understand them they aren’t how you define something or someone. To me he was always just Uncle Martin. The one who would sit with me for hours watching The Dukes Of Hazzard and Knight Rider, amongst others, and get the same excitement from them as I did. Always picking me up for hugs joining in with whatever game I’d decided to play.

He has not achieved what many would consider great things in his life. He has no qualifications. Has never been the face of a brand or broken down barriers. Has never had a job and he has never lived independently. Aspirations I’m sure many of you reading this will have for your child. Sadly they won’t all achieve them. But does this mean their life will be unfulfilling? That they will not be happy and content? Ask Martin.

He was born in the mid 60’s. A very different time for people with disabilities. Most of his education came from my grandparents at home. He attended little if any mainstream school. Certainly nothing beyond Primary level. His interaction with other children beyond the neighbours was done at groups and centres where all the other children were similarly disabled or were siblings of children with a disability. Into adulthood he attended day centres which were not just about respite for my grandparents. Working alongside other people with disabilities he would normally attend Monday thru Friday, transported to and from the building by mini-bus. From what I understand it was almost like a normal work environment. They would produce jigsaws and similar products that were sold to help raise funds for other activities.  Sadly over the years, government funding for things like this has all but evaporated. He still attends a much more limited version to this day, although it is now only two part days per week.

In late 1988 my Grandfather, who had been providing sole care for Martin since the death of my Grandmother only a couple of years earlier, died suddenly. For a while his older brother who lived close by took Martin in. However as a man of nearly 70 in deteriorating health himself, this could never be a long term solution. My mum was in no position to take him into our home as a single parent with two children under ten. Much as I could see, even then, that the alternatives were limited and not very appealing to her as his sister. 

Thankfully, through a friend’s recommendation, she found a place at a very, very special residential home. It was family run and catered for people with a variety of mental disabilities. He would have his own room and be encouraged to live as independently as he wanted to. Residents were offered the opportunity to take part in the preparation of all of the meals that would be eaten together. In the grounds of the house the owners kept chickens and grew vegetables, which again were activities that everyone could be involved in.

He has lived there now for 24 years, many friends have come, and sadly gone in that time. It very much feels like a family when you visit as familiar faces greet you and ask how you are. He has been very lucky to find such a warm, family orientated environment. Whenever I see him he always has something to tell me about what he’s been doing or what he’s looking forward to doing. He takes great pride in taking part in community events where the home opens it’s doors to the public to sell excess fruit and veg grown in the ever expanding corner of the garden dedicated to that activity. 

Even now his sight is weakening and his legs give him all sorts of discomfort there is always a smile on his face and a practical joke to be played. He doesn’t like it that I’m now the one who picks him up for hugs though...

I’m sure that many of you who read this will be horrified by the thought of your child ending up in a residential home. That there is no way that is something you could/would ever contemplate. My grandparents would certainly have been too. But for me, the years he has lived there have been the happiest and most inclusive of his life. He operates more independently now that I ever believe he would have had he continued to live with family. He comes out every Saturday and spends the day with my mum and now my son, who my mum provides childcare for while I work. I’m proud to say that he, like me, doesn’t see the label. He knows Martin as the one who watches Doctor Who and Transformers with the same excitement as he does. I supposed in that sense Martin has achieved barrier breaking. My son will be more understanding of disabilities as a result of their time together.

So, back to my point. The reality is that despite all the wonderful, positive changes today in how it is handled, not every child born with Downs will achieve everything their parents aspire for them. Certainly I feel that including people born with the condition in mainstream education with support and encouraging them to play whatever part in society they want to is the right thing to do. Who knows what a difference having that opportunity would have made to Martin’s life. But do I think that not having those chances has made his life any less fulfilling and, for want of a better word, ‘happy’? No I do not.

And for me, that last part is the most important. Surely that is everyone’s dream? To be happy. Not just those that are not as able as the majority.

Kristian

SEN Magazine: A Parent's View of SENCOs

I recently wrote an article for SEN Magazine with advice, thoughts and tips for SENCOs from a parent's perpective




SENCOs vary wildly as does your experience of them, but all new SENCOs now have to be trained to Masters Degree level. All those I have ever spoken to have been enthusiastic and commited.

In this piece I highlight what a trightrope they walk, trying to please the Head and the parents.

I hope you enjoy it and find it useful. Feel free to print it off for your SENCO too.

SENCOs: A Parents' View.






You might also like to read my
Top Tips For Parents with a Child with a Learning Disability


Advice for SENCOs - The Parents' Viewpoint


Natty at her fully inclusive Pre-School


I was recently asked to address a group of SENCOs (Special Educational Needs Co-ordinators) as they neared the end of their 3 year Masters Degree Course. Their tutor hoped I could provide the missing ingredient to the course: that of the Parents’ Perspective. 

