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Emma21

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Posts posted by Emma21

  1. Posted · Report reply

    Hiya,

    Thanks for your message! I have informed my lecturer of my plans etc and I am waiting for him 2 get back 2 me. The case study would involve the questions being formulated for your son and he would then answer the questions etc. Do you think this would be ok? My lecturer has already said that responses by email are fine so would that be ok with you?

    An example of some of the questions are..

    How do you feel about having dyslexic?

    Do you feel different?

    Do your school do anything to help with your dyslexia?

     

    How funny is that! My lecturer just responded to my email saying my plan sounds great!

    Do you think your son would be happy to fill in the semi - structured interview questions?

    I will probably have them ready for you the week after the 13th of March?

    Thanks so much for your help!!!!

     

     

     

    My youngest son has a dx of dyslexia and is waiting to find out if he has dyscalcula. He doesn't have a statement, but he meets the criteria and I'm just embarking on the bumpy ride of requesting one. Before I do that I want to have meeting with the school's HT and class teacher but they are being very evasive every time I request a time for meeting. I have just sent them a letter asking for a meeting and will give them two weeks. If they don't organise one I will make a parental request.

     

    So don't know if pending stat assessment counts, but I'd be happy to help if I can

     

    Lauren

  2. Posted · Report reply

    Hi all,

    As you may be aware I am a student at the University of East London and I am currently in my final year!At the moment I am involved in carrying out my dissertation and I am also undertaking a module called dyslexia. As a part of this module we have been set an assignment where we have to carry out case study research on a child/adult who has a statement for dyslexia. I was just wondering if anybody would be willing to take part in my research? My research would involve me carrying out semi - structured interviews via the internet and then you can send the completed interview to my email address? The case study research would also involve me asking you questions like when were you given a statement for dyslexia? How were you taught to read? (e.g. analytical phonics, look and say or synthetic). A copy of your statement for dyslexia would also be required.

     

    If anybody is interested in taking part in my research then my email address is emmawood2001@hotmail.com ( I have msn messenger).

    Thank you for your valuable time.

  3. Posted · Report reply

    Hi all,

    As you may be aware I am a student at the University of East London and I am currently in my final year!At the moment I am involved in carrying out my dissertation and I am also undertaking a module called dyslexia. As a part of this module we have been set an assignment where we have to carry out case study research on a child/adult who has a statement for dyslexia. I was just wondering if anybody would be willing to take part in my research? My research would involve me carrying out semi - structured interviews via the internet and then you can send the completed interview to my email address? The case study research would also involve me asking you questions like when were you given a statement for dyslexia? How were you taught to read? (e.g. analytical phonics, look and say or synthetic). A copy of your statement for dyslexia would also be required.

     

    If anybody is interested in taking part in my research then my email address is emmawood2001@hotmail.com ( I have msn messenger).

    Thank you for your valuable time.

  6. Posted · Report reply

    Thanks for your comments.

    Hopefully I will start getting a few more completed questionnaires back so I can move onto the analysis side of my research!

    thanks again,

    Emma

     

     

    Hi Emma

     

    I agree with most specially Simon and Carole my ASD son is in mainsream and seems to cope not too badly but he is expressing hating school more and more often as he grows older he has less and less oportunity to make friend in fact this year he has none and is coming to the point that he rather like to be alone as nobody likes him, sorry but what the point for him to go to mainstream and not having the right support and being so isolated. :tearful:

    My son is 8 and I never had any choice respective to his education setting he does receive some support now 3 hours 2 from a TA (literacy support 1 hour math support in group 1 hour) who does not know much about ASD :oops: (she had one hour meeting with the LEA specialist in communication disorder) one hour from the SENCO (social teaching) who has just been trained and is now understanding better.

     

    There is no difficulties for ASD children to go to mainstream school we have no other option but most of them do not benefit from the so call "inclusion" what I think the best situation would be for my son his a small school with a specialised unit attach to it.

    I never received any support and every step forward has been done because of my determination to get some support for him where I live there are far too many people within the LEA who haven't got a clue about ASD every day is a fight :ninja: which I cannot give up because my son would suffer more and more having to attempt everyday a school where people do not really want to include him. Inclusion suppose to help "normal" children to be more tolerant and compassionate well frankly I don't think this will never happen it is just the kind of propaganda :devil: the education system write about but there are no programe or funding to make this becoming reality. :(

     

    As far as Iam concern inclusion for ASD children is just a disaster. :tearful:

     

    Hope you will do well in your study. :)

     

    Malika.

