By developing schemes that influenced their own lives, it says, the participants gained confidence, skills, status and esteem.
Government policy is increasingly geared towards teaching students with special educational needs in mainstream settings. Statutory guidance suggests that “nearly all” such children should be taught in regular colleges and schools.
If not properly implemented, however, this can lead to problems for young people with learning difficulties. An earlier study revealed that many students felt lonely, bullied and scared at school; while other research suggests that they are six times more likely to experience mental health problems than the average young person.
What about us? examined how these young people could be helped to feel more included. The research team worked with nine different institutions in three separate parts of the country. These included mainstream schools, colleges of further education, an independent post-16 vocational training college and a special school.
“The overall message from students was that the inclusion policy is a good one, but that it needs to be translated and put into practice more effectively,” Richard Byers, Cambridge University lecturer in special and inclusive education said.
“Schools are very busy places and are naturally concerned about challenging and developing all their students. In most of the successful schools and colleges we worked with, however, it was clear that it was entirely possible to drive towards excellence and include young people with learning difficulties at the same time.”
Many of the students said that they found school life particularly difficult between lessons. Often they found moving around school or college campuses in busy corridors or on staircases stressful, and they felt vulnerable and insecure in playgrounds during breaks.
The report argues that the problem could be solved if young people were given more support and more secure or structured activities during break times. At some of the schools visited, common rooms offered young people with learning difficulties somewhere quiet where they could talk to friends. Another school offered students access to a learning centre, where they knew they could go for support from familiar and trusted members of staff when needed.
Researchers also found that young people with learning difficulties wanted more opportunities to influence the day-to-day running of their school or college through representative bodies such as student councils.
The report says it was “noticeable” that young people with learning difficulties were not included on these bodies and that in some cases participants in the research did not even know their school or college had a student council. When they were consulted for their views, however, simple obstacles that were affecting their well-being – such as a ramp that was too steep for wheelchairs, or sinks positioned at the wrong height – were often quickly resolved.
Young people also want to be more involved in the planning and decision-making around transitions in their own lives, such as when they move from school to college, or enter the world of work. The report says students often feel anxious about major changes, but were much more confident when visits, “link courses” and work placements were laid on to help them move from one institution to another.
The findings will now be published on the What about Us? website, , and in an 85-page report published by the FPLD, which will be distributed to policy managers and makers.
“Hopefully the findings will encourage schools and colleges to get their students with learning difficulties more actively involved in research and development work geared to improving their own experiences of mainstream education,” Jill Davies, Research Programme Manager for the Foundation for People with Learning Disabilities, said.
“Students can provide a very effective check on policy implementation and quality. Involving them in this way is good for schools, colleges and policy-makers – as well as being good for the young people themselves.”
This is a joint press release from the University of Cambridge and Foundation for People with Learning disabilities
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For more information contact: Tom Kirk, Communications Office, University of Cambridge, Tel: +44 (0)1223 332300 , mobile +44 (0)7917 535815 , Email: tdk25@admin.cam.ac.uk
Simon Loveland, PR Officer, the Foundation for People with Learning Disabilities, sloveland@fpld.org.uk, 020 7 803 1130
Please note that a summary of the key findings from the report are provided on a supplementary sheet attached with this press release.
Interviews with Richard Byers can be arranged through the Office of Communications, University of Cambridge, on the number given above.
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