Don't Send Him in Tomorrow

by Jarlath O'Brien

In Don’t Send Him in Tomorrow, Jarlath O’Brien shines a light on the marginalised, disenfranchised and forgotten children of today’s schools. The percentage of children achieving the government’s expected standard in benchmark tests is national news every year. The progress that children with learning difficulties and SEN make is never discussed, because it is not understood. That is a problem. The bone-crushing infrastructure which professionals have to negotiate is a problem. The fact that so many parents have to fight tooth and nail so that the needs of their children are met, something the rest of us would consider a basic entitlement, is a problem. This book describes how the system and can be improved if and when these marginalised children are given higher priority by the powers that be. There is a widespread lack of understanding about special schools, the work they do, and the children they educate – the sector is largely invisible. Jarlath O’Brien has become increasingly frustrated by this, and the varying quality of provision for children with learning difficulties and SEN in mainstream schools. The successes of special schools and pupil referral units in Ofsted inspections are just not celebrated or analysed in the same way that mainstream schools’ are. While, mainstream schools have their hands tied by fears over progress measures. There is a human cost to the accountability culture that reduces schooling to data and judgements: this is felt most profoundly by children with SEN and their families. Jarlath shares some of the problems he’s witnessed with inclusion and exclusion: mainstream schools actively encouraging children with SEN to look elsewhere, parents reporting their children have been formally or informally excluded from school and socially excluded by the parents of other children, children asked to leave their mainstream schools because of their behaviour – usually behaviour that is caused by their needs not being adequately addressed, children who are in school but isolated from their peers. If a child can’t participate in activities or trips with the rest of the class, or spends much of the day working one-to-one with a teaching assistant, is this really inclusion? The Pupil Premium has been established to ensure that children in receipt of free school meals are not disadvantaged – why does something similar not exist for children with SEN? Every health and wealth indicator that you could use to measure people with learning difficulties and special educational needs (SEN) reveals something alarming. They die younger. They work less. They are more likely to live in poverty or end up in prison or face mental health difficulties. They are much more likely to be excluded from school. They are more likely to be bullied at school. This has to end. We all have to choose to commit to recognising that society, as it is today, is a difficult place for young people to thrive. When you have autism, or Down syndrome, or any physical or learning difference, it’s even harder – and the system as it stands isn’t helping. We need to acknowledge that this is not right; that such a state of affairs must change; and that we all have a part to play in making that change happen. Jarlath offers suggestions for politicians, Ofsted, local authorities, head teachers, SENCos, teachers and teaching assistants about what they can do to make a difference. For all politicians, head teachers, SENCOs, teachers and parents.

194 pages, Kindle Edition

Published November 4, 2016

Reviews

[Sarah Giles · Rating 4 out of 5]

The book does what it sets out to do: educate teachers about the realities of SEN provision and exclusion. As a parent of children with SEN, I found it interesting, depressing, and certainly a book I would recommend to my children’s school. It’s not aimed at parents, so it is perhaps unfair of me to give only four stars because I would have liked more about how to advocate our way through the EHCP process from a parental perspective. Still very well written and helpful.

[Angus George · Rating 4 out of 5]

Fantastic, but for the massive blind spot of race. There seems to be no engagement with the way black or brown kids will interact with a headmaster who works as an agent of the police. Acknowledgment, yes, but no engagement.

[Roy Foley · Rating 5 out of 5]

There's a lot of shocking information in this book, even the introduction will show you 15 facts you probably don't know, the entire book was eye opening.

[Hayley Goleniowska · Rating 5 out of 5]

This forthright book is a must for every staffroom.
It shines a light on the shortcomings of the education system for children with SEN and highlights inequalities, whilst going a long way to bringing these valuable yet vulnerable members of our communities out of the shadows.
Jarlath is honest about his own professional failings in the past, as he seeks to educate other teachers by example and create a culture where SEN is everybody’s business.
Until a realisation that a holistic approach to fully understanding the uniqueness of each pupil and the ways in which their strengths can be developed and celebrated is implemented, we will never move beyond mere labels.
This is truly a book that will galvanise change.”

[Gemma Holloway · Rating 5 out of 5]

A must read for any leader involved with the education of SEND children. There has to be a shift in focus nationally in order to ensure ALL children receive their educational entitlement. Very though provoking