Guernsey Press

‘Education system did not encourage my daughter’

ENCOURAGING disabled members of the community to flourish would benefit the economy and the individuals, something that should be reflected in the States’ approach to educational inclusion, according to one campaigner.

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Naoko Mauger, whose daughter has Down Syndrome, does not think inclusion is working in schools for students with disabilities. (Picture by Adrian Miller, 22757993)

Naoko Mauger’s daughter has Down Syndrome and recently went into remission for ALS Leukaemia but she excelled at a mainstream nursery school part-time.

Mrs Mauger said they were initially pushed towards a special assistance primary school and as a result of their decision not to do so she feels they were not offered the support she needed when her daughter entered mainstream education this summer.

‘We had a meeting in February with the States’ child psychologist and the deputy head of Le Rondin (special assistance school), the mainstream nursery school she attended was not involved.

‘You can see from the minutes that she needed some support but not all of the time.

‘When I talk to other parents they say they have also requested the mainstream schools to attend but it has not happened, why is that?’ she said.

The States’ child psychologist originally recommended that Mrs Mauger’s child remain at Le Rondin school where she was part time, and be gradually introduced into the mainstream school.

‘That seems to be the wrong way round to me, they should see how she gets on at the mainstream school first,’ she said.

If Mrs Mauger’s child was to go to mainstream school, it was deemed she would need an additional full-time teaching assistant at first.

‘Four days before the start of term we went to meet the teachers at her new school along with all the other parents and were told that the States had not informed them of the need for extra support.

‘It seems they agreed to do something and did not act that way,’ she said.

Mrs Mauger’s daughter is now attending the school part time, having resolved the issue, but felt the system did not encourage her daughter.

‘I have never felt like I was raising a child with a disability until this happened, this reminded me that my child was different.

‘She has achieved so much. She has had lots of positive comments, her personality is very determined, she wants to achieve and I want to give her all the opportunities that she can get.

‘In lots of cases disabled members of the community who are encouraged end up as tax payers who are more likely to live independently.

‘The States are not living up to their own code of practice,’ she said.

The States Education Department’s special educational needs code of practice states that:

‘All children and young people with special educational needs should be educated in mainstream schools wherever possible,’

A spokesperson for the Education office said:

‘(The) Education office works with all schools to ensure that the needs of our children and young people are met and resources put in place where needed.

‘Services are available to work in and alongside the schools to support pupils.

‘As part of our normal practice, we have made contact with the parents directly and all relevant professionals involved.

‘However, following data protection and relevant frameworks, we are unable to discuss individual cases,’

The Guernsey Down Syndrome Group founder, Kim Marquis, said Down Syndrome children generally thrive in a mainstream school environment.

‘Research shows that most children with Down Syndrome achieve more by attending mainstream schooling especially in reading and writing, it also benefits speech and social inclusion.

‘In our experience, other families have shown concern for how they have to ‘fight’ for the inclusion they believe will benefit their children.

‘Inclusion is not just about the child with Down Syndrome, inclusion benefits the community as a whole.

‘I remember a teacher at my daughter’s mainstream primary putting her arm around me the day she left the school and said, “thank you for sending her to us, thank you for fighting for her to come here, it has not only been fabulous to see her grow and develop but I have watched our children and staff grow as a whole as well”,

‘I think that teacher said it all,’ she said.