Disabled child driven out of school

0 - 0 • Published 24 Apr 2009 12:30 13 Comments

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THIS is the boy who has been grossly let down by both his school and education bosses.

Since birth Josh Pickett has suffered from Sodium Valproate syndrome which results in congenital defects arising from drugs taken to control epilepsy during pregnancy.

Josh is also brain injured following the removal of a benign tumour at the age of two.

Up to five weeks ago, the eight-year-old from Tweedsmuir attended Broughton Primary where he was increasingly isolated suffering a litany of humiliations.

Out of a school of 100 pupils, Josh was the only one whose photograph was not taken - his Additional Needs Assistant (ANA) and the school secretary both claimed to have forgotten about him.

On another occasion the Head Teacher, it is claimed by Josh's parents, asked if they should maybe cone off a specific area in the playground for the boy to play in.

Josh, who is also almost blind in his left eye, was sat side-on to the board even though various specialists ruled he should sit face-on.

And a playground assistant once proclaimed him 'a horrible boy" in front of the entire yard of children.

Eventually Broughton"s Deputy Head Teacher approached Josh"s parents

claiming the school could no longer handle his needs, which is in direct

opposition to the Government"s policy of inclusion for special needs children in mainstream schools.

Josh will now continue his schooling 15 miles from his home at Halyrude

Primary in Peebles which has a proven track record handling children with special needs.

However his parents Clive and Julie now want answers for the treatment

Josh received at Broughton.

Clive said: 'The way that both Broughton Primary and SBC"s Education

Department have treated Josh is appalling.

"When he started at the school we told them that an in-depth assessment needed to be carried out so that they could better suit his needs this never occurred.

'Josh was increasingly isolated and marginalised within the school. They

viewed him as a naughty boy but he"s not.

'Josh craves social interaction and if this is refused him then he can get quite irritable. All the school did was exacerbate his condition.

'We"ve had to fight SBC"s education department every step of the way on this in an effort to get Josh"s needs catered for.

'They basically pay lip service to inclusion as there is no flexibility or clear strategy to dealing with pupils such as Josh within schools.

'I truly believe that the education department knows inclusion doesn"t work but because it"s government policy they have to toe the line.'

This is also the view of Borders Addditional Needs Group or B.A.N.G, a charity set up to support families who have children with additional, complex or rare conditions.

Patron of this charity is local MSP Jeremy Purvis.

He said: 'I have had several other sets of parents contact me, along with the Picketts, about this policy of inclusion regarding children with special needs in

mainstream schools.

'The policy cannot and should not be prescriptive, but should be shaped around the individual needs of the child.

'I do understand that there is no easy solution to this but individual

specialists would go along way to helping such children settle in mainstream school.'

When asked about Josh"s case, Glenn Rodger, SBC Director of Education,

said: 'Whilst we are unable to give out details relating to an individual child"s education, I would stress that the Council is, together with our partnership agencies, fully committed to continuing our practice of inclusive education.

"We always aim to provide our children with any extra support they might require.

'We also have a network of staff specially trained to help us integrate children with additional needs into mainstream education and their work is highly valued by parents, pupils and staff.

'A new integrated children"s service is expected to be in place by August this year, bringing together education and social work services to provide a genuine opportunity to build an improved service for children and their families.

'I am confident this new service will consolidate the good practices already taking place in our schools and will be of real, tangible benefit to our children and parents throughout their time in education at Scottish Borders Council.'

This article appeared in Peeblesshire News 24 Apr 09

Have your say. Post a comment on this article.

John Turnbull
Unregistered User
Apr 24, 22:19
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I thought the Scottish education system was a beacon for other countries but to find out that they treat a wee boy like this is simply appalling.

I am ashamed to be Scottish, and ashamed of our government. As for the school, the head Teacher and all who knew and did nothing to include this wee boy should hang their heads in shame and resign along with the education bosses.

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Alex Pagett
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Apr 26, 11:50
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Mr Turnbull should check his facts before commenting on such a sensitive matter. As a Grandparent who has had regular association with the school over several years I know that teachers , parents and pupils have shown a great deal of understanding and compassion towards Josh; I have seen the efforts made to include Josh in parties and other events but as he has grown older his needs have become more difficult to handle both by teachers and pupils .....knee jerk and ill informed reactions are unhelpful and ignore the efforts made by the authorities including the provision of a sensory room and skilled staff support.latterly the school was left with few options despite their best efforts. This sad affair highlights a serious flaw in the policy of inclusion which should and must be addressed urgently. As a final thought I deplore this 'senstaional', and badly researched form of journalism which is harmful and hurting to all involved. The priority should be to help Josh and not drag good folk into a public squabble especially when the facts are not fully aired.