  7. Posted · Report reply

    Hi,

    Thanks for your message. I agree with everything you have said - mainstream doesn't necessarily mean that the school is inclusive. Also, although many schools might like to be known as an 'inclusive school', in reality they aren't because they fail to meet the various children's needs in the different areas of the education life. Your message was really really insightful and interesting, and i intend to use it for my research.

    Thanks

    Emma

     

    Emma

     

    Hello

     

    I attended mainstream schools all the way through my education, and recieved some (not enough, with hindsight) support which was specific for my needs.

     

    I would like to say some points and then back them up with my understanding of them.

    • 'Mainstream' does not mean 'inclusive'.
    By this I mean that inclusion is something very, very much more than 'just being there' at a mainstream school. It is about belonging and being just as welcome and just as important as all the other children, and it's also about having your needs met. For a lot of Autistic children this means that the very nature of schools needs to change at their most basic foundations in order to include them. When this has happened and the staff are willing for it to happen, Autistic kids can do very well in inclusive settings. Not very many schools are so prepared to change, though, and so not very many placements of Autistic children in mainstream schools work out.
    • True inclusion cannot happen when children are segregated.
    By this I mean, separated intentionally. Like being based in a different room or even a different school because of what your label is, being separated from other children on purpose, not for some reason about being benefit to you. There isn't anything, not anything in the whole world that cannot happen in an inclusive school if the human things (willing and commitment and dedication) and resource things (physical spaces, 'specialist' training, actual objects and equipment) are there - the first one is down to people's beliefs and often seems to join up with job happiness and all sorts of personal issues, and the second one is... well, money. Money and space for extra rooms and quiet rooms and changing rooms and so on. I am not saying that everyone should be in the same classroom all the time doing the same things, because not everyone can learn like that, but the belonging... that can happen for everyone, I think, or nearly everyone. An example of segregation would be 'Alice' being taken to a separate room to do different maths to the others, even though there's no actual reason she can't be in the quiet corner and do her maths. An example of a more inclusive way to meet someone's need would be instead of me, Daisy, going to the Resource Room to do my maths at high school because I couldn't do maths with a lot of other people around, I went in the Further Maths group because it was just three other students and me, and I could work there.

     

    You could spend most or even all your time not in the main classroom and still be included in that high school, you just were. You mattered. My first high school said I couldn't make friends, and they were partly right, I am not very good at making friends, but I did make some in that high school.

    I guess what I am trying to say is that real inclusion, real honest inclusion, is the best for everyone, I think - everyone I know that's disabled, which is an awful lot of people and covers every kind and severity of disability there is, could do well in a fully inclusive school. Better, even than in the best special school. But not all schools are fully inclusive and some LEAs don't have any inclusive schools at all and if your choice is between being shoved in a big mainstream high school with no proper help and no proper welcome or a special school where all the staff think you are the best thing ever... well, its kind of obvious which is the better choice isn't it. Of course if the choice is between that high school and some sort of giant playgroup sort of special school where even the clever kids never get any qualifications and they look at you like your mad when you ask how many went to university that year... then again, its kind of obvious, except in real life it's never quite that straightforward.

  8. Posted · Report reply

    Thanks to all of you who have completed my questionnaire and commented on it.

    I have just arranged to meet my lecturer on tuesday, so it would be great if everybody could try to fill my questionnaire in for me. That way, my lecturer can analyse my questions along with your comments, and then we can decide on what I should do next.

     

    Thanks for all of your help again.

     

    Emma x

  9. Posted · Report reply

    maybe the members of the forum might suggest to Emma what sort of questions to include andthem Emma can compremise. It would be good for Emma to take back to her tutor to actually say these are the questions the parents want.

     

    Good luck Emma

     

    Jen

     

     

    Thanks Jen! Any help or questionnaire questions (preferably unstructured questionnaire questions on inclusive education would be greatly appreciated).

    Thanks again

  10. Posted · Report reply

    I have highlighted these quotes because you seem to have some pre-conceived ideas about what parents want for their children.

     

    There has been much comment in the press and elsewhere about the right to inclusion and the scandal of children being segregated into Special Needs education. If you were to spend a little time reading this forum then you would quickly realise that this does not apply to Autistic Children and their parents.