I put my thinking cap on and set to work to come  up with something that would change the way new SENCOs think forever.

I decided to ask other parents and disability groups what they would say to a room full of SENCOs if they had the opportunity. I did this via Twitter and Facebook, and the response was overwhelming. I printed the replies off, cut them up and spread them on the kitchen table. Interestingly they fell into 3 distinct categories, and echoed my own initial plans for the talk.  I weave the quotes from these parents into what follows.  Thank you to all of you that helped.

This article has since been published in SEN Magazine.



Advice for SENCOs - The Parents' Viewpoint

I am a former language teacher and learning support assistant and am now a stay at home mother of two. Our youngest, Natty, has Down's Syndrome.
When I looked back from the parental side of the fence, on my time as an LSA, I realised that I may have been good, but that I was not quite good enough. So I decided to ask other parents and disability groups what they thought of the professionals who support their children; what they would say to a room full of SENCOs and SEN workers, if they had the opportunity. The reaction to this was overwhelming and the responses fell into 3 distinct categories, which echoed my own thoughts.

Consider the parents

By far and away the most frequently mentioned and passionately   discussed point was that professionals must consider what parents think and want.  All families differ, some need more support than others, but the vast majority know their child better than anyone else.  After all, it is the parents who have sat up into the wee small hours researching their child's condition online, fuelled by worry, fear of the future and a desperate need to know that they are doing the very best they can.
It is they who have been the experts from day one. It is vital to involve and accept help from parents. SENCOs who recognise this have the most valuable resource at their finger tips.

"Realise that the parents are experts and be open to suggestions of new ways of doing things that have been successful elsewhere."

"I would like to be treated as the lead professional."

"I would ask the SENCOs to take 5 minutes to listen to the parents (very different from talking). I may not have any O Levels, but I want my child to go through school in the best way possible. This means being regularly involved in planning and forward thinking."

It is so important to see things from the parents' perspective sometimesand understand the pressure they can sometimes be under.  They live with the child's difficulties every day, they may not get much sleep, might have been through worrying episodes when their child was ill, hopitalised or undergoing surgery. At times this will take it's toll, and recognising this will go towards creating a better working relationship.

Teachers and SENCOs should take the time to look for potential problems within school, so that the parents don't always have to be the ones to mention what is not going to plan. Suggestions should be taken seriously the first time because as one father mentioned;

"By the time I raise an issue at school, it is because it is really important and because I have already let a lot slide. I will have been mulling it over for a very long time."


The Pupils' Advocate

"For inclusion to be successful, a teacher must provide for the needs of every child in the class and this includes children who have teaching assistants (TAs)." says SENCO trainer Angela Redman. "The teacher should work individually with these children so that they can fully understand them. Pupils will often work harder for the teacher and this also models how the other pupils in the class view that child."

Most parents realise that the role of a SENCO is a difficult one. They are employed by the school, report to a head of department and headteacher, and work within ever increasing time and financial restraints.  Primarily though, they work for certain children within that school, often some of the most vulnerable, and they are their advocates.

"Sadly, a SENCO's role is to run with the fox and bark with the hounds."

"First and foremost they should be an objective advocate for our children."

"As an ITU nurse, I attended a Critical Care conference each year, listening to survivors of disasters, so that we culd understand the trauma whn patients came in to us.
At the end of the day, I was the patient's advocate first and foremost as they are always the most vulnerable person in the room. It was my priviledge to keep that patient safe in every conceivable way at all times. I always considered them with the highest possible regard and if I had to lose my job to whistle blow I would.
To me, anyone involved in SEN should be the same."

Sadly bullying and disrespect towards SEN pupils can and does occur within schools and sometimes staff members are the perpetrators.  This could be a peripatetic teacher, a dinner lady or receptionist whose ideas are a little 'old school', so you need to be vigilant.  All staff need to be made aware of the school's Disability Equality Policy, and trained to follow it.

"Make sure all staff know that just because a child has additional needs does not mean they are a problem, just that you need to think differently and change your way of working."

SENCOs need to get out into the classroom and go on learning walks around the school. They need to spend time with the children with SEN, to assess needs and determine which advice servises and interventions to recommend.

One TA I have worked with summed up the SENCO role rather well: "An efficient SENCO would have the ability to promote effective teamwork. They should be aware of their team's individual expertise and have in place methods to deploy them across the school, ensuring teachers, teaching assistants, supervisory staff and parents have access to a higher level of support, and providing service users with a flexible, efficient and competent workforce. This dynamic approach to teamwork allows for the identification of gaps in provision and highlights areas for professional development."


