Appropriate support for children with special educational needs can lead to successful results | Special educational needs

I have two children, both autistic. One does well at traditional school, with adaptations; The other cannot survive in a general public environment – everything on this subject triggers it.

Any minister who wants to remove special educational needs and disabilities (Send) The parameters should be required to leave their calm office and spend a week to carry out their duties in a highly frequented secondary school (after invalidity services, is the work really about to target the educational rights of children with special needs?, July 7).

Every 55 minutes, they must drop what they make and move to another room to work on a completely different ministerial portfolio, regardless of their interest or ability. Sometimes they will be necessary for the EP in a room full of people.

Why is it so difficult for the government to understand that “inclusion” does not mean “forcing everyone in a single framework regardless of its adapted”? This means understanding, respecting and acting appropriately, because everyone has different needs.
Rachel Taylor
Lewes, East Sussex

The battle to acquire an education, health and care plan (EHCP) is not easily won. Too often, this requires tenacity, resilience and a small measure of confidence and skills to negotiate the process of call and court.

As a teacher, lawyer and former representative of the independent supplier of special education advice, the main charity in the area of the sending of the law in England, I know it by first -hand experience. My own child had complex medical needs and I was amazed when my local authority said it had not reached the threshold (clearly defined in the 2014 law for children and families). I successfully appealed, but I had to attend a hearing before a court of first instance.

I understand why local authorities do not support EHCP applications; They know they do not have the funds to respect the plans. Water or eliminate children’s rights to support can never be the answer. Support for adequately funded sending allows children to succeed. My own child, with a plan in place throughout the secondary school, was able to obtain a first class diploma. I fear that this is not the result of our next generation of children.
Susan Hailes
Fowlmere, Cambridgeshire

Your correspondents (letters, July 6) argue a powerful argument for the need to support children with additional educational needs, but I think they are mistaken in trying to perpetuate the current use of EHCP.

I was, for many years, a governor of two secondary schools and I witnessed problems with the EHCP “system” with growing despair. The processes have become so complex that they are almost inaccessible for parents who do not have the skills necessary to navigate in an administrative labyrinth, which discriminates some of the most necessary.

The time taken to secure a plan can be so extended that it is useless for junior schools to launch a request late in the time of the child with them; Secondary school may have trouble supporting the child for their first year and only obtain a plan by the end of the year 8 – which means that children at a crucial stage in their school life lack additional support for three years.

Any system with these features must be replaced, and I urge your readers to welcome the opportunity to achieve this.
Dick Quibell
London