Page 12 - SEN106 SEN Magazine May-June 2020

Children are inquisitive. They are building connections every day, which means they will ask questions or have thoughts about what some of us would see as the most abstract things. Of course, children also ask questions about each other. Why does that child talk like that? Why are they making those noises? Why do they have those ear defenders? When we don’t educate, we don’t understand. Discrimination is often born out of a lack of understanding. Walk round most schools in England and somewhere you will see words displayed such as “inclusion”, “equality”, “togetherness” and “kindness”, but do we practise what we preach? Speaking to children about their differences is something that should be natural to all of us. If schools want to be inclusive, this needs to involve inclusive conversations. Our brains work in different ways and this is often highlighted by children with SEN. When we get the information on why something works in the way it does, we usually understand it better; the way this information is delivered will make a difference to our level of understanding, but we can grasp the basics. Having an inclusive environment is not about getting everyone to do the same thing, it’s about allowing everyone to be who they are. I was once told: “At this school we don’t expect the children who come through our doors to fit in with us, we expect our staff to fit in with them”. Explaining to children about the different ways our brains work can leave them feeling empowered and inspired. Discussing the positives Children in special schools want others to know about difference. These children do not go to these schools for their whole lives; they will seek to integrate into society, but many fear what society might think of them. Society is also scared of them too because it doesn’t understand them. Terms like “autism”, “ADHD” and “global day” are ones they may hear from time to time, but how often are they given a proper explanation of what they mean? I am not saying we should put people up in front of their peers and single out their labels, but we should put awareness of our differences into the school curriculum. Within this curriculum, we should focus on the positive aspects of our differences, the ability to be proud of who you are and the power of individuality. Indeed, throughout history many of the people who have made the biggest impact on society and our everyday lives are those who have not been afraid to do something “different”. If it starts in school, it will filter into society. Perceptions of people who learn and think differently will change, and discrimination against people with SEN and disabilities will decrease. It is up to educators to educate, not to be scared. We should support children to be the creators and guardians of their own futures, and help them to unlock the potential in their own unique minds. If we started this at an early age, we would see the benefits at each stage of their development and throughout their lives. We would start to appreciate others for who they are, and we would also begin to understand ourselves a little better. Point of view: teacher Let’s talk about SEN Schools need to encourage children to understand and embrace difference, writes Kierran Pearce About the author Kierran Pearce is a teacher at a special school in Essex and Director of the Multi-schools CIC, which seeks to change attitudes towards children and young people with SEN. multischoolscouncil.org.uk @multischools (search) the multi schools council Having an inclusive environment is not about getting everyone to do the same thing SEN 106 senmagazine.co.uk 12 Point of view