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clive pickett
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Apr 26, 12:13
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Unfortunately you do not and cannot know the facts unless you have access to confidential information and been present in the many meetings that we have.If you would like tothen perhaps itwould be a good ideal to us ask first.T he critical fact here is that we have had to drive and manage the whole process,there are no skilled staffto support josh,if you are so well informed can you tell me what your understanding is of josh,s needs and what training and skill set all the staff at the school have?.This is not sensational jounalism just the facts and i am sorry if it makes you feel uncomfortable,i can assure that we are not alone in this,i would ask you to contact B.A.N.G. or ISEA SCOTLAND for their view.Finaaly our priority is to help our son and i make no apology for taking this to the press to ensure everyone carries out their statutory obligations.

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John Turnbull
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Apr 26, 16:10
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Mr Pagett, I thought that the journalism was excellent. it seems to me that your comments are all related to the schools needs and not those of Josh. Whilst compassion and understanding may be welcome they are not enough on their own.

You mention that there is a serious flaw in the policy of inclusion. I am interested in what that flaw is. Whatever that flaw may be It is certainly no flaw on the part of Josh or his parents.

As far as I can ascertain Inclusive Education is a much needed policy and if Individuals / Teachers feel uncomfortable when a parent has exhausted all avenues to do the best for their children and have to take further action, those individuals / teachers need to have a good look at themselves and ask why they feel uncomfortable.

Here is an extract taken from Inclusive Education for disabled Children

It is the implementation of the `policy and process' that allows all children to participate in all programmes. `Policy' means that disabled children should be accepted without any restrictions in all the educational programmes meant for other children.

It denotes equality, and accepts every child with his own unique capabilities. This principle must be accepted by all the international, national and local programmes.

The `process' of inclusion denotes the ways in which the system makes itself welcoming to all. In terms of inclusion of disabled children, it means the shift in services from `care of the disabled child' to his `education and personal development'. Inclusive education goes one step further by defining these children as `children with special needs' who need special attention, rather than children who are `impaired' or `handicapped'.

Inclusive education is nothing but `Making the programme for disabled children as an integral part of the general educational system rather than a system within general education'.

Here are some of the objectives

1. The governments have to give the highest policy and budgetary priority to improve their education systems to enable them to include all children regardless of individual differences or difficulties.

2. The governments have to adopt as a matter of law or policy the principle of inclusive education, enrolling all children in regular schools unless there are compelling reasons for doing otherwise.

3. The training programmes for the teachers have to include the education of disabled children.

4. All children have access to general education system, to expand the coverage to reach the unreached population.

I make no apologies for responding to this article and voicing my concerns. For the Picketts to drive and manage the process indicates that there is something seriously wrong somewhere in the system and perhaps the flaw that you mention is not that policy is wrong but that those who should be driving and managing the policy are not doing so for reasons known only to them.

It seems that they (Mr & Mrs Pickett) had no alternative but to get the press involved and by doing so we may see some meaningful outcomes that will help others in the future. For some to feel uncomfortable along the way is surely nothing compared to what Josh and his parents have had to go through.

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Alex Pagett
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Apr 26, 17:26
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I do not feel uncomfortable about this sad business although I do have great sympathy for Josh and his parents.However, I do think the policy of 'inclusion' is seriously flawed in instances like this.To seek to accomodate pupils with 'special needs' alongside other pupils demands a great deal of extra provision which this small rural school does not have and so there is little merit in launching a 'sensational' press attack on teachers and pupils who have been seen to be doing the best they could.My perception is that the culture in Broughton Primary is a caring and considerate one and that the staff in particular demonstrate a great deal of understanding and compassion. This type of publicity helps no one and creates a great deal of unnecessary strife. The focus surely should be on what is best for Josh and I do hope the 'powers that be' recognise the need for sensible action.

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Simon Edwards
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May 11, 12:32
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I have every symapthy for the family involved, it must be hard work to bring up a youngster with such needs. However the parents must take some of the blame for this - to expect the poor lad to fit in to a small rural school and to expect the staff to cope isn't something I would have settled for. If it was my child I would want the best; I would have sent him to somewhere better suited for his needs in the first place.

It is unfair to massively criticise a local school where staffing levels are probably at the limit and where they probably don't have the resource to cope with 'special needs'. The extra resource required to cater for what is in effect one percent of the school size would be very significant.

Politicians can promise 'inclusion policies' but if they then don't give the support in terms of training, extra staff and the means of being able to pay these extra staff, how are small rural schools expected to manage?

My thoughts are, very simply: if anyone has special needs - child, adult or pensioner, then the proper place for them is somewhere that can cope with their needs. This gives them the best chance of being able to cope with and integrate in to the 'main stream' when they are confronted with it. Give them the support they deserve by the people best placed to do so.

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Simon Edwards
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May 11, 13:43
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I have every symapthy for the family involved, it must be hard work to bring up a youngster with such needs. However the parents must take some of the blame for this - to expect the poor lad to fit in to a small rural school and to expect the staff to cope isn't something I would have settled for. If it was my child I would want the best; I would have sent him to somewhere better suited for his needs in the first place.

