It has never been straightforward to just ‘include’ Trudy. Patrick moved seamlessly up to the next class in nursery, or from parent and toddler classes to being on his own. There was never an issue with him, never a debate.
Trudy, however, took a different path. Nursery had this all in hand with initiatives in Scotland such as Getting It Right for Every Child (GIRFEC) and the child’s plan. This meant that we had regular discussions about when it was right for Trudy to move up and what support she would need, if any. We had eight professionals involved in the decision-making process. We got access to 1:1 funding but she hasn’t needed a dedicated member of staff, as she soon got lazy and well aware that the member of staff was solely there for her! In collaboration with the nursery, we used the funding for training all the nursery staff to use Signalong or to have an extra pair of hands when out and about.
We were offered smaller gym classes for children with disabilities or volunteers with tabards but these didn’t seem appropriate for Trudy. The last thing I want to see is my child accompanied by someone in a tabard! Trudy learns better when she is copying her peers who are bigger, faster, more able than she is, when she is given the time and space she needs. The gym coaches soon got to know her and treated her like she was just another kid. It was solely down to their confidence and expertise that Trudy was included in her mainstream gym class. A huge thank you to Edinburgh Leisure for being a shining example of how inclusion can be facilitated through a little discussion and a ‘can-do’ attitude.
So, we then started to observe a different model of inclusion; one which was not based on singling out the child, but one which permeated the entire staff, children and families, enhancing skills and encouraging compassion. Our speech and language therapist worked in small groups of Trudy’s friends, using songs and simple signs that the other children could try. Gradually, Trudy has become her own little wonder with her own skillset. She is surrounded by little friends who want to communicate with her, to support her. Her little friend, Paddy, is very keen to tell me where she is when I go to pick her up!
I have done my own research around inclusion for my professional development and to be able to work with the young people at my school. I have learned that the landscape for inclusion is still changing. The focus is no longer on mainstreaming, but on providing the right support at the right time. Research has informed policy and the guidance is very much in favour of an inclusive society where children with disabilities are accepted and celebrated. Thank goodness we have moved on from the days of the ‘ineducable’ and the ‘sub-normal’! A study done in 1978¹ found that educational opportunities and early intervention might be extending the intelligence levels of children with Down’s Syndrome. Professor Lani Florian², who is a great advocate for inclusive practices in education, suggests moving from labelling so-called ‘normal’ children and children with additional support needs to a focus on individual differences in all children.
I cannot imagine that this is anything but a good thing, for everybody. How lucky we are that we live in a world where our children are accepted! Including Trudy will have its challenges but we must always remember that the world has come a long way in its fight for justice and equality.
But one question will continue to hound me as a parent and a professional: How close are we now to achieving true inclusion of children with disabilities and additional support needs?³
¹Conolly, J.A. (1978) ‘Intelligence levels of Down’s Syndrome Children’
²Florian, L. (2017) ‘Achievement and Inclusion in Schools’