Children’s voice, children’s rights, special educational needs

Guest: Helen Bishton, NCSL Research Associate

Date: 22 February-7 March 2008

Helen Bishton, NCSL Research Associate and author of the report Children´s voices, children´s rights: what children with special needs have to say about their variously inclusive schools, asked three questions.

1. Do we gain anything as school leaders by trying to access the views of pupils?
2. How have you tried to access the views of pupils with special educational needs?
3. Are adults the most important aspects of a school when determining whether inclusion works?

Key points made.

• It is very important to gain the views of all the pupils, but in conjunction with the staff and parents so that you can get a wider perspective.
• The UNESCO project ‘Reaching out to all learners’ focuses very strongly on the inclusive nature of education facilities all around the world.
• The results were astounding. We have since taken action from these responses, and the children now have their own school council to raise any points they feel need voicing.
• 48 per cent of our population are with profound and multiple learning disabilities and have communication and sensory difficulties. In addition to communication aids and support materials, we are introducing person centred planning as a way to support these pupils in making decisions about what is relevant and appropriate to them.
• We have in the past dismissed the idea of a school council. How very wrong we were.
• If we teach children in school about their rights to be heard and express an opinion then there is more likelihood that when they get to adulthood they will actively challenge the prejudice and lack of support they are likely to receive.