Inclusion and Independence

We all know that school is not just about Reading, Writing and Numeracy, but sometimes it is easy to become lost in academic targets and assessment.  For SEN children, their time at school is  more about the long-term goal of enabling them to live in mainstream communities as independently as possible.

"A good SENCO will see this bigger picture and help their staff see it too."

"Our daughter will not finish school and live in a vaccuum. Our hopes should be that we can all enable her to live within the mainstream community. And for this, her experience at mainstream school is crucial. Inclusion at school will help her be included in her future, will help others learn to include her. Schools should see themselves as mini societies, enabling children to become good citizens.'

Another parent's comment encapsulates a common concern:
"Some teachers are used to measuring success in data and feel 'what's the point in helping this child who is so far behind?' They become frustrated that they aren't making more progress. They need to see that reaching small goals are worth such a lot, that they are helping a child to live an independent life."

Inclusion is a two-way street. Classmates learn as much from our children as our children benefit from being included alongside them.  I recently wrote a post about true inclusion as I witnessed it at a 5 year old's birthday party:


Conclusion

SENCOs have a difficult role, but they are in a priviledged position: they can make an enormous difference to the educational careers and future lives of so many. It is important that they get it right for our children.





This article appeared in SEN Magazine, March April 2013. 





Reader's Story - Tracy Awramenko


Tracy sent me the wonderfully encouraging story of her son Charlie. I love this picture taken of him at school. 


Charlie clearly loves school



  • This is my youngest boy Charlie who is now 3 years old. 
    He is going to a special needs school and a mainstream pre school, both of which he loves. He has two older brothers who really look after him and adore him. 
    We are so proud of his little achievements, some many will think small but to us they are all big!! 
    He is a happy smiley little thing, who knows his own mind (stubborn like his parents), but he brings joy to all that meet and know him. 
    We cannot imagine life without him. 
    I love your facebook page. It makes me smile and gives me confidence that our family is not alone in the challenges we face, but those challenges are worth it xx

Photo Gallery of Hope

I got off to a bit of shaky start...

When Natty was born we experienced the darkest, most  terrifying times of uncertainty.  We had not signed up for this!  We knew next to nothing about Down's Syndrome.  What would she become?  Were our lives to change forever?


I recall thinking that we would never again be able to go for a walk on a beach as a family...holidays and travel would be impossible...her sister would be affected by her limitations....everyone would stare at us everywhere we went and say cruel things...our daughter would not be beautiful...

But a kind, knowing neo-natal nurse, who had a daughter with Down's Syndrome, leant us a small family photo album.  
We pored over page after page of simple snapshots; kids hugging on a sofa watching TV, kids opening presents and blowing out birthday cake candles, kids in the bath, kids playing instruments... and kids making sandcastles on the beach!

A perfect bridesmaid (twice so far in fact).
This was a turning point for all of us.  Those photos gave us more hope than I can describe, at a time when we could find very little that was personal and encouraging online.  We determined there and then to expose Natty to every opportunity and experience that her sister had had and was going to have in the future.  5 years on and we are reaping the rewards as we see them both florish.  





So here are a few photos from that journey so far, a journey that has had its many ups and downs along the way.  We hope, via these images, to spread encouragement and positive thinking for other parents.  It's hard work, it takes love and patience, but the sky really is the limit.



I love exploring smells...



...and texture.




I am a little comedian



I love my sister



I sometimes stray...so watch out!



I party hard...zzzz





Sometimes Mummy has to force me to enjoy new experiences.  I'm always glad she does.  I moaned for 20 minutes before I let the dolphin kiss me  :)

I make new friends wherever I go
Photograph by Traci Giles Photography

Pretty aren't I?
Photograph by Traci Giles






I won several rosettes, including this SPECIAL, in the gymkhana, riding Jessie x



Check out my dance moves!


I worked hard at kindergarten



I love doing art at home



The moment I graduated from kindergarten...PRIDE is written all over everyone's faces, tears abound!
I love Daddy too!


I took my first minutes of (mainstream) school very seriously, and got stuck straight in



I loving trying new experiences...I am FEARLESS!



and I am very proud of myself :)


To conclude, yes, our lives have changed forever.  We have learnt to see life through the eyes of one who views and experiences it differently.  We now live life on the 'other side'.  Believe me, it's a lot better.

Oh, and yes...we go to the beach often. 
We travel far and wide, making friends wherever we go.  
Natty is a great ice breaker, and her sister is the wisest most sensitive 7 year old I have ever met.  

And not one single person has ever said anything cruel about her...lingering looks and insensitive questions perhaps, but never anything intentionally cruel.  An ambassador she is... and VERY BEAUTIFUL :)


And special thanks to photographer Traci Giles, more used to taking pictures of Hollywood stars, who took such beautiful shots of Natty on holiday after she stole her heart xxx