It is unfair to massively criticise a local school where staffing levels are probably at the limit and where they probably don't have the resource to cope with 'special needs'. The extra resource required to cater for what is in effect one percent of the school size would be very significant.

Politicians can promise 'inclusion policies' but if they then don't give the support in terms of training, extra staff and the means of being able to pay these extra staff, how are small rural schools expected to manage?

My thoughts are, very simply: if anyone has special needs - child, adult or pensioner, then the proper place for them is somewhere that can cope with their needs. This gives them the best chance of being able to cope with and integrate in to the 'main stream' when they are confronted with it. Give them the support they deserve by the people best placed to do so.

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Simon Edwards
Unregistered User
May 11, 19:09
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I have every symapthy for the family involved, it must be hard work to bring up a youngster with such needs. However the parents must take some of the blame for this - to expect the poor lad to fit in to a small rural school and to expect the staff to cope isn't something I would have settled for. If it was my child I would want the best; I would have sent him to somewhere better suited for his needs in the first place.

It is unfair to massively criticise a local school where staffing levels are probably at the limit and where they probably don't have the resource to cope with 'special needs'. The extra resource required to cater for what is in effect one percent of the school size would be very significant.

Politicians can promise 'inclusion policies' but if they then don't give the support in terms of training, extra staff and the means of being able to pay these extra staff, how are small rural schools expected to manage?

My thoughts are, very simply: if anyone has special needs - child, adult or pensioner, then the proper place for them is somewhere that can cope with their needs. This gives them the best chance of being able to cope with and integrate in to the 'main stream' when they are confronted with it. Give them the support they deserve by the people best placed to do so.

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ray
Unregistered User
Jul 10, 16:16
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QUOTE:Out of a school of 100 pupils, Josh was the only one whose photograph was not taken – his Additional Needs Assistant (ANA) and the school secretary both claimed to have forgotten about him

How can these people be allowed to be in charge of children, Bet the people have a SATNAV in there cars so they can get home incase they FORGET!!!!

Quote:

On another occasion the Head Teacher, it is claimed by Josh's parents, asked if they should maybe cone off a specific area in the playground for the boy to play in.

He isnt the School pet is he , NO well shouldnt be treated as one ,Sack to Head Teacher

Quote:

And a playground assistant once proclaimed him 'a horrible boy' in front of the entire yard of children

All Kids are horrible from time to time but that kids that part in parcel with being a kid that life ,I bet the Playgound assistant was horrible as a kid at some point

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Jo Hamilton
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Sep 12, 07:20
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This is a very sad tale and must be upsetting for the parents trying their absolute best to do what is best for their lovely son in what must be often trying circumstances.

I do also agree that it must be very difficult for a small school with limited resources to cope with a pupil with such special needs. My question would whether the government policy of inclusion in mainstream schools is appropriate.

What is the impact on the other 99 pupils in the school?

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anne suckling
Unregistered User
Oct 27, 13:52
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As a teacher of adults with learning disabilities both in college and in an outreach project involving special schools in Edinburgh it is my

experience that many children have needs that would be impossible to meet within mainstream education and that they have both a better quality of education and life experience in the supportive environments of Special Schools

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John Pickett
Unregistered User
Mar 15, 19:53
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I have never made any comments on any facebook sites before, but I was researching a web site about my own grandson who is also called Josh Pickett when I saw these comments about this young lad and to say I was disgusted and saddened by the antics of this school is an understatement.

When you are humiliated by anyone at school it hurts as I often was when I was brought up in poverty in the fifties in Govan,because we were very poor.

But for a teacher to leave a wee lad out of the school photograph which was probably deliberate and not by accident that must have been heart wrenching and those parents must have shed a lot of tears, because I did.

That headteacher and playground assistant should hang their heads in shame, but they will probably shrug it off as heartless people do.

For Alex Paget to say the staff are doing their best then I say they are not up to the job so get rid.

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John Hogan
Unregistered User
Nov 3, 10:01
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I read the article above and as a parent of achild who has special needs and has been educated in mainstream schools throughout her education successfully I may add I would like to make the following points.

1. For incusion to work it must be a whole school policy - from head teacher right through to pupils - this needs to be underpinned by good disability awareness training for all staff and a culture of inclusion to be positively encouraged and developed.

2. Funding is crucial and it is both local and central govt responsibility to ensure funding is provided to enable training and proper facilities to be provided where necessary. Withou t this inclusion becommes mere ideology.

3. The onus for inclusion is on the school to change its policies and practice not focused on the child to be 'integrated' into school life.

All of the above need to happen for incusion to work - I suspect based on what I have read that there are major flaws in all of the above in relation to Josh. But thats not an excuse to abandon incusion it should be a wake up call to get it right.

Another quick point the use of the term 'handling' in relation to the school Josh is now attending. Children with special needs are in school to be educated not 'handled' - this is not a politically correct point but one I think highlights an underlying attitude to the nees of children with special or additional needs.

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