Page 65 - SEN113 SEN Magazine July-August 2021-V3

Parents / teachers About the author Grace Williams has nearly completed her school-based teacher training and has secured an NQT position in a special school, teaching children with autism. @gracewilliams1x their whole lives. They may always think what if, what if my child did not have special needs? What would they be like? What would they grow up to be? Alongside this they must care for their child and support them. They have to deal with sleepless nights and their child’s challenging behaviour. They must learn about their child’s needs and how best to support them while their world feels like it is moving at a million miles an hour. Fighting for their child To help their child reach their potential and get the right support parents have to fight for their children. They have to fight for a quality education for them whether that is extra support in a mainstream school or a place in a special school which meets their needs. It can be extremely difficult for parents to accept that their child needs support from a specialist setting also. They also have to fight for extra support such as respite care and most people think this would just be given to you. In 2016, 46.7% of permanent school exclusions were children with special educational needs and this number is growing. For these children that means that their parents were caring for them full time. During the covid-19 pandemic we have all experienced lockdown and feeling isolated and hopeless. This is how many families with a child with special needs feel daily. They may not be able to go on days out, holidays or even to the local supermarket because of their child’s challenging behaviour. These are just some of the things parents and “Parents have to fight for their children” families face daily. Teachers and professionals working with these families must understand this in order to support them effectively. Positive relationships There is a growing recognition that the establishment of a strong relationship between parents and educators is a key element to effective collaboration and improved education for students with disabilities (Allred, 2015). Parents need to feel like they are understood, and that their needs and opinions are listened to. Parents know the most about their children and will support them for the rest of their lives. Teachers should use this to their advantage and work with the parents to understand the child’s needs and the steps they need to take to reach their potential. Parents may be lonely and not have anyone to talk to about their child and the challenges they face. Their family and friends may not know how to support them so they may distance themselves. Therefore, teachers may be the only support network they have. They may want to rant and discuss their child’s needs with you. I am aware teachers have a highly pressured job which comes with many challenges, but it would mean the world to parents if they felt they had someone on their side. To conclude, when working with children and young people with special educational needs, take a step back and think about the struggles their families face each day. Their parents are fighting every day for their child and this battle will never end. They need positive relationships with professionals involved in their child’s care and learning. Lastly, parents want the best for their child and will do everything they can to achieve the most effective support. Think about this before naming them ‘nightmare parents’. senmagazine.co.uk SEN113 65