[senco-forum] [SENco-forum] Calling in EP tangent -dyslexic girl, grammar school etc.

I have a friend who is blind, who, because he went to special school is as
capable as a sighted person in most things.  He uses ICT or audio to access
letters/mail and has trained as a piano tuner.

He has had reasonable support to make him independent and has access to work
help. This is what should be available to all.  There are always be some
vulnerable people who need more support and will never be independent and
the system takes care of them.  For others there should be graduated support
until they can take the stabilizers off their bike.

How much support should a person get in work to do their job is a difficult
one.  Money or aids to make one independent has to apply whether one is
literally blind or as with dyslexia having difficulties that need extra
money or aids to make work possible.

Education does not stop when one leaves school and if a little help makes
her, or anyone, better at their job, like CPD,  then extra in house training
or support it has to be until that person is capable of needing required
standards.

The money spent will be worthwhile if she continues in a high paid job and
pays lots of taxes rather than being in a low paid job and needing
additional benefits to make her  money up.   If however the person is still
not capable of doing the job after help then they have to be disciplined,
moved or fired according to company rules, same as everyone else.

What was being discussed earlier in relation to Grammar schools is whether
it is OK not to support High IQ children just because they are already
around the average mark and so in some way deemed not deserving of any
support or a share of the few resources that are available.  It seems to be
that 'Every Child Matters' only until they  reach average.  Wonderful that
agencies work together, but until the funding is central there will always
be more support for one child than another depending on local rules or
eloquence of the parents.  My answer would be to have SDA for all regardless
of age.

Sharon

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk]On Behalf Of
BarbaraALooney at aol.com
Sent: 10 April 2008 13:05
To: senco-forum at lists.becta.org.uk
Subject: [senco-forum] Calling in EP tangent -dylexic girl,grammar school
etc.

Dear All,

I know I'm going to regret posting this and also I'll have to be so careful
with the details on a public forum that I hope what I mean is clear,
but................................

Is anyone else getting a little unsure/uncomfortable about the notion of
"reasonable adjustment/support".  I'm rather long in the tooth and I've had
some
experience on all sides of the argument on this one - mainstream  teacher of
high achievers, SEN bod and parent with very relevant  experience.

When does reasonable support become unreasonable? Clearly the grammar
school
teacher would have drawn the line somewhere different than all of us, but
there must be some notion or line of what exactly is reasonable - and it
can't
be just so that everyone can achieve what they want whatever it is.

In my professional life I have come across someone who had lots of support
at school, went to university where a great deal of support, (maybe more
than
is  reasonable- I don't know),  was also considered necessary, got a good
degree and is now having a workplace assessment done -because actually she
can't
do the job,  (without a great deal of support).  This person is in  social
work and has responsibilty for some very vulnerable people.

I think this is a really difficult area, which we are all too ??(just can't
think of the right word) to voice.

Be kind to me.  I'm regretting it already.

Barbara

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