Those who know me know that I have recently moved to employment out of the education system because I found myself completely disillusioned with education, particularly the provision for Special Educational Needs where I predominantly worked during my career in education. I could write any number of posts discussing various issues I saw during my time in schools – and over time I probably will – but I thought I would start with one that has bothered me ever since I witnessed it.
One student in Key Stage 2 had recently had a Cochlear Implant. He had been involved in the decision making process with his parents and had said that this was what he wanted. The procedure went ahead with no complications and he returned to school. Part of his programme of adjustment for his cochlear implant was to complete daily listening based activities. I was not involved in this so don’t know the exact details of what these were, but I do know he worked with one of the male teaching assistants for half an hour each day to complete them. That same teaching assistant also supported him in class as the student was still adjusting to the cochlear implants and I guess hearing everything in a different way.
Then the school decided to shuffle staff around (a subject on which I could fill pages of rants) and a new staff member was assigned to work with the student. One day I was working in the room where this student went to have his meeting/assessment with the specialist assigned to him. The new teaching assistant was present. I wasn’t really paying much attention to them – having my own work to do – until the student raised his voice, clearly frustrated.
“I’ve already told my parents I don’t want to go into a Resource Provision and I don’t want to have a teaching assistant all day either!”
Whilst I was sitting there being quite impressed at the young man’s confidence in self-advocacy, the whole situation was made altogether more uncomfortable by the professional’s response:
“Now you don’t mean that, think about how you’re hurting Miss’s feelings by saying that. It will be good for you to go to a Resource Provision. We’ll talk about it with your parents”
I regret now not turning around and saying something to that professional. I know that being autistic makes it hard for me to get involved in any social situation, let alone a potentially emotionally charged one, but I still get moments where I feel like I let that student down. I did go and speak to the Higher Level Teaching Assistant about the possibility of slightly altering the deployment of the student’s TA so that he didn’t feel lie he was stuck to an adult; and I did speak to the Learning Mentors about how his voice had been ignored. I still feel like I should have said something to the professional though…
I worked hard to make sure the “voices” (used figuratively) of the non-verbal, autistic students I supported were heard, and it really bothered me to see this professional completely brush aside the views of this young man and patrionise him at the same time by telling him he didn’t mean what he was saying. This student knew what worked and what didn’t work for him. He didn’t want to be placed into a Resource Provision unit in Secondary school and he wanted his Teaching Assistant contact time reduced – why was it so difficult for that professional to acknowledge his views? Acknowledge his voice? Respect what he had to say as a valuable contribution to his ongoing provision?
If the voices of those who are verbal are so easily ignored despite the recommendations from the SEND CoP (DfE/D0H, 2015), then what chance is there of the views of those who are non-verbal being listened to and respected?