     

    While there are some people on this forum whose children are successfully included in mainstream, this is not the norm. Many parents of Autistic start with the hope that their children can be included in mainstream and come to the realisation that inclusion is utterly inappropriate for their child. In some cases the child has attempted suicide due to the stresses of mainstream inclusion. In many more cases, there have been significant mental health issues caused by inclusion.

     

    Our two boys came close to a breakdown because of misguided attempts to include them in mainstream education but are now doing well in Special School. There are many people on this forum whose children are out of Education because of the lack of Specialist provision, and many others whose children are not doing as well as they should because they are being forced into mainstream against the will of their parents.

     

    I have never come across a case where an Autitic child has been kept off school becuase of refusal to offer a mainstream place. Ever.

     

    Please keep an open mind and do not believe everyhting you read about inclusion being a human right and something that parents up and down the land are clamouring for. I would suggest re-designing your questionnaire so that it deoes not assume that parents want their child to be included as this is eveidently a false assumption.. Baroness Warnock (Widely hailed as the architect of the inclusion policy) has recently said that she thinks it is wrong to assume that alll children should be included, she has Autistic children in mind when she said this.

     

    I am sorry if this has turned into a bot of a rant, but the assumption that all children should be included in mainstream is causing significant harm on a day to day basis. Just because a child is physically present at a mainstream school does not mean they are included emotionally, intellectually or socially and more people need to understand this.

    Simon

     

    Hi,

    I am sorry if my questions have come across this way - I did not intend them too. I work in a special needs school and I also work in the inclusion unit of the school and my job involves going with some of the children into mainstream schools, where I assist them in their learning. I dont believe all children to should be included in mainstream schools and I totally agree with you that just because a child is physically included in a mainstream school, it does not mean they are fully included in all aspects of their education and development. However, my questionnaire and dissertation is specifically focusing on parents experiences of mainstream inclusive schools for their SEN and disabled children.

     

    I actually extracted the questions from a researcher at the University of Bath, so I will try to change them.

     

    Thank you for your comments - I have taken note of what you have said.

  11. Posted · Report reply

    Hi,

    My name is Emma Wood and I am currently a 3 year student at the University of East London. I am currently undertaking my disseration on the 'experiences of children with SEN and disabilities, and their parents in two mainstream inclusive schools' and I was wondering if parents would be willing to answer some questions for me so that I can then formulate them into my questionnaire results? So far my questionnaire format is a bit rusty because my lecturer has been off sick so I have been unable to run it past her! However, any help would be greatly interested because I can then analyse my results.

    if u would like to email you my comments then my email is emmawood2001@hotmail.com

     

     

    1. Please tell me about your child. How old are they? Are they male or female?

     

     

     

    2.If there is any other information about them which you think others should know, for example if they have a disability or a SEN, you might wish to explain about this.

     

     

     

    3. Are you happy with your child's current school and how much choice do you feel you had in its selection? Y/ N - Why?

     

    4. Have you always wanted your child to be included in a mainstream school? Or was there a turning point in your views on this? Why do you believe it is better for him / her to be educated in an inclusive setting?

     

    5. Have you encountered opposition or lack of understanding in your wish for your child to be included? If so, can you tell me about these experiences and how they made you feel?

     

    6. What type and level of support have you/your child received to enable your child to access mainstream school?

     

    7. What is the outcome / current position of your struggle for inclusion?

     

    8. What is your child's current educational status?

    They currently attend a special needs school

    They currently attend a mainstream school

    They are starting a mainstream school shortly

    They do not currently attend school because the LEA is refusing to allow them to attend a mainstream school

    Other

    Please highlight in red and bold

     

     

    9. Can you list the kind of difficulties experienced by you as parent of a child with SEN/disabilities?

    (Can you number them for example 1= very challenging, 4 is least challenging)

     

     

    10. List the supports that are available to you as a parent?

    (Number them in order of most successful, least successful)

     

     

    11. What strategies have you as a parent used to help you, your family and your child (with SEN/disabilities).

    eg support services/help lines? determination/dedication

     

    12. Is there a message you would like to give to other parents who are struggling to have their child included?

     

    13. Do you have any advice to offer teachers (or other professionals) about how to make inclusion work?

     

    Thank you very much for your valuable time.

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