As we are always in firefighting modes trying to meet the unmet additional needs of children in schools, we have lost sight of what inclusive education is. I want to bring that to life with stories of two constituents. One is the parent of a child who has finished eight years in primary school without a single friend or connection made. She wrote how her daughter "was enrolled in the school, walked the same corridors and was invited to whole-school events. Yet she had very little meaningful time with her mainstream peers and very few opportunities to form friendships or be known by the wider school community." That is a loss for her but also for them; they never really got to know the wonderful person she is. The second parent’s child was forced to travel but has now found a school that matches her needs. She is thriving in a school that believes that every child belongs. The difference was not her - the difference was the school. She is now in a school with an inclusive culture led by an exceptional principal. How is inclusive education defined and measured in schools which have autism classes? What guidance is being provided to schools on peer integration, shared routines, friendship, communication, access and participation? Will the Department and the NCSE outline clear expectations for meaningful inclusion of children who are in autism classes?

Sentiment score: 0.14