Memorandum submitted by RESCARE
1. In representing thousands of families
having a child with severe learning disabilities (formerly mental
handicap) and/or autism we seek to promote the Government's key
principle of Choice in Education inclusive of properly resourced
mainstream, special day and residential schools. It is in this
context and on their behalf that we welcome the opportunity to
contribute to the Committee's deliberations.
2. We are deeply concerned at the policies
being practiced at local level leading to the unwarranted closure
of special schools in contradiction of Government stated intent.
3. The Department for Education and Skills
(DfES) stated (2002) "Inclusion is not an agenda for the
closure of special schools", a policy assurance confirmed
by Prime Minister (2004)—but closing they are with the choice
option being denied at local level.
4. In operating imposed budgets LEA's and
Government should understand that for a system to be "more
expensive" does not mean it is "too expensive".
5. Increasing numbers of children are received
into special schools through the Tribunal Appeals system and not
referred direct by a local authority.
6. DfES figures School year 2002-03. From
1,076 registered tribunal appeals 689/64% sought special schools
and 387/36% mainstream. From 236 Tribunal appeals wanting special
schools named in statements 132/56% were upheld.
7. In what can only be considered an experiment
in social engineering the use of "inclusion" as the
ideological inducement to close special schools is a total misrepresentation
of Government policy for those parents whose children have a multiplicity
of educational and care needs to be met requiring specialist input
in an environment conducive to such a delivery.
8. It is not a question of one type of educational
process versus another but a comprehensive service with each area
of expertise having a part to play, the quality of outcome for
each individual being the ultimate criterion not the process.
9. There is a strong case for DfES issuing
a circular reminding local authorities that they have a duty to
provide a range of options for pupils with SEN needs including
special schools.
10. Special schools are an essential part
in delivering an inclusive education service by doing what Government
wants, and should continue to be vibrant in order to meet the
needs of those who do require them, while supporting entry into
mainstream schools where appropriate.
11. With 3% of children nationally having
needs that justify a statement, these should name special schools
and/or dual special and mainstream options.
12. Also of concern is the increasing numbers
of learning disabled school leavers being unnecessarily placed
into the sectioning process. The undersigned having had personal
experience of this with one of our four male family members suffering
learning disability as a result of the fragile X syndrome.
13. HM Government and the DfES should take
steps to have considered "The Report of the Special Schools
Working Group" published by the DfES 2003 but which has hardly
seen the light of day since. It is positive in supporting parents
and in recognising the unique understanding and knowledge of their
children. We ask that the Committee does likewise by endorsing
the Government's key principle of Real Choice for such families
across a properly resourced range of options inclusive of mainstream
special day and residential schools.
September 2005
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