I worked as an advisory teacher for autism for a local authority, as senior educational lead for the National Autistic Society, as an assistant headteacher and as lead for autism training for the Autism Education Trust. I am also a single parent of young man with autism.
My work included preparing teachers for the education, health and care plan (EHCP) in September 2014. So imagine my surprise to read your article on autism, special educational needs (SEN) and exclusion (2 April). The terms used are several years out of date, and I am not sure how we can trust the statistics used if SSEN is still being used instead of EHCP.
The 2013-14 figures for exclusions show that “the majority are for persistent disruption, including violence”.
This does not indicate students with autism. Like most people, some students with autism can get frustrated and disruptive. But some are passive, non-violent and non-disruptive.
Most mainstream primary and some secondary schools now have autism resources attached to them. It is not just mainstream, special or nothing. The social and emotional stability of the student with autism is just as important as the education. Without this the most academic student with autism can flounder.
Jane Green
Copthorne, West Sussex
• The category of SEN that concerns schools and other parents most is actually social, emotional and mental health needs – that is, children who are traumatised, have attachment issues, are poorly parented and have few if any boundaries – many of whom are in care. Yes, those with autism suffer discrimination and exclusion. Having worked in this area for 35 years, I am well aware that the tide of inclusion has been reversed. Children with social and emotional needs without a medical diagnosis are a massively challenging issue in schools where to be competitive the decision to exclude is too often inevitable.
And think about where those children go. Our special schools are filling up. Who thought that putting people with the same needs together in one place separate from everyone else was a neat idea? That would be the Victorians.
Keith Brelstaff
Llandrindod
• I share Vic Goddard’s fears about the plight of children with additional needs under plans to make all schools academies (Who is going to stop the academies that are turning vulnerable children away?, 29 March). Our advice service fields numerous calls from parents trying to pick out the mainstream schools which will offer a truly inclusive and supportive education to their child with additional needs, from those which provide the legally required lip service. We also hear countless stories of the subtle ploys some schools use to discourage children with special needs.
Nicky Morgan, the education secretary, has failed to offer any response to those who have questioned how these children will be protected in a system where all schools will be left to their own admissions devices; or where the support services which schools currently rely on for special needs children will come from.
Bernadette John
SEN director, The Good Schools Guide
• I belong to the English Folk Dance and Song Society in Camden, north London. A while ago two friends of mine in their 20s, both with autism, learned about our regular beginners’ class and came along. It quickly became clear, however, that they could not keep up with the rapid level of calling, and the brief explanations given. I approached the EFDSS about doing a dance class for people with autism, and their response was: “What a splendid idea. We can’t help you.” I still am keen on the idea of country dancing for people who need clear instructions and help learning. Do any of your readers have any ideas?
Keiran Proffer
London
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