Press Release

Warnock 'nearly right' on inclusion

A review of education provision for disabled children is urgently needed, the Disability Rights Commission (DRC) said today. But its terms should avoid the 'sterile' debate over mainstreaming and special schools and instead concentrate on tackling the historic failings of the system to deliver high quality education and to bridge the qualifications gap between disabled and non disabled children.

Responding to Baroness Warnock's call for a radical review of education for disabled children and children classified with special needs on the same day as the launch of its own Disability Debate aimed at mapping out a future of disability equality, the DRC said that Baroness Warnock was 'nearly right' about inclusion. The Commission went on:

'We have been having the same debate about special and mainstream schools since the 70's.. Mary Warnock is right to say that now is the time for a radical review of education for disabled children and children with special educational needs, but this will be a another waste of time unless we get the terms of the debate right.'

The Commission continued:

'For many young disabled people, low expectations and poor opportunities in school, whether in a special or mainstream setting, have stymied educational achievement. 24% of disabled people aged 16-24 have no qualifications compared to 13% of non-disabled people of the same age leading to a legacy of exclusion throughout their lifetime. As early as16 years of age, disabled young people are twice as likely to be out of work, education or training as their non-disabled peers (15% compared to 7%).

'Whilst the wider policy agenda on education and skills has set clear and ambitious targets to marry the interests of learners with those of employers and higher education, this has frequently and sometimes actively omitted opportunities for disabled people. Where disabled young people are concerned, policy has focused heavily on methods of teaching, on meeting 'special educational needs' and on contested concepts of 'inclusion' and 'inclusive learning'. Although these ideas are not unwelcome, they are often detached from meeting the wider educational objectives of enabling young people to equip themselves with skills for life and work and to go on to participate fully in society.

'Disabled people have been left with a legacy of an education system that was designed when disabled people were not expected to participate in education, move on to fulfilling careers or require the tools to participate equally in society. Instead, the current bolt on policies and practices that are used to 'include' disabled young people in education send a clear message: that they do not fully belong.'

'Tragically, young disabled people are more than aware of this fact. DRC research finds that a third of them expect to earn less than their peers by the time they are 30. Their rightful aspirations are being suppressed by a system that lacks the necessary encouragement and flexibility'.

Responding to comments made by David Cameron MP, Conservative Shadow Education spokesman on the need for increased provision of special schools, the DRC said:

'David Cameron is wrong when he says that the pendulum has swung too far in the favour of inclusion. We must not see this debate as a simple choice between two systems. As long as disabled young people's experience of schools is dominated by arguments concerning cost, capacity, feasibility, risk and other people's perception of what is in disabled people's best interests, then there will not be an effective choice. Staff in special schools have the expertise and can give the individual support that is frequently not available in mainstream schools, but completely separate schooling can also create a greater risk of isolation from mainstream society when the pupil leaves the school.

Citing the recent Prime Ministers Strategy Unit report Life Chances of Disabled People the DRC said:

'The report correctly concluded that "The rhetoric of mainstreaming needs to be followed up by specific action to include disabled children". The time is now well over due to build an education system that can fully include disabled children. But it will be a waste of time if the debate is not configured on the right terms. We need to ask the fundamental questions of how we can develop an education system that means that disabled young people can learn in an environment where they have control over their own lives; can make a valued contribution; can learn the skills they need to play a part in society and get on in life; and look forward to enjoying full membership of society and help shape the world we live in.'