Schools are enhanced by SEND pupils

My Twitter feed has recently included several posts from educators shocked by examples of schools which seem to exhibit a lack of inclusiveness. Vic Goddard (@vicgoddard), Brian Lightman (@brianlightman) and Stephen Drew (@StephenDrew72), among others, have expressed concern about schools which seek to dissuade prospective parents of students with special educational needs or disabilities from applying. This is done by suggesting, or even explicitly stating, that the School cannot meet the child’s needs, through what Stephen Drew has described as a ‘blatant anti-inclusion narratives’.

These posts have quite rightly highlighted the unfairness and indeed discriminatory nature of denying education to such children, but I would like to make an additional point. It is not just those children who miss out: the whole school community is made poorer by such moves that reduce the diversity of that community. As the Canadian Philosopher, and founder of the L’Arche communities, Jean Vanier put it:

As soon as we start selecting & judging people instead of welcoming them as they are – with their sometimes hidden beauty, as well as their more frequently visible weaknesses – we are reducing life, not fostering it.

Students with special needs enhance a school. They help students understand the diversity of our society, together with the challenges faced by those who do not represent the typical norm, not just in a hypothetical ‘this week we’re supporting a charity for people with X’ kind of way, but as a daily reality. Not least they will learn that nobody should be labelled by a condition, or seen merely as a problem because of it, but rather that we are each a unique combination of attributes, experiences, competencies and aspirations. As such, an inclusive school should see SEND provision as a welcome, positive expression of a healthy learning community.

Much of the comment I have read, and understandable frustration, concerns the actions of individual schools. While it is tempting to view the issue at this level (and only right that wrongdoing should be highlighted for action), I wonder if these actions by single schools aren’t a symptom of a systemic problem? Our current system of Progress 8 scores, Ofsted gratings, and league tables encourages competition between schools. I have written previously in praise of partnership and the good that can be achieved through cooperation. Perhaps the solution to providing truly inclusive educational provision, especially in times of financial hardship, lies in schools working together to pool expertise and resources. Imagine the power of a partnership that commits to securing the best possible outcomes for every child in the community it serves.

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